arquivo - Sistema CPV

M anual
de
Orientações Metodológicas
8o Ano – 2o Bimestre
para o
Professor
1
inglês
telling stories
1. Abordagem dos Assuntos
O aprendizado de uma nova língua deve acontecer de forma
natural, como se adquire a língua materna. Assim sendo, devese dar muita ênfase a atividades orais e escritas que estimulem
a criatividade dos alunos, aproveitando-se o tema dos contos
de fadas. O aluno deve ser sempre estimulado a encontrar as
soluções e respostas para seu problema, cabendo ao professor
orientá-lo e não fornecer respostas prontas e explicações
gramaticais excessivas.
Este fascículo, em especial, apresenta uma série de atividades
que visam estimular a criatividade do aluno, bem como permitir
que elabore seus próprios textos, individualmente ou em grupo.
Algumas destas atividades requerem um pouco mais de tempo
por parte do aluno, chegando, por vezes, a utilizar toda a aula.
É importante, porém, que tais atividades sejam desenvolvidas
dentro da sala de aula, com acompanhamento do professor,
para que este se certifique de que o próprio aluno é quem está
trabalhando, ao mesmo tempo em que pode auxiliá-lo, quando
necessário.
2.Temas Transversais
Pluralidade Cultural: A apresentação do assunto
deste fascículo se inicia com o tema família, que pode ser
transversalizado partindo do pressuposto de que esta é uma
instituição extremamente importante dentro de qualquer
sociedade, que sofre suas transformações com o tempo. Hoje
em dia, ao contrário do que acontecia há alguns anos, as
famílias diminuíram de tamanho, devido a inúmeros fatores
como, por exemplo, o custo de vida, a crescente participação
da mulher no mercado de trabalho, diminuindo seu tempo
disponível para dedicação “ao lar”, entre outros.
Em países mais desenvolvidos, as famílias são cada vez
menores. Por isso, alguns destes países já enfrentam problemas
como a escassez da mão de obra, devido ao envelhecimento
da população, o que ainda não acontece no Brasil. No entanto,
o tema família é sempre muito delicado, devido ao grande
número de divórcios existentes na sociedade moderna, o que
exige muito tato por parte do professor em sua discussão.
Assim, é bastante oportuno ressaltar as mudanças sociais que
influíram na constituição das famílias, como o acesso da mulher
ao mercado de trabalho e o alto custo de se proporcionar uma
boa educação, dentre outros.
Voltando-se mais diretamente ao tema cultura, os contos
de fadas, por fazerem parte do folclore, refletem, muitas vezes,
a cultura de um povo ou os costumes de uma determinada
época. Pode-se fazer um paralelo com as estórias modernas
como, por exemplo, as novelas, que refletem um momento
social, procurando criar nos alunos um espírito crítico, por
intermédio da comparação.
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3.atividades extras
a) The students should build a family tree of their own
(not necessarily their family), where they would write
the names of the people and leave space for the ages.
They should then write sentences with the information
necessary to complete the family tree, like Martha’s
son is five years old etc. They should then use this
information to work in pairs and complete each other’s
tree.
b) The same family tree could be used to exercise the
vocabulary that expresses relationships like Marta is
Maria’s cousin etc.
c)
Acting – the class could adapt one of the fairy tales and
interpret it in different groups. It is an excellent activity
to develop pronunciation and intonation.
d)
Prepare identification cards with the first and last
names of people that constitute a family and glue them
on the students’ shirts. (Ex: Mr Thomas Brown, Mrs
Jennifer Brown, William Brown, Susan Brown, etc)
They will have to walk around the class in order to find
the other members of the family. Afterwards they will
have to build sentences using the genitive to express
their relationship with the others and say who they are.
e)
Teacher’s grab bag – this exercise can be done to
review vocabulary or to review any other grammar point.
The teacher writes some words in pieces of paper and
put them in a bag. Each student has to take out a paper
and explain or translate the meaning of the word or use
it in a sentence. This activity can be performed as a
game if the teacher divides the class in groups.
4.Sugestões Adicionais
Para o Professor:
http://www.inform.umd.edu/EdRes/ReadingRoom/
Fiction/FairyTales/
http://members.aol.com/surlalune/frytales/index.htm
http://school.discovery.com/lessonplans/programs/
brothersgrimm/
www.pitt.edu/~dash/folktexts.html
www.pitt.edu/~type0709.html
www.ub.rug.nl/camelot/
Para Professor e Alunos:
http://disney.go.com/disneyvideos/animatedfilms/
snowwhite/
2
Manual
de
Orientações Metodológicas
respostas das Atividades
01.
H
A
T
F B A
K
E
A
F
T
E
B B R
C
A
T
G
I T
C
B L
R E F E E
O C ¯ S
P W
I
S E
D
D
E
D
S
I
I N G A L
G
02.a) grandfather.
b)aunt.
c)cousin.
d)nephew.
e)niece.
f)grandmother.
g)greatgrandmother.
h)greatgrandson.
i)cousin.
j)uncle.
03.
greatgrandmother
grandaunt
granduncle
aunt
E
F
I
T
Professor
Genitive case
The teacher should avoid longer and deeper explanations at this
point. Further explanations can be given as the exercises require
them.
J
C
¯ H
I
L
E D
H
O
O
D
It is interesting to let students think about the solutions first and
only afterwards give them the solution.
In this case, the genitive is pronounced /iz/.
The teacher could explain that, in order to pronounce the “s” for
the genitive of names ended in “s” it’s necessary to add a vowel
sound, creating, therefore, a new syllable.
D¯
T
O N G
E
S
04.In case the students have difficulty constructing the correct
sentences, the teacher should explain the order of the words in the
sentence.
a) Those are Patricia’s books.
b) The yellow T-shirt is Mario’s.
c) These are Thimoty’s car keys.
d) That is John’s wallet.
e) This is Valery and Michael’s beautiful house.
greatgrandfather
grandmother
uncle
para o
grandfather
father
mother
05. a) Whose house is that?
b) Whose glass is this?
c) Whose camera is this?
d) Whose scarf is this?
e) Whose shoes are these?
This and that can appear in any sentence that is in the singular.
06.The teacher should bring the bag to the class.
It would also be a good idea to review vocabulary before doing
the exercise.
07.These questions should be asked to set students in the mood for
the reading. It’s not necessary to write down the answers or to give
precise answers. After some minutes of discussion, the teacher
should suggest the students to read the text and, when they’re
finished, ask the questions again to check their understanding of
the reading. Possible answers could be:
a) A fairy tale is a story in which wonderful things happen
through magic.
b) “Cinderella”, “The Ugly Duckling”, “The Sleeping Beauty”.
(or any other the students know).
c) No, some fairy tales tell stories about witches, giants or
animals.
d) Fairy tales are stories that belonged to the folklore, told from
generation to generation.
e) They begin with “Once upon a time” and end with “And they
lived happily ever after.”
f) Personal answer.
Fairy tales
It would be interesting for the teacher to bring some fairy tale
books to class, even if they’re not in English, to help create an
adequate atmosphere.
cousin
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cousin
me
Manual
de
Orientações Metodológicas
08.Straparola’s tales = os contos de Straparola
Perrault’s collection = a coleção Perrault
The Grimm’s brother most famous storyteller = a mais famosa
contadora de histórias dos irmãos Grimmm
The Emperor’s New Clothes = As novas roupas do imperador
The Grimms’s tales = Os contos dos Grimms
09.Students should be encouraged to guess the meaning of some
words from the context. In case they find it too difficult, a
dicitonary could be used to help.
Personal Answer
10.In the end, the dictionary could be used to check the answers, or
the teacher could help.
The words used in this exercise are the ones they worked with in
exercise 9.
11.The teacher should write the story down, while the students
are creating it, to read it aloud to the class later on. It would be
interesting to let their imagination flow, but keep an eye on the
elements of the fairy tale.
12.These exercises can later be exchanged in the class and used as a
vocabulary review.
Review
13.
ceabd
14.a) These are Kate’s car keys.
b) This is Peter’s money.
c) This is Charles’s jacket.
d) This is Christine’s teacher.
e) This is John’s ball.
15.a) Whose car keys are these?
b) Whose money is this?
c) Whose jacket is this?
d) Whose teacher is this?
e) Whose ball is this?
16. Personal Answer
para o
Professor
3
Making new friends
1. Abordagem dos Assuntos
O conteúdo deste fascículo já foi visto pelo aluno em
ocasiões anteriores, à exceção do Double Possessive, que
também não apresenta maiores dificuldades. Como de costume,
é importante não se preocupar em fornecer muitas explicações
gramaticais, a não ser quando estritamente necessário. Procure
orientar o aluno para que ele encontre suas próprias respostas, o
que é mais indicado para um melhor resultado do aprendizado.
Vale lembrar que a maior parte do conteúdo deste fascículo
envolve uma revisão e que os alunos já devem possuir
mecanismos próprios para resolverem as situações-problemas
que lhes forem apresentadas.
2.Temas Transversais
Pluralidade Cultural: este é um tema sempre passível de
discussão em cursos de língua estrangeira. Neste caso específico,
pode-se mencionar as diferenças entre os divertimentos de
adolescentes nos EUA e no Brasil, enfocando principalmente
a função que as escolas americanas exercem nestas ocasiões,
disponibilizando seus espaços para a realização de eventos
sociais como bailes, gincanas e campeonatos. Outro fator a ser
mencionado é a indumentária dos adolescentes, uma vez que
um adolescente brasileiro jamais usaria uma gravata para ir a
festas.Também as meninas usam bastante maquiagem, o que
não é comum no Brasil.
Orientação Sexual: a adolescência é a época das festas,
dos encontros, das reuniões, e desperta no jovem a atenção e
o desejo sexual, e a necessidade de carinho do sexo oposto.
É importante que os jovens estejam mais alertas para as
implicações destes envolvimentos e para os riscos que
podem advir destes relacionamentos. Discutir o “ficar” dos
adolescentes e a importância da valorização individual e da
autoestima, como um fator importante nos relacionamentos,
também pode esclarecer alguns pontos que acarretam no
excesso de dependência entre os sexos opostos, bem como a
comum indefinição nos relacionamentos dos jovens.
Meio Ambiente: sob o foco do meio social, o tema
do fascículo permite uma discussão sobre amizades, sua
importância para o bom desenvolvimento emocional de uma
pessoa, como ser receptivo para com os outros etc. Nesta fase,
é comum os jovens formarem pequenos grupos, que isolam uns
aos outros. É importante mostrar o quanto esta atitude magoa
as pessoas que também partilham do mesmo meio social, e
como podem ser mais interessantes e satisfatórios o convívio
harmonioso e a união entre todos.
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Manual
de
Orientações Metodológicas
para o
Professor
3. atividades extras
respostas das Atividades
a) Ask the students to look for information about the two
states mentioned in this unit (Oregon and New York)
and present the information they find to the class. You
can even make a game using the information they find.
You write a few questions about topics you would like
them to know and ask them to the class. You can divide
the class in groups and establish a competition, in which
the winner is the group that answers most questions
correctly.
b)
Board game – divide the students in small groups and
ask them to create their own game. They have to draw
the board, with the numbered houses where they’re
going to put their markers. Some of them must only
have numbers, others may have information like, go
back to 3, take a card, go to 8 (always a future number).
They should then prepare the cards to take, in case it’s
necessary. The cards should have questions concerning
their research suggested in the previous exercise,
grammar, verbs, possessives or any other thing they
could think of. Or, the teacher may prepare the cards
personally and give them to each team, making sure
they would use this exercise as a revision of structures
and information previously studied.
c) Ask your students to write yes/no questions, using all
verb tenses they’ve learned. They should then use these
questions to ask their friends, even as a competition.
The students should give short answers.
d) You can do something similar to the previous exercise,
using WH questions.
e) Ask students to write sentences using the possessive
forms learned in this unit and the objects and people
in the classroom. They could later exchange their
sentences and correct their friend’s sentences.
f)
Verb Tense Review – divide the board in parts, each
one corresponding to a different verb tense. Students
should write their own sentences using these tenses and
stick them (or write them) under the correct title. You
could also write the sentences yourself and leave them
in a bag. Each student would take a sentence from the
bag and put it under the correct title. This activity could
be done as a game if you divide the class in groups.
01.a) ( F )
b) ( F )
c) ( T )
d) ( F )
e) ( T )
f) ( F )
g) ( F )
h) ( F )
02.a) Patty is a new student.
b) Sally introduced Patty to Henry.
c)Correct
d) They are all in Albany
e)Correct
f) Henry is Melissa’s brother
g) Frederick is a friend of them.
03. a) Nice to meet you.
b) I’d like you to meet …/ Let me introduce you to…
c) Where are you from?
d) Would you care to dance?
This sentence is common among native speakers.
You can also use “would you like to dance?”
04.Students should be stimulated to grasp the meaning from the text.
If it’s necessary, they can use a dictionary. Only as a last option
should the teacher tell them the answers.
a) a social event where people dance with each other
b) sexually attractive
(when referring to people; an informal use)
c) a man
d) stop saying stupid or silly things
e) the child of your uncle or aunt
f) very pretty and attractive
4.Sugestões Adicionais
Michael Swan. Practical English Usage, Oxford University
Press.
John Eastwood. Oxford
Oxford University Press.
Guide
to
English
Grammar,
Davis Willis and John Wright. Collins Cobuild English Grammar:
self study edition with answers, Harper Collins Publisher.
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05.
I
my
mine
You
your
yours
He
his
his
She
her
hers
It
its
its
We
our
ours
You
your
yours
They
their
theirs
06. a) Whose book is this? I think it’s Mary’s. Do you think it's hers?
b) Sally has a younger brother. His name is Anderson.
c) — Are these your keys, Sandy?
d) No, they aren’t. I believe they’re Anthony’s.
e) — Whose classroom is that one?
f)It’s ours/ mine/ hers / his / yours / theirs.
Manual
de
Orientações Metodológicas
07.Making new friends
Meg: Hello! You’re new here, aren’t you?
Patty: Yes, it’s my first day, actually. Nice to meet you.
My name’s Patty.
Meg: Hi, Patty. Nice to meet you, too. I’m Meg.
Where are you from?
Patty: I’m from North Bend, Oregon.
Meg: Wow! That’s a long way from here!
Sally: Hey, Meg! Come here. Let’s buy a sandwich.
Meg: I’m coming. Come with me. I’ll introduce you to some of
my friends. I’m sure you’ll like them. Folks, this is Patty,
a new student in our class.
Sally: Hi, Patty. Nice to meet you.
Cindy: Hi, Patty. Welcome to Albany.
Patty: Hi! It’s nice meeting you, too.
Meg: Patty is from Oregon, and I’m afraid she doesn’t know
many people around here.
Patty: To be honest, I don’t know anyone in Albany, besides my
family.
Cindy: Well, you know us. And don’t worry about that.
We’ll introduce you to a lot of people we know, won’t we
girls?
Sally: Oh, that’s for sure. By the way, let me introduce you to
Francis. She’s Cindy’s neighbor.
Francis, this is Patty, a new student from Oregon.
Francis: Hi, Patty. Welcome to Albany High School.
Patty: Well, thank you. You’re really nice. I was so afraid it
would be difficult to make friends here.
Meg: Cut that crap! By the way, there’s a dance at school
tomorrow and you’re coming with us. We’ll introduce you
to a lot of friends of ours, including some gorgeous guys.
I’m sure you’ll love it.
At the party
Patty: Oh, gosh! Isn’t that guy cute! Who is he?
Sally: Who? The blonde one with a dark suit? That’s Henry,
Melissa’s brother. And the guy beside him is Jeremy,
Meg’s cousin. Come on, I’ll introduce you to them.
Henry: Oh, hi Sally. How are you doing?
Sally: Just fine. Guys, I’d like you to meet Patty, a new student
from Oregon.
Henry: Hi, Patty. It’s nice to have you here.
Do you know Frederick, a friend of ours?
Patty: Nice to meet you.
Frederick: Nice to meet you, too. Would you care to dance?
Patty: I’d love to.
08. a)
b)
c)
d)
e)
f)
(R)
(R)
(R)
(R)
( W ) The correct is: my sister’s husband
(R)
09.a / b / d
10.a)
b)
c)
d)
e)
para o
Professor
5
She’s a friend of his.
I think she’s a distant relative of hers.
His new girlfriend is a nurse.
Marta wore an old dress of hers for the party.
Her house is extremely beautiful and modern.
11.Reading.
Exercises 12 to 15 are useful to review the Verb Tenses that
have been taught until now. They review both structure and
concept. Each class may need a different approach or help from
the teacher, who should only give the necessary information,
avoiding complicated grammar explanations.
12.a) Yes, she is.
b) No, she doesn’t.
c) Yes, she is.
d) No, she didn’t.
e) Yes, she has.
f) Yes, they are.
g) Yes, she is.
h) Yes, he can.
i) Yes, she would.
The exercise 12 is an excellent opportunity to review the verb
tenses the students have already learned during the course,
including the previous years. If the teacher feels it’s necessary, he/
she can add some grammar explanation to the students, before they
do the exercise, but it’s important to check what they know first.
13.a) have you met; she’s just arrived; how long have you been;
I’ve been.
b) why did you move; we came with him.
c) we’re having; are you coming; what time will it be.
14. d) Can and would.
15. a)
b)
c)
d)
2. Future action
2. I still study at this school
1. An action that happened in the past and is finished.
1. We arrived after Stuart had a shower
16. a) arrived
b) has been
c)went
d) are having
e) wears / goes
f) worked / works
17. a)
b)
c)
d)
e)
f)
a finished action
an action that is not finished
an action that happened in the past
a future action
an action that expresses a habit
Part 1 – an action that is finished
Part 2 – a present habit
18.They are having an exhibition of Picasso’s work at the
Metropolitan next month.
19.a) Mary’s sister
b) the leg of the table
c) the book of exercises
d) the hight of the tower.
e) a friend of mine
It may be useful to remind the students that when we’re talking
about inanimate objects we prefer the of-genitive, rather than the
s-genitive.
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Manual
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de
Orientações Metodológicas
para o
Professor