FICHA PARA IDENTIFICAÇÃO

PRODUÇÃO DIDÁTICO – PEDAGÓGICATURMA - PDE/2012

Título: A questão social abordada do Conto de Fadas Chapeuzinho Vermelho

Autora Vera Lucia dos Santos

Disciplina/Área Língua Estrangeira Moderna - Inglês

Núcleo Regional de Educação

Pitanga

Escola de Implementação do Projeto e sua localização

Colégio Estadual do Campo João Cionek – EFMP

Município da Escola Santa Maria do Oeste

Instituição de Ensino Superior

UNICENTRO – Universidade do Centro Oeste

Professor Orientador Ana Paula de Castro Sierakowski

Relação Interdisciplinar

Língua Portuguesa – História- Sociologia

Resumo do Projeto

Os contos de fadas estão presentes na vida de nossos

alunos podendo representar a linguagem dos sentimentos,

da subjetividade e do imaginário. Há, portanto, a

necessidade de analisar como os contos de fadas podem

contribuir para a aprendizagem deles nas aulas de Inglês.

O presente projeto apresenta a possibilidade de trabalhar o

conto de fada, de modo que as aulas de inglês passem a

ser prazerosas e significativas. No trabalho, pretende-se

propor atividades de leitura a partir do conto de fadas,

Chapeuzinho Vermelho, na versão de Perrault, dos Irmãos

Grimm e o filme - A Garota da Capa Vermelha. Assim,

objetiva-se estimular o imaginário e a criticidade dos

alunos, levando- os a refletirem sobre os contos de fadas,

além de analisar a estrutura do gênero evidenciando suas

características. Para tanto, seguir-se-ão os seguintes

passos: explorar o conto de fada com leituras, produção

de textos com o tema “Chapeuzinho Vermelho Nos Dias

Atuais”; debates; atividades de compreensão e de

estrutura da língua inglesa.

Palavra-chave Leitura –Conhecimento -Valores

Formato do Material Didático

Unidade Didática

Público Alvo 1º ano do Ensino Médio

APRESENTAÇÃO

O objetivo desta Unidade Didática é de contribuir para o ensino-

aprendizagem de Língua Inglesa por meio dos contos de fadas que fazem

parte da vida de nossos alunos representando a linguagem dos sentimentos,

da subjetividade e do imaginário. O tema será abordado por meio do gênero

textual contos de fadas, e o conto selecionado é “Chapeuzinho Vermelho”.

Nesse sentido, busca-se resgatar o gosto pela leitura e a formação do senso

crítico dos educandos por meio de questões sociais discutidas em tal texto.

Objetiva-se ainda, refletir e construir significados na formação da identidade e

tornar as aulas de Língua Inglesa mais prazerosas e significativas.

O presente material didático foi elaborado de acordo com as

Diretrizes Curriculares Educacionais do Ensino de Língua Estrangeira Moderna

– LEM, organizado por meio do gênero textual: contos de fadas, levando em

consideração o perfil sócio-econômico-cultural dos alunos da Rede Pública de

Ensino.

O trabalho está previsto para ser realizado em um total de 32

aulas e pretende-se realizar atividades de leitura do conto de fadas de

Chapeuzinho Vermelho de Charles Perrault, a versão dos Irmãos Grimm e o

filme: A Garota da Capa Vermelha, analisando, nos textos escritos, a estrutura

do gênero selecionado e evidenciando as características que apresenta,

explorando, também, por meio de atividades diversas de compreensão e

estrutura da língua, os textos escritos e o filme. Assim, pretende-se propiciar

questionamentos e discussões enfocando questões sociais, o resgate e

aquisição de valores, de modo a propiciar, também, conhecimento, interação,

recepção e compreensão da literatura de maneira crítica. Ao final do trabalho

com os textos, propor-se-á aos alunos a produção de uma outra versão do

conto de fadas .

Entende-se, dessa forma, que cabe a nós educadores mediar o

processo de ensino aprendizagem por meio de questionamentos que

possibilitem dúvidas, debates e inquietações. Entretanto, deve ser de tal forma

que provoque reflexões e associações à vida cotidiana de nossos alunos,

possibilitando a contextualização dos contos de fadas.

Segundo Parreiras (2010, p.107), “a literatura atualiza e faz presentes os

elementos históricos que formam nossas identidades e culturas. Ela constrói as

identidades e as misturas da subjetividade que nos caracteriza”, em

complemento, Parreiras (2010, p.131) ainda nos diz que “há aspectos da vida

que são inerentes ao ser humano e há sentimentos que são comuns entre as

pessoas”.

Os contos de fadas, então, oferecem possibilidades - mesmo que estes

não sejam os objetivos da literatura - de orientar, educar e desenvolver a

capacidade interpretativa de nossos alunos e contribuir para a formação de

leitores produtores e formadores de opiniões.

Learning english through fairy

tales

DEAR STUDENT, IN OUR NEXT CLASSES WE ARE GOING TO

WORK WITH FAIRY TALES. !! IT IS GOING TO BE VERY NICE!!

TO START

What are fairy tales?

Activity one:

Write the name of some fairy tales that you know:

___________________________________________

___________________________________________

___________________________________________

1 – Do you know fairy tales? Which ones?

2 – Do you like fairy tales? Why?

3 – What is your favorite fairy tale? Why?

4 – Do you know the fairy tale “Little Red Riding Hood?

5 – Have you know “Little Red Riding Hood” through the English or the

Portuguese version?

6 – Let’s talk about “Little Red Riding Hood”?

Activity

Two

“Contos de Fadas são narrativas, em que aparecem seres

encantados e elementos mágicos pertencentes a um mundo imaginário,

maravilhoso. São histórias muito antigas, que eram transmitidas de boca em

boca e passados de geração para geração”. [Fonte: GAGHIARD, Eliana;

Amaral, Heloísa. Contos de Fadas: trabalhando com os gêneros do

discurso: narrar. São Paulo: FDT, 2001].

Estes contos em geral apresentam uma situação inicial,

desenvolvimento e situação final com estrutura simples e fixa, começando com

- “Era uma vez e com o final: e foram felizes para sempre e têm como objetivo

transmitir um ensinamento.

Now let’s

learn about

fairy tale

GÊNERO TEXTUAL :

CONTO DE FADAS

Segundo BETTLHEIM (1980, p.203) “a história literária deste

conto começa com Perrault. O conto, em inglês, é mais conhecido pelo título de

“Capinha Vermelha”, embora o título dado pelos Irmãos Grimm, de

“Chapeuzinho Vermelho” seja mais apropriado”. (BETTELHEIM, B. Psicanálise

dos contos de fadas. 9º. ed. Trad. Arlene Caetano. Rio de Janeiro: Paz e Terra,

1992).

Nos Contos de fadas há:

“uma situação inicial; uma ordem perturbadora, quando a situação de equilíbrio

inicial se desestabiliza, dando origem a uma série de conflitos que só se

interrompem com o aparecimento de uma força maior. A seguir, a ordem é

restabelecida. Geralmente há personagens do bem e do mal, e a vitória, apesar

do sofrimento, sempre é do personagem do bem. O “Era uma vez... e foram

felizes para sempre” nos remete ao passado e serve de passaporte do mundo

real para um mundo irreal, mundo fantasia.” (GAGHIARD, Eliana; Amaral,

Heloísa. Contos de Fadas: trabalhando com os gêneros do discurso: narrar.

São Paulo: FDT, 2001].

)

WHAT DO YOU

KNOW ABOUT

little RED

riding hood?

Activity three:

Find words, in English, that are related to the fairy tale “Little Red Riding

Hood” in the box bellow.

Flores, vovó, cuidado, chapeuzinho vermelho, floresta, lobo, pedras, caminho,

doente, conselho, barriga, lenhador, menininha, porta, obrigado, estranho,

narciso, abraço, pare, mãe, casa de campo, manteiga, bolo, falar, fraca.

A R P G L P H F I H D B L W A

B Y A G L X Z U G H O T I E M

E V T D I F J K G E O H J A D

C X H O F O R E S T H A H K A

A V X B E N U C J S G N K I F

R L C A K E I J E G N K L C F

E A R E U W I N O S I Y M K O

F D I V T H O B K T D O W A D

U O U A G T A U A O I U W N I

L O E T S E O F E P R Y O G L

B R G E S M L I P G D R O R S

C C A D R O U T S D E E D A L

T V T S W D F W T F R G C N N

E Q T G J T Q B K I E N U D O

A D O R S K L I L K L A T M F

S X C O U Y M M U T T R T A O

Q H M R T W O C B U T T E R M

A D V I C E P N Q M I S R P E

Z R E H T O M Z W R L Y N Y P

F L O W E R S A S H U G M E D

Let’s test your

knowledge and

vocabulary

Como vimos, os contos de fadas tratam de fatos já ocorridos, ou

seja, falam de algo que está no passado. Em inglês usamos o Simple Past

Tense para isso.

Os verbos em inglês podem ser divididos em regulares e irregulares:

Os verbos regulares formam o passado com o acréscimo de ed ou

apenas d à forma básica.

Ex.: live ⇒ lived

(Little Red Ridding Hood's grandmother lived in a little cottage on the other side

of the forest).

call ⇒ called – One day Little Red Riding Hood's mother called her and said.

Os verbos irregulares têm formas específicas no passado:

Ex.: begin ⇒ began

(Everyone began calling her Little Red Riding Hood)

see ⇒ saw

(Little Red Riding Hood saw a chump of golden daffodils)

Observe no texto “Little Red Riding Hood” que as ações referem-

se ao passado. A maioria das formas verbais está no Simple Past, um tempo

verbal que equivale em português ao Pretérito Perfeito e ao Pretérito

Imperfeito. O Simple Past expressa ações que começaram e terminaram no

passado.

No Simple Past os verbos têm uma única forma para todas as pessoas.

I/YOU

Lived, called, began, said HE/SHE/IT

WE/YOU/THEY

STRUCTURE

SIMPLE PAST TENSE

Activity four:

LET’S READ THE FAIRY TALE LITTLE RED RIDDING

HOOD – BY CHARLES PERRAULT

Charles Perrault

Once upon a time there lived in a certain village a little country girl, the prettiest

creature who was ever seen. Her mother was excessively fond of her; and her

grandmother doted on her still more. This good woman had a little red riding

hood made for her. It suited the girl so extremely well that everybody called her

Little Red Riding Hood.

One day her mother, having made some cakes, said to her, "Go, my dear, and

see how your grandmother is doing, for I hear she has been very ill. Take her a

cake, and this little pot of butter."

Little Red Riding Hood set out immediately to go to her grandmother, who lived

in another village.

As she was going through the wood, she met with a wolf, who had a very great

Nas últimas páginas desta unidade você encontrará uma

lista de verbos irregulares que irá ajudá-lo na leitura dos

contos.

Now, we are going to know and read some versions of this fairy tale

mind to eat her up, but he dared not, because of some woodcutters working

nearby in the forest. He asked her where she was going. The poor child, who

did not know that it was dangerous to stay and talk to a wolf, said to him, "I am

going to see my grandmother and carry her a cake and a little pot of butter from

my mother."

"Does she live far off?" said the wolf

"Oh I say," answered Little Red Riding Hood; "it is beyond that mill you see

there, at the first house in the village."

"Well," said the wolf, "and I'll go and see her too. I'll go this way and go you that,

and we shall see who will be there first."

The wolf ran as fast as he could, taking the shortest path, and the little girl took

a roundabout way, entertaining herself by gathering nuts, running after

butterflies, and gathering bouquets of little flowers. It was not long before the

wolf arrived at the old woman's house. He knocked at the door: tap, tap.

"Who's there?"

"Your grandchild, Little Red Riding Hood," replied the wolf, counterfeiting her

voice; "who has brought you a cake and a little pot of butter sent you by

mother."

The good grandmother, who was in bed, because she was somewhat ill, cried

out, "Pull the bobbin, and the latch will go up."

The wolf pulled the bobbin, and the door opened, and then he immediately fell

upon the good woman and ate her up in a moment, for it been more than three

days since he had eaten. He then shut the door and got into the grandmother's

bed, expecting Little Red Riding Hood, who came some time afterwards and

knocked at the door: tap, tap.

"Who's there?"

Little Red Riding Hood, hearing the big voice of the wolf, was at first afraid; but

believing her grandmother had a cold and was hoarse, answered, "It is your

grandchild Little Red Riding Hood, who has brought you a cake and a little pot

of butter mother sends you."

The wolf cried out to her, softening his voice as much as he could, "Pull the

bobbin, and the latch will go up."

Little Red Riding Hood pulled the bobbin, and the door opened.

The wolf, seeing her come in, said to her, hiding himself under the bedclothes,

"Put the cake and the little pot of butter upon the stool, and come get into bed

with me."

Little Red Riding Hood took off her clothes and got into bed. She was greatly

amazed to see how her grandmother looked in her nightclothes, and said to her,

"Grandmother, what big arms you have!"

"All the better to hug you with, my dear."

"Grandmother, what big legs you have!"

"All the better to run with, my child."

"Grandmother, what big ears you have!"

"All the better to hear with, my child."

"Grandmother, what big eyes you have!"

"All the better to see with, my child."

"Grandmother, what big teeth you have got!"

"All the better to eat you up with."

And, saying these words, this wicked wolf fell upon Little Red Riding Hood, and

ate her all up.

Moral: Children, especially attractive, well bred young ladies, should

never talk to strangers, for if they should do so, they may well provide

dinner for a wolf. I say "wolf," but there are various kinds of wolves.

There are also those who are charming, quiet, polite, unassuming,

complacent, and sweet, who pursue young women at home and in

the streets. And unfortunately, it is these gentle wolves who are the

most dangerous ones of all.

http://www.pitt.edu/~dash/type0333.html acesso em 30/11/12

Activity five:

Retold By Rohini Chowdhury

Long, long time ago, in a little village at the edge of a forest, there lived a little

girl. She was always dressed in a pretty red cloak and hood, so that everyone

began calling her Little Red Riding Hood.

One day Little Red Riding Hood's mother called her and said, 'Daughter, your

grandmother is very ill. Please take her this pot of butter and a cake that I have

made. 'Be careful,' said her mother, kissing her. 'Don't stray from the path, don't

stop on the way, and don't speak to any strangers.'

Little Red Riding Hood's grandmother lived all by herself in a little cottage on the

other side of the forest. She knew her way. She skipped merrily along the forest

path, enjoying the bright sunshine, the blue sky and the birds singing in the

trees.

But suddenly, whom should she meet but a Wolf. 'Hello, little girl,' said the Wolf

in his nicest voice. 'Where are you going this bright spring day?'

NOW, LET’S READ THE

“BROTHERS GRIMM”’S

VERSION TO THE FAIRY

TALE

Little Red Riding Hood was feeling so happy and cheerful that she forgot all that

her mother had said to her about not speaking to strangers. She smiled at the

Wolf and replied in her politest voice, 'Hello to you as well, Mr. Wolf. I am going

to see my Grandma, who lives on the other side of this forest. She isn't feeling

very well today, so I am taking her a cake and a pot of butter.

'Oh dear,' said the Wolf, still in his nicest voice. 'How very sad your Grandma

isn't feeling too well! I shall go and visit her as well.

'Well, let's hurry then, 'said the Wolf. 'You go this way, and I'll go the other way,

and let's see who reaches your Grandma first!' So saying the Wolf vanished into

the forest. He ran as fast as he could and took all the shortcuts he knew so as

to reach Grandma's little cottage before Red Riding Hood.

The wolf arrived at the cottage, and knocked at the door of Grandma's cottage

with a gentle tap-tap.

'Who is it?' called Grandma from within.

'It's Little Red Riding Hood, Grandma,' said the Wolf, making his voice sound as

much like a little girl's as he could.

'Dear Little Red Riding Hood,' said Grandma. 'I'm too weak to open the door. Lift

the latch and come in.'

The Wolf did as Grandma said and walked into the little cottage. There was

Grandma, feeling quite weak and ill. The Wolf jumped on to the bed, and

gobbled up Grandma! He knew that Little Red Riding Hood would be arriving

soon, so he wasted no time, but put on Grandma's clothes and the frilly little

lace cap that she always wore to bed, and lay on Grandma's bed, pretending to

be Grandma.

Now Little Red Riding Hood was walking as fast as she could through the

forest, when she saw a clump of golden daffodils. Little Red Riding Hood forgot

all that her mother had said about not stopping or leaving the path. She ran into

the forest and began gathering a great big bunch of daffodils for Grandma.

By the time Red Riding Hood finished picking the flowers and found her way

back to the path again, it was quite late. Little Red Riding Hood began walking

faster and faster, and very soon she came to her Grandma's little cottage.

'Grandma, open the door!' called Red Riding Hood, knocking on the door. 'It's

Little Red Riding Hood!'

He answered just as Grandma had done.

'Dear Little Red Riding Hood,' said the Wolf. 'I'm too weak to open the door. Lift

the latch and come in.'

Little Red Riding Hood did as the Wolf asked and walked into the cottage. She

walked up to the bed to give her Grandma a hug.

'Why Grandma, ' said Little Red Riding in surprise. 'You look different today. You

must be really ill!'

The Wolf pretended to get a coughing fit just then, to show Red Riding Hood

how very ill her Grandma was.

'You poor dear!' said Red Riding Hood. 'But Grandma, you do look strange!

What big ears you have!'

'Only to hear you better with, my dear,' said the Wolf.

'And what big eyes you have Grandma!' continued Red Riding Hood in surprise.

'Only to see you better with, my dear,' said the Wolf.

'What a big nose you have Grandma!' said Red Riding Hood.

'Only to smell you better with, my dear, ' said the Wolf.

'What big teeth you have Grandma!' said Red Riding Hood.

'That's only to EAT YOU BETTER WITH!' said the Wolf. He jumped out from

under the blankets and gobbled up Little Red Riding Hood.

Now the Wolf felt really sleepy after such a large meal. He decided to take a

nap in Grandma's warm, comfortable cottage, and was soon fast asleep.

Just then a woodcutter passed by. He heard the sound of the Wolf's snoring

through the open windows of the cottage.

So the woodcutter opened the cottage door and went in. 'Ah,' thought the

woodcutter.' Judging by the size of the Wolf's tummy, he has just had a large

meal, and I wonder who he has eaten this time!'

The woodcutter picked up a pair of Grandma's scissors lying on the table, and

deftly cut open the sleeping Wolf's tummy. Out climbed Little Red Riding Hood

and her grandmother, breathless and squashed and VERY glad to be out of the

Wolf's tummy. 'Oh! Thank you for saving us!' said Little Red Riding Hood to the

woodcutter.

'Hurry!' said the woodcutter. 'Let's not waste any time. The Wolf could wake up

any moment.' The woodcutter and Red Riding hood then gathered up some

stones, and put them inside the Wolf's tummy. Then Grandma took out her

sewing kit, and sewed up the Wolf's tummy.

Wolf woke up and thought. 'I must be getting old! I can't even eat a little girl and

her grandma without feeling as though my tummy was full of stones!' The Wolf

gave a great big belch and staggered out of the door.

Little Red Riding Hood gave her Grandma the cake and the pot of butter her

mother had sent, and hugged her grandma, Little Red Riding Hood herself, she

never forgot her mother's advice again!

(Retirado de

http://www.longlongtimeago.com/llta_fairytales_redridinghood_page06.html

Adaptado pela autora

Now we will go to the computer lab researching

the authors: Charles Perrault and the Brothers

Grimm.

Let’s know about

the author

TIME TO TALK

Vamos voltar para as duas versões do conto de fadas e vamos verificar quais

as diferenças e semelhanças entre elas. Você pode ir sublinhando essas

diferenças e as semelhanças.

In pairs answer the questions

1 – What are the differences between the fairy tale from Brothers Grimm and

Charles Perrault? Complete the chart:

DIFFERENCES BETWEEN THE TWO VERSIONS

Brothers Grimm (Little Riding

Hood)

Charles Perrault (Little Riding

Hood)

2- Which one do you prefer? Why

3 - Put the fairy tale “Little Red Riding Hood” in order.

'Well, let's hurry then, 'said the Wolf. 'You go this way, and I'll go the other way,

and let's see who reaches your Grandma first!' So saying the Wolf vanished into

the forest. He ran as fast as he could and took all the shortcuts he knew so as

to reach Grandma's little cottage before Red Riding Hood.

One day Little Red Riding Hood's mother called her and said, 'Daughter, your

grandmother is very ill. Please take her this pot of butter and a cake that I have

made. 'Be careful,' said her mother, kissing her. 'Don't stray from the path, don't

stop on the way, and don't speak to any strangers.'

He answered just as Grandma had done.

Little Red Riding Hood gave her Grandma the cake and the pot of butter her

mother had sent, and hugged her grandma, Little Red Riding Hood herself, she

never forgot her mother's advice again!

'It's Little Red Riding Hood, Grandma,' said the Wolf, making his voice sound as

much like a little girl's as he could.

Long, long time ago, in a little village at the edge of a forest, there lived a little

girl. She was always dressed in a pretty red cloak and hood, so that everyone

began calling her Little Red Riding Hood.

Little Red Riding Hood did as the Wolf asked and walked into the cottage. She

walked up to the bed to give her Grandma a hug.

'Dear Little Red Riding Hood,' said Grandma. 'I'm too weak to open the door. Lift

the latch and come in.'

Now Little Red Riding Hood was walking as fast as she could through the

forest, when she saw a clump of golden daffodils. Little Red Riding Hood forgot

all that her mother had said about not stopping or leaving the path. She ran into

the forest and began gathering a great big bunch of daffodils for Grandma.

LITTLE RED RIDING HOOD

Little Red Riding Hood's grandmother lived all by herself in a little cottage on the

other side of the forest. She knew her way. She skipped merrily along the forest

path, enjoying the bright sunshine, the blue sky and the birds singing in the

trees.

'What big teeth you have Grandma!' said Red Riding Hood.

The woodcutter picked up a pair of Grandma's scissors lying on the table, and

deftly cut open the sleeping Wolf's tummy. Out climbed Little Red Riding Hood

and her grandmother, breathless and squashed and VERY glad to be out of the

Wolf's tummy. 'Oh! Thank you for saving us!' said Little Red Riding Hood to the

woodcutter.

The Wolf pretended to get a coughing fit just then, to show Red Riding Hood

how very ill her Grandma was.

'You poor dear!' said Red Riding Hood. 'But Grandma, you do look strange!

What big ears you have!'

The Wolf did as Grandma said and walked into the little cottage. There was

Grandma, feeling quite weak and ill. The Wolf jumped on to the bed, and

gobbled up Grandma! He knew that Little Red Riding Hood would be arriving

soon, so he wasted no time, but put on Grandma's clothes and the frilly little

lace cap that she always wore to bed, and lay on Grandma's bed, pretending to

be Grandma.

'Dear Little Red Riding Hood,' said the Wolf. 'I'm too weak to open the door. Lift

the latch and come in.'

'Grandma, open the door!' called Red Riding Hood, knocking on the door. 'It's

Little Red Riding Hood!'

'That's only to EAT YOU BETTER WITH!' said the Wolf. He jumped out from

under the blankets and gobbled up Little Red Riding Hood.

By the time Red Riding Hood finished picking the flowers and found her way

back to the path again, it was quite late. Little Red Riding Hood began walking

faster and faster, and very soon she came to her Grandma's little cottage.

Little Red Riding Hood was feeling so happy and cheerful that she forgot all that

her mother had said to her about not speaking to strangers. She smiled at the

Wolf and replied in her politest voice, 'Hello to you as well, Mr. Wolf. I am going

to see my Grandma, who lives on the other side of this forest. She isn't feeling

very well today, so I am taking her a cake and a pot of butter.

'Why Grandma, ' said Little Red Riding in surprise. 'You look different today. You

must be really ill!'

'What a big nose you have Grandma!' said Red Riding Hood.

So the woodcutter opened the cottage door and went in. 'Ah,' thought the

woodcutter.'Judging by the size of the Wolf's tummy, he has just had a large

meal, and I wonder who he has eaten this time!'

But suddenly, whom should she meet but a Wolf. 'Hello, little girl,' said the Wolf

in his nicest voice. 'Where are you going this bright spring day?'

'Who is it?' called Grandma from within.

'Only to smell you better with, my dear, ' said the Wolf.

Now the Wolf felt really sleepy after such a large meal. He decided to take a

nap in Grandma's warm, comfortable cottage, and was soon fast asleep.

Just then a woodcutter passed by. He heard the sound of the Wolf's snoring

through the open windows of the cottage.

'Only to hear you better with, my dear,' said the Wolf.

'Oh dear,' said the Wolf, still in his nicest voice. 'How very sad your Grandma

isn't feeling too well! I shall go and visit her as well.

The wolf arrived at the cottage, and Ana knocked at the door of Grandma's

cottage with a gentle tap-tap.

'Hurry!' said the woodcutter. 'Let's not waste any time. The Wolf could wake up

any moment.' The woodcutter and Red Riding hood then gathered up some

stones, and put them inside the Wolf's tummy. Then Grandma took out her

sewing kit, and sewed up the Wolf's tummy.

'And what big eyes you have Grandma!' continued Red Riding Hood in surprise.

'Only to see you better with, my dear,' said the Wolf.

Wolf woke up and thought. 'I must be getting old! I can't even eat a little girl and

her grandma without feeling as though my tummy was full of stones!' The Wolf

gave a great big belch and staggered out of the door.

(Retirado de

http://www.longlongtimeago.com/llta_fairytales_redridinghood_page06.html

Adaptado pela autora

Activity seven:

Write (T) for true and (F) for false and correct the false statements. Rewrite

them according to the text Little Red Riding Hood written by Brothers Grimm .

1 - “Be Careful”, said Little Red Riding Hood kissing her mother. ( )

2 - “Dear Little Red Riding Hood”, said grandma. “I'm too weak to close the

door. Lift the latch and get out. ( )

3 – Little Red Riding Hood forgot all that her mother had said to her about not

speaking to strangers. ( )

4 – Little Red Riding Hood's grandmother lived all by herself in a little cottage on

the other side of the forest. ( )

READING

AND

COMPREHENSION

5 – The woodcutter and Little Red Riding Hood put some stones inside the

wolf's tummy. ( )

6 – “What a big nose you have grandma!” Said Red Riding Hood. “Only to see

you better with, my dear!” said the wolf. ( )

7 – Long, long time ago, in a big village at the edge of a forest, there wept a

little girl. ( )

8 – Little Red Riding Hood never forgot her mother's advice again. ( )

Put some of the characteristics of the fairy tale in the box below, you can choose the

version of the fairy tale that you prefer::

Title

Time

Place

Characters/names/characteristics

Content: What is the story about?

Initial situation

Complication

Actions practiced

Resolution

Final situation

Activity nine:

Do you think the girls today can be tricked as they were in the past?

How would you solve the situation if you met a wolf?

Questions for

discussion:

What are the types of violence that children are exposed to? And how do they

deal with that?

What would be the behavior of the girls today if they had to face a dangerous

and violent situation? Who do you think is the wolf today?

Who is the woodcutter today? How would he proceed? Do you believe that we

can get help from them today? Explain.

Do you believe that Little Red Riding Hood was deceived or did she allow

herself to be ? Explain

Regular Verbs Irregular Verbs Translate the

Regular Verbs

Translate the Irregular

Verbs

Activity ten

Find in the text:

Activity eleven:

1 – The little girl_______________feeling so happy and cheerful. (to be)

2 – My friend_______________in a comfortable cottage. (to live)

3 – My mother_______________bread and cake. (to make)

4 – Grandma_______________the door to the children. (to open)

5 – The hunter_______________the wolf in the grandma's cottage. (to find)

6 – The wolf________________a large meal. (to have)

7 – Grandma_______________up the wolf's tummy. (to sew)

8 – The girl never_______________her mother's advice. (to forget)

YOU CAN WATCH:

Deu A Louca Na Chapeuzinho Woodwinked Informações disponíveis em: www.hoodwinkedthemovie.com/

Shrek 1, 2 ou 3 Informações disponíveis em: www.shrek.com/

OPTIONAL

ACTIVITY

Vamos ler a sinopse do filme:

Segundo a sinopse do filme “A Garota da Capa Vermelha”,

dirigido por Catherine Hardwicke, a obra relata:

Uma história de suspense de fantasia que coloca um toque de assombração no mais clássico dos contos de fadas. Por muitos anos os moradores da vila de Daggerhorn têm mantido uma trégua com um lobisomem – mas a fera muda de rumo ao matar a irmã mais velha da jovem e corajosa Valerie (Amanda Seyfried). Prometida em casamento a um homem, porém apaixonada por outro, Valerie é novamente afetada pelos ataques sangrentos da criatura. Quando um caçador de lobisomem diz que a besta toma forma humana durante o dia e caminha entre eles, o pânico se instala e o número de mortos aumenta. E, Valerie descobre que tem uma conexão inexplicável com o lobo que os une, tornando-a tanto suspeita... quanto isca. Gary Oldmam, Billy Burke, Shiloh Fernandez, Max Irons, Virginia Madesen, Lucas Haas e Julie Christie também estrelam clássica história da Chapeuzinho Vermelho. (SINOPSE 2011, Warner Bros Pictures apresenta).

POPCORN

CINEMA

ATENÇÃO

Esta atividade poderá ser realizada no laboratório de informática.

DO YOU KNOW THE MOVIE?

Activity twelve:

LISTEN AND COMPLETE WITH PARTS OF THE MOVIE

1) We________on the edge of a dark forest (Time 02:19 min). ( ) live ( )lived

2) Go get water and___________straight (Time 02:34 min) ( ) come ( ) home

3) I__________good girls aren’t supposed to hunt__________or go into the woods

alone (Time 03:58 min). ( ) knew – pigs ( ) Know – rabbits

4) Well my mother finally got what she wanted:_____________ (time 05:28 min).

( )money ( ) fame

5) Who is it? Tell me: -It’s your__________ (Time 07:32 min). ( ) mother ( ) sister

6) Come with us to the___________let the women grieve in their own way (Time 09:50

min). ( ) tavern ( ) forest

7) She never even___________me (Time 12:00 min). ( ) tell ( ) told

Now we

will watch

the film.

A GAROTA DA

CAPA

VERMELHA

“RED RIDING HOOD”

Activity thirteen:

Mark the correct alternative:

Who said this: 1) “All sorrows are less with bread”.

( ) Grandma ( ) Suzette ( ) Prudence

2) I’ ve summoned Father Salomon.

( ) Adrian ( ) Father Auguste ( ) Henry

3) Don’t worry. The wolf doesn’t want me. I’m all gristle

( ) Cesaire ( ) Peter ( ) Henry

4) I didn’t love your father, I was in love with another man.

( ) Grandmother ( ) Suzette ( ) Madame Lazar

5) I’m being sold.

( ) Valerie ( ) Lucie ( ) Prudence

6) He bit me, when the moon rises I’ll be a beast.

( ) Valerie ( ) Henry ( ) Peter

Activity fourteen:

1) Red Riding Hood is________________.

2) Red Riding Hood’s father is______________.

WRITE THE NAMES:

WRITE THE NAMES:

3) Red Riding Hood’s mother is_______________.

4) Henry’s father is________________.

5) Red Riding Hood’s sister is________________.

6) Red Riding Hood was in love with_______________.

7) Roxanne’s brother is_______________.

8) Valerie’s fiancé is________________.

9) Henry’s half-sister is ________________.

Activity fifteen:

1) My mother always told me, Don’t talk to_______________.

2) We all have_______________.

3) Father Salomon has destroyed ______________and ______________in

cities throughout the Kingdom.

4) I have a________________. The same one as your husband.

5) Henry found his_______________. He choose a life of honor protecting us

from darkness.

6) Daggerhorn________________into its old rhythms.

7) When a werewolf dies, it returns to its_________________form.

Werewolves - courageous – trade – human

Secrets – god – witches – strangers – gate

Blood moon – devil – feel back

Complete the sentences with the words from the

box below:

8) It’s the last day of the_________________one bite, and you’ll be like me.

9) There must be a________________because you’re the_______________.

10) Step across the________________or I’ll destroy this village.

Activity sixteen:

a) Grandma, What big eyes you have.

Only to ___________ you better, my dear.

b) Grandma, What big___________you have.

Only to hear you better, my dear.

c) Grandma: What big teeth___________.

Only to ___________ you better , my dear.

Quando o substantivo/possuidor designa um ser vivo (pessoa ou

animal), as expressões possessivas são formadas assim:

Possessive case

(genitive case)

a) Acrescentando-se 's ao substantivo/possuidor, quando ele estiver no singular ou no

plural, desde que não seja terminado em s.

Ex.: The children's toys – os brinquedos das crianças.

The wolf's tummy – a barriga do lobo.

b) Acrescentando-se apenas um apóstrofo ao substantivo/possuidor quando ele

estiver no plural terminado em s.

EX.: The Elvis ' house - a casa de Elvis.

The teachers ' books.

c) Quando o substantivo/possuidor designa um ser inanimado, em princípio não se usa

a expressão com 's; usa-se a preposição of, correspondente a “de”, em português.

Ex.: The door of the house – a porta da casa.

d) Há uma tendência do uso de 's com nomes de alguns seres inanimados,

personalizando o substantivo/possuidor que tem um sentido nobre. É o caso de:

mundo, sol, mar, nomes de planetas, países, cidades, etc.

Ex.: The world's population – a população do mundo.

e) Acrescenta-se 's à última palavra, no caso de substantivos compostos.

Ex.: My brother-in-law’s car – o carro de meu cunhado.

f) Acrescenta-se 's ao último possuidor no caso de dois possuidores em comum.

Ex.: Peter and Mary’s daughter – a filha dos dois.

g) Usa-se 's (ou apenas ' ) com expressões de tempo.

Exs.: Today’s paper – o jornal de hoje

Activity seventeen:

a) A barriga do lobo -

_______________________________________________________

b) Um par de tesouras da vovó -

_________________________________________________________

c) Noivo de Valerie -

_________________________________________________________

d) A família da bruxa -

_________________________________________________________

e) Meia irmã de Henry -

_________________________________________________________

f) Conselho da mãe -

_________________________________________________________

g) A mãe de Chapeuzinho Vermelho -

_________________________________________________________

h) Casa de campo da vovó -

_________________________________________________________

i) Filha do diabo -

_________________________________________________________

Write the expressions, in english, in

the possessive case:

Activity eighteen:

ACCORDING TO THE MOVIE, COMPLETE THE BOX

BELOW

Title:

Time:

Place:

Characters

names:_______________________________________________________

_

_____________________________________________________________

_____________________________________________________________

____________________

Main characteristics of the main

characters:____________________________________

_____________________________________________________________

_____________________________________________________________

____________________

Content: What is the story

about?_________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________

_____________________________

Initial situation:

Complication:

Practiced actions:

Resolution

Final situation

Activity nineteen:

ANSWER THE QUESTIONS ACCORDING TO THE MOVIE:

a) Where did Red Riding Hood live?

b) What did her mother always say?

c) Why was the village so frightened?

d) What had caused the fear?

e) When did the wolf/werewolf appear?

f) Who was summoned for help to hunt the wolf?

g) Who did the werewolf want?

h) Why can’t Lucie marry Henry?

i) What had the grandmother always said to Red Riding Hood?

j) Where was the safest place to hide from the wolf? Why?

k) Who was the werewolf in the human form?

l) What is the scene that you liked the most? Why.

m) What do you think about fairy tales? Were they written for adults or for

children?

n) Did you like the film? Why? Comment.

Activity twenty:

In group or pairs you are going to produce your own version of the fairy tale:

“Little Red Riding Hood”

Don’t forget the structure of a fairy tale.

It’s

your

turn!

ORIENTAÇÕES METODOLÓGICAS

PROCEDIMENTOS

Professor na primeira aula você irá apresentar o seu trabalho,

explicando o que é o programa PDE e sobre o material que será

trabalhado nesta unidade didática que será o gênero textual contos de

fadas.

Na atividade 1 você pedirá aos alunos para que escrevam o nome de

alguns contos de fadas que eles conhecem e fará questionamentos com

a finalidade de situar os alunos sobre o que será trabalhado nas

próximas aulas.

Na atividade 2 você fará algumas perguntas sobre os contos de fadas

para verificação do conhecimento prévio que seus alunos têm sobre o

tema a ser trabalhado.

Atividade 3 tem como objetivo apresentar vocabulários dos textos que

serão trabalhados a seguir e do filme, para facilitar a leitura dos contos,

embasando-os para compreensão.

Aqui você apresentará o “Simple Past” – explique que quando lemos ou

contamos um conto de fadas usamos tempo passado, que os verbos se

dividem em regulares e irregulares, etc.

Obs.: No final desta unidade você encontrará uma lista com alguns

verbos irregulares.

Nas atividade 4 e 5 você fará a leitura dos contos de fadas Chapeuzinho

Vermelho na versão de Perrault (a mais antiga) e na versão dos Irmãos

Grimm (a mais conhecida) e que foi, aqui, adaptado pela autora. Ao

fazer a leitura dos mesmos você poderá verificar questões de

vocabulário, capacidade interpretativa dos alunos, além de checar se

eles conhecem outras versões do conto em questão, mostrando que há

algumas como: Chapeuzinho Amarelo de Chico Buarque e que há

contos de fadas transformados em filme como por exemplo “A Garota da

Capa Vermelha”. Após a leitura de cada conto você poderá levar seus

alunos ao laboratório de informática e pesquisar a biografia dos autores

citados nesta unidade didática, pedindo aos alunos que escrevam em

inglês os principais dados sobre os mesmos, retomando assim o

conteúdo Simple Past Tense, pois as biografias são escritas com verbos

no passado.

Na atividade 6 é hora de conversar, analisar os textos, verificando

semelhanças e diferenças entre os contos de fadas Chapeuzinho

Vermelho na versão de Perrault x Irmãos Grimm. Você poderá pedir aos

alunos que façam um quadro. Essa atividade poderá ser realizada em

grupo ou individualmente e exposta na sala de aula por meio de

cartazes. Na questão que pede para pôr em ordem o conto, você poderá

cortá-lo em tiras, para que os alunos coloquem na ordem correta.

Atividade 7: verdadeiro ou falso, você poderá verificar a compreensão

dos textos pedindo para que os alunos marquem V ou F e façam a

correção reescrevendo as alternativas falsas.

Atividade 8: os alunos poderão escolher o conto na versão de Perrault

ou Irmãos Grimm e colocar no quadro os elementos que são pedidos na

atividade.

Atividade 9: você poderá dar oportunidade para seus alunos se

expressar, expondo suas ideias, preferências e pontos de vista a

respeito das situações apresentadas por meio de questionamentos

pertinentes ao assunto.

Atividade 10 e 11: exercícios de verificação do conhecimento e fixação

dos verbos no passado “Simple Past”, observando o entendimento e a

compreensão da estrutura trabalhada.

Atividade opcional, nesta atividade você poderá conversar com seus

alunos verificando o conhecimento deles e perguntando se eles

conhecem o filme Shrek, a fim de mostrar que ele apresenta

características de um conto de fadas, uma mistura de passado e

presente, no qual há personagens animais que dialogam e fazem parte

de uma realidade social. Você também poderá sugerir uma atividade

opcional, indicando sites para que os alunos possam acessar, assistir ou

jogar. Você poderá levá-los ao laboratório de informática para realizar

essa atividade.

O filme: “A Garota da Capa Vermelha”, questionar se os alunos já

conhecem o filme e se gostariam de assisti-lo.

Apresentar a sinopse do filme, mostrar que ele é uma versão atualizada

do conto de fadas chapeuzinho vermelho. Professor você poderá

providenciar pipoca para seus alunos e levá-los para assistir o filme,

propiciando um ambiente acolhedor e descontraído, tornando assim uma

aula prazerosa.

Atividade 12: um momento para aprimorar seus conhecimentos de

listening. Professor, você deverá voltar algumas partes do filme, para

que os alunos possam ouvir e completar a atividade proposta.

Atividade 13 e 14: nestes exercícios os alunos deverão marcar a

alternativa correta e colocar os nomes dos personagem, com isso o

professor poderá verificar se houve entendimento do filme assistido.

Atividade 15 e 16: os alunos poderão praticar, testar e enriquecer seus

conhecimentos de vocabulário e compreensão dos exercícios sobre o

filme, aprimorando e propiciando uma aprendizagem significativa.

Estrutura da língua: caso genitivo. Ao apresentar os contos de fadas

pudemos verificar o aparecimento de algumas expressões chamadas de

caso genitivo, explicar essa estrutura aos alunos e o seu uso. Em

seguida, na atividade 17, os alunos poderão aperfeiçoar seus

conhecimentos, praticando por meio de exercícios, a transcrição de

expressões que aparecem nos contos de fadas apresentados nesta

unidade didática e também no filme “A Garota da Capa Vermelha”.

Atividade 18: é hora de relembrar. Como estudado anteriormente, você

tem de retomar os componentes da estrutura de um conto de fadas,

pedindo para que os alunos completem o quadro de acordo com o filme

“A Garota da Capa Vermelha”.

Professor na atividade 19, você poderá propor uma discussão sobre os

contos de fadas apresentados “Chapeuzinho Vermelho” e o filme “A

Garota da Capa Vermelha” propiciando desenvolvimento das

capacidades discursivas, oportunizando aos alunos posicionarem-se,

defendendo seus pontos de vista, ideias e opiniões a respeito do

assunto estudado, valorizando a contribuição de cada aluno e

promovendo a interação entre alunos e professor.

Atividade 20: procedimento final. Após a realização de todas as

atividades, você deverá propor aos alunos que produzam sua própria

versão do conto de fada “Chapeuzinho Vermelho” nos dias atuais,

incentivando-os a usar os conhecimentos adquiridos por meio da

releitura do conto de fada, transportando-o para a sua realidade. Faça

uso de um bom dicionário quando for necessário, sem esquecer de

relembrar a estrutura do conto de fadas. Deixe os alunos para criar os

mais variados textos: quadrinhos, filme, poesia, etc.

REFERÊNCIAS BIBLIOGRÁFICAS

BETTELHEIM, B. Psicanálise dos contos de fadas. 9º. ed. Trad. Arlene Caetano.

Rio de Janeiro: Paz e Terra, 1992.

GAGHIARD, Eliana; Amaral, Heloísa. Contos de Fadas: trabalhando com os

gêneros do discurso: narrar. São Paulo: FDT, 2001].

HARDWICKE, Catherine. A Garota da Capa Vermelha. 2011. Disponível em:

<http://www.adorocinema.com/filmes/filme-170918>. Acesso em: 24 de Jun de 2012.

HARDWICKE, Catherine. Red Riding Hood. Warner Bros. Pictures. Summit

Entertainment/ Paris Filmes, 2011. 99 min.

MARQUES, Amadeu. Inglês – Novo Ensino Médio – Vol. Único. 5ª ed. São Paulo:

Editora Ática, 2003.

__________. Password Special Edition. São Paulo: Editora Ática, 1999.

PARREIRAS, Ninfa. Confusão de Línguas na Literatura: O que o adulto escreve, a

criança lê. Belo Horizonte: Editora RHJ, 2010.

SECRETARIA DO ESTADO DA EDUCAÇÃO DO PARANÁ. DCEs, Diretrizes

Curriculares da Educação Básica – Língua Estrangeira. Paraná, 2008.

SILVA, Antonio de Siqueira e; BERTOLIN, Rafael. Essential English. Coleção

Horizonte. São Paulo: IBEP.

SITES:

http://www.longlongtimeago.com/llta_fairytales_redridinghood_page06.html

Acessado 30/11/12

http://www.pitt.edu/~dash/type0333.html acesso dia 30/11/12.

www.hoodwinkedthemovie.com/

www.shrek.com/

IRREGULAR VERBS

INFINITIVE PAST PARTICIPLE

01 To be was, were been= ser, estar

02 To become became become= tornar-se

03 To begin began begun= começar

04 To break broke broken= quebrar

05 To bring brought brought= trazer

06 To catch caught caught= pegar

07 To choose chose chosen= escolher

08 To come came come= vir

09 To cut cut cut= cortar

10 To do did done=fazer

11 To drink drank drunk= beber

12 To drive drove driven= dirigir

13 To eat ate eaten= comer

14 To fall fell fallen= cair

15 To feed fed fed= alimentar

16 To feel felt felt= sentir

17 To find found found= encontrar

18 To forget forgot forgotten= esquecer

19 To get got got= conseguir

20 To give gave given= dar

21 To go went gone= ir

22 To have had had= ter

23 To hear heard heard= ouvir

24 To know knew known= conhecer

25 To lay laid laid= pôr, deitar

26 To learn learned learned= aprender

27 To leave left left= deixar, partir

28 To lose lost lost= perder

29 To make made made= fazer

30 To meet met met= encontrar-se

com

31 To put put put= pôr

32 To read read read= ler

33 To run ran run= correr

34 To say said said= dizer

35 To see saw seen= ver

36 To sell sold sold= vender

37 To shine shone shone= brilhar

38 To sleep slept slept= dormir

39 To smell smelt smelt= cheirar

40 To speak spoke spoken= falar

41 To tell told told= contar, dizer

42 To think thought thought= pensar

43 To understand understood understood= entender

44 To wake woke woken= acordar

45 To wear wore worn=vestir, usar

46 To write wrote written= escrever