ficha para identificaÇÃo produÇÃo didÁtico · 2016. 8. 15. · objetivo: trabalhar o...
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FICHA PARA IDENTIFICAÇÃO PRODUÇÃO DIDÁTICO – PEDAGÓGICA
TURMA - PDE/2012
Título: Oralidade: Uma nova visão para o desenvolvimento da aprendizagem de língua inglesa
Autor Lucimar Cristina Farinha
Disciplina/Área
(ingresso no PDE)
Língua Inglesa
Escola de
Implementação do Projeto e
sua localização
Colégio Estadual Dr. Ubaldino do Amaral
Ensino Fundamental e Médio
Município da escola Santo Antonio da Platina
Núcleo Regional de
Educação
Jacarezinho
Professor
Orientador
Silvio Tadeu de Oliveira
Instituição de Ensino
Superior
UENP - Jacarezinho
Relação
Interdisciplinar:
Resumo
Esta unidade didática tem como objetivo,
desenvolver a oralidade em sala de aula e forma
motivadora e divertida, buscando os recursos
tecnológicos e apoiando-se na interação dos
alunos para que eles possam se expressar em
inglês.
Palavras-chave Objetivo, oralidade, motivação, interação.
Apresentação
O processo de ensino-aprendizagem de Língua Estrangeira Moderna é
complexo, visto que o professor de LEM enfrenta vários problemas. Desde o número
reduzido de aulas,falta de material adequado, entre outros.
Visto que a dificuldade dos alunos com relação à prática da oralidade é um
problema que venho enfrentando, ao longo dos anos,como professora de LEM, pois,os
educandos não gostam de se expressar em inglês, talvez por medo de errar ou
simplesmente por não terem motivação para que isto aconteça.
Esta unidade didática para professores de Língua Estrangeira Moderna (LEM)
para o ensino médio foi construída a partir de estudos e reflexões, partindo do princípio
que considero a pronúncia correta em inglês fator imprescindível, desenvolverei o meu
trabalho de pesquisa, voltado para esta afirmação. Este trabalho irá contemplar a
oralidade em sala de aula, centrada em atividades diferentes e que corroborem para
que o aluno tenha a possibilidade de realizá-las de maneira motivadora e divertida.
Ela irá apoiar-se nas concepções sociointeracionais de aprendizagem e de
linguagem, propostas pelos PCN-LE (BRASIL 1998).Esta relação sociointeracional de
aprendizagem, em suas atividades buscam gerar condições que proporcionem ao
aluno uma construção de significados por meio de linguagem visual e verbal.Tal
definição tende a ser construída por meio da mediação dos outros alunos, pelo próprio
professor bem como com o material durante a execução das atividades.
Em relação à concepção sociointeracional de linguagem, a unidade didática
será elaborada de modo que se explore a linguagem visual e verbal por meio do
gênero discursivo com a prática social (discurso, exposição oral).O foco deste trabalho
será o dramaturgo Shakesperare no drama: Romeu e Julieta.
A exploração da biografia do autor se fará necessária no início, bem como o
filme que possibilitará aos alunos as percepções em relação as diferenças físicas e
psicológicas dos heróis e vilões, facilitando assim suas escolhas linguísticas e suas
interações e papéis a serem desempenhados.
No decorrer do trabalho, farei uma breve exposição do significado do teatro, e
suas origens, para que os educandos possam entender a significação desta prática
oral, e também os gêneros teatrais que foram marcados por questões e pontos de vista
de cultura e de cada época.
Volto a afirmar que a compreensão oral tem sido deixada de lado pelos
professores desta disciplina, talvez esquecida, e durante minhas análises percebi que
será possível realizá-la, se levarmos em conta que no mundo globalizado em que
vivemos, os nossos alunos da escola pública estão em constante contato direto com a
linguagem oral em inglês através do cotidiano tais como: a música, jogos de vídeo
games, e outras tecnologias que estão disponíveis e deixaram de ser inacessíveis.
Sendo assim, a compreensão oral vai ao encontro das necessidades do foco a
ser explorado.
Este trabalho será realizado no Colégio Ubaldino do Amaral, EFM, na cidade
de Santo Antônio da Platina, e será desenvolvido no 2° ano do Ensino Médio.
******************************************************************************************* AULA 1 Duração: 50 minutos
Objetivo: Apresentar o autor e dramaturgo Shakespeare através de sua
biografia.
Material didático: texto impresso
Procedimento metodológico:
Será através de uma conversa informal, se eles já ouviram falar do dramaturgo
Shakespeare, investigar se eles sabem dizer algo sobre ele ou as obras por ele
escritas.
Após este momento será distribuído o material impresso com um texto em
inglês que descreve a biografia do autor. trabalharei o texto escrito com compreensão
do texto e usarei técnicas de skimming e scanning (que é ler para uma compreensão
geral e ler para uma compreensão detalhada)
Segue o texto em anexo.
William Shakespeare was one of the greatest poets and playwrights of all times.
He was born in April, 1564, in a city called Stratford-upon-Avon, in England.
He was the son of Mary and John Shakespeare. William was their third child
and their first male baby. He was educated mainly at The New King’s School. As an
adult, he married Anne and had three children. Later he moved to London.
In London, Shakespeare started his successful career as a playwright and a
poet. Around the year of 1592, Shakespeare was already famous for his drama work.
By this period, he wrote “The Comedy of Errors” and “The Taming of the Shrew”. Later,
he wrote “Titus Andronicus”,“Richard ll’, “King John” and “Love’s Labour’s Lost”. His
plays were shown at the famous Globe Theatre.
Probably between 1599 and 1601 Shakespeare wrote “Hamlet” and after that
he also wrote great stories. His style changed radically from comedy to tragedy
Shakespeare ended his career working with the new writer from “The King´s Men”, John
Fletcher. According to some biographers, he wrote his tree final plays with John.
Other of his famous plays are “Macbeth”, written in the honor of a Scottish king;
“King Lear”, a play about ingratitude; “The Tempest”, with a lyrical taste; “Romeo and
Juliet”, a remarkable tragedy”, and “The Taming of the Shrew”, presented as “a play
inside a play”.
Shakespeare became a rich man and got back to his hometown and died.
Maybe because of a fever. It happened in 1616.
The famous writer Alexandre Dumas stated: “After God, it was
Shakespeare who create the most”.
Fonte: Língua Estrangeira Moderna – Espanhol e Inglês / vários autores. –
Curitiba: SEED-PR, 2006. – p. 256 (ISBN: 85-85380-37-3)
TEXT COMPREHENSION
1). Quem foi Shakespeare, quando e onde ele nasceu?
_______________________________________________________________
2). Em Londres Shakespeare começou sua carreira como dramaturgo. Cite
suas principais obras.
_______________________________________________________________
______________________________________________________________________
3). Em que ano o autor escreveu “Hamlet”?
_______________________________________________________________
4). Traduza o que Alexandre Dumas disse sobre Shakespeare:
“After God, it was Shakespeare who created the most.”
_______________________________________________________________
5). Match the words.
(a) playwriter ( ) peça de teatro
(b) career ( ) tragédia
(c) child ( ) cidade natal
(d) play ( ) carreira
(e) hometown ( ) dramaturgo
(f) tragedy ( ) criança
6). Reescreva os verbos do texto, colocando os respectivos significados:
_______________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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AULA 2
Duração: 50 minutos.
Objetivo: Apresentar aos alunos o filme Romeu e Julieta para que os mesmos
conheçam o conteúdo do filme.
Material Didático: TV e DVD (Romeu e Julieta)
Procedimento metodológico:
Passar o filme em DVD, para que os alunos tomem conhecimento da tragédia
“Romeu e Julieta” escrita por Shakespeare.
*******************************************************************************************
Aula 3
Duração: 50 minutos
Material didático: TV e DVD (Romeu e Julieta)
Objetivo: Que os alunos assistam ao filme e percebam a linguagem oral e
arcaica da época, bem como desenvolvam esta prática oral, a fim de ampliar seu
vocabulário.
Procedimento metodológico:
Continuar o filme Romeu e Julieta, elaborar uma discussão com os alunos
sobre as cenas que eles mais gostaram, falar sobre os personagens principais, e
discutir sobre o amor e o ódio, que é o tema central dessa tragédia.
*******************************************************************************************
Aula 4
Duração: 50 minutos
Objetivo: Trabalhar o significado da palavra Teatro e seus significados bem
como os gêneros teatrais. Uma breve pincelada na origem do teatro, e discutir sobre o
tema Romeu e Julieta, escolhendo os papéis a serem desempenhados pelos alunos na
apresentação de algumas cenas da tragédia de Shakespeare.
Material didático: texto impresso.
Procedimento Metodológico: Utilizar material impresso, focando a origem do
teatro.Leitura do texto e discutir sobre o tema a título de sanar dúvidas , trabalhar
também os gêneros teatrais.
Disponível no site: Adaptado de:
http://www.baraoemfoco.com.br/barao/portal/cultura/teatro/tatrobr.htm
*******************************************************************************************
Aula 5
Duração :50 minutos
Objetivo: Que os alunos desenvolvam a prática oral, através dos ensaios e
falas em inglês.
Material didático: textos com falas em inglês.
Procedimento Metodológico: Começar o ensaio com as definições dos papéis a
serem desempenhados.
SCENE III A room in Capulet's house.
[Enter JULIET]
LADY CAPULET Nurse, where's my daughter? call her forth to me.
Nurse Now, by my maidenhead, at twelve year old, I bade her come. What,
lamb! what, ladybird! God forbid! Where's this girl? What, Juliet!
JULIET How now! who calls?
Nurse Your mother.
JULIET Madam, I am here. What is your will?
LADY CAPULET This is the matter:--Nurse, give leave awhile, We must talk in
secret:--nurse, come back again; I have remember'd me, thou's hear our counsel. Thou
know'st my daughter's of a pretty age.
Nurse Faith, I can tell her age unto an hour.
LADY CAPULET She's not fourteen.
Nurse I'll lay fourteen of my teeth,-- And yet, to my teeth be it spoken, I have but
four-- She is not fourteen. How long is it now To Lammas-tide?
LADY CAPULET A fortnight and odd days.
*******************************************************************************************
Aula 6
Duração: 50 minutos
Objetivo:Que os alunos desenvolvam a prática da oralidade a fim de ampliar
seu vocabulário.
Procedimento Metodológico:
Através da Oralidade, passar as falas de cada componente da peça a ser
aparesentada e ensaiar.
LADY CAPULET A fortnight and odd days.
Nurse Even or odd, of all days in the year, Come Lammas-eve at night shall she
be fourteen. Susan and she--God rest all Christian souls!-- Were of an age: well, Susan
is with God; She was too good for me: but, as I said, On Lammas-eve at night shall she
be fourteen; That shall she, marry; I remember it well. 'Tis since the earthquake now
eleven years; And she was wean'd,--I never shall forget it,-- Of all the days of the year,
upon that day: For I had then laid wormwood to my dug, Sitting in the sun under the
dove-house wall; My lord and you were then at Mantua:-- Nay, I do bear a brain:--but,
as I said, When it did taste the wormwood on the nipple Of my dug and felt it bitter,
pretty fool, To see it tetchy and fall out with the dug! Shake quoth the dove-house: twas
no need, I trow, To bid me trudge: And since that time it is eleven years; For then she
could stand alone; nay, by the rood, She could have run and waddled all about; For
even the day before, she broke her brow: And then my husband--God be with his soul!
A was a merry man--took up the child: Yea, quoth he, dost thou fall upon thy face? Thou
wilt fall backward when thou hast more wit; Wilt thou not, Jule? and, by my holidame,
The pretty wretch left crying and said Ay. To see, now, how a jest shall come about! I
warrant, an I should live a thousand years, I never should forget it: Wilt thou not, Jule?
quoth he; And, pretty fool, it stinted and said Ay.
LADY CAPULET Enough of this; I pray thee, hold thy peace.
*******************************************************************************************
Aula 7
Duração: 50 minutos
Objetivo: Que os alunos desenvolvam a prática da oralidade a fim de ampliar
seu vocabulário.
Procedimento Metodológico:
Através da Oralidade, passar as falas de cada componente da peça a ser
apresentada e ensaiar.
Nurse Yes, madam: yet I cannot choose but laugh, To think it should leave
crying and say Ay. And yet, I warrant, it had upon its brow A bump as big as a young
cockerel's stone; A parlous knock; and it cried bitterly: Yea, quoth my husband,'fall'st
upon thy face? Thou wilt fall backward when thou comest to age; Wilt thou not, Jule?' it
stinted and said Ay.
JULIET And stint thou too, I pray thee, nurse, say I.
Nurse Peace, I have done. God mark thee to his grace! Thou wast the prettiest
babe that e'er I nursed: An I might live to see thee married once, I have my wish.
LADY CAPULET Marry, that marry is the very theme I came to talk of. Tell me,
daughter Juliet, How stands your disposition to be married?
JULIET It is an honour that I dream not of.
Nurse An honour! were not I thine only nurse, I would say thou hadst suck'd
wisdom from thy teat.
*******************************************************************************************
Aula 8
Duração: 50 minutos
Objetivo: Que os alunos desenvolvam a prática da oralidade a fim de ampliar
seu vocabulário.
Procedimento Metodológico: Ensaiar a peça a ser apresentada pelos alunos,
bem como vocabulário arcaico.
Atr LADY CAPULET Well, think of marriage now; younger than you, Here in
Verona, ladies of esteem, Are made already mothers: by my count, I was your mother
much upon these years That you are now a maid. Thus then in brief: The valiant Paris
seeks you for his love.
Nurse A man, young lady! lady, such a man As all the world--why, he's a man of
wax.
LADY CAPULET Verona's summer hath not such a flower.
Nurse Nay, he's a flower; in faith, a very flower.
LADY CAPULET What say you? can you love the gentleman? This night you
shall behold him at our feast; Read o'er the volume of young Paris' face, And find
delight writ there with beauty's pen; Examine every married lineament, And see how
one another lends content And what obscured in this fair volume lies Find written in the
margent of his eyes. This precious book of love, this unbound lover, To beautify him,
only lacks a cover: The fish lives in the sea, and 'tis much pride For fair without the fair
within to hide: That book in many's eyes doth share the glory, That in gold clasps locks
in the golden story; So shall you share all that he doth possess, By having him, making
yourself no less.
Nurse No less! nay, bigger; women grow by men.
[Enter a Servant]
LADY CAPULET Speak briefly, can you like of Paris' love?
JULIET I'll look to like, if looking liking move: But no more deep will I endart
mine eye Than your consent gives strength to make it fly.
[Exit Servant]
Juliet, the county stays.
Servant Madam, the guests are come, supper served up, you called, my young
lady asked for, the nurse cursed in the pantry, and every thing in extremity. I must
hence to wait; I beseech you, follow straight.
*******************************************************************************************
Aula 9
Duração :50 minutos
Objetivo: Que os alunos desenvolvam a prática da oralidade, ampliando seu
vocabulário.
Procedimento Metodológico:
Através da oralidade, passar as falas de cada componente da peça a ser
apresentada e ensaiar,
Nurse Go, girl, seek happy nights to happy days.
ACT II
[JULIET appears above at a window]
But, soft! what light through yonder window breaks? It is the east, and Juliet is
the sun. Arise, fair sun, and kill the envious moon, Who is already sick and pale with
grief, That thou her maid art far more fair than she: Be not her maid, since she is
envious; Her vestal livery is but sick and green And none but fools do wear it; cast it off.
It is my lady, O, it is my love! O, that she knew she were! She speaks yet she says
nothing: what of that? Her eye discourses; I will answer it. I am too bold, 'tis not to me
she speaks: Two of the fairest stars in all the heaven, Having some business, do entreat
her eyes To twinkle in their spheres till they return. What if her eyes were there, they in
her head? The brightness of her cheek would shame those stars, As daylight doth a
lamp; her eyes in heaven Would through the airy region stream so bright That birds
would sing and think it were not night. See, how she leans her cheek upon her hand! O,
that I were a glove upon that hand, That I might touch that cheek!
SCENE II Capulet's orchard.
ROMEO He jests at scars that never felt a wound.
JULIET Ay me!
ROMEO She speaks: O, speak again, bright angel! for thou art As glorious to
this night, being o'er my head As is a winged messenger of heaven Unto the white-
upturned wondering eyes Of mortals that fall back to gaze on him When he bestrides
the lazy-pacing clouds And sails upon the bosom of the air.
JULIET O Romeo, Romeo! wherefore art thou Romeo? Deny thy father and
refuse thy name; Or, if thou wilt not, be but sworn my love, And I'll no longer be a
Capulet.
ROMEO Shall I hear more, or shall I speak at this?
JULIET 'Tis but thy name that is my enemy; Thou art thyself, though not a
Montague. What's Montague? it is nor hand, nor foot, Nor arm, nor face, nor any other
part Belonging to a man. O, be some other name! What's in a name? that which we call
a rose By any other name would smell as sweet; So Romeo would, were he not Romeo
call'd, Retain that dear perfection which he owes Without that title. Romeo, doff thy
name, And for that name which is no part of thee Take all myself.
ROMEO I take thee at thy word: Call me but love, and I'll be new baptized;
Henceforth I never will be Romeo.
JULIET What man art thou that thus bescreen'd in night So stumblest on my
counsel?
ROMEO By a name I know not how to tell thee who I am: My name, dear saint,
is hateful to myself, Because it is an enemy to thee; Had I it written, I would tear the
word.
JULIET My ears have not yet drunk a hundred words Of that tongue's utterance,
yet I know the sound: Art thou not Romeo and a Montague?
ROMEO Neither, fair saint, if either thee dislike.
JULIET How camest thou hither, tell me, and wherefore? The orchard walls are
high and hard to climb, And the place death, considering who thou art, If any of my
kinsmen find thee here.
ROMEO With love's light wings did I o'er-perch these walls; For stony limits
cannot hold love out, And what love can do that dares love attempt; Therefore thy
kinsmen are no let to me.
JULIET If they do see thee, they will murder thee.
ROMEO Alack, there lies more peril in thine eye Than twenty of their swords:
look thou but sweet, And I am proof against their enmity.
JULIET I would not for the world they saw thee here.
ROMEO I have night's cloak to hide me from their sight; And but thou love me,
let them find me here: My life were better ended by their hate, Than death prorogued,
wanting of thy love.
JULIET By whose direction found'st thou out this place?
ROMEO By love, who first did prompt me to inquire; He lent me counsel and I
lent him eyes. I am no pilot; yet, wert thou as far As that vast shore wash'd with the
farthest sea, I would adventure for such merchandise.
JULIET Thou know'st the mask of night is on my face, Else would a maiden
blush bepaint my cheek For that which thou hast heard me speak to-night Fain would I
dwell on form, fain, fain deny What I have spoke: but farewell compliment! Dost thou
love me? I know thou wilt say Ay, And I will take thy word: yet if thou swear'st, Thou
mayst prove false; at lovers' perjuries Then say, Jove laughs. O gentle Romeo, If thou
dost love, pronounce it faithfully: Or if thou think'st I am too quickly won, I'll frown and be
perverse an say thee nay, So thou wilt woo; but else, not for the world. In truth, fair
Montague, I am too fond, And therefore thou mayst think my 'havior light: But trust me,
gentleman, I'll prove more true Than those that have more cunning to be strange. I
should have been more strange, I must confess, But that thou overheard'st, ere I was
ware, My true love's passion: therefore pardon me, And not impute this yielding to light
love, Which the dark night hath so discovered.
ROMEO Lady, by yonder blessed moon I swear That tips with silver all these
fruit-tree tops--
JULIET O, swear not by the moon, the inconstant moon, That monthly changes
in her circled orb, Lest that thy love prove likewise variable.
ROMEO What shall I swear by?
JULIET Do not swear at all; Or, if thou wilt, swear by thy gracious self, Which is
the god of my idolatry, And I'll believe thee.
ROMEO If my heart's dear love--
JULIET Well, do not swear: although I joy in thee, I have no joy of this contract
to-night: It is too rash, too unadvised, too sudden; Too like the lightning, which doth
cease to be Ere one can say It lightens. Sweet, good night! This bud of love, by
summer's ripening breath, May prove a beauteous flower when next we meet. Good
night, good night! as sweet repose and rest Come to thy heart as that within my breast!
ROMEO O, wilt thou leave me so unsatisfied?
JULIET What satisfaction canst thou have to-night?
ROMEO The exchange of thy love's faithful vow for mine.
JULIET I gave thee mine before thou didst request it: And yet I would it were to
give again.
[Nurse calls within]
I hear some noise within; dear love, adieu! Anon, good nurse! Sweet Montague,
be true. Stay but a little, I will come again.
[Exit, above]
*******************************************************************************************
Aula 10
Duração :50 minutos
Objetivo: Desenvolver nos alunos a prática da oralidade, ampliar seu
vocabulário.
Procedimento Metodológico:Apresentar as cenas que foram ensaiadas para os
demais alunos do ensino médio do Colégio Estadual Ubaldino do amaral.
Anexos (disponível em:
http://drama.eserver.org/plays/renaissance/shakespeare)
REFERÊNCIAS:
SCHNEUWLY, Bernard e DOLZ, Joaquim e colaboradores. Gêneros Orais e
escritos na escola. 3ª ed. Campinas, São Paulo: Mercado de Letras, 2011.
BRASIL. Ministério da educação e do desporto. Secretaria de Educação
Fundamental. Parâmetros Curriculares nacionais – ensino médio: língua estrangeira.
Brasília: MEC/SEF, 1998.
PARANÁ. Secretria de Estado da Educação. Diretrizes Curriculares da
Educação Básica – Língua Estrangeira Moderna. Curitiba: Paraná, 2008.