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OS DESAFIOS DA ESCOLA PÚBLICA PARANAENSENA PERSPECTIVA DO PROFESSOR PDE

Produções Didático-Pedagógicas

Título: Construção de identidades adolescentes e suas tribos urbanas: o gênero

textual propaganda no ensino de LEM-Inglês

Autora: Mara Elizete GruberEscola de atuação : Colégio Estadual D. Pedro I – EFMPNMunicípio da Escola: Pitanga

Núcleo Regional de

Educação:

Pitanga

Orientador: Me. Sara Geane Kobelinski

Instituição de Ensino

Superior:

Unicentro – Universidade Estadual do Centro-Oeste

Disciplina/ Área Língua Estrangeira Moderna- Inglês

Produção Didática

Pedagógica:

Unidade Didática

Público alvo da

intervenção

Alunos do 1º ano do ensino médio

Localização: Colégio Estadual D. Pedro I – EFMPN

Resumo: O objetivo principal da presente proposta será discutir

a temática construção de identidades adolescentes e

suas tribos urbanas, e elaborar uma UD com o

propósito de se abordar questões sobre a formação de

identidades adolescentes e suas tribos urbanas. Em

segundo plano, explorar o gênero textual

propagandas, alicerçando-as no ensino-aprendizagem

de LEM - Inglês.

Palavras chave: LEM-Inglês; Identidades; adolescentes; Tribos

Urbanas; Propagandas;

APRESENTAÇÃO:

TEMA:

O presente material tem como tema principal explorar, por meio de

propagandas, questões relacionadas a identidades adolescentes e suas tribos

urbanas, no formato de uma Unidade Didática (UD) em Língua Estrangeira Moderna

(LEM) Inglês.

JUSTIFICATIVA:

A temática focalizada no presente estudo discutirá questões de identidades

adolescentes, uma vez, que compreender e discutir as transformações sociais no

meio escolar é uma das metas previstas nos referenciais teóricos que sustentam as

DCEs de LEM-Inglês em que “ a escola deve ser vista como um espaço social

democrático, responsável pela apropriação crítica e histórica do conhecimento como

instrumento de compreensão das relações sociais e para a transformação da

realidade”. ( PARANÁ, 2008)

Pode-se dizer que nossos alunos, em sua maioria, pré-adolescentes ou

adolescentes, estão conectados ao mundo globalizado e por esse motivo estão

suscetíveis a influências transmitidas pelas mídias. É sabido, entretanto, que a

adolescência é uma fase em que a identidade de um indivíduo está em construção.

É natural que sua formação assimile influências de diversos meios, a saber:

intrapessoais, interpessoais e culturais. (SHOEN-FERREIRA et al, 2003)

Há uma inquietação constante por parte dos docentes, de uma forma geral,

no que diz respeito a atitudes e comportamentos de adolescentes, principalmente

por conta do fator globalização. Na tentativa de remediar esta situação abordaremos

em nosso projeto a construção da identidade em adolescentes.

Para esse propósito selecionamos o tema tribos urbanas. Em tempo

lembramos que estas são grupos de adolescentes com características próprias que

se diferenciam uns dos outros por sua forma de vestir, pelo corte de cabelo, gostos

musicais, valores, crenças entre outros aspectos. Mafessoli (2000) destaca que as

tribos urbanas são instáveis e abertas permitindo aos integrantes a mudança de um

grupo para outro.

Por tal razão, consideramos relevante discutir nas aulas de LEM-Inglês a

construção de identidades adolescentes e as suas tribos urbanas. Viabilizar este

estudo focalizando as razões práticas de tal construção, aliada a aprendizagem de

LEM-Inglês como preveem a função social almejada nas DCEs de LEM-Inglês

oportunizará descobrir: Quem são os alunos? O que pensam? Gostam? Quais

valores seguem? Como se vestem? Por que se vestem assim? Como se relacionam

com os outros? Por que formam grupos? Quais afinidades possuem com os

membros do mesmo grupo? Que músicas ouvem? Entre outros pontos que podem

ser merecedores de atenção.

As dimensões deste estudo pretendem levar o educando a refletir sobre sua

identidade e questionar os valores passados pelas mídias, quase sempre

incorporados por uma sociedade capitalista, consumista e alienada. (MARX, 1987)

Portanto o foco de pesquisa pretende lançar luzes nas propagandas direcionadas

aos adolescentes e estudar padrões que incentivem o consumismo através da

construção de identidades juvenis utópicas ou idealizadas, no sentido de explorá-las

e desmitificá-las.

Considerando que este estudo proporcionará a discussão de temas pouco

valorizados em materiais didáticos pretendemos elaborar uma Unidade Didática

(UD) que discuta, através do gênero textual propaganda, questões relevantes para a

formação dos alunos atrelando conteúdos fundamentais ao ensino da LEM-Inglês,

numa perspectiva linguístico discursiva, com atividades de leitura, oralidade e escrita

para a efetivação do discurso.

MATERIAL DIDÁTICO:

O material didático foi organizado em forma de Unidade Didática, ou seja, um

conjunto de atividades organizadas, que partem de um determinado gênero textual,

em que se procura reconhecer e estudar as suas características textuais

específicas. A partir deste enfoque coletou-se um corpus de propagandas com

enfoque nos aspectos relacionados ao consumo por jovens e adolescentes. Foi

explorada a função social do gênero em questão, o conteúdo temático, os aspectos

culturais, o interdiscurso, a variedade linguística, a pesquisa e a produção escrita do

mesmo gênero.

PLANO DE TRABALHO DOCENTE:

Público Alvo: Alunos do 1o ano do ensino médio.

Conteúdo Estruturante: Discurso como prática social.

Gêneros Discursivos e seus elementos composicionais.

LEITURA: Identificação do tema; Intertextualidade; Intencionalidade; Léxico; Coesão

e coerência; Funções das classes gramaticais no texto; Elementos semânticos; Re-

cursos estilísticos (figuras de linguagem); Marcas linguísticas: particularidades da

língua, pontuação, recursos gráficos (como: aspas, travessão, negrito); Variedade

linguística; Acentuação gráfica; Ortografia.

ESCRITA: Tema do texto; Interlocutor; Finalidade do texto; Intencionalidade do tex-

to; Intertextualidade; Condições de produção; Informatividade (informações necessá-

rias para a coerência do texto); Léxico; Coesão e coerência; Funções das classes

gramaticais no texto; Elementos semânticos; Recursos estilísticos (figuras de lingua-

gem); Marcas linguísticas: particularidades da língua, pontuação, recursos gráficos

(como aspas, travessão, negrito); Variedade linguística; Ortografia; Acentuação grá-

fica.

ORALIDADE: Elementos extralinguísticos: entonação, pausas, gestos; Adequação

do discurso ao gênero; Turnos de fala; Variações linguísticas; Marcas linguísticas:

coesão, coerência, gírias, repetição; Pronúncia.

CONTEÚDOS ESPECÍFICOS:

Gênero textual: Propagandas

OBJETIVOS

Ao final da unidade didática o aluno deverá ser capaz de:

Reconhecer o gênero;

Discutir sobre as identidades adolescentes;

Identificar as características do gênero textual propagandas;

Compreender a função social da língua no gênero propagandas;

Entender a função e o uso de verbos imperativos;

Identificar e fazer uso dos adjetivos e dos conectivos textuais;

Produzir texto focalizando o gênero propaganda em vídeo.

METODOLOGIA

Discussão aberta e interpretação de propagandas;

Exercícios de leitura e escrita em grupos e individualmente;

Projeção de vídeos, música, imagem (uso de leituras multimodais);

Pesquisas em fontes abertas da internet;

Produção do gênero propaganda em vídeo por meio da aplicação de uma

Unidade Didática (UD) elaborada sob a perspectiva de plano de ação.

AVALIAÇÃO

A avaliação ocorrerá no desenvolvimento de cada atividade, observando os acertos

e dificuldades dos estudantes durante a aplicação da UD. Serão realizadas as se-

guintes práticas avaliativas:

A participação dos alunos nas discussões em sala e em grupos;

A participação em trabalhos individuais e em grupos.

Atividades de interpretação de textos verbais e não verbais;

Pesquisa e produção do gênero propaganda em vídeo.

RECURSOS

Recursos tecnológicos: internet, laboratório de informática, TV multimídia.

Recursos didáticos: dicionários, folhas de papel sulfite, entre outros.

TÉCNICAS

Listening, Speaking, Reading: (skimming, scanning) and Writing.

PROCEDIMENTO:

Unidade Didática. Estão organizados a partir das próximas páginas.

DURAÇÃO

32 horas- aulas

Professora PDE : Mara Elizete Gruber

http://www.lem.seed.pr.gov.br/modules/galeria/uploads/37/normal_13842635798peopl.jpg

Pitanga, 2013

Col. Estadual D. Pedro I – EFMPNUD Construção de identidades adolescentes e tribos urbanas: O gênero textu-al propaganda no ensino de Língua Inglesa.Teacher: Mara Elizete GruberStudent: _____________________________ number: ________ Grade:________

Orientações: Este é um teste diagnóstico para verificar seu conhecimento sobre o gênero textual propagandas. Este teste não tem a finalidade de avaliá-lo (a), portan-to, respondam as questões de acordo com o seu conhecimento pessoal, pois desta forma seu professor poderá auxiliá-los melhor no processo de aprendizagem de Lín-gua Inglesa.

a)Do you use some criteria to buy new products? what is the criteria to select?

___________________________________________________________________

b) What do influence you and your friends´ style to dress yourselves?

___________________________________________________________________

c) Do you follow the fashion trend? Are you in or out of fashion tendencies?

___________________________________________________________________

d) Do the texts that circulate in order to promote the sale of a product, to announce a

party, to disclose a campaign belong to which genre?

( ) Letters

( ) News

( ) Advertisements

( ) Cartoons

( ) Sorted

e) What is the main purpose to produce Advertisements? Who is the producer of

them?

___________________________________________________________________

f) Where can we have access to this genre?

( ) Newspapers

( ) Internet

( ) Magazines

( ) Billboards

( ) TV

( ) Other _____________________________________________________

g) Are you able to point out which features the author uses these texts? Give

examples,

___________________________________________________________________

___________________________________________________________________

h) Do you think that teenagers are influenced by the media?

___________________________________________________________________

i) Is the reader exposed to marketing appeals contained in the Ads? Justify.

___________________________________________________________________

j) What do you understand by the construction of adolescent identities?

___________________________________________________________________

k) What do you know about urban tribes? What tribes do you know?

___________________________________________________________________

One of the greatest challenges we face in our profession is to deal with

teenagers and understand how they are building their identities. One of our roles as

educators is to help them in this complex process in order to contribute to the

formation more critical citizens. Thus, it is important to understand how the identity of

our students are being building and influenced by the media. For some researchers

from post modernity there is not a single identity but multiple identities, specially due

to the globalization fact.

Thinking about these aspects this Didactic Unit (DU) was designed. It

discusses issues about identities teenagers focusing on teaching and learning

English. We focus in this work the study of the genre advertisements, believing that

we are providing students the opportunity to develop their ability to understand the

textual genre in question, exploring and reflecting on the aspects that could

contribute to their global formation.

I hope this material will be useful for improving the teaching-learning process.

You will study advertisements, especially on the construction of adolescent

identities. I hope you participate and enjoy. This Didactic Unit (DU) was designed

especially for you! Besides that, advertisements are texts that are part of our daily

lives, so to analyze them, will contribute to the construction of your knowledge. In this

case, it may help you to understand the construction of your own identity. Pay

attention, because at the end of this DU you will be able to produce an advertisement

using the knowledge acquired in our classes.

Thinking about generations, do you think that things have changed? Do

you have the same habits, attitudes or behavior of your parents? Do you

wear the same clothes? Do you like the same TV programs of them? Do you

buy or eat things? What about the use of technology? By the way, do you

listen the same kind of music of them?

Available at: http://www.youtube.com/watch?v=_MR4QZXBo4w accessed

on 19/11/13

Did you like the video?

Did you listen to your favorite songs?

Did you recognize some of the songs?

What have changed in the songs?

If songs have changed, what else could have been changed along the time? Could

you make a list?

Habits_______________________________________________________________________________

Attitudes ___________________________________________________________________________

Behavior ___________________________________________________________________________

Clothes _____________________________________________________________________________

TV programs _________ ____________________________________________________________

Kind of music ____________________________________________________________________

Technology _______________________________________________________________________

You are going to watch a video exploring about generations changes.

Pay attention because you can check what happened with society attitudes

habits and behavior. If you understand different generations you can learn

many interesting things.

Before watching the video answer these questions

a) What is identity?

___________________________________________________________

b) What does it mean?

________________________________________________________

c) How do we define it?

________________________________________________________

d) How does it define us?

___________________________________________________________________

e) How do you imagine your identity has been built?

___________________________________________________________________

f) Is it really necessary to have an identity? Why?

__________________________________________________________________

g) How could you define your identity now? Are you influenced by someone?

___________________________________________________________________

In this activity you are going to watch the video. We all want to be young, that

shows a little of the thinking and acting of Millennial Generation. It was produced by

Box1824, a research firm specializing in trends and behaviors of consumers.

Available at: http://www.youtube.com/watch?v=OicJPEeP_qI , accessed on

01.11.13.

Watch it and take notes about the language, theme, effects and others things that

call your attention.

a) What is the theme of the video?

___________________________________________________________________

b) What is the intention of the video’s author?

___________________________________________________________________

c) What are the special effects that the author uses?

___________________________________________________________________

d) How is the language? Formal? Informal?

__________________________________________________________________

e) Do you know these words in English? (identity, generation, millennium, young,

changes)

___________________________________________________________________

g) Write (1) for Baby Bommers, (2) for Generation X and (3) for Millennials

( ) Were born in 60s and 70s.

( ) Known as the first global generation.

( ) They are Insecure and impatient.

( ) Was the first generation to win the right to be young.

( ) They are enthusiasts, nonconformist, in love with stereotypes.

( ) Determined by internet, their identities transcend the place where they are.

( ) Are pragmatic and realistic.

After watching

a) What does it mean “We all want to be young”?

___________________________________________________________________

b) What do you think about “Today it became boring to be normal"?

___________________________________________________________________

___________________________________________________________________

c) Do you agree that it’s possible to be surfer, DJ, rocker, nerd, designer at the

same time?

___________________________________________________________________

___________________________________________________________________

d) Are there many social groups at your school or in your neighborhood?

___________________________________________________________________

e) Do you belong to a particular social group or club at school?

___________________________________________________________________

f) If so, which one? How many people participate in it?

___________________________________________________________________

g) What characteristics should a person have to be your friend or to be part of your

club?

___________________________________________________________________

___________________________________________________________________

Focus on Vocabulary

A) We are going to work in pairs. Discuss with your friends and teacher the meaning

of the following adjectives. You can check a dictionary and take notes on your

notebook.

Hardworking open-minded awesome social tech- savvy fun

creative Cool innovative lazy young selfish intelligent

smart motivated alternative Pragmatic realistic generous

patient extroverted talkative polite sensitive Optimistic responsible

B) Complete the chart below with an opposite adjective.

MeanSeriousImpatientShyQuietRudeInsensitivePessimisticIrresponsibleLazy

C) Now you know the meaning of the adjectives how could you describe yourselves?

1) I am _____________________, ____________________ and _______________.

2) My friend ____________________ is __________________, ________________

and ________________________ .

3) My friend ____________________ is __________________, ________________

and _______________________.

Focus on Grammar

D) Compare yourself to one of your friends.

1) I am as __________________ as my friend ___________________. (equality)

2) I am less _________________ than my friend _________________. (inferiority)

3) I am more _________________ than my friend ________________ . (superiority)

E) Add one item and then complete your part of the chart. After that change the

exercise with a classmate.

Me My classmate: …………...Friendliest classmateShiest student in classMost helpful teacher.…………………………

F) Write sentences about your opinions. Add details.

Example:

1)__________________________________________________________________

___________________________________________________________________

2)__________________________________________________________________

___________________________________________________________________

4)__________________________________________________________________

___________________________________________________________________

I think that Aline is the friendliest

classmate because she talks with all

students in the classroom.

Teacher’s tip: Review Comparatives

G) What adjectives on exercise A do you think that are related to the characteristics

of the millennials?

___________________________________________________________________

___________________________________________________________________

H) Make comparisons about the different kinds of Generations.

Baby Boomers _______________________________________________________

Generation X_________________________________________________________

Millennials ___________________________________________________________

You are going to solve a quiz to discover your score about how much millennial you

are. In fact, it is a research developed by Pew Research Center exploring the

behaviors, values and opinions of the teens and twenty-something that make up the

Millennial Generation.

According to this Center, the millennial are more ethnically and racially diverse than

older adults. They’re less religious, less likely to have served in the military, and are

on track to become the most educated generation in American history. Their entry

into careers and first jobs has been badly set back by the Great Recession, but they

are more upbeat than their elders about their own economic futures as well as about

the overall state o5f the nation.

Available at: http://pewresearch.org/millennials/ accessed on 25/09/2013.

Teacher’s tip: If you want to know more access the available at: http://pewinter-

net.org/Reports/2013/Teens-and-Tech.aspx accessed on 25/09/2013

http://www.sociologia.seed.pr.gov.br/modules/galeria/uploads/3/thumb_1373897419tribos_urbanas.pngaccessed on 01.11.2013.

A) The pictures above show different social groups/ urban tribes: emos,

geeks/nerds, preps. Can you identify them? Read the definitions and write the

appropriate term.

1) _________________ are interested in technology. People see them as extremely

intellectual.

2) _________________ usually wear slim-fit jeans, sometimes in bright colors, tight

clothes, and thick glasses. Popular looks include straightened and dyed black hair.

3) _________________ are the traditionally “popular students”, typically worried

about their physical appearance and material possessions.

4) _________________ (costume player) dress up as characters from popular

fiction.

B) Write definitions for: skaters and rockers

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

C) A stereotype is popular and oversimplified opinion about specific social groups or

individuals. Based on this idea, discuss:

1) What is the stereotype of nerds, preps, and emos?

___________________________________________________________________

___________________________________________________________________

2) What other social groups or individuals are victims of stereotypes?

___________________________________________________________________

___________________________________________________________________

3) Victims of stereotypes often suffer discrimination and bullying. What can we do to

prevent that?

___________________________________________________________________

___________________________________________________________________

4) Are you or any of your friends bullied? If so, how do you feel? Do you talk to

anyone about this?

___________________________________________________________________

___________________________________________________________________

fonte: pixabay

You are going to listen the song Sk8er Boy by Avril Lavigne, available at:

http://www.vagalume.com.br/avril-lavigne/sk8er- accessed on 01.11.13.

Before listening

A) Do you know the singer Avril Lavigne? What is her style? What is her

generation?

___________________________________________________________________

___________________________________________________________________

B) What does the expression “Sk8er” boy mean? It’s a formal or informal language?

___________________________________________________________________

___________________________________________________________________

C) What kind of generation uses this language? In what context is it has been used?

___________________________________________________________________

___________________________________________________________________

D) Do you know another expression written like this? Which ones?

___________________________________________________________________

___________________________________________________________________

http://www.lem.seed.pr.gov.br/modules/galeria/uploads/37/normal_1384341626normality.jpg accessed on 28.11. 2013

Now you are going to listen to the song. Fill in the blanks with these words:

Space – boy – face – girl – obvious – clothes – problem – punk – ballet – friends –

say – tell –wanted

He was a ___________ .

She was a _____________

Can I make it

anymore _____________ ?

He was a ______________

She did ______________.

Focus on vocabularyB) Discuss with your teacher the meaning

of these words from the lyrics. You can

check a translation of the lyrics in the

internet.

Was ___________________________

What more can I _____________ ?

He Wanted her

She’d never ____________ .

Secretly she ___________

Him as well

But all oh her _____________

Stuck had a ______________

With his baggy ______________

He wasn’t good

enough for her

She had a pretty ______________

But her head was up

in ______________

She needed to come

Back town to earth.

Can____________________________

Did_____________________________

Say ____________________________

wanted _________________________

tell _____________________________

Had _____________________________

needed _________________________

Focus on grammar Look at the end of these words. Is there

something similar?

Discuss with your teacher the verb tense of

these verbs and write a rule

__________________________________

_________________________________

__________________________________

_

Teacher’s tip: Review the simple past tense.

A) The lyrics is about a love story between two adolescents. Although they loved

each other, they couldn’t stay together. Why? Write at least two reasons.

___________________________________________________________________

___________________________________________________________________

B) What happened some years later?

___________________________________________________________________

C) What do you understand about the sentence “There is more than meets the

eye, I see the soul that is inside”?

___________________________________________________________________

___________________________________________________________________

D) Do you think that some teens are judged by physical appearance or because do

they take part of a particular social group? Justify.

___________________________________________________________________

___________________________________________________________________

fonte:pixabay

A) Let´s

research !

good Job!

Work in groups of 4

Do a research on the internet and find out more urban tribes.

Pay attention to:

How the tribes emerged;

What they like to do;

What kind of music they listen to;

How they dress themselves;

Prepare and show your research results to the classmates;

Use your creativity!!!!!! Show your generation!!!

Fonte: pixabay

B) Now that you have studied about identity and teens. You can use

your imagination and describe your identity. You can do an artwork

drawing or pasting things related to your identity and generation.

You can prepare a slideshow if want. Your teacher will organize an

exhibition.

A) Pre- Reading – Discuss with your friends:

1) Do you pay attention in the ads when you are watching TV? Why?

_________________________________________________________________

2) Do you think that different generations pay attention on different kinds of

advertisements?

___________________________________________________________________

B) Read the text:

Five Things You Should Know About Advertising to Millennials By:Jack Neff Published:January 19, 2012

As many have long suspected, millennials really don't respond to ads like their

elders do, according to a new white paper from ComScore, based on nearly 1,000

TV tests and 35 digital advertising tests by its ARS copy testing group.

Yet here's the rub: Young people have always tuned out TV ads more than

others, according to ComScore, which has research on the subject dating five

decades because of its 2010 acquisition of ARSgroup. The gap between younger

and older largely disappears when it comes to digital ads, however.

ComScore based the conclusions on surveys showing "share of choice," or the

difference between groups of people exposed to ads and those not exposed when

asked which among a set of competitive products they'd like to win. Among the key

findings:

Millennials don't respond to TV ads as much as their elders.

Millennials are about as responsive to digital ads as other generations.

Millennials respond to the same advertising approaches as prior generations.

Millennials are more engaged in all kinds of media than older folks.

Millennials may respond less to TV ads, but at least they remember them

longer.Available at: http://adage.com/article/media/things-advertising-millennials/232163/

acessed on: 11.11.2013

1) Read the text and circle the transparent words.

2) Read the text again and underline the works you know.

3) Understanding some contextual elements.

A) What is the text about?

__________________________________________________________________

B) What is the objective of this text?

___________________________________________________________________

C) Who is the writer of the text?

___________________________________________________________________

D) Who is this text addressed to?

__________________________________________________________________

E) Do you know the meaning of these words?

because_________ But _________ and ________ which _________ when_______

F) Where are they in the text?

( ) In the beginning of the sentence. ( ) In the middle of the sentence.

( ) At the end of the sentence.

G) Why? What are their function?

___________________________________________________________________

H) Write T (true) or F (false), according to the text:

1. Millennials don't respond to ads like their elders do. ( )

2. Young people have always tuned out TV ads less than others. ( )

3. The gap between younger and older largely disappears when it comes to digital

ads. ( )

4. Millennials are as engaged in all kinds of media as than older folks. ( )

5. Millennials respond less to TV ads, but t they remember them longer.( )

After Reading

1) Do you believe that millennials respond less to TV ads? Why?

___________________________________________________________________

2) Do you remember a TV ad that you have liked a lot? What?

___________________________________________________________________

3) Do you think it is important to see and analyze a TV ad before buying a product?

Why?

___________________________________________________________________

4) What kind of generation is more influenced by the TV ads? Why do you think so?

___________________________________________________________________

The texts can be grouped according to their specific characteristics. These clusters

are called genres. The advertisement is a genre often used by businesses to

promote their products and public or private institutions in order to promote attitude

change, educating the public. It is spread by the media: newspaper, magazine,

television, radio, internet, billboards etc.

The advertisement features specific elements in their composition. The

advertising text usually does not follow strict rules, however, some characteristics are

considered when designing an advertisement. Read some characteristics of video

advertising, (Esteves,1955, p.107) my translation.

Short sentences ;

Interrogative sentences ;

Construction exclamatory ;

Word Games ;

Word positive value and suggestive ;

Rhymes ;

Hyperbole and grandiose terms :

Comparative Statements ;

Strategies repetition.

Advertising can also be called :

Announcement;

Ad ;

Publicity

Disclosure ;

Text advertising ;

Advertisement Commercial

Let`s focus on video ad

Watch the advertisement. Observe scenes, messages, effects, attractive

sentences, colors, everything… Advertisements are interesting! Learn to observe

them.

Security Cameras available at: http://www.youtube.com/watch?v=ceTBF1Hik5I. Ac-

cessed on 01.11.13

Before watching

a) When you watch TV, how much attention do you pay to the advertisements?

___________________________________________________________________

b) Do you influence the purchase of your family?

___________________________________________________________________

c) Do you drink coke?

___________________________________________________________________

d) How much coke do you drink in a day or in a week?

___________________________________________________________________

e) What do you think is more important and healthier, water or soft drinks?

___________________________________________________________________

While watching

a) How often appears the logo of the drink?

___________________________________________________________________

b) What resources are used in the video to advertise the product?

___________________________________________________________________

c) What elements are listed in the advertisement to convince the viewer that the

product is good?

___________________________________________________________________

d) The ad tries to convince the audience to purchase the product, thrilling him.

What is the advantage of using this kind of strategy?

___________________________________________________________________

e) Which verbs appear in the Ad?

___________________________________________________________________

f) Identify the verb tenses?

___________________________________________________________________

g) What does the expression Open happiness mean?

__________________________________________________________________

h) In the sentence Open happiness the verb tense is the imperative. The imperative

tense does not express only orders. In the case of advertising, what does the value

of the imperative?

( ) Encouragement ( ) warning ( )supplication ( ) advice ( ) call

( ) request

i) What does the sentence Let’s look the world a little different mean?

___________________________________________________________________

J) What actions that people perform in the video?

__________________________________________________________________

__________________________________________________________________

k) To whom is the Ad?

__________________________________________________________________

L) Which is the style of this video? Mark the correct option.

( ) It is oriented to the individual because it is centered on a celebrity who has

demonstrated his personal taste for the advertised product.

( ) Focuses on the history, because it is a dramatization without viewing the

enunciator of the message.

( ) Focuses on the technique , the "product" is compared to a related item, valuing

their qualities.

( ) Is directed to the product, since it demonstrates characteristics of the product

through its use.

M) Tick the elements that you observed in this ad:

( ) Short sentences.

( ) Interrogative sentences.

( ) Construction exclamatory.

( ) Word positive value and suggestive.

( ) Rhymes.

( ) Hyperbole and grandiose terms.

( ) Comparative Statements.

( ) Strategies repetition.

( ) Identification of the product.

( ) Direct and objective language.

( ) Presents a campaign.

( ) Uses the imperative tense.

( ) There is a visual appear.

( ) There is too much information.

( ) Presents a slogan.

( ) Presents a logo.

Teacher’s tip: If you want to learn more about styles of the video ads read :

FERNÁNDEZ, Gretel Eres et al. (Org.). Publicidade e propaganda: o vídeo nas

aulas de língua estrangeira. São Paulo: Companhia Editora Nacional, 2009.

After watching

A) What did most call your attention in the ad: the images or written text? why?

___________________________________________________________________

___________________________________________________________________

B) Security cameras are catching people stealing kisses, pickpockets honest, etc. In

times where cameras everywhere and the images these cameras being shown on

news programs and TV shows to talk about crimes and accidents Coca Cola

announces a film with positive scenes. In your opinion what was the intention of the

company?

___________________________________________________________________

___________________________________________________________________

C) Do you believe that the scenes shown in the video actually happened or were

produced for the ad?

___________________________________________________________________

D) In the video appears a scene where people are helping others. In the written text

appear the phrase friendly gangs. What does mean the word gangs? Do you think

the word gang is related to urban tribes? How is the relationship among the Urban

tribes?

___________________________________________________________________

___________________________________________________________________

Can you identify different urban tribes in the video? Which ones?

Discuss with your teacher why do you consider them urban tribes?

Why this ad was created? What is the idea on it?

Do you think that different generations like different drinks? Why?

Focus on vocabulary

A) Match the columns (according to the meaning in the Ad)

(1) addicts ( ) inesperado (2) dealers ( ) amizade (3) friendly ( ) felicidade (4) friendship ( ) batedores de carteira (5) happiness ( ) bondade (6) harmless ( ) beijos (7) heroes ( ) pacífico (8) kindness ( ) viciados (9) kisses ( ) heróis (10) love ( ) amigável , amavelmente (11) peaceful ( ) guerreiros (12) pickpockets ( ) revendedores (13) unexpected ( ) amor (14) warriors ( ) inofensivo

B) Read the tip and complete the table with a noun, an adjective, or an adverb.

Para se formar um advérbio, na maioria das vezes, basta adicionar o sufixo –ly ao

adjetivo.Nouns Adjectives Adverb

Happiness Happy HapilyKindness

HarmlesslyFriendly

C) Find in the word search words that are related in the ad you watched.

F L B W K I F K I N D N E S S E L M R A H D O Y E D K K L T I G C M J R K Z T V T Z B O B X X G M K O F G M N C J Y V A F D E U F S Y O M L L F H S T E C M C L K Q T D G A K W X T C H B B S U U Q I H G M F M N I Z D Q V C G T U D G G D Y O G Q L O H X S P Q D L I M S O N O X T S Z P U B F N K S G Y V L U F E C A E P I H S D N E I R F I W X N S L B U B L M T F O K T A R Z R O S O L K A G H E P Q G M G T S C R C A P E E O W O S U W T P S X K Q W Y C O N Z E I I P L V B S Q W I F E Q A H G P P M L B M D H P E I A S O T F D P K R Y F L B O N E Y W W O O W X N E T N L I W W B E D R Y K P Z Q Z G A Q W A Q E D H M U X F I Z H D H C A I J Y K U Z F F Q U S N L G D Y Y Q O G N R P A R W B E K M V G H Z S L U Y L M B G Z J I A N O L V T Y H K U Y E G B C E K K R W L K V H K V W H H S R S T G N I Y C B P O C R C K A X S W Q E Q Y B A B I J B L U H S E T N Z W I U H T K Q Y P X D L G R A M H E Z V C P F N Y N J O M F O N M U N S S E P G E P C U Q E S D F V S I K M N V E H P F R N L R O C Y H H E B E E E N Z U O W R U T Z N U F M N O X Q R O V J Y N B S D M S H G A M B A Q E Q O L R K M F C F C M C C A B O N W S L M F D B I Z D G K Y B G E J P L R E P L W C J R S H D W A Y Q A X O F L K X X H E U Z D R R Q T K S V M Q C Q K C M Q C A U Q O Q

(fonte:pixabay)

Now are you going to listen the song Give a little bit by Roger Ridgson, available at

http://www.vagalume.com.br/supertramp/give-a-little-bit.html accessed on

01.11.2013.

Before listening

A) Music is one of the resources used in advertisements. In advertising Coca Cola

you watched, what is the function of music?

___________________________________________________________________

___________________________________________________________________

B) Do you think that the song has any relation with the message of the

advertisement?

___________________________________________________________________

___________________________________________________________________

While listening

A) Complete the song Give a little bit by Roger Ridgson with the misssing words.

Give a ______________ bit

Give a little bit of your ________________ to me

Give a little bit

I'll ________________ a little bit of my love to you

There's so much that we _____________ to share

So, send a ______________ and show you care

B) What the meaning of the words that you completed in the song?

___________________________________________________________________

___________________________________________________________________

After listening

A) Now that you listened the song. Are there any relation between the music and the

message of the ad?

___________________________________________________________________

___________________________________________________________________

B) Read the song and take notes the words you know. Write then below:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

C) Choose three sentences of the song and write what you understand about then.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Now you are going to see the Portuguese version of the video Security Cameras.

Watch it and then discuss with your teacher and friends what are the differences

between both. Write your conclusions. Available at: http://www.youtube.com/watch?

v=uIsi357ixk0 . Accessed on 01.11.13.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

A) Discuss with your classmates and the teacher. What is the relation of the text

below with the soda coke?

http://www.arte.seed.pr.gov.br/modules/galeria/uploads/1/thumb_pignatari.png accessed on 01.11.2013.

B) Read the text Can Coca-cola be used as a household cleaner and discuss with

your teacher and classmates the following questions.

The rumors about disappearing teeth, nails, steaks and various other objects are just

that - rumors. These stories continue to spring up and get recycled because each

new generation finds them hard to ignore, but they simply are not true.

Available at http://www.coca-cola.co.uk/faq/rumours/can-coca-cola-be-used-as-a-

household-cleaner.html , accessed on 28.11.2013.

1) Do you know anything about rumors like this one?

___________________________________________________________________

2) How did you know?

___________________________________________________________________

3) What do you think about this? Why do people do this?

___________________________________________________________________

C) Now you are going to work in pairs. Go to the computer lab and researches on the

internet about the damages that soft drinks like coca-cola causes on people’s healthy

After that you will discuss with your classmates and teacher the results of your

research.

Complete the puzzle with some elements that can be found in an advertisement

genre. (You will not use all the words)

Consumer – Slogan – Brand – Campaign – Target – Jingle – Logo – Symbol -

Graphic design – Billboard

Advertisements

Across

2. A musical refrain, usually mentioning a brand or product.

5. A plan to achieve a special aim.

6. Someone who buys and uses products and services.

7. The name of something that is made by a particular company.

8. The techniques used to attract and persuade consumers.

Down

1. Word or phrase used in advertising to attract people’s attention.

3. A recognizable graphic design element representing a product.

4. The consumer group most likely to buy a specific product identified by region, age

or economic status.

fonte:pixabay

Smartphone adoption among American teens has increased substantially and

mobile access to the internet is pervasive. One in four teens are “cell-mostly” internet

users, who say they mostly go online using their phone and not using some other

device such as a desktop or laptop computer.

Teacher’s tip: If you want to know more about this read the complete text available

at http://pewinternet.org/Reports/2013/Teens-and-Tech.aspx ,accessed on 01.11.13

Watch the ad available at: http://www.youtube.com/watch?v=mLd9hjl3KdsAccessed on 01.11.13 and do the activities. Before watchinga) Do you have a cell phone?

___________________________________________________________________

b) What are the functions of the cell phone? And what are the benefits that they

brought to the society?

___________________________________________________________________

c) Do you already do a download of any video or music from the cell phone?

___________________________________________________________________

d) Do you send messages by the cell phone?

___________________________________________________________________

e) Who do you send massages to?

___________________________________________________________________

f) What kind of messages do you often send?

___________________________________________________________________

While watching

a) What kind of information is this?

___________________________________________________________________

b) What is being advertised?

___________________________________________________________________

c) Who advertises?

___________________________________________________________________

d) Who is the ad addressed to?

___________________________________________________________________

e) What intention was it produced?

___________________________________________________________________

f) What resources were used to call the consumer´s attention?

___________________________________________________________________

g) How is the language? Formal or informal?

___________________________________________________________________

a) Can you identify different urban tribes in the video? Which ones?

___________________________________________________________________

b) What kind of generation is this?

___________________________________________________________________

c) Why this ad was created? What is the idea on it?

___________________________________________________________________

D Do you think that different generations buy different cell phones?

___________________________________________________________________

e) Do you think that the product will be sold because of this ad? Why?

___________________________________________________________________

f) What are the strategies used to convince the consumer to acquire the product?

___________________________________________________________________

g) Have you already changed your cell phone? And what have you done with the cell

phone in disuse?

___________________________________________________________________

h) Why do people change so frequently the cell phones? Does it lead up people to

consumerism?

___________________________________________________________________

i) Do you think that your life is going to change, or to be better, having a new cell

phone of the last generation?

___________________________________________________________________

j) What do you know about the damage that the cell phones´ batteries thrown away,

can cause to the environment and the human health? Which generation is worried

about the environment?

___________________________________________________________________

k) What do you understand about electronic waste?

___________________________________________________________________

l) Do you have this kind of waste at home? What do you usually do with it?

___________________________________________________________________

m) In your home is it a habit to recycle the rubbish? Ask your classmates. In your

opinion, what should be done to resolve or avoid the Earth pollution? Are there

companies concerned on sustainability?

___________________________________________________________________

___________________________________________________________________

n) Now, in groups, discuss about their:

_ Appeals:

_ Scenes:

_ Effects:

_ Similar products:

_ Are they real or do they use fake ideas about life?

_ What’s your opinion about advertisements?

o) Mark True or False and justify only the false sentences below:

1. The ad used short text ( ).

___________________________________________________________________

___________________________________________________________________

2. The words used in ad tried to convince the consumers to buy their product. ( ).

___________________________________________________________________

___________________________________________________________________

3. In the ad there are not any relation between the text and the images ( ).

___________________________________________________________________

___________________________________________________________________

LISTENNING ACTIVITY

A) Tick the words you listen to the Ad.

Hello ( ) guys ( ) great ( ) graduation ( ) Party ( ) figure ( )

small ( ) Remind ( ) returning ( ) same( ) some ( ) Open ( )

text ( ) ownership ( ) Sloppy ( ) smarter ( ) Colorful ( ) Kidding ( )

awesome ( ) anyone ( )

B) Tick the correct answer.

1. In the beginning of the dialog the boy said:

Hey girls ( ) Hey mom ( ) Hey guys ( )

2. The man asked:

What are you doing? ( ) What are you going? ( )

3. The older man says:

Some smart phones are smaller than other smartphones ( )

Some smart phones are smarter than other smartphones. ( )

Focus on Vocabulary

A) The words below were talked in the Ad. Do you know them? Write their meanings.

If you don’t know, you can use a dictionary.

guys ________________ great _____________ graduation ___________

Party _______________ picture ____________ small _______________

Remind _____________ return _____________ same _______________

Opening _______________ text ______________ ownership ___________

Sloppy ______________ smarter ____________ colorful______________

Kidding ______________ awesome ____________ anyone _____________

B) In the sentence “Some smartphones are smarter than other smartphones” it’s

used the comparative degree to emphasize the qualities of the smartphone

announced in the ad. Use other adjectives and write sentences comparing other

things you have.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

http://www.arte.seed.pr.gov.br/modules/galeria/uploads/1/thumb_capela_sist.jpg accessed on 28.11.2013

This picture shows an appropriation of the work of Michelangelo's “Birth of

Man”. The advertising used a Renaissance work to show to the future purchaser as

Nokia makes the image as or more perfect than a masterpiece. In your opinion

calling consumer attention through art is a good resource used in advertising? Why?

___________________________________________________________________

___________________________________________________________________

Watch more some commercials.

1. http://www.youtube.com/watch?v=lHHnwz6XxsI, accessed on 28.11. 2013

2. http://www.youtube.com/watch?v=vXVxyCljBTI, accessed on 28.11. 2013

3. http://www.youtube.com/watch?v=HNRqJxl2588, accessed on 28.11. 2013

A) According to Ad 1, 2, and 3 answer:

1) what product was advertised in commercials?

___________________________________________________________________

___________________________________________________________________

2) What is the brand of the products?

___________________________________________________________________

___________________________________________________________________

3) What was the purpose of the ads?

___________________________________________________________________

___________________________________________________________________

4) What are the qualities of the product?

___________________________________________________________________

___________________________________________________________________

5) What do you think of the ads, why?

___________________________________________________________________

___________________________________________________________________

6) What strategies and resources were used in developing ads to convince the

consumer to purchase the product?

___________________________________________________________________

__________________________________________________________________

7) In the ads, what most caught your attention?

___________________________________________________________________

___________________________________________________________________

Focus on grammar

B) Write sentences comparing the products that was showed at the Ads. Remember

the comparative degree you learned.

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

(Homework)

In this activity you will watch commercials with products targeted at teenagers. Pick

some of them and analyze as script below:

a) Place of production:

___________________________________________________________________

b) Time of production:

__________________________________________________________________________

d) Place of circulation:

___________________________________________________________________

e) What product was announced in the Ad?

___________________________________________________________________

f) What is the brand of the product?

___________________________________________________________________

g) What was the purpose of the ad?

___________________________________________________________________

h) What are the qualities of the product?

___________________________________________________________________

i) Did you like the ad, why?

___________________________________________________________________

j) Does the ad present strategies to convince consumers to purchase the product?

What are they? Write about the resources used to attract the consumer attention?

___________________________________________________________________

___________________________________________________________________.

k) In the ad, what most caught your attention?

___________________________________________________________________

l) Have you already felt the need to buy a product because it was attracted by

commercials? Justify.

___________________________________________________________________

A) Read about: CONAR - Conselho Nacional de autorregulamentação publicitária.

Available at: http://www.conar.org.br/ accessed on 01.11.13

B) Now answer the questions:

1) What does the function of CONAR?

___________________________________________________________________

___________________________________________________________________

2) What is a false advertising?

___________________________________________________________________

___________________________________________________________________

4) What is an advertisement abusive?

___________________________________________________________________

___________________________________________________________________

5) Are there data enlightening the consumer about how to evaluate the quality,

quantity and origin of the product? If your answered yes, which one?

___________________________________________________________________

___________________________________________________________________

Now, you are going to create a video advertisement focusing a product to an urban

tribe. Try to focus on a kind of product that they really need to buy. (Work in groups

of 4 students)

Organize your Ad, thinking the following questions:

A. What do you intend to sell?

B. Who consumes the kind of product used on your ad?

C. What is the aim of your advertisement?

D. Are you going to use slogans? In positive case, remember they are short.

E. Are you going to use images? What kind?

F. Are you going to use songs?

G. Which is/are going to be the most highlighted element(s)? Will be the speak part

or the images? Why?

H. You are going to presentation your ad to the class. You can use the TV pen drive.

Use your creativity and good job!

REFERÊNCIAS:

ALMEIDA, Maria Elisa Grijó Guahiba de. FAMÍLIA E ESCOLHAS: IMPLICAÇÕES NA ORIENTAÇÃO PROFISSIONAl. Psc. Clïn. Rio de Janeiro, v. 20, n. 2, p.173-184, 06 jun. 2008. Disponível em: <http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103>. Acesso em: 24 maio 2013.

BAKHTIN, Mikhail (Volochinov). Marxismo e filosofia da linguagem. Tradução Michel Lahud e Yara Frateschi Vieira, colaboração de Lúcia Teixeira Wisnik e Carlos Henrique D. Chagas Cruz. 5a ed. São Paulo: Hucitec, 1988

BRONCKART, J-P. Atividade de linguagem, textos e discursos: por um interacionismo sócio discursivo. Trad. Anna Rachel Machado e Péricles Cunha. São Paulo: EDUC, 1999/2003/2007.

DE OLIVEIRA, Maria Cláudia Santos Lopes; CAMILO, Adriana Almeida; ASSUNCAO, Cristina Valadares. Tribos urbanas como contexto de desenvolvimento de adolescentes: relação com pares e negociação de diferenças. Temas psicol.,Ribeirão Preto, v. 11, n. 1, jun. 2003 . Disponível em <http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1413-389X2003000100007&lng=pt&nrm=iso>. acessos em 01 jun. 2013.

FERNÁNDEZ, Gretel Eres et al. (Org.). Publicidade e propaganda: o vídeo nas aulas de língua estrangeira. São Paulo: Companhia Editora Nacional, 2009. 272 p. (Libreria espanhola e hispanoamericana)

HALL, Stuart. A Identidade Cultural na Pós-modernidade. Tradução: Tomaz Tadeu da Silva e Guacira Lopes Louro) 11 em 2006 Rio de Janeiro: Dp&a, 2006. 102 p. Disponível em: <http://www.germe.net.br/uniesp/textos/seminarios/Freud/IDENTIDADE-POS-MODERNIDADE.pdf>. Acesso em: 30 maio 2013.

HELLMANN, Géssica. Geração Milenio eo marketing em midias sociais do Brasil. Disponível em: <http://gessicahellmann.com/geracao-milenio-marketing-midias-sociais-brasil/>. Acesso em: 22/05/2013

HOLD, Susan. O ensino da Língua Inglesa nos dias atuais. 1a São Paulo: Special Book Services Livraria, 2009.

MACHADO, Anna Rachel. A perspectiva interacionista sociodiscursiva de Bronckart. In: MEURER, J. L.; BONINI, A. & MOTTA-ROTH, D. (Orgs.) Gêneros: teorias, métodos, debates. São Paulo: Parábola Editorial, 2005.

MAFESSOLI, Michel. O tempo das tribos: o declínio do individualismo nas sociedades de massa. 3ª edição. Rio de Janeiro: Forense Universitária, 2000.

MAGNANI, José Guilherme Cantor. Os circuitos dos jovens urbanos*. Tempo Social, Revista de Sociologia da Usp,, São Paulo, v. 17, n. 2, p.173-205, 09 set. 2005. Disponível em: <http://www.scielo.br/pdf/ts/v17n2/a08v17n2.pdf>. Acesso em: 01 jun. 2013.

PARANÁ. SEED. Diretrizes Curriculares da Rede de Educação Básica do Estado do Paraná (DCE) Língua Estrangeira Moderna. Curitiba: Secretaria de Estado da Educação, Superintendência da Educação, 2008.

SCHNEUWLY & DOLZ . Gêneros Orais e Escritos na Escola. Tradução e organização Roxane Rojo e Glaís Sales Cordeiro. Campinas, São Paulo: Mercado de Letras, 2004.

SCHOEN-FERREIRA, Teresa Helena; AZNAR-FARIAS, Maria; SILVARES, Edwiges

Ferreira de Mattos. A construção da identidade em adolescentes: um estudo

exploratório. Estudos de psicologia, São Paulo, v. 1, n. 8, p.107-115, 28 abr. 2003.

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maio 2013.