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UNIVERSIDADE ESTADUAL DO PARANÁ CAMPUS APUCARANA
PRODUÇÃO DIDÁTICO-PEDAGÓGICA
BEATLES’ SONGS: O DESENVOLVIMENTO DAS CAPACIDADES DE LINGUAGEM POR MEIO DE SEQUÊNCIA DIDÁTICA DO GÊNERO
CANÇÃO
PROFESSORA PDE: ÉRICA JULIANA BREDA
ÁREA/DISCIPLINA: LÍNGUA INGLESA
APUCARANA - 2016
UNIVERSIDADE ESTADUAL DO PARANÁ CAMPUS APUCARANA
PRODUÇÃO DIDÁTICO-PEDAGÓGICA
BEATLES’ SONGS: O DESENVOLVIMENTO DAS CAPACIDADES DE LINGUAGEM POR MEIO DE SEQUÊNCIA DIDÁTICA DO GÊNERO
CANÇÃO
PROFESSORA PDE: ÉRICA JULIANA BREDA
Produção Didático-Pedagógica, na Área/Disciplina de Língua Inglesa, dentro da linha de estudos em Gêneros discursivos gêneros textuais, leitura, produção textual e oralidade na sala de aula. Produzido para o Programa de Desenvolvimento da Educação – PDE – Paraná. Sob a orientação da Prof.ª Me. Rayane Lenharo.
APUCARANA - 2016
FICHA PARA IDENTIFICAÇÃO DA PRODUÇÃO DIDÁTICO-PEDAGÓGICA
TURMA 2016
Título: Beatles’ songs: O desenvolvimento das capacidades de linguagem por meio de sequência didática do gênero canção
Autor: Érica Juliana Breda
Disciplina/Área: Língua Estrangeira Moderna - Inglês
Escola de Implementação do Projeto e sua localização:
Colégio Estadual Ivanilde de Noronha – Ensino Fundamental e Médio
Município da escola: Arapongas
Núcleo Regional de Educação: Apucarana
Professor Orientador: Rayane Lenharo
Instituição de Ensino Superior: UNESPAR – Universidade Estadual do Paraná – Campus de Apucarana
Relação Interdisciplinar: O gênero canção dos Beatles, por meio de
sua estrutura composicional e temáticas,
permitirá aos alunos realizar leitura e
discutir assuntos relacionados ao campo
da linguagem, como: Língua Portuguesa e
Arte.
Resumo: O ensino de línguas por meio dos gêneros textuais é de suma importância para estudar a língua na forma como ela se processa, tornando o seu aprendizado mais significativo para o aluno (CRISTOVÃO, 2007). Diante disso, esta Produção Didático-Pedagógica foi desenvolvida para verificar se a abordagem do gênero textual canção dos Beatles, desenvolvida por meio de sequência didática (DOLZ e SCHNEUWLY, 2004), pode contribuir para o aprendizado das capacidades de linguagem em Língua Inglesa. Os resultados obtidos por meio dessa abordagem servirão de base para verificar se o gênero textual canção dos Beatles é capaz de contribuir para o aprendizado de Língua Inglesa na sala de aula.
Palavras-chave: Gênero Canção; Beatles; Desenvolvimento das Capacidades de Linguagem; Sequência Didática.
Formato do Material Didático: Sequência Didática
Público: A Sequência Didática foi desenvolvida para
ser implementada com os alunos do 3º ano
do Colégio Estadual Ivanilde de Noronha
– Ensino Fundamental e Médio da cidade
de Arapongas, NRE de Apucarana.
1. APRESENTAÇÃO
Ensinar língua inglesa nas escolas públicas do Brasil tem sido um grande
desafio. Alguns alunos, por terem dificuldade na aprendizagem do idioma, criam
determinada apatia com a disciplina e acabam considerando, de forma errônea, que
aprender inglês não faz sentido algum. Por conta da dificuldade, o desinteresse em
aprender o idioma é cada dia mais progressivo. As aulas não rendem e o aprendizado
de línguas nas escolas públicas torna-se cada dia mais comprometido (LIMA,2009).
Contudo, mesmo diante de tantas situações negativas, observamos que
quando a música é utilizada como ferramenta de aprendizagem na sala de aula,
notamos interesse por parte do aluno em querer participar (LENHARO, 2016). Pois,
por ser manifestação de sentimentos que causam prazer, emocionam e sensibilizam,
a música, de maneira geral, agrada a quase todos, desde a ancestralidade. Além de
ser uma das manifestações culturais mais populares, seu ritmo, melodia e letra mexem
com o imaginário dos ouvintes e contribuem, segundo Murphey (1999), para a
assimilação e fixação da linguagem mais naturalmente.
Outro motivo para se trabalhar com música no ensino da língua inglesa é a
Teoria da Aquisição da Segunda Língua de Krashen (1982). Esse estudioso formulou
5 hipóteses que podem auxiliar no aprendizado de idiomas. Entre essas hipóteses
destacamos a do filtro afetivo que está relacionada ao emocional do aprendiz.
Segundo Krashen, quando o aluno se sente relaxado o filtro afetivo fica baixo. Essa
condição estimula os mecanismos cerebrais que são responsáveis pela linguagem,
facilitando o aprendizado.
Presente nos principais documentos pedagógicos curriculares do Brasil,
como: os PCN (1998) e as DCE de Línguas do Estado do Paraná (2008), os gêneros
textuais têm sido muito defendidos como método para se estudar a língua. Estudiosos
como Marcuschi (2009) e Cristovão (2007) argumentam que por meio de textos
autênticos os alunos têm a oportunidade de estudar a língua na sua forma real, ou
seja, exatamente como ela é concebida. E ao analisar os elementos fundamentais que
compõem os gêneros, como: construção composicional, conteúdo temático e estilo
(BAKHTIN, 2011) o aprendizado se torna mais significativo para o aluno.
Portanto, na intenção de verificar o quanto a musicalidade poderá estimular o
aprendizado das capacidades de linguagem (leitura, escrita e oralidade), no ensino de
língua inglesa, selecionamos o gênero canção dos Beatles para desenvolver, em
forma de sequência didática, essa Produção Didático-Pedagógica.
A escolha desse gênero textual se deve à grande popularidade que os Beatles
tiveram no mundo inteiro na década de 1960, contribuindo para uma forte mudança
histórica, política e social, influindo comportamentos, pensamentos filosóficos,
tendências artística e cultural até os dias de hoje (SPITZ, 2007). Mesmo depois de
findada, a banda continua agregando fãs pelo mundo todo através do movimento da
Beatlemania. O amor, a paquera, a rebeldia, a constante busca por respostas
intrapessoais e o tom de aconselhamento para si e para um mundo melhor são alguns
dos temas das canções dos Beatles. Esses temas não representaram apenas o sujeito
daquela época, mas, por serem atuais, representam também o ser humano da
contemporaneidade (TURNER, 2009). Portanto, podem também representar os
nossos alunos.
Acreditando nessa possibilidade surge o questionamento que justifica a
construção desse Projeto de Intervenção Pedagógica e dessa Produção Didático-
Pedagógica. No campo educacional, seriam os reis do iê-iê-iê capazes de contribuir
para o aprendizado de língua inglesa, através de suas canções?
É o que pretendemos verificar por meio dessa abordagem.
2. METODOLOGIA
Dividida em 4 módulos, essa sequência didática procura estimular, de forma
contextualizada, as capacidades de linguagem dos alunos. Os módulos foram
preparados respeitando os critérios propostos por Dolz e Schneuwly (2004) que
primam o desenvolvimento das capacidades de linguagem: capacidades de ação,
capacidades discursivas, capacidades linguístico-discursivas e capacidades de
situação das quais se espera alcançar os seguintes resultados:
▪ Capacidades de ação: espera-se que o aluno reconheça o gênero textual
canção dos Beatles como uma unidade comunicativa, produzido por alguém,
com uma finalidade, para um público alvo, por meio de um veículo
comunicativo, para uma determinada esfera social.
▪ Capacidades discursivas: espera-se que o aluno identifique, perceba e
compreenda a estrutura que compõe do gênero canção e os elementos
ensináveis necessários para a sua construção.
▪ Capacidades linguístico-discursivas: espera-se que o aluno compreenda os
conhecimentos linguístico ensinados por meio do gênero canção dos Beatles,
para desenvolver e aprimorar a leitura, a escrita e a oralidade em língua
inglesa.
▪ Capacidades de situação: espera-se que o aluno construa sentidos e amplie
o conhecimento ao estabelecer relações de contextos ideológico, histórico e
cultural mediante interação com os conteúdos temáticos estudados
(CRISTOVÃO e STUTZ, 2011).
Na busca por atingir tais objetivos, todos os módulos dessa sequência didática
se iniciam com um desafio que busca ampliar conhecimentos e contextualizar o aluno
aos temas a serem discutidos no módulo. As atividades de leitura foram elaboradas
para que o aluno possa identificar informações e fazer inferências buscando nas
entrelinhas as respostas para os questionamentos. Alguns debates serão estimulados
por meio de atividades propostas para que o aluno reflita os temas e se posicione
diante do assunto a ser discutido. Os conteúdos linguísticos foram elaborados de
forma contextualizada, de modo a contribuir com a leitura e a escrita do aluno em
língua inglesa. A oralidade será constantemente estimulada nas atividades por meio
das discussões e do canto, que buscará aprimorar a pronúncia das palavras, a
memorização ortográfica e de significados.
Essa sequência didática será desenvolvida com o objetivo de produzir, como
trabalho final, um texto em inglês do gênero poema. Pois, a estrutura que compõe
tanto a canção quanto o poema é bastante similar, mesmo sendo eles gêneros
distintos. A escrita será desenvolvida, estimulada e retomada por meio de atividades
que recomendarão ao aluno o uso dos conteúdos estudados nos módulos, como: os
conteúdos linguísticos e estruturais do gênero canção (layout, versos, estrofes, rimas).
A temática da canção Penny Lane servirá de exemplo e inspiração para a produção
dos alunos. Essas produções serão fixadas em mural para apreciação de toda a
escola e se possível postadas na rede social Facebook.
Para o desenvolvimento das atividades propostas nessa sequência didática,
os seguintes recursos serão utilizados: vídeos, áudios, TV Pendrive, kit multimídia
com retroprojetor, fotocópias impressas, laboratório de informática e materiais
escolares diversos que já são pertinentes à sala de aula.
REFERÊNCIAS
BAKHTIN, M. Os gêneros do discurso. In: Estética da Criação Verbal. São Paulo: Martins Fontes, 2011.
CRISTOVÃO, V. L. L.; Modelos didáticos de gênero: uma abordagem para o ensino de língua estrangeira. Londrina: UEL, 2007.
CRISTOVÃO, V. L. L.; STUTZ, L. Sequências Didáticas: semelhanças e especificidades no contexto francófono como L1 e no contexto brasileiro como LE. In: SZUNDY, P. T.C. et al (Org.). Linguística Aplicada e Sociedade: ensino e aprendizagem de línguas no contexto brasileiro. Campinas: Pontes Editores, 2011, p. 17-40.
DOLZ, Joaquim; SCHNEUWLY, Bernard. Sequências didáticas para o oral e a escrita: Apresentação de um procedimento In: SCHNEUWLY, B; DOLZ, J. Gêneros Orais e escritos na escola. [Trad. e org. ROJO, Roxane. CORDEIRO, Glaís S.] São Paulo: Mercado das Letras, 2004.
KRASHEN, Stephen D. Principles and Practice in Second Language Acquisition. Ed. Pergamon Press. Oxford: 1982.
LENHARO, R. I. Participação social por meio da música e da aprendizagem de língua inglesa em um contexto de vulnerabilidade social.149 fl. Dissertação (Mestrado em Estudos da Linguagem) - Universidade Estadual de Londrina. Londrina, 2016.
LIMA, Diógenes Cândido de. Ensino e aprendizagem de língua inglesa: conversas com especialistas. São Paulo: Parábola, 2009.
MARCUSCHI, L. A. Produção textual, análise de gêneros e compreensão. São Paulo: Parábola Editorial, 2008.
. Gêneros textuais: definição e funcionalidade In: DIONISIO, A. P.; MACHADO, A. R.; BEZERRA M. A. (Orgs.). Gêneros textuais & Ensino. São Paulo: Parábola Editorial, 2010.
MURPHEY, Tim. The discourse of pop songs. TESOL Quarterly, 26(4), 770-774, 1992.
SPITZ, Bob. The Beatles: a biografia. São Paulo. Ed. Lafonte, 2007.
TURNER, Steve. The Beatles: A história por trás de todas as canções. São Paulo: Cosaf Naif, 2009.
.
Warming up
1. Mark the alternative(s) of the image you have seen before.
(A)
Disponível em: https://www.quora.com/What-ever-the-heck-is-a-yellow-submarine
(C)
Disponível em: http://www.biography.com/news/beatles-abbey-road-album-cover-anniversary
(E)
Disponível em: http://www.escambauvirtual.com/SILHUETA-THE-BEATLES-HELP/prod-1540592/
(B)
Disponível em: https://www.doxdirect.com/blog/the-art-of-music-side-1/
(D)
Disponível em: http://www.revistabula.com/1475-quando-eu-morrer-toquem-o-album-branco-dos-beatles/
(F)
Disponível em: http://www.thebeatles.com.br/new/category/col unas/curiosidades/
2. Do you know the meaning of these images? What is it? Discuss with your friend and write down the
answer. Try to guess the meaning of at least 1.
………………………………………………………………………………………….…………….....................
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MODULE ONE
Observe the images below:
http://www.zun.com.br/musicas-romanticas-letras-lindas/ https://www.buzzfeed.com/gasparjose/ouvir-musica- nos-anos-90-e-2000-era-dificil
https://www.buzzfeed.com/gasparjose/ouvir-musica-nos-anos-90-e-2000-era-dificil
http://www.87fmnatal.com.br/site/index.php/noticias/todas-as-noticias/3345-na-reta-final-para-o-enem-ouvir-musica-ajudara-a-relaxar
http://www.fatosdesconhecidos.com.br/por-que-as-pessoas-gostam-de-ouvir-musicas-tristes/
http://pt.depositphotos.com/43930719/stock-photo-man-playing-lovely-song-to.html
What do the images above have in common?
( ) Everybody is relaxing.
( ) They are advertising technological products.
( ) Everybody is listening to music.
( ) People and feelings
Caro aluno, neste módulo você vai:
• Estudar o gênero textual canção e suas
características;
• Ler textos sobre os Beatles;
• Discutir sobre sensações e sentimentos por
meio da música;
• Estudar os pronomes pessoais do caso reto e
oblíquo em inglês;
• Estudar palavras de ênfase em inglês;
• Escrever um pequeno poema em inglês.
Answer the questions
1. What are the feelings that people are demonstrating in the images above?
……………………………………………………………………………………………………………………
…………………………….......................................................................................................................
2. Do you like music? Why?
……………………………………………………………………………………………………………………
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3. Do you identify with any of the images above when you listen to music? Which one and why?
……………………………………………………………………………………………………………………
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4. What kind of music do you like? Mark the alternative(s):
( ) Country ( ) MPB ( ) Electronic
( ) Rock ( ) International ( ) Pop
( ) Funk ( ) Classic ( ) Other. …………………
( ) Gospel ( ) Backcountry ( ) I don’t like music.
WorK in group Interview three friends and discover what are their musical preferences. After that, socialize the
answers with the class.
Name What kind of music do you like listening to?
What is the band or singer that you like the most?
What is your favourite song? And who sings it?
Do you know who composed your favourite song? Who is?
How do you usually listen to music? On the radio, in the computer or in the cell phone?
Self-Assessment
Goal
Before Studying
After Studying
YES
NO
MORE
OR LESS
YES
NO
MORE
OR LESS
I like the English Language.
I am able to read and understand songs in English.
I am able to write in English.
I can understand a bit when I listen to something in English.
I am able to communicate in English.
I know The Beatles.
Read the text and answer the questions
The Beatles were an English rock band, started in Liverpool, England in 1960. They were, and still are, one of the most successful and influential bands in the history of modern music. The Beatles drew influences from many music genres through their career, including 1950s rock and
roll, rhythm and blues, classical, psychedelia, and Indian
music, and their songs ranged from pop ballads to hard rock. The members of the band were John Lennon (rhythm
guitar), Paul McCartney (bass guitar), George Harrison (lead
guitar) and Ringo Starr (drums).
(Adapted) Disponível em:
https://simple.wikipedia.org/wiki/The_Beatles
1. Based on the biography above, answer:
a) Who were the band’s members and what musical instruments did they play?
Imagem da Internet
Disponível em:
https://goo.gl/rGzadY
……………………………………………………………………………………………………………...............
……………………………………………………………………………………………………………………….
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b) What were the musical genres that influenced The Beatles throughout their career?
………………………………………………………………………………………………………………………
………………………………………………………………………………………………….……………………
………………………………………………………………………………………………….……………………
c) According to the text, The Beatles are still one of the best bands of the world. Copy the part of the
text that confirms this statement.
……………………………………………………………………………..………………………………………..
……………………………………………………………………………..………………………………………..
……………………………………………………………………………..………………………………………..
2. Find in the biography above the corresponding English translation to these sentences:
a) Eles foram, e ainda são, uma das bandas mais famosas e influentes da história da música moderna.
...................................................................................................................................................................
...................................................................................................................................................................
b) Os Beatles foram influenciados por diferentes gêneros musicais ao longo de sua carreira.
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c) Os Beatles foram uma banda inglesa, criada em Liverpool, Inglaterra em 1960.
..................................................................................................................................................................
..................................................................................................................................................................
Discuss
1. Watch the video A história dos Beatles and discuss with your classmates:
a) Do you know The Beatles?
b) Have you ever listened to any of their songs?
c) According to the video, why are The Beatles so famous?
Professor, utilize um programa de sua preferência e
baixe o vídeo no site:
https://www.youtube.com/watch?v=rRXfuIgAUnU
d) Do you know any band or singer who started his career a long time ago and is still successful
today like The Beatles? Write down his/her/their name(s)?
e) In your opinion, what is the secret of artistic success?
f) Do you think your favourite band or singer will be successful for a long time like The
Beatles? Why or Why not?
The song genre
1. Match the song characteristics from one column with meaning in the other column.
(A) Title ( ) Musical phrase that repeats after each stanza of a composition.
(B) Composer ( ) Cadence.
(C) Verse ( ) Song writer.
(D) Stanza ( ) Song lyric.
(E) Chorus ( ) Repetition sounds.
(F) Rhythms ( ) Time of a song
(G) Rhyme ( ) A group of verses.
(H) Verbal language ( ) The song’s name.
(I) Musical language ( ) Each of the line of a poem or song.
(J) Album ( ) Collection of songs released together in an audio format.
(K) Time ( ) Song melody
2. Observe the texts below and choose the one that is a song. Justify your choice in Portuguese and
socialize with the class.
O que é uma canção?
A canção é um gênero lítero-musical, cuja composição é
formada por dois tipos de linguagem: verbal (letra) e
musical (ritmo e melodia). Sua estrutura normalmente
constitui-se em versos (rimados ou não), organizados em
estrofes e refrão. As palavras desses versos são
pronunciadas por meio de um ritmo, podendo ser
acompanhadas, harmonicamente, pelo som de
instrumentos musicais.
(A) (B)
…………………….............................................
……………………………………………………..
……………………………………………………..
……………………………………………………..
WorK in group and socialize
1. Listen the song Love me do and answer in Portuguese.
a) Quais os instrumentos musicais que você identifica nessa canção? Utilize um dicionário e pesquise
como se escreve o nome desses instrumentos em inglês.
..............................................................................................................................................................
..............................................................................................................................................................
..............................................................................................................................................................
b) Você toca algum instrumento musical? Qual?
.............................................................................................................................................................
c) De acordo com a melodia da canção, você considera essa música...
( ) alegre ( ) triste ( ) saudosista ( ) outro ............
d) Qual é o tema da música? Justifique.
............................................................................................................................................................
Professor, utilize um programa de sua preferência e
baixe a música Love me do no site:
https://www.youtube.com/watch?v=KPon7i1-T1U
Imagem da Internet. Disponível em: https://goo.gl/dJ3MSR
Imagem da Internet. Disponível em: https://goo.gl/Nq8Kdx
e) Quais palavras você consegue identificar na canção?
.........................................................................................................................................................
.........................................................................................................................................................
.........................................................................................................................................................
Read the text and answer the questions
1. Analysis the lyrics of Love me do and answer.
Love me do By Lennon / McCartney
Please Please Me Album
2’ 22”
Love, love me do
You know I love you
I'll always be true
So, please
Love me do
Oh, love me do
Love, love me do
You know I love you
I'll always be true
So, please
Love me do
Oh, love me do
Someone to love
Somebody new
Someone to love
Someone like you
Love, love me do
You know I love you
I'll always be true
So, please
Love me do
Oh, love me do
Love, love me do
You know I love you
I'll always be true
So, please
Love me do
Oh, love me do
Oh, love me do
Yeah, love me do
Oh, love me do
Love me do, Beatles (1962) Domínio público, disponível em: https://www.vagalume.com.br/the-beatles/love-me-do.html
a) Identify the song’s elements.
Title
Composers
Album
Time
Stanzas
Album cover Please Please Me, 1962 Disponível em: https://hqrock.wordpress.com/2013/03/22/beatles-please-please-me-primeiro-album-da-banda-completa-50-anos/
Chorus
b) Listen to the song one more time and observe the rhymes. Circle them in the text and copy them
below.
…………………………..…………………………………………………………………….………….….
……………………………………………………………………………………………………………….
c) Which part of the verse are the rhymes that you localized in the text?
( ) At the beginning ( ) In the middle ( ) At the end
d) In your opinion, why are the rhymes important in a song?
…………………………………………..……………………………………………………………………
…………………………………………..……………………………………………………………………
e) How many verses are there in the text? ……………..………………………………………………….
Exploring language
1. Rewrite the sentences below giving them their respective emphases, using DO or DOES.
Grammar in use.
A palavra “do” quando é usada como verbo auxiliar expressa o simple present tense. Contudo, na expressão
Love me do esse verbo serve para reforçar o pedido de amor expresso na canção. Funciona como uma
alternativa para o advérbio “really”.
Ex: Me ame mesmo, Me ame de verdade ou Realmente, me ame.
Essa ênfase também pode ser usada com os auxiliares “does” e “did”, respeitando suas respectivas regras.
Ou seja, “does” para as terceiras pessoas do singular e “did” para expressões no simple past. O verbo principal
nesse tipo de construção, que é bastante comum em letras de música, não é conjugado. Do, does e did quando
usados para enfatizar devem aparecer antes do verbo principal.
Em Love me do, o auxiliar de ênfase aparece no final do verso, provavelmente, para dar melhor ritmo e
musicalidade ao texto. Essas quebras de regras, são permitidas em algumas situações, tanto em poemas
quanto em canções. Esses casos recebem o nome de “licença poética”.
a) She loves him.
……………………………………………………………………………………………………………………………
b) He played in a band music.
……………………………………………………………………………………………………………………………
c) I need to study more for the test.
……………………………………………………………………………………………………………………………
d) My mom said I never clean my room, but I clean it, every single day.
……………………………………………………………………………………………………………………………
e) He said he was going to the party and he went!
…………………………………………………………………………………………………….………………………..
f) I need to apologize for what I said yesterday.
……………………………………………………………………………………………….……………………………..
g) She likes The Beatles’ songs.
……………………………………………………………………………………………….……………………………..
h) I want to buy a new car.
………………………………………………………………………………………….……….………………………….
2. Using the grammar that you just studied, write some sentences emphasizing them with do, does or
did.
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3. In the text there is a word that repeats itself a lot.
a) Identify and copy it. …………………………………………………….………………………………………………
b) How many times does it appear in the text? ...................................................................................................
c) According to the grammar that you studied, why does this repetition happen in Love me do?
………………………………………………………..........................………………………………………………..
.........................................................................................................................................................................
4. Observe the song’s verses below and answer the questions:
“Love, love me do”
“You know I love you”
“Someone to love”
“Somebody new”
a) The highlighted words in the verses are pronouns. Read the explanation below and put the
corresponding pronouns in the right boxes.
They are the Subject Pronouns. They replace nouns that are subject of the
sentence and avoid repetitions. They must have been used before the verbs.
They are the Object Pronouns. They are used to replace nouns that are
the direct or indirect object in the sentence. They must have been used
after the verbs
They are the Indefinite Pronouns. They do not refer to a specific person,
place or thing. They are the subjects of the sentences.
b) The text doesn’t specify the loved person. Read Love me do again and say how you imagine this
person is. Why should he/she be so special?
………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………..
c) And about you, how should your special person be?
……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
It’s time to write Write a poem about a special person to you inspired in your answer of the last exercise. Try to use the
grammar that you studied in this module. For example: do, does and did (to give emphasis in your verses)
and the pronouns. Don’t forget to give a title to your poem and socialise it with the class. Get to work!
For your information…
Steve Turner, a Beatles journalist, who wrote The Beatles: The Stories Behind All Songs,
said in his book that it was common to use personal pronouns in the songs titles of the band,
especially in the first phase. According to the journalist, this was a strategy used by the band
to make people feel that the songs were being sung for them.
The Stories Behind All Songs, Steve Turner, 2009 (adapted)
Imagem disponível em: https://goo.gl/dK4XmH
_____________________________________
_______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________ _______________________________________________________________
_______________________________________________________________
Warming up
Observe the image below:
Who is the girl in the image?
…………………………………………………..………………..
Do you know what song she talking about?
……………………………………………………………..
Describe the scene represented in the picture.
………………………………………………….…….………….
………………………………………………….….…………….
…………………………………………………….…….……….
Caro aluno, neste módulo você vai:
• Estudar o gênero textual canção e suas características;
• Ler textos sobre o Surrealismo e Salvador Dalí;
• Ler textos sobre os Beatles;
• Praticar a pronúncia ritmada dos versos de “Lucy in the Sky with
Diamonds”.
• Ampliar vocabulário;
• Discutir sobre o Surrealismo na música;
• Estudar preposições;
• Estudar o Simple Present;
• Escrever versos descritivos e montar estrofes.
For your information (FYI)
The character above is Lucille "Lucy" van Pelt. She is a in the syndicated comic strip Peanuts, written
and drawn by Charles Schulz. She is the older sister of Linus and Rerun. Lucy is characterized as a
crabby, bossy and opinionated girl who bullies other characters in the strip, particularly Linus and Charlie
Brown.
Disponível em: https://en.wikipedia.org/wiki/Lucy_van_Pelt Acesso em 24 de out 2016
Imagem da Internet. Disponível em: https://br.pinterest.com/pin/308637380684534794/
MODULE TWO
Analyse the picture and answer
Analyse the pictures above and answer
1. Who is the artist that painted this picture?
…………………………………………………………………………………………………………………….…..
2. Do you know other paintings by him?
………………………………………………………………………………………………..................................
3. What is the painting’s title? In your opinion, is it a common name? Why?
……………………………………………………………………………………………………………….……….
……………………………………………………………………………………………………………….……….
4. Check ( ) the alternative that best describes the scene painted by Salvador Dalí.
The painted scene describes a real context.
The painted scene can portray a dream.
There is a seascape of distant horizons and calm water.
The animals that appear in the scene are: a bee, tigers, a fish and an elephant.
1. Is there something strange in this picture? What is it?
2. Have you seen this picture before?
3. In your opinion, does this picture describe a real situation? Why?
4.
Dream caused by flying of a bee around a pomegranate a second before awakening,
Salvador Dalí, 1994, óleo sobre tela..
Disponível em https://goo.gl/YC8J7t
Salvador Dali (May 11, 1904 –
January 23, 1989) – Spanish
surrealist painter. Dali was an
influential surrealist and avant garde
painter. He also experimented with
film, sculpture, and photography.
http://www.biographyonline.net/artists/salvador-dali.html
The scene represents a woman’s death.
The woman seems to levitate above a flat rock that floats above the sea.
The bee flies around the pomegranate.
A big fish bursts out of the pomegranate in the upper part, and in turn spews out two menacing tigers and a bayonet.
The elephant is the only animal in the scene that seems normal.
The Surrealism is the artistic movement that represents Dalí’s painting.
5. According to the word surreal’s definition, would you consider Dalí’s painting surreal? Justify.
………………………………………………………………………………………………………………...…
………………………………………………………………….……………………………………………….
…………………………………………………………………………………………………………………..
Read the text
Lucy in the sky with diamonds
By Lennon/McCartney
Sgt. Pepper’s Lonely Heart Club Band, 1967
3’ 28”
Expanding your vocabulary
Surreal comes from Surrealism, a movement that produced films, writing, painting, and other art forms that often
contained irrational, disjointed images.
In order words, surreal describes something that is a bizarre mix of elements, often jarring and seemingly
nonsensical.
Disponível em:: https://www.vocabulary.com/dictionary/surreal
A little more knowledge
Surrealism is a cultural movement that began in the early 1920s, and is best known for its visual artworks
and writings. The aim was to "resolve the previously contradictory conditions of dream and reality". Artists
painted unnerving, illogical scenes with photographic precision, created strange creatures from everyday
objects and developed painting techniques that allowed the unconscious to express itself.
Disponível em: https://en.wikipedia.org/wiki/Surrealism
Picture yourself in a boat on a river
With tangerine trees and marmalade skies
Somebody calls you, you answer quite slowly
A girl with kaleidoscope eyes
Cellophane flowers of yellow and green
Towering over your head
Look for the girl with the sun in her eyes
And she's gone
Lucy in the sky with diamonds
[…]
(Fragments)
Disponível em: https://www.letras.mus.br/the-beatles/195/traducao.html
Studying the text
1. Find in the text above the corresponding verse for each of these translations.
a) Com árvores tangerina e céu de marmelada
.....................................................................................................................................................................
b) Uma garota com olhos de caleidoscópio
.....................................................................................................................................................................
c) Flores de celofane amarelas e verdes
.....................................................................................................................................................................
d) Olhe para a garota com o sol nos olhos dela
....................................................................................................................................................................
e) Imagine-se em um barco num rio
...................................................................................................................................................................
2. Can the elements described in the text be surreal like Dalí’s painting?
………………………………………………………………………………………………………
a) Why? Mark (X) in the alternative(s) below that can justify your answer above.
( ) Bizarre elements.
( ) Irrational.
( ) Real.
( ) It seems like a dream’s description.
( ) Psychedelic.
( ) Artistic expression.
( ) Child’s drawing.
( ) Other. ………………………………….
b) According to the alternative(s) that you marked above, does the text analysed belong to
Surrealism?
( ) Yes, it does
( ) No, it doesn’t.
( ) I’m not sure.
c) According to Lucy in the Sky with Diamonds mark Yes or No.
YES NO
Lucy in the sky with diamonds is a love song.
It’s a surreal song.
The authors describe a childhood memory.
It’s a song that talks about environment protection.
The song talks about an imaginary world.
Studying the genre
1. This text is a famous Beatles’ song called Lucy in the sky with diamonds composed in 1967. It is part
of Sgt Pepper’s Lonely Heart Club album.
a) Who wrote this song?
…………………………………………………………………………………………………………..
b) Do you know these composers?
…………………………………………………………………………………………………………..
c) What elements describe the song genre? Mark (T) for True and (F) for False.
It has a title.
It’s structured in prose.
It’s divided in verse.
The verses can be read with rhythm and melody.
There are paragraphs.
It has chorus.
It has verbal and nonverbal language.
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It’s produced with musical instruments.
It can be heard on the radio, CD, Internet, TV...
It has verbal and musical languages simultaneously.
Exploring language
1. Observe the verses below and answer.
“Picture yourself in a boat on a river”
“With tangerine trees and marmalade skies”
“Cellophane flowers of yellow and green”
“Towering over your head”
a) The highlighted words in the text are…
( ) pronouns, because they refer to a noun.
( ) articles, because they accompany a noun.
( ) emphasis verbs.
( ) preposition, because they are invariant and link terms of the sentence
b) In the first verse the terms in and on give an idea of…
( ) place.
( ) time.
( ) during.
( ) movement.
( ) direction.
c) In the last verse, the word over means…
( ) na.
( ) em.
( ) sobre.
( ) acima.
d) Copy down the verse that has a preposition that is not of time, nor of place.
………………………………………………………………………………………………………………
2. Look the chart below and complete the blanks correctly.
In
em; dentro (de) On
Sobre, em cima, acima (de)
At
Indicando lugar, pode ser usado antes de nomes de: - bairros; - cidades; - estados; - países; - continentes.
Indicando lugar, pode ser usado antes de nomes de: - ruas; - praças; - avenidas. ... e antes de palavras como nomes de: -fazenda; - praia; -costa; - rio; - lago.
Usa-se antes de lugar e de endereço específicos precedidos pelo número.
Indicando tempo pode ser usado antes de: -épocas; - meses; -anos; -estações do ano; - séculos; - alguns períodos do dia.
Indicando tempo pode ser usado antes de: - datas específicas; - feriados seguidos da palavra “day”. - dias da semana;
Indicando tempo pode ser usado antes de: - datas festivas; - antes de horas.
Fonte de pesquisa: Brasil Escola. Disponível no site: http://brasilescola.uol.com.br/ingles/prepositions.htm
a) I am going to meet you ........................ Saturday, …………………. a quarter past three.
b) Dave will go to Paris ……………………. July.
c) We were ………………. the farm last weekend. I was great fun.
d) They are living ………………. Brazil but they are from England.
e) …………….. the morning I usually have classes, ………………… the afternoon I always visit my friend Alice
and ……………………. night I sometimes watch TV.
f) He was ………………. home when the accident happened.
g) Don’t talk about it ……………. work. Don’t worry.
h) The party will be …………………. eight, …………………. the evening ………………. September 26th.
Grammar in use.
Preposição é uma palavra ou um grupo de palavras que estabelece uma ligação entre dois ou mais termos
de uma oração. Essa classe gramatical muito usada em língua inglesa pode dar aos termos relacionados
ideia de: lugar, posição, tempo, duração, movimento, direcionamento, finalidade.
Ex: Look yourself in the mirror! (Olhe-se no espelho!) – direcionamento
The book is on the table. (O livro está sobre a mesa.) – lugar
She has a beautiful shawl over her shoulders. (Ela está vestindo um lindo xale sobre os ombros.) –
posição/lugar
Conheça algumas preposições: About, at, after, for, from, of, on, over, with, without, to, up, down, below, above, behind, in, in front of, since…
i) ……………. Easter I used to have dinner with my parents, but …………… Christmas day I have dinner with
my parents-in-low.
Look the prepositions below.
3. Go back to Dalí’s painting and complete the image’s description using the prepositions correctly.
a) The elephant with pelican legs walks ………….…… the ocean.
b) Two tigers jump …………..…….. the woman
c) The woman floats ……..………….. a rock in a tranquil marine landscape.
d) ……………..…….. the woman there is an elephant walking.
e) ........................... the woman’s naked body, two drops of water, a pomegranate and a bee are also
airborne.
f) A bee flies ......................... a pomegranate.
g) A bayonet ………………… the woman will shoot when she wakes up.
Discuss and socialize
1. Ouça Lucy in the Sky with Diamonds e discuta com a turma.
a) Você já conhecia essa canção? Se sim, de onde?
b) O que você achou do arranjo musical dela? É diferente em relação às músicas que você ouve?
c) Gostou da música?
d) Lucy in the Sky with Diamonds é o tipo de música que toca constantemente nas rádios, TVs,
festas? Por quê?
Professor, por questões de direitos autorais não é
permitido divulgar a letra da música na íntegra. Por isso
prepare cópias para os seus alunos. A letra encontra-se
disponível no site:
https://www.vagalume.com.br/the-beatles/lucy-in-the-
sky-with-diamonds.html
https://www.letras.mus.br/the-beatles/195/
Imagem da Internet. Disponível em: http://inglesparaleigos.com/preposicoes-de-lugar/
e) De acordo com o que já foi estudado neste módulo, você consideraria Lucy in the Sky with
Diamonds uma canção do Surrealismo? Por quê?
f) Leia a letra da canção na íntegra (no material a parte que o seu professor preparou para você) e
circule as palavras cognatas e as que você já conhece o significado e socialize com a turma.
g) Hora de cantar.
Read the texts and answer the questions
Text 1 All song has its story. In this text, you will know the story behind the song Lucy in the sky with diamonds.
One afternoon early in 1967, Julian Lennon came home from his nursery school with a painting that he said was of his classmate, four-year-old Lucy O'Donnell. Explaining his artwork to his father, Julian described it as Lucy - 'in the sky with diamonds'. This phrase stuck in John's mind and triggered off the stream of associations that led to the writing of the dream-like 'Lucy In The Sky With Diamonds'... […]
John claimed that the hallucinatory images in the song were inspired by
the 'Wool and Water' chapter in Lewis Carroll Through The Looking
Glass, where Alice is taken down a river in a rowing boat by the Queen,
who has suddenly changed into a sheep.
As a child, Alice's Adventures In Wonderland and Through The Looking
Glass were two of John's favourite books. He said that it was partly
through reading them that he realized the images in his own mind weren't
indications of insanity. "Surrealism to me is reality," he said. "Psychedelic
vision is reality to me and always was."
Source in: http://www.thebeatleshk.com/SongStories/LucyInTheSkyWithDiamonds.html
1. Relate the first column to the second column according to the text.
( A ) Julian Lennon ( ) Julian’s friend.
( B ) John Lennon ( ) Lennon’s son.
( C ) Lucy O’Donell ( ) Book’s character.
( D ) Lewis Carrol ( ) Book’s writer
( E ) Alice ( ) One of the composers of the song.
The drawing Lennon’s son. Source in: https://justlittlenica.wordpress.com/2014/10/01/i-love-the-song-and-i-love-the-story-behind-it/
Professor, na orientação da atividade f), escreva no quadro as palavras que os alunos reconhecem o significado, mas sem a tradução.
Isso ajuda a memorizar o vocabulário.
Antes de cantar a música com a turma, seria interessante treinar com seus alunos os versos da canção respeitando a forma como são
pronunciados. Esse é um bom momento para explorar a oralidade e trabalhar a tradução da letra da música. Lembre-se de que eles
possivelmente reconhecem o significado de algumas palavras que foram socializadas no exercício f).
Caso ache interessante, utilize um programa de sua preferência e baixe o vídeo na versão karaokê, disponível no endereço:
https://www.youtube.com/watch?v=40o-VB-Vuws
2. Mark the correct alternative according to the text.
a) What inspired John to write Lucy in the sky with diamonds?
( ) The picture done by his son, Julian.
( ) Reading a lot in his childhood.
( ) John liked Surrealism very much.
b) Before being a song’s name, “Lucy in the sky with diamonds” was…
( ) A Lewis Carroll’s book.
( ) A character of a comic strip.
( ) The name of a drawing made by Lennon’ son.
c) What are “Alice's Adventures In Wonderland” and “Through The Looking Glass”?
( ) John’s favourite childhood book.
( ) Salvador Dalí’s painting.
( ) They are songs written by John Lennon.
d) According to John’s quotes "Surrealism to me is reality," and "Psychedelic vision is reality to me
and always was.", we can conclude…
( ) John liked Surrealism, but he preferred the reality.
( ) the psychedelic vision was nonsensical for him.
( ) he identified himself with the Surrealist Movement.
e) The hallucinatory images of the song were inspired by the “Wool and Water” chapter of a book
written by…
( ) John Lennon.
( ) Lewis Carroll.
( ) Lucy O’Donel.
3. Lucy in the Sky with Diamonds presents several hallucinatory images. Read the verses below and answer, which the artistic movement do they belong, probably?
With tangerine trees and marmalade skies
A girl with kaleidoscope eyes
……………………………………………………………………………
4. John’s favourites books when he was a child were “Alice's Adventures In Wonderland” and “Through
The Looking Glass”. Do you know these stories?
( ) Yes, I do because I read them.
( ) Yes, I do, but I never read them.
Disponível em: https://goo.gl/wB2szZ
( ) Yes, I do because I watched the movie.
( ) No, I don’t.
5. What about you. Do you have a favourite book? If so, write its name.
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
Text 2
In the text, you will read the Tyssen-Bornemisza Museum description about “Dream caused by the
Flight of a Bee around a Pomegranate a Second before Wakening”, by Salvador Dalí.
The sleeping figure of Gala, Dalí’s
wife and muse, floats above a rock
in a tranquil marine landscape.
Beside her naked body, two drops
of water, a pomegranate and a bee
are also airborne. Gala’s dream,
prompted by the buzzing of the
bee, appears in the upper part of
the canvas; there, from an
exploding pomegranate shoots
out a fish, from whose mouth two ferocious tigers emerge
together with a bayonet which, one second later, will wake Gala
from her restful sleep. Although by 1944 Dalí was already living
in America and devoting little time to painting, this canvas marks
a return to his ‘paranoiac-critical method.’ His view—based on
Freudian theories—that images were open to multiple
interpretations made him one of the leading members of the
Surrealist group. Disponível em: http://www.museothyssen.org/en/thyssen/ficha_obra/352
09/11/2016
Printscreen da página
http://www.museothyssen.org/en/thyssen/ficha_obra/352
Exploring language
1. This text is about…
( ) Salvador Dalí life.
( ) the description of a painting’s Dalí.
( ) advertisement of a museum.
2. What are the highlighted words in the text?
( ) verbs
( ) adjectives
( ) nouns
3. The verbal tense of the text is predominantly in the…
( ) simple present.
( ) simple past.
( ) future.
4. Underline in the text and rewrite the subjects that were conjugated for:
a) floats: …………………………………………………………………………………………………………….
b) are: ……………………………………………………………………………………………………………….
c) appears: ……………………………………………………………………………………………….…………
d) shoots: ……………………………………………………………………………………………………………
e) emerge: …………………………………………………………………………………………………………..
5. In the exercise above, why some words finish with “s”?
( ) Because they are verbs and are being conjugated for third-person singular.
( ) Because they are in a plural.
( ) Because they are being conjugated for more than one subject.
Grammar in use
Simple Present Tense
Affirmative form Interrogative form Negative form
I
You learn.
He
She learns.
It
We
You learn.
They
I
Do You learn?
He
Does She learn?
It
We
Do You learn?
They
I do not learn.
You (don’t)
He does not learn.
She (doesn’t)
It
We do not learn.
You (don’t)
They
Na forma afirmativa do tempo presente simples acrescenta-se o “-s” no final dos verbos para as 3ª pessoas do
singular (He, She, It).
She loves you.
He finds the love.
Para os verbos terminados em -s, -z, -ch, -sh, -x, -o acrescenta-se “-es”.
It goes away from me.
She brushes her teeth three times a day.
Os verbos terminados em consoante + -y acrescenta-se “-ies”
Milton studies a lot.
The baby cries every night.
1. Complete the blanks with the verbs in parentheses in the simple present.
a) Salvador Dalí ………………………. Surrealism method in his painting. (to use)
b) The Beatles …………………. the artistic world until nowadays. (to influence)
c) All artist ………………..… your inspiring muse. Gala was Dalí’s. (to have)
d) Bod and Mary ……………….. a lot. But Mary ………………….. more than Bod. (to study)
e) I and my class ……………………. Volleyball every week. (to play)
f) The Tyssen-Bornemisza Museum……………………….. the Picasso
Collection. (to show).
g) I …………………..…. my Facebook every time. (to access)
h) My friends ………..…………... a good music. (to appreciate)
i) A bee ……………….……. around pomegranate in Dalís painting. (to fly)
j) The song Lucy in the sky with diamond ……….……………. until today. (to success)
k) We ……………..…… The Beatles. (to love)
2. Choose 4 sentences above and change them to the negative form of the simple present tense.
a) …………………………………………………………………………………………………………………………..
b) …………………………………………………………………………………………………………………………..
c) ……………………………………………………………………………………………………….…………………..
d) …………………………………………………………………………………………………………………………..
3. Chose other 3 sentences of the exercise 1 and change them to interrogative form of the simple
present tense. If you want, you can elaborate your own interrogative sentences.
a) ……………………………………………………………………………….…………………………………………..
b) ……………………………………………………………………………………………………………………………
c) ……………………………………………………………………………………………………………………………
It’s time to write
1. In the first verse of Lucy in the Sky with Diamonds, Lennon and McCartney invite you to go to them
imaginary world “picture yourself in a boat on the river”. Now it’s your time. Imagine a world like
these artists did and write in verses how it is.
In Lucy in the Sky with Diamonds, John and McCartney describe a world full hallucinatory images.
In Dream caused by the Flight of a Bee around a Pomegranate a Second before Wakening, Salvador
Dalí paints a scene inspired by a dream.
The two texts present Surrealism elements with psychedelic descriptions.
You can begin like them… “picture yourself…"
_______________________________________________________________________________________________________________
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_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Review and rewrite
In the first module, you wrote a poem about a special person for you. Take that poem again and see how
you could improve it according to the content you studied in module two. Get to work!
Warming up
Observe the boxes below with excerpts from songs:
Feche os olhos e sinta um beijinho agora De alguém que não vive sem você E não pensa e nem gosta de outra menina E tem medo de lhe perder Feche os olhos, The Fevers
Disponível em: https://www.vagalume.com.br/the-fevers/feche-os-olhos.html
Close your eyes and I'll kiss you Tomorrow I'll miss you Remember I'll always be true And then while I'm away I'll write home everyday And I'll send all my loving to you I’ll my loving, The Beatles Disponível em: https://www.letras.mus.br/the-beatles/172/
That when I tell you that I love you, Oh, You're gonna say you love me too, Oh, And when I ask you to be mine, You're gonna say you love me too. I shoul have known better, The Beatles Disponível em: https://www.vagalume.com.br/the-beatles/i-should-have-known-better.html
Menina linda eu lhe adoro Menina pura como a flor Sua boneca vai quebrar Mas viverá o nosso amor Menina linda, Renato e seus blue caps Disponível em: https://www.vagalume.com.br/renato-e-seus-blue-caps/menina-linda.html
Foi tanto que eu te amei E não sabia Que pouco a pouco eu Eu te perdia Eu te amo Eu te amo, Zezé de Camargo e Luciano Disponível em: https://www.letras.mus.br/zeze-di-camargo-e-luciano/85431/
I give her all my love, That's all I do; And if you saw my love You'd love her too, I love her. And I love her, The Beatles Disponível em: https://www.vagalume.com.br/the-beatles/and-i-love-her.html
Tem lugares que me lembram Minha vida, por onde andei As histórias, os caminhos O destino que eu mudei Minha vida, Rita Lee Disponível em: https://www.vagalume.com.br/rita-lee/minha-vida.html
There are places I remember All my life though some have changed Some forever not for better Some have gone and some remain In my life, The Beatles Disponível em: https://www.vagalume.com.br/the-beatles/in-my-life.html
Lá vem o Sol Lá vem o Sol, eu já sei Tá legal
Here comes the sun Here comes the sun
MODULE THREE
Lá vem o sol, Lulu Santos Disponível em: https://www.letras.mus.br/lulu-santos/88068/
And I say It's all right Here comes the sun, The Beatles Disponível em: https://www.letras.mus.br/the-beatles/179/
1. Do you know any of these songs? Which one(s)?
……………………………………………………………………………………………………………………
2. Is there anything in common between the excerpts above? What is it?
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
3. Do you search for the translation of the international songs that you like? How?
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
Professor, após a resolução das atividades acima, seria interessante tocar trechos dessas músicas para o aluno conhecê-las. Para isso, utilize
um programa de sua preferência e baixe-as dos sites abaixo:
➢ Feche os olhos, The Fevers. Disponível em: https://www.youtube.com/watch?v=gNbvWMl6_TM
➢ All my loving, The Beatles: Disponível em: https://www.youtube.com/watch?v=5DU4J3AJUO4
➢ I should have known better, The Beatles. Disponível em: https://www.youtube.com/watch?v=sVemUWvl_z4
➢ Menina linda, Renato e seus Blue Caps. Disponível em: https://www.youtube.com/watch?v=KswCEbocHyw
➢ Eu te amo, Zeé de Camargo e Luciano. Disponível em: https://www.youtube.com/watch?v=PI0-_sVBXDg
➢ And I love her, The Beatles. Disponível em: https://www.youtube.com/watch?v=DWJ1u_sp9gc
➢ Minha vida, Rita Lee. Disponível em: https://www.youtube.com/watch?v=ImKODXtNK4g
➢ In my life, The Beatles. Disponível em: https://www.youtube.com/watch?v=-eCh3y5VROM
➢ Lá vem o sol, Lulu Santos. Disponível em: https://www.youtube.com/watch?v=TUdNRQp81pc
➢ Here comes the sun, The Beatles. Disponível em: https://www.youtube.com/watch?v=bgiQD56eWDk
1. Read the excerpts from the songs again and answer the questions.
a) Are there any group of songs whose version is very different from the original? Which one(s)?
……………………………………………………………………………………………………..............
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b) Are there any group of songs whose version is very similar to the original? Which one(s)?
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c) Do you like versions of the songs from English to Portuguese? Why?
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WorK in group
1. In trios, search the translation of the words below and write their meanings in Portuguese.
a) Resilience: …………………………………………………………………………………………………
Version or translation?
Although they have a similar meaning, the version and the translation of music have their peculiarities.
The translation changes the language from English to Portuguese in full.
The version also changes the language from English to Portuguese, but the translation is hardly literal because
of the metrics, rhythm and sound of the verses that need to be the same as the original version of the song in
order to be sung. Therefore, the version is usually an interpretation of the main idea or context of the song.
(Adapted from): http://www.backstage.com.br/newsite/ed_ant/materias/174/Ticiano%20Paludo.htm http://www.educacaopublica.rj.gov.br/biblioteca/portugues/0028.html
Professor, se preferir use o Laboratório de Informática de sua escola para
realização desta atividade. Caso prefira fazer uso de dicionários você
precisará disponibilizar para os grupos um dicionário de línguas
(Inglês/Português) e um dicionário de Português.
Caro aluno, neste módulo você vai:
• Estudar o gênero textual canção e suas características;
• Ler textos do gênero canção;
• Estudar sobre tradução e versão de música do inglês para o português;
• Praticar a pronúncia ritmada dos versos de “Hey Jude”;
• Ampliar vocabulário;
• Discutir sobre sentimentos;
• Estudar verbos no imperativo;
• Produzir uma versão em português de uma música em inglês de sua
preferência.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
b) Overcoming: ………………………………………………………………………………………………
………………………………………………………………………………………………………..…….
……………………………………………………………………………………………………..……….
c) Sadness: ………………………………………………………………………………………………….
…………………………………………………………………………………………………...…………
……………………………………………………………………………………………………...………
d) Compassion: ……………………………………………………………………………………....…….
…………………………………………………………………………………………………………..
…………………………………………………………………………………………………………..
e) Solidarity: ………………………………………………………………………………………………
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2. Still in group, look at the pictures below, describe them and apply one of the searched terms above.
After socialize it with class.
Imagem da Internet. Disponível em:
http://www.spirituallivingforbusypeople.com/wp-content/uploads/2015/09/Resilience.jpg
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Imagem da Internet. Disponível em:
http://www.blogdoincentivo.com.br/wp-content/uploads/2014/12/3.jpg
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Imagem da Internet. Disponível em:
http://www.jornaldecaruaru.com.br/wp-content/uploads/2015/11/compai
x%C3%A3o1.jpg
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Read the text
Hey Jude By Lennon / McCartney
Magical Mistery Tour, 1968
7’ 08”
Hey, Jude, don't make it bad
Take a sad song and make it better
Remember to let her into your heart
Then you can start to make it better
Hey, Jude, don't be afraid
You were made to go out and get her
The minute you let her under your skin
Then you begin to make it better
And anytime you feel the pain
Hey, Jude, refrain
Don't carry the world upon your shoulders
For well you know that it's a fool
Who plays it cool
By making his world a little colder
[…]
(Fragments)
Hey Jude, The Beatles. Disponível em:
https://www.letras.mus.br/the-beatles/88/
Studying the text
1. Find in the text above the corresponding verse for each of these translations.
a) Hey, Jude, não fique mal.
...................................................................................................................................................
b) Pegue uma canção triste e a torne melhor.
.................................................................................................................................................
c) Hey Jude, não tenha medo.
.................................................................................................................................................
d) Lembre-se de deixá-la entrar em seu coração.
.................................................................................................................................................
e) E você pode começar a melhorar as coisas.
.................................................................................................................................................
f) Hey Jude, vá com calma.
................................................................................................................................................
g) Não carregue o mundo em seus ombros.
................................................................................................................................................
2. Mark what is correct according to the text.
a) Hey Jude is a song of…
( ) love, because it expresses the feeling of a man for a woman.
( ) advice, because the lyrical self of the song wants someone to overcome a bad phase.
( ) happiness, because someone is happy with the return of the loved one.
( ) sadness, because it expresses the end of a relationship
3. From the words you researched in group, which one best represents the context of Hey Jude, in
your opinion? Justify.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
Exploring language
1. In the verse “Take a sad song and make it better” the highlighted words give the idea of…
( ) counselling, because they are in imperative.
( ) certainty, because they represent the simple present.
( ) hypothesis, because they represent the present progressive
( ) doubt, because they do a question.
2. In the verse “Hey, Jude, don’t be afraid” the highlighted word is…
( ) a negative auxiliary of the simple present tense.
( ) a negative imperative.
( ) an emphasis verb.
3. Who is the interlocutor of the text?
( ) Jude
( ) Lennon and McCartney.
( ) The Beatles.
4. Which of the images below relate to the language of the text?
(A)
Imagem da internet. Disponível em: http://cdemployees.com/assets/MySuggestion.jpg
(B)
Imagem da Internet. Disponível em: http://www.manutencaoesuprimentos.com.br/imagens/skf-participa-de-congresso-de-treinamento-em-santos-sp.jpg
(C)
Imagem da Internet. Disponível em: https://katecharland.files.wordpress.com/2014/05/invitation.jpg
(D)
Imagem da Internet. Disponível em: http://nsaulasparticulares.com.br/wp-content/uploads/2014/07/bronca11.jpg
(E)
Imagem da Internet. Disponível em: https://cdn.pixabay.com/photo/2013/07/13/01/18/prohibited-155486_640.png
(F)
Imagem da Internet. Disponível em: http://seis.org.br/wp-content/uploads/2012/04/aconselhamento-530x353.png
5. Mark in the words below the letter of the images above that represents them.
( ) Advice ( ) Instruction
( ) Prohibition ( ) Invite
( ) Order ( ) Suggestion
6. All images from exercise 4 represent a verbal situation of…
( ) future. ( ) imperative.
( ) simple present. ( ) simple past.
( ) present perfect. ( ) presente progressive.
Read the text and answer the questions
All song has its story.
In this text, you will know the story behind the song Hey Jude.
“Hey Jude” was released in August 1968 as the first single from The
Beatles’ record label Apple Records. More than seven minutes in length,
“Hey Jude” was, at the time, the longest single ever to top the British charts.
The single has sold approximately eight million copies and is frequently
included on professional lists of the all-time best songs.
In 1968, John Lennon and his wife Cynthia Lennon separated due to John’s
affair with Yoko Ono. Soon afterwards, Paul McCartney drove out to visit
Cynthia and Julian, her son with Lennon. “We’d been very good friends for
millions of years and I thought it was a bit much for them suddenly to be
persona non grata and out of my life,” McCartney said. Cynthia Lennon
recalled, “I was truly surprised when, one afternoon, Paul arrived on his
own. I was touched by his obvious concern for our welfare…. On the
journey down he composed ‘Hey Jude’ in the car. I will never forget Paul’s
gesture of care and concern in coming to see us.”
The song’s original title was “Hey Jules”, and it was intended to comfort Julian Lennon from the stress of his
parents’ divorce. McCartney said, “I started with the idea ‘Hey Jules’, which was Julian, don’t make it bad,
take a sad song and make it better. Hey, try and deal with this terrible thing. I knew it was not going to be
easy for him. I always feel sorry for kids in divorces … I had the idea by the time I got there. I changed it to
‘Jude’ because I thought that sounded a bit better.”
Julian Lennon discovered the song had been written for him almost twenty years later. He remembered being
closer to McCartney than to his father: “Paul and I used to hang about quite a bit—more than Dad and I did.
We had a great friendship going and there seems to be far more pictures of me and Paul playing together at
that age than there are pictures of me and my dad.”
(Adapted) Disponível em:
http://www.oldiesmusicblog.com/the-story-of-jude/
1. According to the text, mark (T) for True and (F) for False.
“Hey Jude” was written to John Lennon’ son.
The song was written because of Julian’s parents’ divorce.
Paul is not sensitive to the suffering of Cynthia and Julian.
The first verses of the song were done while Paul drove to see Cynthia and Julian.
Hey Jude is considered one of the best songs of all time.
The first title of the song was “Hey Julian”.
John Lennon separated from his wife because of Yoko Ono.
Cynthia didn’t like Paul’s visit. She called him “persona non grata”.
Julian always knew Hey Julian was done for him.
“Hey Jude” took only seven minutes to be written.
2. “Hey Jude” was written because of a feeling of compassion. Have you ever had this feeling for
someone else? What did you do to help?
…………………………………………………………………………………………………………………..
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Imagem de Paul e Julian. Disponível em: http://cultura.estadao.com.br/blogs/sonoridades/
wp-content/uploads/sites/102/2015/11/jude2.jpg
…………………………………………………………………………………………………………………..
3. Which passage from the text proves that Paul and Julian had a good relationship? Copy it down.
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
…………………………………………………………………………………………………………………..
4. According to the text, who is…
( A ) Julian Lennon ( ) John’s girlfriend.
( B ) Cynthia Lennon ( ) John’ son.
( C ) John Lennon ( ) Julian’s friend.
( D ) Yoko Ono ( ) John’s wife
( E ) Paul McCartney ( ) Julian’s father.
5. Why did Paul change the title “Hey Jules” to “Hey Jude”?
( ) Because nobody could know for whom the song had been made.
( ) Because he did not want to pay copyrights to Julian.
( ) Because “Hey Jude” had a better sound to be sung.
( ) Because Jude was Lennon’ son name.
6. According to the text, “Hey Jude” got very successful when it was released. What part of the passage
proves this statement?
……………………………………………………………………………………………………………………..
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7. Do you know any song as popular as “Hey Jude”? Which one?
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Discuss
1. Do you think people have feelings of compassion these days? Why?
2. In today's world, do people care about each other?
Let’s listen!
1. You heard the two versions of Hey Jude. Now, compare the excerpts below and respond with
yes or no.
YES NO
The Portuguese translation was done in full.
The context is similar, but the translation is different.
The two texts speak of overcoming.
The Beatles’ song speaks of overcoming and Kiko’s version talks about loving.
The Portuguese version of Hey Jude is very good.
WorK in group
Text 1
Hey, Jude, don't make it bad
Take a sad song and make it better
Remember to let her into your heart
Then you can start to make it better
Hey, Jude, don't be afraid
You were made to go out and get her
The minute you let her under your skin
Then you begin to make it better
Hey Jude, The Beatles (1968)
Disponível em:
https://www.letras.mus.br/the-beatles/88/
Text 2
Hey Jude, não fique assim
Sabe a vida ainda é bela
Esqueça de tudo que aconteceu
Amanhã será um novo dia
Hey Jude, pra que chorar
Por alguém que não te ama?
Se o mundo agora te faz sofrer
Tudo vai passar você vai ver
Hey Jude, Kiko Zambianchi (1987)
Disponível em:
https://www.letras.com/kiko-zambianchi/46826/
Professor toque para os alunos a canção original e a versão em português de Kiko Zambianchi de “Hey Jude”. Baixe-as usando um
programa de sua preferência nos sites indicados abaixo. Prepare também cópias da versão em inglês e treine os versos com os
alunos antes de cantar. Caso ache interessante baixe um vídeo na versão karaokê, disponível em:
https://www.youtube.com/watch?v=7haKH__SekU
➢ Hey Jude, Beatles:
Vídeo: https://www.youtube.com/watch?v=A_MjCqQoLLA
Letra: https://www.letras.mus.br/the-beatles/88/
➢ Hey Jude, Kiko Zambianchi:
Vídeo: https://www.youtube.com/watch?v=XZH2y2IeBic
Now it’s your time!! In trios research an international song of your preference and do a version of it in
Portuguese. You should respect the original theme of the song. After done, socialize the results with
the class.
Professor, o fato dos alunos produzirem a versão em português não desvaloriza a atividade. O foco neste exercício é praticar a leitura,
uma vez que os alunos terão que estudar a letra da música em inglês para produzir uma versão similar. Além de estarem treinando a
escrita da estrutura textual do gênero canção (versos, estrofe, refrão, ritmo, musicalidade).
Não se esqueça de antecipar essa atividade. Por isso peça para que os alunos pesquisem a música que eles farão a versão e a tragam
no dia da realização da atividade. Se preferir, use uma aula para pesquisa no Laboratório de Informática.
Warming up
Observe the images below and discuss the questions.
Imagem da Internet Disponível em: https://goo.gl/kz5LKJ
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Imagem da Internet Disponível em: https://goo.gl/QKWlrw
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Imagem da Internet Disponível em: https://goo.gl/SmCi8O
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Imagem da Internet Disponível em: https://goo.gl/EheXQI
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Imagem da Internet Disponível em: https://goo.gl/ZZkGTX
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Imagem da Internet Disponível em: https://goo.gl/a5sJ1R
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1. Do you know some these characters? Who are they? Write the names of the ones you know under
their pictures.
2. What are they doing in common?
…………………………………………………………………………………………………………………..
3. Do you know the place described in the images?
…………………………………………………………………………………………………………………..
4. In your opinion, which was the first picture taken/produced?
………………………………………………………………………………………………………………….
5. Why are the other characters copying the first action?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
6. Have you ever heard about Abbey Road?
…………………………………………………………………………………………………………………
MODULE FOUR
Read the text and answer the questions
What is Abbey Road?
Abbey Road is a famous street located in the north of London. The Abbey
Road Studios, located at the south-eastern end of the street, was the studio
where the Beatles recorded 90% of their recordings. In April 1969, they
came together to record their final album as a group and titled it “Abbey
Road”. This album became their best selling work and featured the now
iconic image of the zebra crossing just outside the studios on the front
cover. Today, tourists typically come here to create their own Abbey Road
album cover. (Adapted) 10 Most Famous Streets in the World, Touropia Disponível em: http://www.touropia.com/famous-streets-in-the-world/#
1. Marque as alternativas que estão de acordo com o texto.
Abbey Road é uma das ruas mais famosas do mundo.
Os Beatles gravaram a maioria de suas músicas em um estúdio com o mesmo nome da famosa rua.
O Abbey Road Studio foi inaugurado em abril de 1969 pelos Beatles.
Abbey Road é o nome de uma rua, de um estúdio de gravação e de um álbum dos Beatles.
É comum turistas visitarem o lugar para tirarem fotos atravessando a famosa faixa de pedestre da Abbey Road.
A Abbey Road já era famosa em todo o mundo antes das fotos dos Beatles.
O texto acima foi retirado de um site sobre turismo.
Caro aluno, neste módulo você vai:
• Estudar o gênero textual canção e suas características;
• Ler textos do gênero canção e discutir sua temática;
• Ampliar vocabulário;
• Discutir sobre lembranças e recordações de lugares;
• Revisar os conteúdos: preposição e presente simples;
• Estudar a expressão verbal there + to be;
• Escrever em versos sobre um lugar que traz boas recordações.
• Expor os textos em mural para toda a escola.
Abbey Road, Street Disponível em: http://resources.touropia.com/gfx/d/famous-streets-in-the-world/abbey_road.jpg
2. As we can see, Abbey Road is a London street that attracts tourists from all over the world. Famous
because of a Beatles album that takes its name, the street is considered a special place, mainly for
who is a band’s fan. Now, answer the questions that follow
a) Do you have any street or any place that is special in your life? If so, where is it?
……………………………………………………………………………………………………...............
b) Why is this place so special for you?
………………………………………………………………………………………………………………
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………………………………………………………………………………………………………………
c) How is it? Describe it.
………………………………………………………………………………………………………………
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Let’s listen!
1. Listen to Penny Lane and answer the questions.
a) According to what you heard, Penny Lane is a…
( ) romantic song. ( ) music to relax.
( ) a song that tells a sad story. ( ) children’s song.
( ) a song that speaks of something good. ( ) Other.
( ) a happy song What? ………………………….
b) Check the alternative(s) that have a word or expression that you can hear in the song.
( ) showing photographs ( ) suburban skies
( ) showing aircrafts ( ) clean machine
( ) leisure ( ) clean sheen
( ) pleasure ( ) lingers wise
( ) Very strange! ( ) finger pies
( ) Very revenge! ( ) roundabout
( ) ears ( ) rub out
( ) eyes ( ) train
Professor, use um programa de sua preferência e baixe do site indicado o áudio
da música Penny Lane. Nesta atividade é importante que os alunos apenas
ouçam a canção sem ter acesso à letra.
https://www.youtube.com/watch?v=S-rB0pHI9fU
Read the text
Penny Lane
Lennon/McCartney
Sgt. Peppers’s Lonely Hearts Club Band
4’ 10’’
In Penny Lane there is a barber showing photographs
Of every head he´s had the pleasure to known
And all the people that come and go
Stop and say hello
On the corner is a banker with a motorcar
The little children laugh at him behind his back
And the banker never wears a mac
In the pouring rain
Very strange
Penny Lane is in my ears and in my eyes
There beneath the blue suburban skies
I sit and meanwhile back
In Penny Lane there is a fireman with an hourglass
And in his pocket is a portrait of the Queen
He likes to keep his fire engine clean
It´s a clean machine
[…]
Disponível em:
https://www.letras.mus.br/the-beatles/187/
Studying the text
1. Find in the text above the corresponding verse for each of these translations.
Professor, como estratégia de leitura, peça para os seus alunos procurarem as palavras cognatas e conhecidas para levantarem suposições e responderem as perguntas do próximo exercício.
a) Em Penny Lane há um barbeiro mostrando fotografias
.................................................................................................................................................................
b) Na esquina há um banqueiro com um carro
................................................................................................................................................................
c) Em Penny Lane há um bombeiro com uma ampulheta
................................................................................................................................................................
d) Muito estranho
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e) Penny Lane está nos meus ouvidos está nos meus olhos
..............................................................................................................................................................
f) Lá debaixo de um céu azul suburbano
..............................................................................................................................................................
2. What is Penny Lane in the song?
( ) A girl
( ) A place
( ) A gallery
3. Penny Lane talks about…
( ) good memories of a place, probably, lived during a childhood.
( ) people and their occupations.
( ) a woman who does not leave one’s memory.
4. The verse “All that people come and go stop and say hello”, represents…
( ) the idea that people are friendly and kind.
( ) the idea that people are always in a hurry and do not stop to greet.
( ) the idea that people are coming and going with their cell phones.
5. Which of the following verses represents an English patriotism situation?
( ) Stop and say hello.
( ) He likes to keep his fire engine clean.
( ) And in his pocket is a portrait of the Queen
6. In the text are mentioned a barber, a banker and a fireman. Read the text again and write the name
of each one that best represent the words below:
a) Happy: ………………………………………………………………………………………………………………
b) Patriot: ………………………………………………………………………………………………………………
c) Eccentric: …………………………………………………………………………………………………………..
7. Justify your answers from the above exercise.
a) The ………………………. is happy because …………………………………….…………….………………
b) The ………………………. is patriot because ……………………………………................…………………
c) The ………………………. is eccentric because ………………………………………….……………………
8. Copy the verses that affirm that Penny Lane is in the memory like a good recollection.
……………………………………………………………………………………………………………….
……………………………………………………………………………………………………………….
Exploring language
1. In the verse “On the corner is a banker with a motorcar”, the highlighted word is a…
( ) preposition of place.
( ) preposition of time.
( ) pronoun.
2. From the verses below mark the one with a highlighted word of the same grammatical class of the
option chosen above.
( ) Penny Lane is in my ears and is in my eyes
( ) In Penny Lane there is a barber
( ) The little children laugh at him behind his back
3. Read the text Penny Lane again and find verses that the linguistic situation (subject and verbal
tense) is the same of the verse “And the banker never wears a mac”? Copy them below.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
4. Localize no texto os versos cuja situação verbal representa a expressão gramatical explicada acima.
Copie-os abaixo determinando: o número (singular ou plural), o tempo verbal (presente, passado,
futuro) e a forma (afirmativa, negativa ou interrogativa).
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.............................................................................................................................................................
.............................................................................................................................................................
5. Complete the gaps with there + to be correctly respecting what is requested in parentheses.
a) ………………….. five pens in the box. (affirmative form + simple present)
b) …………………... many birds in that tree. (negative form + simple past)
c) …………………… magazine on the floor. (negative form + simple present)
d) …………………… a new computer in his house. (interrogative form + simple present)
e) …………………….. a cake on the table. (affirmative form + simple present)
f) …………………….. a lot beautiful girls in the classroom. (affirmative form + simple present)
g) …………………….. a dog in the shop. (negative forma + simple past)
h) …………………….. a pump in your bike. (interrogative + negative form + simple past)
i) ……………………. hope in the world. (interrogative form + future)
j) …………………… a clerk in the bank. (affirmative form + simple past)
k) …………………… places for everyone to sit down? (affirmative form + future)
Grammar in use Na língua inglesa quando queremos dizer que existe algo ou alguém, em algum lugar, utilizamos a expressão verbal there + to be, que varia conforme o número (singular ou plural) e o tempo verbal (presente, passado, futuro). Exº: There is/are There was/were There will be Para a forma negativa dessa expressão verbal, acrescentamos a partícula “not” podendo ser contraída ou não ao verbo. Exº: There is/are not (isn’t/aren’t) There was/were not (wasn’t/weren’t) There will not/won’t be Para a forma interrogativa o verbo to be atua como auxiliar invertendo-se de posição com there. Exº: Is/Are there...? Was/Were there...? Will be there…?
Read the text and answer the questions
All song has its story.
In this text, you will know the story behind the song Penny Lane.
Paul McCartney was sitting at a bus shelter waiting for John Lennon to meet him
on Penny Lane, a street near their houses. While sitting there Paul jotted down
the things he saw, including a barber's shop with pictures of its clients and a nurse
selling poppies for Remembrance Day (November 11th or the day World War 1
officially ended). He later turned these into the song we now know. Penny Lane
still contains the bank and barber's shop mentioned in the song, however the
shelter in the middle of the roundabout where the nurse sells the poppies has now
become a restaurant named Sgt. Pepper's Bistro.
While the song is called "Penny Lane" and is a road in Liverpool, the song is really
a reference to the Penny Lane Bus Station (now gone) next
to "The Shelter in the middle of the roundabout" (now the
Sgt. Peppers bistro). When the boys were young they used
to meet at this bus station as it was a hub to get them
anywhere else they wanted to go and were centrally located
to all of them.
Adapted from: http://www.songfacts.com/detail.php?id=115
1. De acordo com o texto, use V para as informações verdadeiras e F para as falsas.
Penny Lane é uma rua que fica perto da casa onde Lennon e McCartney moravam quando eram
jovens.
O barbeiro citado na canção cortava o cabelo dos Beatles.
Paul estava esperando Lennon em um ponto de ônibus na Penny Lane e anotou as coisas que viu
na rua. Mais tarde, essas anotações foram utilizadas para compor a canção.
Alguns locais citados na canção existem até hoje na rua Penny Lane.
Sgt. Pepper é outra música feita pelos Beatles durante a visita a um restaurante da famosa rua.
Uma enfermeira também é citada na canção.
Penny Lane foi escrita para comemorar o fim da Primeira Guerra Mundial.
Imagem da internet. Disponível em: https://goo.gl/QZ80Cw
Penny Lane, Street
Imagem disponível em:
https://goo.gl/uYWflp
Studying the song genre
1. What features of this text make it a song?
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2. There are rhymes in the verses of the song. Find and copy them below.
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3. Identify in the text the chorus of the song and copy it below.
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It’s time to write
Dear student,
In Penny Lane, the Beatles sing a song that talks of a place in Liverpool that they keep in the memory
with much affection. Do you also have a place that awakens in you the same feelings? If so, describe
it poetically as in Penny Lane. Do not forget that this activity will be displayed on a mural for the
whole school. You should take a picture of the place and make a good description of it. If you do not
have a special place to describe, use your imagination and create your own Penny Lane.
Professor, por questões de direitos autorais, não é permitido divulgar a letra da música na íntegra. Por isso, prepare cópias do texto completo para os seus alunos. A letra encontra-se disponível no site: https:/ www.letras.mus.br/the-beatles/187/ Com a letra em mãos, toque a canção para os seus alunos e treine com eles a pronúncia dos versos. Frise bem as rimas. Este é um ótimo momento para trabalhar o vocabulário do texto também. Por meio de palavras cognatas e conhecidas busque explorar com os alunos os possíveis significados dos versos e a temática do texto. Penny Lane é uma rua de Liverpool onde Paul, John e George passavam constantemente na infância e adolescência. Aproveite esse momento para questionar os alunos sobre lugares que são para eles especiais. Afinal esse será o tema da atividade de escrita. Após esses passos,
peça para os alunos
resolverem os
exercícios 1, 2 e 3
desta seção.