SECRETARIA DE ESTADO DA EDUCAÇÃO

PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL UNIVERSIDADE ESTADUAL DE LONDRINA

________________________________________________________________

JORGE LUIS LOIOLA

OS DESAFIOS DA AVALIAÇÃO EM LÍNGUA INGLESA CONTEMPLANDO A LEITURA E INTERPRETAÇÃO

DE TEXTO: ELABORANDO INSTRUMENTOS

LONDRINA 2011

JORGE LUIS LOIOLA

OS DESAFIOS DA AVALIAÇÃO EM LÍNGUA INGLESA CONTEMPLANDO A LEITURA E INTERPRETAÇÃO

DE TEXTO: ELABORANDO INSTRUMENTOS

Produção Didático- Pedagógica apresesentada à Secretaria de Estado da Educação do Paraná como parte dos requisitos para a conclusão do Programa de Desenvolvimento Educacional – PDE. Orientadora: Prof. Me. Lilian Kemmer

Chimentão.

LONDRINA

2011

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INTRODUÇÃO

Este caderno pedagógico foi elaborado de acordo com as normas

propostas nas Diretrizes Curriculares do Paraná (2008) para o ensino de Língua

Estrangeira Moderna, pensando a avaliação da leitura e interpretação baseado em

gêneros textuais.

Buscando aprimorar as práticas avaliativas em língua inglesa com

atividades que contemplam a leitura e interpretação de texto, este material de

avaliação tem como objetivo trabalhar a leitura na sua capacidade de ação,

capacidade discursiva e linguístico discursiva, abordando a linguagem enquanto

prática social.

Fazer a reflexão da leitura em sala de aula com base nos gêneros textuais

é uma forma autêntica de lidar com a língua. Nesse contexto, devemos considerar

não só os aspectos sintáticos, mas também os comunicativos discursivos e

interacionais da linguagem.

A proposta da avaliação da leitura com ênfase em gêneros é colocar o

aluno para refletir e interagir com textos da internet que se encontram à disposição

da sociedade. Além disso, visamos construir coletivamente conceitos sobre a prática

social e levar o aluno a entender que a avaliação é um mecanismo de reflexão e

intervenção nas suas ações. Fazendo uso da abordagem de gêneros, pode-se

desenvolver um trabalho de produção com materiais que efetivamente circulam em

nossa sociedade de forma que ao se trabalhar os conteúdos, se leve em conta sua

aplicação útil fora do ambiente escolar. Com efeito, a produção deste instrumento

de avaliação, produzida com textos autênticos que refletem comportamentos sociais

e possibilitam o uso de recursos diferentes da linguagem, é uma estratégia de

avaliação que contribui com o processo de aprendizagem construído socialmente pelo

aluno.

Para avaliar o aluno, com o intuito de garantir maior motivação para

aprender, é que foi elaborada esta sequência didática, contendo atividades que

visam aprimorar as capacidades de ação, discursiva e linguístico-discursiva,

contribuindo, portanto, tanto para o desenvolvimento das capacidades de linguagem,

quanto para o desenvolvimento do senso crítico do aluno. Após desenvolver os

conteúdoslinguísticos e explicação dos elementos que envolvem a análise de texto

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dos gêneros abordados nesta avaliação, serão aplicadas as atividades avaliativas

em sala de aula para acompanhar a aprendizagem dos alunos.

Este material didático avaliativo de intervenção escolar será desenvolvido

com os alunos do 3º ano do Ensino médio e implementado no segundo semestre de

2011, no Colégio Estadual Maestro Andréa Nuzzi, localizado na Rua Bento Munhoz

da Rocha Neto, Nº366. Na cidade de Cambé – Paraná. Este material poderá ser

usado também pelos professores do GTR (Grupo de Estudo em Rede) em seus

respectivos núcleos.

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UNIT – 1

I- INTRODUCTION TO THE TOPIC

A- Answer the questions below in Portuguese:

- What do you know about Curitiba?

- What is eco-innovation?

- Have you ever heard about Cutritiba Public Administration?

- What is your opinion about an ecological city?

- Is your city worried about this theme?

- What actions are necessary to improve environment in your city?

- What are you doing to make your city/neighborhood a better place to live?

II- READING

Curitiba Cited as an Example of Public Administration

Posted On Monday, May 9, 2011 By admin. Under Brazil News Tags: air,

burgos, change, China, city, climate, curitiba, dongtan, electric, electricity, germany,

helsinki, infra, kuala, lampur, lieberose, malaysia, panel, planning, pollution, public,

shanghain, solar, spain, structure, transportation, USA.

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Foto de acervo pessoal New York – Eco-innovation is usually applied to

products, not cities. Yet the planning achievements

of Curitiba and other cities can indeed be

considered eco-innovations. Most people today live

in urban areas, and this migration is set to continue.

Local authorities are confronted with the harsh

realities of environmental problems as the

environmental footprints of cities rise.

Also inhabitants are concerned about air pollution, congestion, dirty water and waste,

so authorities are pressed to innovate to deliver greener, cleaner, more pleasant

places to live. Quality of the environment is also becoming an important element of

the attractiveness of cities as locations for new business and investments.

Getting it right from the start

Some, such as Curitiba and the Dongtan district planned for outside

Shanghai, China, are getting it right from the start. In the 1970s, when Brazil was

welcoming industry with open arms, Curitiba only allowed non- polluters to settle

within its limits and built an industrial district with big green spaces. Some sniggered,

until its growth outstripped that of its more polluted neighbours.

Today, the city provides about 52 m2 of green space for every inhabitant,

up from 1 m2 in 1970. Environmental legislation protects the local vegetation of

mixed subtropical forest, which has been threatened by urban development. Some

70% of all waste is recycled.

Public transport is organized in the form of concentric circles of local bus

lines that connect up to five big bus lines radiating out from the city centre in a spider

web pattern. Commercial development is encouraged along these main arteries,

reducing pressure on the city centre, which has been part pedestrianised.

Moreover, the closer a building is to a transport route, the more offices or

people it must house for maximum transport efficiency. Buses stop at elevated

transparent plastic tube stations with entry at one end and exit at the other, and

passengers pay a fixed fare before boarding to further speed things up. This highly

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efficient system has inspired others, from Bogota in Colombia to Los Angeles in the

USA to Kuala Lumpur in Malaysia.

Two additional things Curitiba has done right, according to green

innovation experts is thinking about looks as well as efficiency. It is a comfortable,

well thought-out city, not just an efficient one. Too often eco-innovations are still

promoted largely on their environmental rather than wider merits.

Three-quarters of its buses now run on biodiesel, routes have been

changed for greater efficiency, and bus use has increased by 8%. A 4-km2 area in

the city centre has been turned into a car-free zone and a new traffic control centre

provides real-time advice to drivers about where to park and how to avoid traffic. A

free bicycle rental scheme with 16 hire points acquired 5 000 users after three years.

Cities are mapping out a sustainable future. Not all had the luck of having

a master architect as Curitiba did to get them off to a flying start. But they are drawing

inspiration from one another through countless knowledge- sharing networks and,

more importantly, necessity is driving innovation. City planners are turning

environmental problems into opportunities.

Source from: http://braziltodaynews.com/2011/05/curitiba-cited-as-an-example-of-public-administration;

III - READING AND ANSWERING THE QUESTIONS

A- Read the text again and fill out the chart:

What kind of text genre is this?

Where can we find this kind of text?

Where was this news posted?

When was it written?

What kind of message does the text convey?

What are the reasons for this publication?

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B) Answer these questions in Portuguese:

1- What grabs your attention in this piece of news?

2- What is the main idea of the text? Write a personal comment.

___________________________________________________________________

___________________________________________________________________

3- Can you mention what steps a government can take to get an Eco-innovation?

___________________________________________________________________ ___________________________________________________________________

4- In your opinion, what made from Curitiba an Eco-innovation city?

__________________________________________________________________

5- An environmental legislation is an efficient resource to protect the local

vegetation? Write a personal comment.

6- Is Curitiba a real example of eco-innovation to the wide world, in your opinion?

7- Would you like to visit Curitiba?

C) Match the sentences with the corresponding meanings:

1- a place with a high population density public transport

2- congestion, dirty water and waste environmental legislation

3- concentric circle of local bus attractiveness for new business

4- industrial district with big green space environmental problems

5- protection a local vegetation eco-innovation

6- buses now run on biodiesel urban area

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D) Keep connected to the text and mark TRUE or FALSE.

Then, correct the false ones.

<http://www.newticias.pt/noticias/6090/4/wikipedia-na-sua-pen-drive>

TRUE FALSE

1- The city mentioned as an example of Eco-innovation

is located in China.

__________________________________________________________________

2- Curitiba can’t indeed be considered eco-innovation.

__________________________________________________________________

3- Most people today live in the cities.

4- Authorities are pressed to innovate administration

to guarantee more pleasant places to live.

5- Quality is an important element to attract new

business and investments.

6- Curitiba allowed polluters industries to settle in big

Green spaces.

7- Public transport can be considered an eco-innovation.

__________________________________________________________________

8- Commercial development is concentrated in circles line.

9- Plastic tube stations and elevators for maximum

transport efficiency.

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10- Experts do not think these innovations are efficient

and comfortable.

IV- LEARNING MORE WITH THE TEXT

A. According to the text, mark YES or NO to the following items which are

related to an eco-innovation.

YES

NO

1.products

2.urban areas

3.migration

4.to deliver greener

5.clean place

6.quality of inviroment

7.new business and investiments

8.air pollution

9.big Green spaces

10.congestion

11.dirty water

12.legislation to protect the local vegetation

13.waste is recycled

14.public transport is organised

15.reducing pressure downtown

16.buses runnig on biodisel

17.environmental problems

18.cities planners

19.sustainnable future

20.plastic tube stations

B) Answer the questions in English?

1- What is the message conveyed by the text?

2- What characteristics does Curitiba have comparing to other cities?

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3- Public administration to an eco-city is also a plan to attract new business and

investments? Why?

4- Are the people in Curitiba concerned about air pollution, congestion dirty water and waste? Why?

5- What does eco-innovation mean?

6- Is Curitiba government worried about an eco-public administration? Why?

___________________________________________________________________

7- What benefits did Curitiba get applying for an Eco-innovation city?

C) Check the important elements to build up a text like the one above, and then

make a cross in the right ones:

1. visual presentation by pictures

2. imperative form

3. graphic resource

4. direct and objetive language

5. present perfect tense of the verbs

6. making comparison

7. continuous tense

8. site information

9. expose people

10. lexical repetition

11. direct speech

12. data numbers

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D) These are some pictures of Curitiba eco-innovation. Could you guess what

pictures contribute with the subject of the text? Make an X:

PLASTIC TUBE STATION

BOTANICAL GARDEN

BIODISEL BUS

SUBTROPICAL FOREST

OLD BUILDING

ROSARIO CHURCH

<Sources from: http://search.creativecommons.org >

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V- GRAMMAR

Verb Tense

E) Have a look at the text and answer the following questions:

1- Find in the text two sentences in the Present continuous tense.

___________________________________________________________________

2- Do you agree the sentences above express situations that are happening in the Continuous tense? Why? ___________________________________________________________________

3- Now, change these two sentences to the negative and interrogative forms:

___________________________________________________________________

4- Have a look at the text and indentify two sentences in the Present perfect tense

and then write them down.

___________________________________________________________________

___________________________________________________________________

5- Now, change these two sentences above to negative and interrogative forms:

__________________________________________________________________

6- In the sentences below, why The Present perfect tense was used and not The

Simple Past Tense:

a- Also inhabitants has concerned about air pollution.

___________________________________________________________________

b- Authorities have been pressed to innovate.

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7-Complete the sentences in the Present Perfect Tense:

a-Curitiba (to apply) for eco-innovation.

b- Oh, I (hear) very good things about Curitiba.

c- (you - be) to Curitiba this year?

d- Yes, (be) there for three times this year.

Preposition

B) Look at the text and complete the sentences with the most appropriate

prepositions. Then, explain their use:

1.Most people today live____urban reas.

2. Local authorities are confronted_______the harsh realities____enviromental problems.

3. Also inhabitants areconcened____air pollution.

4. ____the 1970s.

5. Today, the city provides_____52 m2 _____green space____every unhabitant.

6. To settle_____its limits.

7. Which hás been threatened___urban development.

8 . Buses stop____elevated transparent plastic tube station.

9. The city centre has been turned____ a car zone.

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RESEARCH: Surf the internet and find another city in the world that is getting into an

eco-innovation. Make a report giving details about it. If possible, get some pictures to

show to the class.

Write your report.

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UNIT -2

I - INTRODUCTION TO THE TOPIC

A) Answer the questions below in Portuguese:

Flyer - 1

1- What do you know about flyers?

2- What is its format?

3- What a flyer is used for?

4- Where can we find it?

5- Why do people use pictures in flyer?

6- Do you like taking photography?

<http://freerangestock.com/submission_guidelines.php>

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II- READING AND ANSWERING THE QUESTIONS

A) Have a look at the picture above and answer the questions:

1- What textual genre does the picture above correspond to?

2- What does it offer us?

3- What are the purposes of the photography?

4- What kind of product do they offer us?

5- Where can we see it?

B) According to the flyer, mark YES or NO to the following items related to it.

YES NO

1- telephone number

2- address

3- free service

4- high definition pictures

5- sponsors

6- picture of the objects sold there

7- expiration date

8- stock images

9- price of service

10- slogan

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Flyer - 2

< http://leesean.net/2011/03/15/bareburger-loves-japan/>

C) What characteristics do Fast Food flyers have? Tick the appropriate items:

1- bar code

2- pictures

3- contact phone

4- address

5- price

6- offer

7- opening hours

8- discount

9- delivery service

10- book of table

11- e-mail address

12- online shop

13- sponsor

14- support

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D) Have a look at flyer 1 and 2. Then match the sentences according

to the meaning.

1- Engage by written agreement Donate

2- Too many photos available Sales

3- The act of giving to a fund or cause Sign up

4- One who assumes responsibility for another Stock photography

person or a group during a period 5- To provide for or maintain Red Cross

6- Activities involved in selling goods or services Sponsor

7- An international organization that cares for the Support

wounded, sick, and homeless 8- Receiving public assistance Relief

III- GRAMMAR

A) Answer the question according to the flyers.

What is the verb tense in the sentences below?

1- Imperative Form

2- Simple Future Tense

3- Simple Present Tense

Sign up free today

BareBurger loves Japan

BareBurger will donate 20% of sales

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Now make yourself a flyer. Research about your city shops and build up a flyer with

an offer product and then present to the class. Enjoy with your homework.

Glue here.

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REFERÊNCIAS

BARE burger loves Japan. mar. 2011. Disponível em: <http://leesean.net/2011/03/15/bareburger-loves-japan/.> . Acesso em: 12 jul. 2011.

CURITIBA cited as an example of public administration. may 2011. Disponível em: <http://braziltodaynews.com/2011/05/curitiba-cited-as-an-example-of-public-administration>. Acesso em: 12 jul. 2011.

DREAMSTIME stock photography. Disponível em: <http://freerangestock.com/submission_guidelines.php>. Acesso em: 12 jul. 2011.

PARANÁ. Secretaria de Estado da Educação. Superintendência de Educação. Diretrizes Curriculares de Língua Estrangeira Moderna para a Educação Básica. Curitiba, 2008.

PREPOSITION. Disponível em: <http://www.answers.com/topic/preposition#ixzz1Tznfc340>. Acesso em: 12 jul. 2011.

PRESENT continous. Disponível em: <http://www.englishpage.com/verbpage/presentcontinuous.html>. Acesso em: 12 jul. 2011.

WIKIPÉDIA na sua pen drive. nov. 2009. Disponível em:

<http://www.newticias.pt/noticias/6090/4/wikipedia-na-sua-pen-drive>. Acesso em: 12

jul. 2011.