OS DESAFIOS DA ESCOLA PÚBLICA PARANAENSE NA … · Por tal razão, consideramos relevante discutir...
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Versão On-line ISBN 978-85-8015-075-9Cadernos PDE
OS DESAFIOS DA ESCOLA PÚBLICA PARANAENSENA PERSPECTIVA DO PROFESSOR PDE
Produções Didático-Pedagógicas
Título: Construção de identidades adolescentes e suas tribos urbanas: o gênero
textual propaganda no ensino de LEM-Inglês
Autora: Mara Elizete GruberEscola de atuação : Colégio Estadual D. Pedro I – EFMPNMunicípio da Escola: Pitanga
Núcleo Regional de
Educação:
Pitanga
Orientador: Me. Sara Geane Kobelinski
Instituição de Ensino
Superior:
Unicentro – Universidade Estadual do Centro-Oeste
Disciplina/ Área Língua Estrangeira Moderna- Inglês
Produção Didática
Pedagógica:
Unidade Didática
Público alvo da
intervenção
Alunos do 1º ano do ensino médio
Localização: Colégio Estadual D. Pedro I – EFMPN
Resumo: O objetivo principal da presente proposta será discutir
a temática construção de identidades adolescentes e
suas tribos urbanas, e elaborar uma UD com o
propósito de se abordar questões sobre a formação de
identidades adolescentes e suas tribos urbanas. Em
segundo plano, explorar o gênero textual
propagandas, alicerçando-as no ensino-aprendizagem
de LEM - Inglês.
Palavras chave: LEM-Inglês; Identidades; adolescentes; Tribos
Urbanas; Propagandas;
APRESENTAÇÃO:
TEMA:
O presente material tem como tema principal explorar, por meio de
propagandas, questões relacionadas a identidades adolescentes e suas tribos
urbanas, no formato de uma Unidade Didática (UD) em Língua Estrangeira Moderna
(LEM) Inglês.
JUSTIFICATIVA:
A temática focalizada no presente estudo discutirá questões de identidades
adolescentes, uma vez, que compreender e discutir as transformações sociais no
meio escolar é uma das metas previstas nos referenciais teóricos que sustentam as
DCEs de LEM-Inglês em que “ a escola deve ser vista como um espaço social
democrático, responsável pela apropriação crítica e histórica do conhecimento como
instrumento de compreensão das relações sociais e para a transformação da
realidade”. ( PARANÁ, 2008)
Pode-se dizer que nossos alunos, em sua maioria, pré-adolescentes ou
adolescentes, estão conectados ao mundo globalizado e por esse motivo estão
suscetíveis a influências transmitidas pelas mídias. É sabido, entretanto, que a
adolescência é uma fase em que a identidade de um indivíduo está em construção.
É natural que sua formação assimile influências de diversos meios, a saber:
intrapessoais, interpessoais e culturais. (SHOEN-FERREIRA et al, 2003)
Há uma inquietação constante por parte dos docentes, de uma forma geral,
no que diz respeito a atitudes e comportamentos de adolescentes, principalmente
por conta do fator globalização. Na tentativa de remediar esta situação abordaremos
em nosso projeto a construção da identidade em adolescentes.
Para esse propósito selecionamos o tema tribos urbanas. Em tempo
lembramos que estas são grupos de adolescentes com características próprias que
se diferenciam uns dos outros por sua forma de vestir, pelo corte de cabelo, gostos
musicais, valores, crenças entre outros aspectos. Mafessoli (2000) destaca que as
tribos urbanas são instáveis e abertas permitindo aos integrantes a mudança de um
grupo para outro.
Por tal razão, consideramos relevante discutir nas aulas de LEM-Inglês a
construção de identidades adolescentes e as suas tribos urbanas. Viabilizar este
estudo focalizando as razões práticas de tal construção, aliada a aprendizagem de
LEM-Inglês como preveem a função social almejada nas DCEs de LEM-Inglês
oportunizará descobrir: Quem são os alunos? O que pensam? Gostam? Quais
valores seguem? Como se vestem? Por que se vestem assim? Como se relacionam
com os outros? Por que formam grupos? Quais afinidades possuem com os
membros do mesmo grupo? Que músicas ouvem? Entre outros pontos que podem
ser merecedores de atenção.
As dimensões deste estudo pretendem levar o educando a refletir sobre sua
identidade e questionar os valores passados pelas mídias, quase sempre
incorporados por uma sociedade capitalista, consumista e alienada. (MARX, 1987)
Portanto o foco de pesquisa pretende lançar luzes nas propagandas direcionadas
aos adolescentes e estudar padrões que incentivem o consumismo através da
construção de identidades juvenis utópicas ou idealizadas, no sentido de explorá-las
e desmitificá-las.
Considerando que este estudo proporcionará a discussão de temas pouco
valorizados em materiais didáticos pretendemos elaborar uma Unidade Didática
(UD) que discuta, através do gênero textual propaganda, questões relevantes para a
formação dos alunos atrelando conteúdos fundamentais ao ensino da LEM-Inglês,
numa perspectiva linguístico discursiva, com atividades de leitura, oralidade e escrita
para a efetivação do discurso.
MATERIAL DIDÁTICO:
O material didático foi organizado em forma de Unidade Didática, ou seja, um
conjunto de atividades organizadas, que partem de um determinado gênero textual,
em que se procura reconhecer e estudar as suas características textuais
específicas. A partir deste enfoque coletou-se um corpus de propagandas com
enfoque nos aspectos relacionados ao consumo por jovens e adolescentes. Foi
explorada a função social do gênero em questão, o conteúdo temático, os aspectos
culturais, o interdiscurso, a variedade linguística, a pesquisa e a produção escrita do
mesmo gênero.
PLANO DE TRABALHO DOCENTE:
Público Alvo: Alunos do 1o ano do ensino médio.
Conteúdo Estruturante: Discurso como prática social.
Gêneros Discursivos e seus elementos composicionais.
LEITURA: Identificação do tema; Intertextualidade; Intencionalidade; Léxico; Coesão
e coerência; Funções das classes gramaticais no texto; Elementos semânticos; Re-
cursos estilísticos (figuras de linguagem); Marcas linguísticas: particularidades da
língua, pontuação, recursos gráficos (como: aspas, travessão, negrito); Variedade
linguística; Acentuação gráfica; Ortografia.
ESCRITA: Tema do texto; Interlocutor; Finalidade do texto; Intencionalidade do tex-
to; Intertextualidade; Condições de produção; Informatividade (informações necessá-
rias para a coerência do texto); Léxico; Coesão e coerência; Funções das classes
gramaticais no texto; Elementos semânticos; Recursos estilísticos (figuras de lingua-
gem); Marcas linguísticas: particularidades da língua, pontuação, recursos gráficos
(como aspas, travessão, negrito); Variedade linguística; Ortografia; Acentuação grá-
fica.
ORALIDADE: Elementos extralinguísticos: entonação, pausas, gestos; Adequação
do discurso ao gênero; Turnos de fala; Variações linguísticas; Marcas linguísticas:
coesão, coerência, gírias, repetição; Pronúncia.
CONTEÚDOS ESPECÍFICOS:
Gênero textual: Propagandas
OBJETIVOS
Ao final da unidade didática o aluno deverá ser capaz de:
Reconhecer o gênero;
Discutir sobre as identidades adolescentes;
Identificar as características do gênero textual propagandas;
Compreender a função social da língua no gênero propagandas;
Entender a função e o uso de verbos imperativos;
Identificar e fazer uso dos adjetivos e dos conectivos textuais;
Produzir texto focalizando o gênero propaganda em vídeo.
METODOLOGIA
Discussão aberta e interpretação de propagandas;
Exercícios de leitura e escrita em grupos e individualmente;
Projeção de vídeos, música, imagem (uso de leituras multimodais);
Pesquisas em fontes abertas da internet;
Produção do gênero propaganda em vídeo por meio da aplicação de uma
Unidade Didática (UD) elaborada sob a perspectiva de plano de ação.
AVALIAÇÃO
A avaliação ocorrerá no desenvolvimento de cada atividade, observando os acertos
e dificuldades dos estudantes durante a aplicação da UD. Serão realizadas as se-
guintes práticas avaliativas:
A participação dos alunos nas discussões em sala e em grupos;
A participação em trabalhos individuais e em grupos.
Atividades de interpretação de textos verbais e não verbais;
Pesquisa e produção do gênero propaganda em vídeo.
RECURSOS
Recursos tecnológicos: internet, laboratório de informática, TV multimídia.
Recursos didáticos: dicionários, folhas de papel sulfite, entre outros.
TÉCNICAS
Listening, Speaking, Reading: (skimming, scanning) and Writing.
PROCEDIMENTO:
Unidade Didática. Estão organizados a partir das próximas páginas.
DURAÇÃO
32 horas- aulas
Professora PDE : Mara Elizete Gruber
http://www.lem.seed.pr.gov.br/modules/galeria/uploads/37/normal_13842635798peopl.jpg
Pitanga, 2013
Col. Estadual D. Pedro I – EFMPNUD Construção de identidades adolescentes e tribos urbanas: O gênero textu-al propaganda no ensino de Língua Inglesa.Teacher: Mara Elizete GruberStudent: _____________________________ number: ________ Grade:________
Orientações: Este é um teste diagnóstico para verificar seu conhecimento sobre o gênero textual propagandas. Este teste não tem a finalidade de avaliá-lo (a), portan-to, respondam as questões de acordo com o seu conhecimento pessoal, pois desta forma seu professor poderá auxiliá-los melhor no processo de aprendizagem de Lín-gua Inglesa.
a)Do you use some criteria to buy new products? what is the criteria to select?
___________________________________________________________________
b) What do influence you and your friends´ style to dress yourselves?
___________________________________________________________________
c) Do you follow the fashion trend? Are you in or out of fashion tendencies?
___________________________________________________________________
d) Do the texts that circulate in order to promote the sale of a product, to announce a
party, to disclose a campaign belong to which genre?
( ) Letters
( ) News
( ) Advertisements
( ) Cartoons
( ) Sorted
e) What is the main purpose to produce Advertisements? Who is the producer of
them?
___________________________________________________________________
f) Where can we have access to this genre?
( ) Newspapers
( ) Internet
( ) Magazines
( ) Billboards
( ) TV
( ) Other _____________________________________________________
g) Are you able to point out which features the author uses these texts? Give
examples,
___________________________________________________________________
___________________________________________________________________
h) Do you think that teenagers are influenced by the media?
___________________________________________________________________
i) Is the reader exposed to marketing appeals contained in the Ads? Justify.
___________________________________________________________________
j) What do you understand by the construction of adolescent identities?
___________________________________________________________________
k) What do you know about urban tribes? What tribes do you know?
___________________________________________________________________
One of the greatest challenges we face in our profession is to deal with
teenagers and understand how they are building their identities. One of our roles as
educators is to help them in this complex process in order to contribute to the
formation more critical citizens. Thus, it is important to understand how the identity of
our students are being building and influenced by the media. For some researchers
from post modernity there is not a single identity but multiple identities, specially due
to the globalization fact.
Thinking about these aspects this Didactic Unit (DU) was designed. It
discusses issues about identities teenagers focusing on teaching and learning
English. We focus in this work the study of the genre advertisements, believing that
we are providing students the opportunity to develop their ability to understand the
textual genre in question, exploring and reflecting on the aspects that could
contribute to their global formation.
I hope this material will be useful for improving the teaching-learning process.
You will study advertisements, especially on the construction of adolescent
identities. I hope you participate and enjoy. This Didactic Unit (DU) was designed
especially for you! Besides that, advertisements are texts that are part of our daily
lives, so to analyze them, will contribute to the construction of your knowledge. In this
case, it may help you to understand the construction of your own identity. Pay
attention, because at the end of this DU you will be able to produce an advertisement
using the knowledge acquired in our classes.
Thinking about generations, do you think that things have changed? Do
you have the same habits, attitudes or behavior of your parents? Do you
wear the same clothes? Do you like the same TV programs of them? Do you
buy or eat things? What about the use of technology? By the way, do you
listen the same kind of music of them?
Available at: http://www.youtube.com/watch?v=_MR4QZXBo4w accessed
on 19/11/13
Did you like the video?
Did you listen to your favorite songs?
Did you recognize some of the songs?
What have changed in the songs?
If songs have changed, what else could have been changed along the time? Could
you make a list?
Habits_______________________________________________________________________________
Attitudes ___________________________________________________________________________
Behavior ___________________________________________________________________________
Clothes _____________________________________________________________________________
TV programs _________ ____________________________________________________________
Kind of music ____________________________________________________________________
Technology _______________________________________________________________________
You are going to watch a video exploring about generations changes.
Pay attention because you can check what happened with society attitudes
habits and behavior. If you understand different generations you can learn
many interesting things.
Before watching the video answer these questions
a) What is identity?
___________________________________________________________
b) What does it mean?
________________________________________________________
c) How do we define it?
________________________________________________________
d) How does it define us?
___________________________________________________________________
e) How do you imagine your identity has been built?
___________________________________________________________________
f) Is it really necessary to have an identity? Why?
__________________________________________________________________
g) How could you define your identity now? Are you influenced by someone?
___________________________________________________________________
In this activity you are going to watch the video. We all want to be young, that
shows a little of the thinking and acting of Millennial Generation. It was produced by
Box1824, a research firm specializing in trends and behaviors of consumers.
Available at: http://www.youtube.com/watch?v=OicJPEeP_qI , accessed on
01.11.13.
Watch it and take notes about the language, theme, effects and others things that
call your attention.
a) What is the theme of the video?
___________________________________________________________________
b) What is the intention of the video’s author?
___________________________________________________________________
c) What are the special effects that the author uses?
___________________________________________________________________
d) How is the language? Formal? Informal?
__________________________________________________________________
e) Do you know these words in English? (identity, generation, millennium, young,
changes)
___________________________________________________________________
g) Write (1) for Baby Bommers, (2) for Generation X and (3) for Millennials
( ) Were born in 60s and 70s.
( ) Known as the first global generation.
( ) They are Insecure and impatient.
( ) Was the first generation to win the right to be young.
( ) They are enthusiasts, nonconformist, in love with stereotypes.
( ) Determined by internet, their identities transcend the place where they are.
( ) Are pragmatic and realistic.
After watching
a) What does it mean “We all want to be young”?
___________________________________________________________________
b) What do you think about “Today it became boring to be normal"?
___________________________________________________________________
___________________________________________________________________
c) Do you agree that it’s possible to be surfer, DJ, rocker, nerd, designer at the
same time?
___________________________________________________________________
___________________________________________________________________
d) Are there many social groups at your school or in your neighborhood?
___________________________________________________________________
e) Do you belong to a particular social group or club at school?
___________________________________________________________________
f) If so, which one? How many people participate in it?
___________________________________________________________________
g) What characteristics should a person have to be your friend or to be part of your
club?
___________________________________________________________________
___________________________________________________________________
Focus on Vocabulary
A) We are going to work in pairs. Discuss with your friends and teacher the meaning
of the following adjectives. You can check a dictionary and take notes on your
notebook.
Hardworking open-minded awesome social tech- savvy fun
creative Cool innovative lazy young selfish intelligent
smart motivated alternative Pragmatic realistic generous
patient extroverted talkative polite sensitive Optimistic responsible
B) Complete the chart below with an opposite adjective.
MeanSeriousImpatientShyQuietRudeInsensitivePessimisticIrresponsibleLazy
C) Now you know the meaning of the adjectives how could you describe yourselves?
1) I am _____________________, ____________________ and _______________.
2) My friend ____________________ is __________________, ________________
and ________________________ .
3) My friend ____________________ is __________________, ________________
and _______________________.
Focus on Grammar
D) Compare yourself to one of your friends.
1) I am as __________________ as my friend ___________________. (equality)
2) I am less _________________ than my friend _________________. (inferiority)
3) I am more _________________ than my friend ________________ . (superiority)
E) Add one item and then complete your part of the chart. After that change the
exercise with a classmate.
Me My classmate: …………...Friendliest classmateShiest student in classMost helpful teacher.…………………………
F) Write sentences about your opinions. Add details.
Example:
1)__________________________________________________________________
___________________________________________________________________
2)__________________________________________________________________
___________________________________________________________________
4)__________________________________________________________________
___________________________________________________________________
I think that Aline is the friendliest
classmate because she talks with all
students in the classroom.
Teacher’s tip: Review Comparatives
G) What adjectives on exercise A do you think that are related to the characteristics
of the millennials?
___________________________________________________________________
___________________________________________________________________
H) Make comparisons about the different kinds of Generations.
Baby Boomers _______________________________________________________
Generation X_________________________________________________________
Millennials ___________________________________________________________
You are going to solve a quiz to discover your score about how much millennial you
are. In fact, it is a research developed by Pew Research Center exploring the
behaviors, values and opinions of the teens and twenty-something that make up the
Millennial Generation.
According to this Center, the millennial are more ethnically and racially diverse than
older adults. They’re less religious, less likely to have served in the military, and are
on track to become the most educated generation in American history. Their entry
into careers and first jobs has been badly set back by the Great Recession, but they
are more upbeat than their elders about their own economic futures as well as about
the overall state o5f the nation.
Available at: http://pewresearch.org/millennials/ accessed on 25/09/2013.
Teacher’s tip: If you want to know more access the available at: http://pewinter-
net.org/Reports/2013/Teens-and-Tech.aspx accessed on 25/09/2013
http://www.sociologia.seed.pr.gov.br/modules/galeria/uploads/3/thumb_1373897419tribos_urbanas.pngaccessed on 01.11.2013.
A) The pictures above show different social groups/ urban tribes: emos,
geeks/nerds, preps. Can you identify them? Read the definitions and write the
appropriate term.
1) _________________ are interested in technology. People see them as extremely
intellectual.
2) _________________ usually wear slim-fit jeans, sometimes in bright colors, tight
clothes, and thick glasses. Popular looks include straightened and dyed black hair.
3) _________________ are the traditionally “popular students”, typically worried
about their physical appearance and material possessions.
4) _________________ (costume player) dress up as characters from popular
fiction.
B) Write definitions for: skaters and rockers
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C) A stereotype is popular and oversimplified opinion about specific social groups or
individuals. Based on this idea, discuss:
1) What is the stereotype of nerds, preps, and emos?
___________________________________________________________________
___________________________________________________________________
2) What other social groups or individuals are victims of stereotypes?
___________________________________________________________________
___________________________________________________________________
3) Victims of stereotypes often suffer discrimination and bullying. What can we do to
prevent that?
___________________________________________________________________
___________________________________________________________________
4) Are you or any of your friends bullied? If so, how do you feel? Do you talk to
anyone about this?
___________________________________________________________________
___________________________________________________________________
fonte: pixabay
You are going to listen the song Sk8er Boy by Avril Lavigne, available at:
http://www.vagalume.com.br/avril-lavigne/sk8er- accessed on 01.11.13.
Before listening
A) Do you know the singer Avril Lavigne? What is her style? What is her
generation?
___________________________________________________________________
___________________________________________________________________
B) What does the expression “Sk8er” boy mean? It’s a formal or informal language?
___________________________________________________________________
___________________________________________________________________
C) What kind of generation uses this language? In what context is it has been used?
___________________________________________________________________
___________________________________________________________________
D) Do you know another expression written like this? Which ones?
___________________________________________________________________
___________________________________________________________________
http://www.lem.seed.pr.gov.br/modules/galeria/uploads/37/normal_1384341626normality.jpg accessed on 28.11. 2013
Now you are going to listen to the song. Fill in the blanks with these words:
Space – boy – face – girl – obvious – clothes – problem – punk – ballet – friends –
say – tell –wanted
He was a ___________ .
She was a _____________
Can I make it
anymore _____________ ?
He was a ______________
She did ______________.
Focus on vocabularyB) Discuss with your teacher the meaning
of these words from the lyrics. You can
check a translation of the lyrics in the
internet.
Was ___________________________
What more can I _____________ ?
He Wanted her
She’d never ____________ .
Secretly she ___________
Him as well
But all oh her _____________
Stuck had a ______________
With his baggy ______________
He wasn’t good
enough for her
She had a pretty ______________
But her head was up
in ______________
She needed to come
Back town to earth.
Can____________________________
Did_____________________________
Say ____________________________
wanted _________________________
tell _____________________________
Had _____________________________
needed _________________________
Focus on grammar Look at the end of these words. Is there
something similar?
Discuss with your teacher the verb tense of
these verbs and write a rule
__________________________________
_________________________________
__________________________________
_
Teacher’s tip: Review the simple past tense.
A) The lyrics is about a love story between two adolescents. Although they loved
each other, they couldn’t stay together. Why? Write at least two reasons.
___________________________________________________________________
___________________________________________________________________
B) What happened some years later?
___________________________________________________________________
C) What do you understand about the sentence “There is more than meets the
eye, I see the soul that is inside”?
___________________________________________________________________
___________________________________________________________________
D) Do you think that some teens are judged by physical appearance or because do
they take part of a particular social group? Justify.
___________________________________________________________________
___________________________________________________________________
fonte:pixabay
A) Let´s
research !
good Job!
Work in groups of 4
Do a research on the internet and find out more urban tribes.
Pay attention to:
How the tribes emerged;
What they like to do;
What kind of music they listen to;
How they dress themselves;
Prepare and show your research results to the classmates;
Use your creativity!!!!!! Show your generation!!!
Fonte: pixabay
B) Now that you have studied about identity and teens. You can use
your imagination and describe your identity. You can do an artwork
drawing or pasting things related to your identity and generation.
You can prepare a slideshow if want. Your teacher will organize an
exhibition.
A) Pre- Reading – Discuss with your friends:
1) Do you pay attention in the ads when you are watching TV? Why?
_________________________________________________________________
2) Do you think that different generations pay attention on different kinds of
advertisements?
___________________________________________________________________
B) Read the text:
Five Things You Should Know About Advertising to Millennials By:Jack Neff Published:January 19, 2012
As many have long suspected, millennials really don't respond to ads like their
elders do, according to a new white paper from ComScore, based on nearly 1,000
TV tests and 35 digital advertising tests by its ARS copy testing group.
Yet here's the rub: Young people have always tuned out TV ads more than
others, according to ComScore, which has research on the subject dating five
decades because of its 2010 acquisition of ARSgroup. The gap between younger
and older largely disappears when it comes to digital ads, however.
ComScore based the conclusions on surveys showing "share of choice," or the
difference between groups of people exposed to ads and those not exposed when
asked which among a set of competitive products they'd like to win. Among the key
findings:
Millennials don't respond to TV ads as much as their elders.
Millennials are about as responsive to digital ads as other generations.
Millennials respond to the same advertising approaches as prior generations.
Millennials are more engaged in all kinds of media than older folks.
Millennials may respond less to TV ads, but at least they remember them
longer.Available at: http://adage.com/article/media/things-advertising-millennials/232163/
acessed on: 11.11.2013
1) Read the text and circle the transparent words.
2) Read the text again and underline the works you know.
3) Understanding some contextual elements.
A) What is the text about?
__________________________________________________________________
B) What is the objective of this text?
___________________________________________________________________
C) Who is the writer of the text?
___________________________________________________________________
D) Who is this text addressed to?
__________________________________________________________________
E) Do you know the meaning of these words?
because_________ But _________ and ________ which _________ when_______
F) Where are they in the text?
( ) In the beginning of the sentence. ( ) In the middle of the sentence.
( ) At the end of the sentence.
G) Why? What are their function?
___________________________________________________________________
H) Write T (true) or F (false), according to the text:
1. Millennials don't respond to ads like their elders do. ( )
2. Young people have always tuned out TV ads less than others. ( )
3. The gap between younger and older largely disappears when it comes to digital
ads. ( )
4. Millennials are as engaged in all kinds of media as than older folks. ( )
5. Millennials respond less to TV ads, but t they remember them longer.( )
After Reading
1) Do you believe that millennials respond less to TV ads? Why?
___________________________________________________________________
2) Do you remember a TV ad that you have liked a lot? What?
___________________________________________________________________
3) Do you think it is important to see and analyze a TV ad before buying a product?
Why?
___________________________________________________________________
4) What kind of generation is more influenced by the TV ads? Why do you think so?
___________________________________________________________________
The texts can be grouped according to their specific characteristics. These clusters
are called genres. The advertisement is a genre often used by businesses to
promote their products and public or private institutions in order to promote attitude
change, educating the public. It is spread by the media: newspaper, magazine,
television, radio, internet, billboards etc.
The advertisement features specific elements in their composition. The
advertising text usually does not follow strict rules, however, some characteristics are
considered when designing an advertisement. Read some characteristics of video
advertising, (Esteves,1955, p.107) my translation.
Short sentences ;
Interrogative sentences ;
Construction exclamatory ;
Word Games ;
Word positive value and suggestive ;
Rhymes ;
Hyperbole and grandiose terms :
Comparative Statements ;
Strategies repetition.
Advertising can also be called :
Announcement;
Ad ;
Publicity
Disclosure ;
Text advertising ;
Advertisement Commercial
Let`s focus on video ad
Watch the advertisement. Observe scenes, messages, effects, attractive
sentences, colors, everything… Advertisements are interesting! Learn to observe
them.
Security Cameras available at: http://www.youtube.com/watch?v=ceTBF1Hik5I. Ac-
cessed on 01.11.13
Before watching
a) When you watch TV, how much attention do you pay to the advertisements?
___________________________________________________________________
b) Do you influence the purchase of your family?
___________________________________________________________________
c) Do you drink coke?
___________________________________________________________________
d) How much coke do you drink in a day or in a week?
___________________________________________________________________
e) What do you think is more important and healthier, water or soft drinks?
___________________________________________________________________
While watching
a) How often appears the logo of the drink?
___________________________________________________________________
b) What resources are used in the video to advertise the product?
___________________________________________________________________
c) What elements are listed in the advertisement to convince the viewer that the
product is good?
___________________________________________________________________
d) The ad tries to convince the audience to purchase the product, thrilling him.
What is the advantage of using this kind of strategy?
___________________________________________________________________
e) Which verbs appear in the Ad?
___________________________________________________________________
f) Identify the verb tenses?
___________________________________________________________________
g) What does the expression Open happiness mean?
__________________________________________________________________
h) In the sentence Open happiness the verb tense is the imperative. The imperative
tense does not express only orders. In the case of advertising, what does the value
of the imperative?
( ) Encouragement ( ) warning ( )supplication ( ) advice ( ) call
( ) request
i) What does the sentence Let’s look the world a little different mean?
___________________________________________________________________
J) What actions that people perform in the video?
__________________________________________________________________
__________________________________________________________________
k) To whom is the Ad?
__________________________________________________________________
L) Which is the style of this video? Mark the correct option.
( ) It is oriented to the individual because it is centered on a celebrity who has
demonstrated his personal taste for the advertised product.
( ) Focuses on the history, because it is a dramatization without viewing the
enunciator of the message.
( ) Focuses on the technique , the "product" is compared to a related item, valuing
their qualities.
( ) Is directed to the product, since it demonstrates characteristics of the product
through its use.
M) Tick the elements that you observed in this ad:
( ) Short sentences.
( ) Interrogative sentences.
( ) Construction exclamatory.
( ) Word positive value and suggestive.
( ) Rhymes.
( ) Hyperbole and grandiose terms.
( ) Comparative Statements.
( ) Strategies repetition.
( ) Identification of the product.
( ) Direct and objective language.
( ) Presents a campaign.
( ) Uses the imperative tense.
( ) There is a visual appear.
( ) There is too much information.
( ) Presents a slogan.
( ) Presents a logo.
Teacher’s tip: If you want to learn more about styles of the video ads read :
FERNÁNDEZ, Gretel Eres et al. (Org.). Publicidade e propaganda: o vídeo nas
aulas de língua estrangeira. São Paulo: Companhia Editora Nacional, 2009.
After watching
A) What did most call your attention in the ad: the images or written text? why?
___________________________________________________________________
___________________________________________________________________
B) Security cameras are catching people stealing kisses, pickpockets honest, etc. In
times where cameras everywhere and the images these cameras being shown on
news programs and TV shows to talk about crimes and accidents Coca Cola
announces a film with positive scenes. In your opinion what was the intention of the
company?
___________________________________________________________________
___________________________________________________________________
C) Do you believe that the scenes shown in the video actually happened or were
produced for the ad?
___________________________________________________________________
D) In the video appears a scene where people are helping others. In the written text
appear the phrase friendly gangs. What does mean the word gangs? Do you think
the word gang is related to urban tribes? How is the relationship among the Urban
tribes?
___________________________________________________________________
___________________________________________________________________
Can you identify different urban tribes in the video? Which ones?
Discuss with your teacher why do you consider them urban tribes?
Why this ad was created? What is the idea on it?
Do you think that different generations like different drinks? Why?
Focus on vocabulary
A) Match the columns (according to the meaning in the Ad)
(1) addicts ( ) inesperado (2) dealers ( ) amizade (3) friendly ( ) felicidade (4) friendship ( ) batedores de carteira (5) happiness ( ) bondade (6) harmless ( ) beijos (7) heroes ( ) pacífico (8) kindness ( ) viciados (9) kisses ( ) heróis (10) love ( ) amigável , amavelmente (11) peaceful ( ) guerreiros (12) pickpockets ( ) revendedores (13) unexpected ( ) amor (14) warriors ( ) inofensivo
B) Read the tip and complete the table with a noun, an adjective, or an adverb.
Para se formar um advérbio, na maioria das vezes, basta adicionar o sufixo –ly ao
adjetivo.Nouns Adjectives Adverb
Happiness Happy HapilyKindness
HarmlesslyFriendly
C) Find in the word search words that are related in the ad you watched.
F L B W K I F K I N D N E S S E L M R A H D O Y E D K K L T I G C M J R K Z T V T Z B O B X X G M K O F G M N C J Y V A F D E U F S Y O M L L F H S T E C M C L K Q T D G A K W X T C H B B S U U Q I H G M F M N I Z D Q V C G T U D G G D Y O G Q L O H X S P Q D L I M S O N O X T S Z P U B F N K S G Y V L U F E C A E P I H S D N E I R F I W X N S L B U B L M T F O K T A R Z R O S O L K A G H E P Q G M G T S C R C A P E E O W O S U W T P S X K Q W Y C O N Z E I I P L V B S Q W I F E Q A H G P P M L B M D H P E I A S O T F D P K R Y F L B O N E Y W W O O W X N E T N L I W W B E D R Y K P Z Q Z G A Q W A Q E D H M U X F I Z H D H C A I J Y K U Z F F Q U S N L G D Y Y Q O G N R P A R W B E K M V G H Z S L U Y L M B G Z J I A N O L V T Y H K U Y E G B C E K K R W L K V H K V W H H S R S T G N I Y C B P O C R C K A X S W Q E Q Y B A B I J B L U H S E T N Z W I U H T K Q Y P X D L G R A M H E Z V C P F N Y N J O M F O N M U N S S E P G E P C U Q E S D F V S I K M N V E H P F R N L R O C Y H H E B E E E N Z U O W R U T Z N U F M N O X Q R O V J Y N B S D M S H G A M B A Q E Q O L R K M F C F C M C C A B O N W S L M F D B I Z D G K Y B G E J P L R E P L W C J R S H D W A Y Q A X O F L K X X H E U Z D R R Q T K S V M Q C Q K C M Q C A U Q O Q
(fonte:pixabay)
Now are you going to listen the song Give a little bit by Roger Ridgson, available at
http://www.vagalume.com.br/supertramp/give-a-little-bit.html accessed on
01.11.2013.
Before listening
A) Music is one of the resources used in advertisements. In advertising Coca Cola
you watched, what is the function of music?
___________________________________________________________________
___________________________________________________________________
B) Do you think that the song has any relation with the message of the
advertisement?
___________________________________________________________________
___________________________________________________________________
While listening
A) Complete the song Give a little bit by Roger Ridgson with the misssing words.
Give a ______________ bit
Give a little bit of your ________________ to me
Give a little bit
I'll ________________ a little bit of my love to you
There's so much that we _____________ to share
So, send a ______________ and show you care
B) What the meaning of the words that you completed in the song?
___________________________________________________________________
___________________________________________________________________
After listening
A) Now that you listened the song. Are there any relation between the music and the
message of the ad?
___________________________________________________________________
___________________________________________________________________
B) Read the song and take notes the words you know. Write then below:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
C) Choose three sentences of the song and write what you understand about then.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Now you are going to see the Portuguese version of the video Security Cameras.
Watch it and then discuss with your teacher and friends what are the differences
between both. Write your conclusions. Available at: http://www.youtube.com/watch?
v=uIsi357ixk0 . Accessed on 01.11.13.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
A) Discuss with your classmates and the teacher. What is the relation of the text
below with the soda coke?
http://www.arte.seed.pr.gov.br/modules/galeria/uploads/1/thumb_pignatari.png accessed on 01.11.2013.
B) Read the text Can Coca-cola be used as a household cleaner and discuss with
your teacher and classmates the following questions.
The rumors about disappearing teeth, nails, steaks and various other objects are just
that - rumors. These stories continue to spring up and get recycled because each
new generation finds them hard to ignore, but they simply are not true.
Available at http://www.coca-cola.co.uk/faq/rumours/can-coca-cola-be-used-as-a-
household-cleaner.html , accessed on 28.11.2013.
1) Do you know anything about rumors like this one?
___________________________________________________________________
2) How did you know?
___________________________________________________________________
3) What do you think about this? Why do people do this?
___________________________________________________________________
C) Now you are going to work in pairs. Go to the computer lab and researches on the
internet about the damages that soft drinks like coca-cola causes on people’s healthy
After that you will discuss with your classmates and teacher the results of your
research.
Complete the puzzle with some elements that can be found in an advertisement
genre. (You will not use all the words)
Consumer – Slogan – Brand – Campaign – Target – Jingle – Logo – Symbol -
Graphic design – Billboard
Advertisements
Across
2. A musical refrain, usually mentioning a brand or product.
5. A plan to achieve a special aim.
6. Someone who buys and uses products and services.
7. The name of something that is made by a particular company.
8. The techniques used to attract and persuade consumers.
Down
1. Word or phrase used in advertising to attract people’s attention.
3. A recognizable graphic design element representing a product.
4. The consumer group most likely to buy a specific product identified by region, age
or economic status.
fonte:pixabay
Smartphone adoption among American teens has increased substantially and
mobile access to the internet is pervasive. One in four teens are “cell-mostly” internet
users, who say they mostly go online using their phone and not using some other
device such as a desktop or laptop computer.
Teacher’s tip: If you want to know more about this read the complete text available
at http://pewinternet.org/Reports/2013/Teens-and-Tech.aspx ,accessed on 01.11.13
Watch the ad available at: http://www.youtube.com/watch?v=mLd9hjl3KdsAccessed on 01.11.13 and do the activities. Before watchinga) Do you have a cell phone?
___________________________________________________________________
b) What are the functions of the cell phone? And what are the benefits that they
brought to the society?
___________________________________________________________________
c) Do you already do a download of any video or music from the cell phone?
___________________________________________________________________
d) Do you send messages by the cell phone?
___________________________________________________________________
e) Who do you send massages to?
___________________________________________________________________
f) What kind of messages do you often send?
___________________________________________________________________
While watching
a) What kind of information is this?
___________________________________________________________________
b) What is being advertised?
___________________________________________________________________
c) Who advertises?
___________________________________________________________________
d) Who is the ad addressed to?
___________________________________________________________________
e) What intention was it produced?
___________________________________________________________________
f) What resources were used to call the consumer´s attention?
___________________________________________________________________
g) How is the language? Formal or informal?
___________________________________________________________________
a) Can you identify different urban tribes in the video? Which ones?
___________________________________________________________________
b) What kind of generation is this?
___________________________________________________________________
c) Why this ad was created? What is the idea on it?
___________________________________________________________________
D Do you think that different generations buy different cell phones?
___________________________________________________________________
e) Do you think that the product will be sold because of this ad? Why?
___________________________________________________________________
f) What are the strategies used to convince the consumer to acquire the product?
___________________________________________________________________
g) Have you already changed your cell phone? And what have you done with the cell
phone in disuse?
___________________________________________________________________
h) Why do people change so frequently the cell phones? Does it lead up people to
consumerism?
___________________________________________________________________
i) Do you think that your life is going to change, or to be better, having a new cell
phone of the last generation?
___________________________________________________________________
j) What do you know about the damage that the cell phones´ batteries thrown away,
can cause to the environment and the human health? Which generation is worried
about the environment?
___________________________________________________________________
k) What do you understand about electronic waste?
___________________________________________________________________
l) Do you have this kind of waste at home? What do you usually do with it?
___________________________________________________________________
m) In your home is it a habit to recycle the rubbish? Ask your classmates. In your
opinion, what should be done to resolve or avoid the Earth pollution? Are there
companies concerned on sustainability?
___________________________________________________________________
___________________________________________________________________
n) Now, in groups, discuss about their:
_ Appeals:
_ Scenes:
_ Effects:
_ Similar products:
_ Are they real or do they use fake ideas about life?
_ What’s your opinion about advertisements?
o) Mark True or False and justify only the false sentences below:
1. The ad used short text ( ).
___________________________________________________________________
___________________________________________________________________
2. The words used in ad tried to convince the consumers to buy their product. ( ).
___________________________________________________________________
___________________________________________________________________
3. In the ad there are not any relation between the text and the images ( ).
___________________________________________________________________
___________________________________________________________________
LISTENNING ACTIVITY
A) Tick the words you listen to the Ad.
Hello ( ) guys ( ) great ( ) graduation ( ) Party ( ) figure ( )
small ( ) Remind ( ) returning ( ) same( ) some ( ) Open ( )
text ( ) ownership ( ) Sloppy ( ) smarter ( ) Colorful ( ) Kidding ( )
awesome ( ) anyone ( )
B) Tick the correct answer.
1. In the beginning of the dialog the boy said:
Hey girls ( ) Hey mom ( ) Hey guys ( )
2. The man asked:
What are you doing? ( ) What are you going? ( )
3. The older man says:
Some smart phones are smaller than other smartphones ( )
Some smart phones are smarter than other smartphones. ( )
Focus on Vocabulary
A) The words below were talked in the Ad. Do you know them? Write their meanings.
If you don’t know, you can use a dictionary.
guys ________________ great _____________ graduation ___________
Party _______________ picture ____________ small _______________
Remind _____________ return _____________ same _______________
Opening _______________ text ______________ ownership ___________
Sloppy ______________ smarter ____________ colorful______________
Kidding ______________ awesome ____________ anyone _____________
B) In the sentence “Some smartphones are smarter than other smartphones” it’s
used the comparative degree to emphasize the qualities of the smartphone
announced in the ad. Use other adjectives and write sentences comparing other
things you have.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
http://www.arte.seed.pr.gov.br/modules/galeria/uploads/1/thumb_capela_sist.jpg accessed on 28.11.2013
This picture shows an appropriation of the work of Michelangelo's “Birth of
Man”. The advertising used a Renaissance work to show to the future purchaser as
Nokia makes the image as or more perfect than a masterpiece. In your opinion
calling consumer attention through art is a good resource used in advertising? Why?
___________________________________________________________________
___________________________________________________________________
Watch more some commercials.
1. http://www.youtube.com/watch?v=lHHnwz6XxsI, accessed on 28.11. 2013
2. http://www.youtube.com/watch?v=vXVxyCljBTI, accessed on 28.11. 2013
3. http://www.youtube.com/watch?v=HNRqJxl2588, accessed on 28.11. 2013
A) According to Ad 1, 2, and 3 answer:
1) what product was advertised in commercials?
___________________________________________________________________
___________________________________________________________________
2) What is the brand of the products?
___________________________________________________________________
___________________________________________________________________
3) What was the purpose of the ads?
___________________________________________________________________
___________________________________________________________________
4) What are the qualities of the product?
___________________________________________________________________
___________________________________________________________________
5) What do you think of the ads, why?
___________________________________________________________________
___________________________________________________________________
6) What strategies and resources were used in developing ads to convince the
consumer to purchase the product?
___________________________________________________________________
__________________________________________________________________
7) In the ads, what most caught your attention?
___________________________________________________________________
___________________________________________________________________
Focus on grammar
B) Write sentences comparing the products that was showed at the Ads. Remember
the comparative degree you learned.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(Homework)
In this activity you will watch commercials with products targeted at teenagers. Pick
some of them and analyze as script below:
a) Place of production:
___________________________________________________________________
b) Time of production:
__________________________________________________________________________
d) Place of circulation:
___________________________________________________________________
e) What product was announced in the Ad?
___________________________________________________________________
f) What is the brand of the product?
___________________________________________________________________
g) What was the purpose of the ad?
___________________________________________________________________
h) What are the qualities of the product?
___________________________________________________________________
i) Did you like the ad, why?
___________________________________________________________________
j) Does the ad present strategies to convince consumers to purchase the product?
What are they? Write about the resources used to attract the consumer attention?
___________________________________________________________________
___________________________________________________________________.
k) In the ad, what most caught your attention?
___________________________________________________________________
l) Have you already felt the need to buy a product because it was attracted by
commercials? Justify.
___________________________________________________________________
A) Read about: CONAR - Conselho Nacional de autorregulamentação publicitária.
Available at: http://www.conar.org.br/ accessed on 01.11.13
B) Now answer the questions:
1) What does the function of CONAR?
___________________________________________________________________
___________________________________________________________________
2) What is a false advertising?
___________________________________________________________________
___________________________________________________________________
4) What is an advertisement abusive?
___________________________________________________________________
___________________________________________________________________
5) Are there data enlightening the consumer about how to evaluate the quality,
quantity and origin of the product? If your answered yes, which one?
___________________________________________________________________
___________________________________________________________________
Now, you are going to create a video advertisement focusing a product to an urban
tribe. Try to focus on a kind of product that they really need to buy. (Work in groups
of 4 students)
Organize your Ad, thinking the following questions:
A. What do you intend to sell?
B. Who consumes the kind of product used on your ad?
C. What is the aim of your advertisement?
D. Are you going to use slogans? In positive case, remember they are short.
E. Are you going to use images? What kind?
F. Are you going to use songs?
G. Which is/are going to be the most highlighted element(s)? Will be the speak part
or the images? Why?
H. You are going to presentation your ad to the class. You can use the TV pen drive.
Use your creativity and good job!
REFERÊNCIAS:
ALMEIDA, Maria Elisa Grijó Guahiba de. FAMÍLIA E ESCOLHAS: IMPLICAÇÕES NA ORIENTAÇÃO PROFISSIONAl. Psc. Clïn. Rio de Janeiro, v. 20, n. 2, p.173-184, 06 jun. 2008. Disponível em: <http://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103>. Acesso em: 24 maio 2013.
BAKHTIN, Mikhail (Volochinov). Marxismo e filosofia da linguagem. Tradução Michel Lahud e Yara Frateschi Vieira, colaboração de Lúcia Teixeira Wisnik e Carlos Henrique D. Chagas Cruz. 5a ed. São Paulo: Hucitec, 1988
BRONCKART, J-P. Atividade de linguagem, textos e discursos: por um interacionismo sócio discursivo. Trad. Anna Rachel Machado e Péricles Cunha. São Paulo: EDUC, 1999/2003/2007.
DE OLIVEIRA, Maria Cláudia Santos Lopes; CAMILO, Adriana Almeida; ASSUNCAO, Cristina Valadares. Tribos urbanas como contexto de desenvolvimento de adolescentes: relação com pares e negociação de diferenças. Temas psicol.,Ribeirão Preto, v. 11, n. 1, jun. 2003 . Disponível em <http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S1413-389X2003000100007&lng=pt&nrm=iso>. acessos em 01 jun. 2013.
FERNÁNDEZ, Gretel Eres et al. (Org.). Publicidade e propaganda: o vídeo nas aulas de língua estrangeira. São Paulo: Companhia Editora Nacional, 2009. 272 p. (Libreria espanhola e hispanoamericana)
HALL, Stuart. A Identidade Cultural na Pós-modernidade. Tradução: Tomaz Tadeu da Silva e Guacira Lopes Louro) 11 em 2006 Rio de Janeiro: Dp&a, 2006. 102 p. Disponível em: <http://www.germe.net.br/uniesp/textos/seminarios/Freud/IDENTIDADE-POS-MODERNIDADE.pdf>. Acesso em: 30 maio 2013.
HELLMANN, Géssica. Geração Milenio eo marketing em midias sociais do Brasil. Disponível em: <http://gessicahellmann.com/geracao-milenio-marketing-midias-sociais-brasil/>. Acesso em: 22/05/2013
HOLD, Susan. O ensino da Língua Inglesa nos dias atuais. 1a São Paulo: Special Book Services Livraria, 2009.
MACHADO, Anna Rachel. A perspectiva interacionista sociodiscursiva de Bronckart. In: MEURER, J. L.; BONINI, A. & MOTTA-ROTH, D. (Orgs.) Gêneros: teorias, métodos, debates. São Paulo: Parábola Editorial, 2005.
MAFESSOLI, Michel. O tempo das tribos: o declínio do individualismo nas sociedades de massa. 3ª edição. Rio de Janeiro: Forense Universitária, 2000.
MAGNANI, José Guilherme Cantor. Os circuitos dos jovens urbanos*. Tempo Social, Revista de Sociologia da Usp,, São Paulo, v. 17, n. 2, p.173-205, 09 set. 2005. Disponível em: <http://www.scielo.br/pdf/ts/v17n2/a08v17n2.pdf>. Acesso em: 01 jun. 2013.
PARANÁ. SEED. Diretrizes Curriculares da Rede de Educação Básica do Estado do Paraná (DCE) Língua Estrangeira Moderna. Curitiba: Secretaria de Estado da Educação, Superintendência da Educação, 2008.
SCHNEUWLY & DOLZ . Gêneros Orais e Escritos na Escola. Tradução e organização Roxane Rojo e Glaís Sales Cordeiro. Campinas, São Paulo: Mercado de Letras, 2004.
SCHOEN-FERREIRA, Teresa Helena; AZNAR-FARIAS, Maria; SILVARES, Edwiges
Ferreira de Mattos. A construção da identidade em adolescentes: um estudo
exploratório. Estudos de psicologia, São Paulo, v. 1, n. 8, p.107-115, 28 abr. 2003.
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maio 2013.