SECRETARIA DE ESTADO DA EDUCAÇÃO PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL

UNIVERSIDADE ESTADUAL DE PONTA GROSSA

PROFESSORA PDE: VERENA BASTOS SCHEDERSKI

PROFESSOR ORIENTADOR: EVANIR PAVLOSKI

UNIDADE DIDÁTICA

TÍTULO: O GÊNERO JORNALÍSTICO EM AULAS DE LÍNGUA INGLESA NO ENSINO FUNDAMENTAL: MEIO AMBIENTE E

SENSO CRÍTICO.

PONTA GROSSA 2011

APRESENTAÇÃO DA UNIDADE

Nas minhas observações feitas no dia a dia de sala de aula, sempre que

se trabalha leitura e interpretação de texto, percebe-se a falta de interesse por parte dos alunos por esse tipo de aula, pois muitos dizem que não gostam de ler.

A razão disso pode estar no fato de que o hábito de leitura não foi desenvolvido nesses jovens.

Diante desse problema, a escola acaba tendo que assumir a responsabilidade de desenvolver esse hábito.

Esta unidade tem como objetivo principal, possibilitar ao aluno desenvolver sua capacidade de leitura, interpretação e produção de textos, criando condições para que essa leitura seja desenvolvida em contextos diferentes dos que ele está acostumado a trabalhar.

Segundo as DCEs (2008), é importante que o aluno tenha acesso a vários tipos de textos: publicitários, jornalísticos, literários, informativos, etc e que sejam apresentados de modo a provocar uma maior reflexão sobre o uso e o contexto de uso de cada um deles.

Com isso eles perceberão que o significado de um texto varia conforme o contexto e a situação, desenvolvendo sua capacidade crítica.

Nesta unidade serão utilizados textos do gênero jornalístico. A escolha desses textos é motivada pelo fato de serem fáceis de se observar os recursos visuais utilizados, o vocabulário, as estruturas gramaticais e perceber que cada um tem formas lingüísticas diferentes pois são voltados para um determinado tipo de público.

Esses textos terão como tema principal, o meio ambiente e serão abordados cinco assuntos relacionados a esse tema: biodiversidade, aquecimento global, poluição do ar, desmatamento e reciclagem de lixo.

Serão mostradas aos alunos as causas e conseqüências de cada um para que busquem soluções para os problemas apresentados e tragam para a realidade em que vivem.

Assim, ao mesmo tempo em que aprendem uma nova maneira de interpretar textos em inglês, aprendem também a ter atitudes responsáveis com o meio ambiente.

Source: infomidiaufrgs.blogspot.com

CLASS 1

WARM UP How do you know about the news that happen in your country? What is a news report? Do you know any newspaper? Which ones? How often you or your family read newspapers? What is the biggest newspaper in your city? What information can you get from it?

ACTIVITY 1 (Os alunos formarão equipes. Em equipe vocês analisarão o jornal, observando como ele é formado, quais partes o compõem, qual tipo de linguagem é usada, as características de cada tipo de texto e as fotos. Depois irão escolher uma notícia que acham importante. Em seguida, a analisarão com o auxílio das seguintes perguntas:) When were the news published? What can be inferred from the title? Which information do the headlines present?

ACTIVITY 2 (Os alunos continuarão em equipe. Escolha a seção do jornal que mais se identificam ou gostam. Invente uma notícia que diz respeito a essa seção. Não se esqueça de seguir a seguinte ordem: what, who, when, where.)

.ACTIVITY 3 (Cada equipe receberá um jornal diferente. Nessa atividade vocês irão escrever numa folha a parte quais seções há no jornal. Depois irão comparar o seu jornal com o das outras equipes, seguindo as questões abaixo:) Do the newspapers have the same section? Which ones are different? Is there the same news in all the newspaper? Which one? 3.1 (Agora vocês irão escolher uma foto do jornal que estão analisando. Depois disso, cada equipe trocará as fotos que escolheram. Com base nessa foto, vocês inventarão uma manchete de jornal.)

ACTIVITY 4 (Analisem o jornal e encontrem uma notícia que revela um problema social. Pensem em uma ou mais soluções para esse fato.) CLASS 2

Source: planetaeducacao.com.br

WARM UP

Do you like to read magazines? Which magazine do you like more? Which sections are in this magazine? What kind of magazines are there? Compare the magazines with the newspapers and identify the differences.

ACTIVITY 1 (Serão distribuídas várias revistas aos alunos. Escolha uma revista e observe a capa:) What is the main element? What information does it transmit? Comment about the colors, the image that is used in the cover. Which subjects are common in all the magazines? (Comentar com eles que a imagem da capa é um elemento significativo e pode orientar diferentes leituras). CLASS 3

WE ARE ALL HOUSEKEEPERS!

Source: mulhersonhadora2009.blogspot.com

Plant a tree...use recycled paper...don’t waste fuel…save water…keep your engine well adjusted…walk…don’t smoke…don’t wear fur…use biodegradable products. In this way we can keep our house in order. (Source: Time, April 27, 1992)

ANSWER ACCORDING TO THE TEXT:

1- Housekeepers are: ( ) people who sell houses ( ) a person who take care the house ( ) people who rent houses

2- House is: ( ) where you study ( ) where you live ( ) the Earth 3- I usually: ( ) don’t smoke ( ) plant a tree ( ) walk ( ) save water ( ) don’t wear fur 4- Write one thing you usually do to protect the Earth and isn’t in the text.

5- Compare and discuss your answer with the partner.

GRAMMAR

IMPERATIVE FORM The affirmative form: Remove the word TO and just repeat the sentence. For example: To plant a tree- plant a tree. The negative form: Put the word don’t before the verb. For example: To smoke- don’t smoke.

EXERCISES:

1-Complete the sentences with the imperative in the affirmative or negative form: to save- to recycle- to cut- to pollute- to turn off.-to speak a) ___________the trees. b) ___________the waste. c) ___________the water. d) ___________the light. e) ___________the rivers.

2- Match the first column with the second one: 1- don’t throw the garbage ( ) the nature 2- separate ( ) flowers 3- plant ( ) in the streets 4- don’t destroy ( ) the animals 5- protect ( ) the forests 6- don’t kill ( ) the garbage CLASS 4

BIODIVERSITY

Source: asciencep.blogspot.com

Biodiversity is the sum of all species on the planet. Some of these species contain important substances that treat several diseases. The most relevant thing about biodiversity is that the rich North needs it and the poor South has it.

One of the ways to promote a sustainable development is to pay the poor nations to save the forests that they still have. Resources can be extracted but not exhausted. Thus, the environment can be preserved.

The Earth belongs to all mankind. Everybody needs to help in the protection of the planet. And there is much to do. We have to fight pollution in all its forms to avoid acid rain, the greenhouse effect, and the death of species, rivers, lakes and seas. (Source: adapted from Newsweek, June, 1992.)

TEXT COMPREHENSION 1- True or false

( ) All the species on the planet form the biodiversity. ( ) To promote an ecological development the rich south has to pay the poor north. ( ) The poor nations don’t have forests anymore. ( ) Only the government has to protect the environment. ( ) Acid rain is caused by pollution.

2- Discuss in pairs: How can you protect the biodiversity in your daily life? What is the Greenhouse effect?

GRAMMAR SIMPLE PRESENT We use the simple present when we talk about habits. In the simple present, we put s in the end of the verbs. Ex: speak-speaks Some verbs, we put es in the end. Ex: pass -passes wash-washes watch-watches fix-fixes go-goes

EXERCISE: 1- Complete with the simple present:

Every Monday Mr.

Bean ………………

(wake) up at 6.00 a.m.

He ………… (get) up

at 6.15 a.m.,

and ………… (go) to

the bathroom.

He usually ……………

(have) a shower,

then he ……… (have)

a shave and …………

… (brush) his teeth.

CLASS 5

DEFORESTATION

Source: amazonianewscerrado. blogspot.com

Because trees trap and re-evaporate so much moisture, deforestation

can also affect the amount of rainfall in a given area. Christopher Columbus, who resupplied his sailing vessels in the Canary Islands, is said to have noted that rainstorms there diminished over the years in which he visited the area because trees were cut down. The vast Amazon region generates half its own moisture; further deforestation there could have dramatic effects on this giant rain-producing machine. In Africa there is speculation that deforestation may in part account for shorter rainy seasons in the western part of the continent.

Even where vegetation is relatively sparse, the removal of shrubs and other ground cover can affect local weather. (Source: Time, November 5, 1990)

He …………… (eat)

breakfast at 7.00 a.m.

After breakfast he

…………… (read) the

newspaper.

At 7.30 a.m. he

…………… (go) to

work.

TEXT COMPREHENSION:

1-Match the first column with the second one: (1) trap (2) moisture (3) vessels (4) sparse (5) shrubs ( ) small in numbers or amount ( ) a device or hole for catching animals or people and preventing their escape ( ) a large boat or a ship ( ) a large plant with a rounded shape formed from many small branches ( ) a liquid such as water in the form of very small drops 2- Answer according to the text: a) What did Christopher Columbus use to do in the Canary Islands? b) What did Columbus observe in his sailing vessels? c) How did Columbus explain this phenomenon? ACTIVITY (Distribuir as equipes gravuras que retratam o desmatamento. Cada equipe irá procurar uma ou mais manchetes de jornal que falam sobre o tema e irão relacionar a gravura com a manchete.) CLASS 6

AIR POLLUTION

Source: environmental projects .wordpress.com

WARM UP

1- Cause or effect? a) ( ) Government officials want to control car use. b) ( ) Cars can be responsible for air pollution. c) ( ) Cars, trucks and buses emit gases. d) ( ) The air in big cities is not clean. e) ( ) There was not much pollution in the past. f) ( ) There were not so many cars on the roads in the past. g) ( ) Few people in small towns are not having respiratory problems. h) ( ) Traffic in small towns is not heavy. 2-True or false? a) ( ) Pollution hurts all of us. b) ( ) Many people need to use their cars every day. c) ( ) Gases from cars, trucks and buses are a big source of pollution. d) ( ) Air quality is important to everybody. e) ( ) Gases from cars are the only cause of pollution. f) ( ) Pollution doesn’t cause respiratory problems.

ACID RAIN

Have you ever heard about acid rain? Do you know what damages the acid rain causes? How can you avoid the acid rain? (Explicar aos alunos o que é chuva ácida e apresentar a eles o gráfico abaixo que explica como ela é formada).

.http://4.bp.blogspot.com(Acessado em 19/05/11)

CLASS 7

TOO MANY CARS, TOO MUCH PROBLEMS

Source: passeiweb.com

Because cars create pollution, many government officials are trying to

control their use. Recently, São Paulo, Brazil, which had a pollution alert, ordered cars with even-numbered license plates off the roads for one day, then odd-numbered plates the next. There were not so many cars on the roads those days, so there wasn’t so much pollution. Do you think it’s a good idea to control car use in the United States too?

YES! To cut pollution, we need more laws to control car use. Gases from cars,

trucks and buses are a big source of pollution. They hurt all of us. In cities where there isn’t much traffic, few people have respiratory problems. It’s time to take drastic steps to control air quality.

Fewer cars on the roads means less pollution and fewer people in the hospitals.

NO! Many people in modern cities need to use their cars every day. Pollution

has many different causes. Gases from cars are just one. Why not make strong laws for industrial chemicals or restrict the use of motorboats, for example? Driving is a way of life, and the government has no right to tell people how to live their lives.(Source: adapted from Scholastic News-Senior Edition, August 12, 1997)

TEXT COMPREHENSION

1- How do you explain the title of the text? 2- A Brazilian city is mentioned in this text. Which city and why? 3- What is the question for the North American reader? 4- According to the text, write one argument in favor and one against about the use of the cars.

Discuss in pairs: Solutions to reduce the air pollution. About the city you live: are there many cars on the streets? Is there much pollution in the air? What is your opinion about carpooling?

ACTIVITY Match the first column with the second one: 1 .a small source ( ) strong laws 2. odd-numbered license plate ( ) all of us 3. on the roads ( ) a big source 4. weak laws ( ) off the roads 5. a bad idea ( ) even-numbered license plate 6. none of us ( ) a good idea

GRAMMAR

Let’s remember the title of the text: Too many cars, too much pollution. Much- we use with uncountable nouns. For example: money, time etc. Many-we use with countable nouns. For example: cars, words, etc.

Exercise: Write C for countable noun and UC for uncountable noun in the words in parentheses: a) Global (warming) is threatening the (survival) of polar (bears). b) (Rain) is the source of all the (water) we drink. c) A (tree) produces (oxygen) and (shade). d) Marine (pollution) is a serious (problem) these (days).

GRAMMAR II Plural of nouns: 1- Put s in the end of the word. For example: car-cars 2-If a word ends in: s, sh, ch, x, o we add es. For example: bus-buses, watch-watches, box-boxes. 3-If a word ends in y, preceded by vowel, we only add s. For example: toy-toys 4- If a word ends in y, preceded by consonant, we chance the y to ie before s. For example: baby-babies.

Exercise: Find in the text: a) 3 nouns ended by s- b) 2 nouns ended by es- c) 1 noun ended by y preceded by vowel- d) 1 noun ended by y preceded by consonant- CLASS 8

(Source: Time, April 9, 2001)

ACTIVITY 1

Look the picture and answer the questions below: a) What is the subject of the cover? b) How is it represented? c) Why did the author represent in this way ? d) What are the consequences of global warming according to the cover? e) Which part of the planet the people are feeling the heat ? f) What is the date of this magazine ? g) 2001-2011-ten years after: what is your opinion about the global warming nowadays? ACTIVITY 2 (Trabalho em equipe.) (Cada equipe vai receber uma gravura retratando o aquecimento global no planeta) (Elabore uma capa de revista usando a gravura que receberam. Como seria o texto dessa capa?)

ACTIVITY 3 “An inconvenient truth”

Esoterikha .com

(Depois de assistir ao DVD, haverá uma discussão sobre os problemas ambientais mostrados no documentário.)

ACTIVITY 4 (Represente através de um desenho o aquecimento global no planeta Terra.)

CLASS 9

http//www.monica.com.br/ingles/comics/tabloide/tab079.htm(Acessado em 06/12/2010)

ACTIVITY 1

1- What do you know about the main character of the history?

2-Who is she talking to?

3- Why after the forth strip, the light of the star has gone out?

4-In the seventh strip, the star mentioned the word trowel. What does it mean?

5- In the last strip the star changed. Why?

6-What is the message of this story in your opinion?

ACTIVITY 2

(Entregar aos alunos a tirinha sem o texto do balão para que eles elaborem outro).

Source: turmadasamigasu. blogspot.com

GRAMMAR

PRESENT CONTINUOUS

We use the present continuous when we talk about things that we do at the moment we are speaking. In the sentence we have the verb to be + verb with ing in the end. For example: I am planting a flower.

EXERCISES:

1-Complete the sentences with present continuous:

a) I ______ _________ a tree. ( plant)

b) They ______ __________the river. ( clean)

c) She _______ ____________the paper. ( paper)

d) We ________ ____________the nature. ( protect).

e) He _________ __________to school. (walk)

2- Elaborate sentences in the present continuous with the verbs below:

Play- drink- study- work- dance.:

a) _________________________________________________.

b) __________________________________________________.

c) __________________________________________________.

d) __________________________________________________.

e)

______________________________________________

CLASS 10

LET’S SING

Listen the song and try to complete the blanks with the correct word.

HEAL THE WORLD (Michael Jackson)

“Think about the generations and they say: We want to make it a better place _________ your children (four /for) And our children’s children So that they know It’s a better world for them And______ if they can (drink /think) Make it a better place?” There’s a place in your heart And I know that it is love And this place could be Much brighter than tomorrow And if you really______ (try /buy) You’ll find there’s no need to cry In this place you’ll feel There’s no _______ or sorrow (heart /hurt) There are ways to get there If you care enough for the living Make a little _______ make a better place (space /grace) Heal the world Make it a better place For you and for me And the entire _______race (woman /human) There are people _______ (dying /crying) If you care enough for the living Make it a better place for you and for me If you want to know why There’s love cannot lie Love is __________ (wrong /strong) It only cares of joyful giving If we try we shall see In this _______ (kiss /bliss) We cannot feel fear or dread We stop existing and start living Then it feels that always Love’s enough for us growing So make a better world make a better _________ (word /world) REFRAIN And the dream we were conceived in Will reveal a _________face (joyful /beautiful) And the world we once believed in Will shine again in grace Then why do we keep strangling _______ (life /wife) Wound this earth crucify its soul Though it’s plain to see This world is heavenly Be God’s glow

We could ______ so high (cry /fly) Let our spirits never die in my heart I feel you are all my brothers Create a world with no fear Together we cry happy tears See the nations turn their swords into plowshares We could really get there If you cared enough for the living Make a little space make a better place REFRAIN (3 xs) You and for me (10x)

CLASS 11

Source: redgreenandblue.org

WARM UP

What do you know about recycling?

What is selective collection?

Do you separate the garbage?

Do you know about the 3 R’s?

How green are you?

Source: meio ambiente. culturamix.com

Check all the sentences that are true for you ( ) I use recycle paper. ( ) I recycle cans and bottles ( ) I don’t use disposable plates or cups. ( ) I use the stairs if possible (and not escalators or elevators). ( ) I turn off the lights when I leave a room. ( ) I always walk or use my bike if possible. ( ) I unplug the TV when I go to bed. ( ) I eat organic food. ( ) I reuse plastic bags. ( ) I turn off the faucet when I’m brushing my teeth.

TAKE ACTIONS FOR A GREEN WORLD

Source: Stopnplay.com

Scientists around the globe agree that we all must do our share to take care of our planet. This means make changes to our daily lives to reduce global warming and reducing the use of chemicals that deplete the Earth’s protective ozone layer. Green is a term that many people use to talk about taking care of the planet and not overusing the resources that we all share. If you want to make a difference, the best way to start is to follow these three principles: Reduce, Reuse and Recycle. Reduce means to use less of everything: less energy, less paper, less gas, and less water. It means to ride a bike or drive a hybrid car, and to turn off the water when you are brushing your teeth. Reuse means to find new uses for your old products. Turn a pair of jeans into a cool purse, or use broken flower pots and create mosaic for a table or photo frame. Use newspapers to make a papier mache art for a friend. Recycle means to take your used products like cans, bottles, plastics, and paper and donate them to groups that turn them into new products.

(National Geographic Kids) (Acessado em 12/05/11)

TEXT COMPREHENSION

1-Can we reduce the global warming? How? 2- How can we protect the ozone layer? 3-What does GREEN WORLD mean? 4- What are the 3 principles do you have to follow? 5-Do you follow this principles? Which items?

EXERCISES:

WORD SEACH:

Try to find the words below in english: Energia, papel, plástico, garrafa, água, reciclar, reutilizar, camada de ozônio, lata.

M O E K J N M Y W W O

L Z B U A Q X B G J N

U L V C Y E N E R G Y

Q C I T S A L P Q B X

R E D U C E D F Z T D

R H H X R E C Y C L E

E X G F L P B X C O X

U S S Y E L T T O B L

S R E P A P L M Z C A

E O Z O N E L A Y E R

W A T E R K O M F F A

CLASS 12

(Serão formadas 4 equipes e cada equipe ficará responsável por um tema que foi visto no decorrer desse projeto). ACTIVITY (Cada equipe irá escolher um tema que foi trabalhado nesse projeto. Depois vocês irão elaborar um cartaz mostrando as causas, consequências e quais atitudes devemos tomar para melhorar o problema.)

REFERÊNCIAS BIBLIOGRÁFICAS

LIBERATO, Wilson. Starway to English. São Paulo: FTD, 1993. MARQUES, Amadeu. Inglês: volume único. 6ª ed., São Paulo: Ática, 2005. OLIVEIRA, Abel de. English of Course. 2ª ed., São Paulo: Scipione, 1992. ROLIM, Mirian. Insights into English. São Paulo: FTD, 1998.