SECRETARIA DE ESTADO DA EDUCAÇÃO · Público Alvo 9º ano do Ensino Fundamental . ... leitura e...
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Transcript of SECRETARIA DE ESTADO DA EDUCAÇÃO · Público Alvo 9º ano do Ensino Fundamental . ... leitura e...
SECRETARIA DE ESTADO DA EDUCAÇÃO – SEED SUPERINTENDENCIA DA EDUCAÇÃO – SUED
DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS - DPPE PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE
Título: O GÊNERO E-MAIL: UMA PROPOSTA PARA A PRÁTICA DA LEITURA E
ESCRITA EM LÍNGUA INGLESA
Autora Celina da Costa Santos
Disciplina/Área (ingresso no
PDE)
Língua Inglesa
Escola de Implementação
do Projeto e sua localização
Colégio Estadual Rachel de Queiroz. Ensino
Fundamental e Médio. Ivaté-Pr
Município da escola Ivaté- Pr
Núcleo Regional de
Educação
Umuarama
Professora Orientadora Marileuza Ascencio Miquelante
Instituição de Ensino
Superior
UNESPAR/ FECILCAM
Resumo
O professor de línguas necessita conhecer a diversidade
de gêneros que circulam na sociedade, nas diferentes
mídias e saber transformá-los em instrumento de
ensino-aprendizagem. Assim, a presente produção
propõe à realização de um trabalho explorando o gênero
discursivo E-mail que possibilita o ensino das práticas
discursivas, a compreensão dos diversos usos da
linguagem, a ativação de procedimentos interpretativos
e a construção de significados, com o objetivo de
ensinar Língua Inglesa na sala de aula a partir de
práticas significativas de leitura e escrita, visando
aprimorar as capacidades de linguagem dos estudantes
por meio do procedimento da sequência didática.
Palavras-chave Gênero discursivo; E-mail; Sequência didática
ProduçãoDidático-
Pedagógica
Unidade Didática
Público Alvo 9º ano do Ensino Fundamental
SECRETARIA DE ESTADO DA EDUCAÇÃO – SEED SUPERINTENDENCIA DA EDUCAÇÃO – SUED
DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS - DPPE PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE
PRODUÇÃO DIDÁTICO-PEDAGÓGICA
1- APRESENTAÇÃO DA UNIDADE DIDÁTICA
Conforme as Diretrizes Curriculares da Educação Básica – Língua
Estrangeira Moderna, “[...] o ensino de Língua Inglesa deve contemplar os
discursos sociais que a compõem, ou seja, aqueles manifestados em forma de
textos diversos efetivados nas práticas discursivas” (PARANÁ, 2008,
p.57). Entende-se que no ensino há necessidade de uma interação viva entre os
sujeitos e que isso ocorre por meio do discurso, possibilitando a comunicação
entre eles de diferentes formas e com diferentes gêneros de textos, levando em
conta a infinidade de informações que circulam no meio que estão inseridos,
desenvolvendo a lógica crítica e atribuindo sentidos aos próprios textos. O grande
desafio hoje é motivar e despertar no estudante o interesse em realizar as suas
atividades em sala de aula, principalmente, no que diz respeito à interação e
envolvimento do estudante nas práticas discursivas de leitura, escrita e oralidade
em língua inglesa.
Considerando o entusiasmo que a maioria dos alunos tem em
corresponder-se pela Internet, o gênero e-mail apresenta-se como uma alternativa
para despertar o interesse do estudante pela leitura, pela oralidade e pela
produção escrita em Língua Inglesa. Dessa maneira, torna-se pertinente
desenvolver uma proposta de trabalho para o ensino de Língua Inglesa a partir de
práticas de leitura e escrita do gênero e-mail.
O trabalho aqui proposto toma como modelo de desenvolvimento o
procedimento da sequência didática de Dolz & Schneuwly (2004), visto que a
mesma propicia a realização de atividades que ajudam os estudantes a dominar
melhor um gênero, nesse caso, o gênero textual e-mail. Ao mesmo tempo
que oferece condições para trabalhar as capacidades de linguagem,
ainda permite aos estudantes desenvolver aprendizagens necessárias à produção
do gênero citado em língua Inglesa. Os estudos devem conhecer bem os
objetivos das atividades propostas no decorrer da sequência didática para que a
produção final sirva como avaliação e, também, como processo reflexivo sobre o
caminho percorrido e a percorrer.
O gênero e-mail apresenta-se nesse trabalho como um instrumento
adequado para o professor desenvolver suas práticas pedagógicas em sala de
aula, por ter uma estrutura-padrão similar à de uma carta pessoal, de um bilhete
ou de um convite, o que facilita a aplicação do projeto, pois os alunos do ensino
fundamental já dominam bem esses gêneros. Também possibilita a situação
sociocomunicativa dentro e fora da sala de aula, contribui para o aprendizado da
leitura e produção em Língua Inglesa, por serem textos curtos, oportuniza o
emprego adequado das linguagens formal e informal (dependendo do
destinatário) e ajuda a desenvolver a criticidade e reflexão do aluno.
2- APRESENTANDO A SEQUÊNCIA DIDÁTICA COM O GÊNERO E-MAIL
Partindo do exposto, a produção da Sequência Didática que ora se materializa
numa unidade didática, adota, com adequações, a organização proposta por
Dolz, Noverraz e Schneuwly (2004), conforme demonstra a descrição:
1. Apresentação da situação- nesse momento, o professor por meio de
questionamentos procura promover uma interação com os estudantes a fim
de criar uma motivação (motivo + ação) para o estudo do gênero de texto.
Além disso, expõe aos estudantes todo o encaminhamento que será dado ao
desenvolvimento da sequência didática, que atividades avaliativas serão
realizadas, qual será a produção escrita, a quem será destinada e onde
veiculará, bem como apresenta a justificativa para estudarem o gênero E-mail.
2. Produção inicial- os alunos farão uma produção escrita sobre o gênero a ser
estudado que servirá como avaliação diagnóstica para o professor identificar o
SECRETARIA DE ESTADO DA EDUCAÇÃO – SEED SUPERINTENDENCIA DA EDUCAÇÃO – SUED
DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS - DPPE PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE
quanto sabem sobre o gênero em questão e do assunto abordado. Essa
prática permitirá ao professor identificar possíveis problemas que deverão ser
abordados na sequência didática.
3. Módulos- a unidade didática apresentada, por ser uma exigência do
programa PDE, foi elaborada antes da aplicação da Produção Inicial, por isso,
sua organização e as atividades propostas foram elaboradas com base no
modelo didático de gênero considerando os elementos essenciais que devem
ser trabalhados, com vistas à produção final. Nessa unidade adaptamos o
trabalho com módulos sugeridos na sequência didática. Optamos por um
trabalho sem uma divisão sistemática, sem, no entanto, perder de vista a
necessidade de se trabalhar as capacidades de linguagem e as estratégias de
leitura.
4. Produção final- considerando o que foi trabalhado ao longo do processo, os
estudantes deverão realizar uma refacção do texto, que resultará no que
chamamos de produção final. Esta possibilita uma análise quanto ao domínio
adquirido ao longo da aprendizagem e permite ao professor avaliar o trabalho
desenvolvido. Antes da produção final cada aluno, de posse do quadro com os
critérios avaliativos, fará as observações necessárias assinalando quais
aspectos foram contemplados e quais precisam de intervenção, para assim,
melhorá-la e publicá-la.
SECRETARIA DE ESTADO DA EDUCAÇÃO – SEED SUPERINTENDENCIA DA EDUCAÇÃO – SUED
DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS - DPPE PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE
SEQUÊNCIA DIDÁTICA
STUDYING THE TEXTUAL GENRE E-M@IL
Picture 1 – Technology and communication
i
A- Can you recognize these pictures?
B- Do you know the names of the pictures?
C- Why is communication important in people’s life?
D- In your opinion, what determines a good communication?
Picture 2 – Network
Fonte: Pixabay
E- Discuss with a friend: How did people use to communicate in the past? And nowadays? And in the future?
F- Based on the previous answer, write down some means of communication of the:
PAST Present FUTURE Picture 3 - Pigeon Picture 4 - WWW Picture - 5 .
________________ ________________ _______________
________________ ________________ _______________
________________ ________________ ______________
According to Cambridge Dictionary communication is defined as “the various methods of sending information between people and places, especially official systems such as post systems, radio, telephone, etc.”
Fonte:<http://dictionary.cambridge.org/dictionary/british/communication?q=communication-Access on November, 21st2012
VIDEO I A- Watch the video “Evolution of communication”. Available at http://www.youtube.com/watch?v=9Y_GGX7KMuQ&feature=related>Access on November 16, 2012.
Picture 6 – Evolution of communication
B. Based on the video, check the information you wrote in activity DD. Are they according to it or not? Point out the differences.
VIDEO II
C- Watch the video “The Evolution of communication”. Available at < http://www.youtube.com/watch?v=mvxw1TynuTk&feature=related> Access on November 16, 2012
Picture 7 – The evolution of communication
The means of communication has changed according to the changes in people’s living conditions and all other circumstances such as technological developments.
D- Based on the video, make a chronological list about the evolution of the means of communication.
WHAT? WHEN?
pigeons 776 BC
typewriter
1.898
Radio
1.904
Televison
1.951
Internet ( Arpanet)
1.976
Cellular phone
1.981
World Wide Web(www)
E- What is the most relevant aspect between the communication in the past and nowadays?ii ……………………………………………………………………………………………..…
………………………………………………………………………………………………..
……………………………………………………………………………………………..…
A- Observe the ways people have used to communicate through writing.
WRITING PERIOD
FIRST WRITTEN WORD About 3000 BC
MOVABLE TYPE About 1455
MASS PUPLICATION About 1900
E-MAIL About 1980
WWW About 1994
B- In groups, prepare a card with pictures to represent the evolution of
written communication. Show your card in the schoolyard.
A- Answer the questions.
1. How would you define electronic communication?
2. What is the role of electronic media in today’s society?
3. What are the risks of electronic communication?
4. Why is effective written communication important in business and at school?
5. Do you like sending and receiving virtual messages? Why?
B- Complete the picture with other electronic means of communication that make use of writing:
Picture 8 – Means of communication
Fonte: Celina da Costa Santos
ELECTRONIC MEANS OF
COMMUNICATION
iii A- Observe the information in the table and discuss in group: What was your reaction to these information?
TOP COUNTRIES IN NUMBER OF INTERNET USERS
COUNTRY PERCENTAGE OF INTERNET USERS IN
RELATION TO COUNTRY’S POPULATION
China 38% Picture 9- Computer
United States 78.3%
Japan 80%
India 10.2%
Germany 82.7%
Brazil 42.2% Fonte: Pixabay
FONTE: <WWW.internetworldstates.com/;>Access on November,10th 2012.
B- Make a graph with the information above and write the results of this survey. Then answer the final question. Number of Internet users
Top Countries
1. And you? How many hours a day do you spend online?......................
2. Tick (√) the options related to you.
You use the Internet to.... ( ) download music and movies ( ) read the news ( ) do academic research ( ) find the weather forecast ( ) play games ( ) read ebook(s) ( ) buy and selling products ( ) find a place to visit on your vacation ( ) use the facebook, chats and others ( ) find friends ( ) send and receiving e-mails
3. Based on the previous activity write affirmative or negative (don’t)
phrases about you.iv
1.……………………………………………………………………………………
2………………………………………………………………………………………
3………………………………………………………………………………………
4………………………………………………………………………………………
5………………………………………………………………………………………
A- Discuss and answer the following questions:
1. What is an e-mail?
2. Do you think it is important to have an e-mail account and use it to
communicate with others? Why?
3. Do you have an e-mail account? If yes, how often do you send and receive e-
mails? What are the main subjects of your e-mails?
4. Why are e-mails used for nowadays?
5. Do you believe in virtual friendship? Justify.
6. Do you have any virtual friends? If yes, how did the friendship begin?
7. What means of online communication do you and your family use?
B- Read the texts and do the activitiesv.
1. Look at the texts and tick (√) the “e-mail”:
Picture 10- ( )____________ Picture 11- ( )_______________
Picture 12 - ( )___________________
Picture 13- ( )_____________ Picture 14 ( )___________
2. How did you conclude that? How did you get to this conclusion? You may
answer the question in Portuguese.
………………………………………………………………………………………………..
………………………………………………………………………………………………..
3. Reread the genres in activity 1 and write their names:
LISTENING ACTIVITY
A- Before listening to the song, read the lyrics and fill in the blanks with the words from the box. Remember to observe the coherence.vi
...................................................................................................................................
E-M@il PET SHOP BOYS 1……………………….'s never been
2.as easy as ……………………
3.and it would make me happy
4.when you've gone so far away
5.if you'd send me an…………..
6.that says "I …………. you"
7………… me an e-mail
8.that says "I love you"
FONTE; <http://letras.mus.br/pet-shop-boys/114514/> Access on November, 21st 2012.
B- Listen to the song and check if you used the words in the right place.
C- Listen to the song again and number the picture according to the stanzas.
Personal letter – wedding invitation – postcard – e-mail – information letter
communication
send
today
love
( ) Picture 15- Airplane
( ) Picture 16- Laptop
( ) Picture 17 - E-mail
( ) Picture 18-Woman
D- Reread the lyrics and do the activities.
1. Mark the correct meaning of the given verse:
“Communication’s never been as easy as today”
i. ( ) A comunicação sempre foi fácil entre as pessoas. ii. ( ) A comunicação nunca foi tão fácil como agora.
2. Did you agree with the previous statement? Why?
…………………………………………………………………………………………
3. Find out in the text the corresponding verses to:
i. Não há mais tempo e distância para a comunicação devido às tecnologias.
........................................................................................................................... ii. Ao pedido feito pelo eu lírico a sua amada.
...........................................................................................................................
4. What means of communication does the person in the song is asking to the his/her beloved to talk to him/her? And you…what means of communication would you use in a situation like that?
….………………………………………………………………………………………
5. Pronouns are used to substitute nouns in a text to avoid repetition. Based
on that go back to the lyrics and identify the corresponding referent to the
following pronouns.
It (l.3)………… you (l.5)………… we (l.12) ………………
?@ ♥
@ @
INITIAL PRODUCTION
One of the means of communication used by many people nowadays is the e-mail.
Considering what you know about it and the information you have been exposed
to, get ready to produce your own e-mail. You can produce a very interesting e-
mail! Let’s try!!
Before writing…
Remember!
Try to write your e-mail in English, if you want you can use a photo.
Picture 19- Example New Post
WORKING ON THE TEXT PRODUCTION
Write an e-mail about you to be sent to a virtual friend.
Organize an outline with your presentation (you can write about your
appearance, what you like and dislike, self-interest, family and hobbies).
Before starting your text you must also think about…
The purpose or objective to produce your text;
When you write a message, it must always be clear;
You must avoid some errors of grammar and vocabulary.
A- Read the text and do the activities.
Picture 20 E-M@IL
Electronic mail, also known as email or e-mail, is a method of exchanging
digital messages from an author to one or more recipients. Modern email operates
across the Internet or other computer networks. Some early email systems required that
the author and the recipient both be online at the same time, in common with instant
messaging. Today's email systems are based on a store-and-forward model. Email
servers accept, forward, deliver and store messages. Neither the users nor their
computers are required to be online simultaneously; they need connect only briefly,
typically to an email server, for as long as it takes to send or receive messages.
Historically, the term electronic mail was used generically for any electronic document
transmission. For example, several writers in the early 1970s used the term to
describe fax document transmission. As a result, it is difficult to find the first citation for
the use of the term with the more specific meaning it has today.
An Internet email message consists of three components, the message header, and the
message body and signature. The message header contains control information,
including, minimally, an originator's email address and one or more recipient addresses.
Usually descriptive information is also added, such as a subject header field and a
message submission date/time stamp.
Electronic mail predates the inception of the Internet, and was in fact a crucial tool in
creating it, but the history of modern, global Internet email services reaches back to the
early ARPANET. Standards for encoding email messages were proposed as early as
1973 (RFC 561). Conversion from ARPANET to the Internet in the early 1980s produced
the core of the current services. An email sent in the early 1970s looks quite similar to a
basic text message sent on the Internet today.
Fonte: http://en.wikipedia.org/wiki/Email accessed on 23/10/2012
B. Tick(√) the right option(s).
The objective of this text is: 1. ( ) to indicate when the Electronic mail (e-mail) was created. 2. ( ) to provide information about different kinds of computers. 3. ( ) to give an example of a hypertext. 4. ( ) to explain how the e-mail was created. 5. ( ) to show the three components of an Internet e-mail message.
C - Find in the text.vii
1. In the first paragraph: i. The opposite of “ancient” : ……………………………….. ii. The opposite of “different”: ………………………………... iii. The opposite of “less”: ………………………………… iv. The opposite of “short”: …………………………………. 2. How do the words you studied in the previous activity contribute to the meaning of the text?
3. In the second paragraph: i. a adjective with nine letters:…………………………………. 4. In the last paragraph: i. O ano que houve a conversão de ARPANET para a INTERNET:..................... D- Check in the dictionary for key words you don’t understand. Then, in pairs, write M for what is mentioned in the text and NM for what is not mentioned:
1. Electronic mail, also known as e-mail. (………..) 2. An Internet e-mail message consists of five components, the
message envelope, the message header, and the message body. (……….) 3. Standards for encoding e-mail messages weren’t proposed as early as
1973.(………)
UNDERSTANDING HYPERLINKviii
A hyperlink (or link) in computing is an element that links to another place in the
same document. Usually, you click on the hyperlink to follow the link. Hyperlink is
an electronic document of hypertext, including the World Wide Web (WWW.)
Hypertext is a text with hyperlinks.
Fonte:http://www.webopedia.com/TERM/H/hyperlink.html Access on November 28th2012
E- MEANING: Reread the text “E-M@IL” and based on the context give the
meaning of the hyperlinked words.ix
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
A- Read the e-mail and do the activities that follow it: x
Picture 21- E-mail
1. The text you read is an e-mail. Tick (√) the option(s) that you think correspond(s) to it.
( ) The text structure. ( ) The components. ( ) The content.
( ) All of them ( ) Others.
2. How is the text organized? ( ) In charts. ( ) In topics. ( ) In parts.
( ) In chapters. ( ) In Boxes.
3. This text is from? ( ) a book ( ) a newspaper
( ) the internet ( ) a magazine
4. What do you think the target public of this genre of text is? Tick (√) the option(s). ( ) People interested in arts. ( ) People interested in science. ( ) People interested in education. ( ) People interested in communication. ( ) People interested in information. ( ) People in general.
STUDYING THE ELEMENTS OF AN E-MAIL
5. What is the text about?.........................................................................................
6. Who wrote this text?.............................................................................................
7. Whom was the text addressed to?........................................................................
8. What kind of language is used in this e-mail? ( ) formal ( ) informal
9. How many parts are there in this e-mail? Identify them.
………………………………………………………………………………………………
10. This e-mail can be classified as:
( ) an apology e-mail ( ) a friendship e-mail
( ) a love email ( ) a business e-mail
11. What is the importance of this kind of genre?
…………………………………………………………………………………….…………
12. What social value does it have?
………………………………………………………………………………………………
A - An e-mail message is mainly made up of HEADER, BODY and SIGNATURE. Write their names in the corresponding places.xi
Picture 22- Components of the E-mail
STUDYING THE COMPONENTS OF THE GENRE E-MAIL
1. The text you read is composed by header, body and signature. Complete . the phrases according to the function of each part.
_________This part contains information about the sender and the purpose of . the message. _________ This part is where you write your message. _________ This part identifies the sender.
PRE-READING ACTIVITIES
A - Read the e-mail quickly and discuss in pairs. xii
1. Where do you think this e-mail comes from? 2. Who is the probable reader of this e-mail? 3. Who wrote this e-mail? 4. How is the text organized? Picture 23- E-mail
5. While you are reading the text, match the words from the first column to their meanings in the second one.
a. worried b. foolish c. I’m afraid of d. to break up e. frightened
( ) assustada ( ) bobeira, tolice ( ) estou com medo de ( ) preocupada ( ) terminar o namoro
6. The e-mail is about:
( ) a happy dating ( ) a wedding ( ) a problematic relationship
( ) horror movies ( ) a meeting ( ) a Halloween party
B- Reread the e-mail and do the activities about it:xiii
1. If you had to answer this e-mail what of the following options would you choose?
( ) ( ) ( ) ( )
The best thing you to do right now would be to talk to your parents, a close relative or one of your friend’s parents to get support and advice. Be careful! Don’t break up with him when you’re alone. If you are frightened you may get hurt, perhaps it is better you send him an e-mail or make a phone call. You should break up with him face-to-face.
2. Choose the option to fill in the sentence.
It’s possible to say that this e-mail was written in………………..
a. ( ) formal language b. ( ) informal language
3. Tick (√) the options.
a. In your opinion, a friend or a boyfriend/girlfriend should be:
( ) Respectful ( ) Cheerful ( ) Dishonest ( ) Rude ( ) Selfish ( ) Polite ( ) Unkind ( ) Pleasant ( ) Boring ( ) Nervous
( ) Calm ( ) Hardworking ( ) Lazy ( ) Interesting ( ) Unselfish ( ) Nice ( ) Unfriendly ( ) Talkative ( ) Unkind ( ) Intelligent
b. Classify the words from the previous activity in:xiv
POSITIVE NEGATIVE
4. Discuss in small group: Do you think it’s a good idea to break up with someone by e-mail? Why (not)? xv
There a several kinds of e-mail and they can help you to … …meet a specific business; …go a certain event; …say sorry to that person; …find a friend or partner; etc. But REMEMBER they can help you if they are correctly used.
A- Match the kinds of e-mails to their functions.
1. Apology e-mail
2. Business e-mail
3. Condolence e-mail
4. Friendship e-mail
5. Good bye e-mail
6. Interview e-mail
7. Love e-mail
8. Marketing e-mail
9. Sales e-mail
10. Job application e-mail
11. Thank You e-mail
( ) It is an e-mail sent when we want to apologize to someone.
( ) It helps to generate new sales for the business.
( ) It has indeed come to represent the business image of a company.
( ) It should be distinguished and true depiction of one’s gratitude.
( ) It helps to share the pain and encourage the recipient of the letter to move on in life.
( ) It is a short e-mail highlighting the candidate’s competence and experience.
( ) It is used to express how much we care for our friends.
( ) It is used for providing information about the latest products in the market.
( ) It is used to express our love for a person.
( ) It is a form of communication whereby a person bids farewell.
( ) It invites the candidates by mailing him organizational requirements, Job profile and assigned salary package.
Fonte: <http://www.sampleemails.org/friendship-emails.html- Access on 23/10/2012.
B- Read the following kinds of e-mails and identify their types.
e-mail I e-mail II e-mail III e-mail IV
E-mail l Picture 24 –E-mail
E-mail ll Picture 25- Email
E-mail lll Picture 26 – E-mail
E-mail lV Picture 27 – E mail
IMPROVING YOUR WRITTEN PRODUCTION: REWRITING THE PORTS OF E-MAIL
1. What words were used in the e-mails you read to open and close the message?
e-mail I e-mail II e-mail III e-mail IV
Salutation
Closing sentence
2. What could you notice about their use?xvi
A. Take the first draft of your production. Think about the parts of an E-mail you have already studied and rewrite yours to improve it.
A- Look at the movie cover and discuss:
1. What is the movie possible genre? 2. Who are the main characters? 3. What do you think the movie will be about? 4. Do you think the Internet is a space where a person can find his/her love? Picture 28 Movie: You’ve got mail
Fonte: <http://en.wikipedia.org/wiki/You've_Got_Mail_(soundtrack) >Accessed on 12/10/2012
B- After watching the first part of the movie You’ve Got Mail, answer the following questionsxvii:
1. How did they start communicating with each other?
2. Joe Fox (Tom Hanks) and Kathleen Kelly (Meg Ryan) communicated with
each other for a long time, but they didn’t know much about their private life.
Why? What can you learn based on this?
3. In the movie Kathleen Kelly and Joe Fox lived in the same neighborhood,
they had many common habits, but they didn’t have the chance to meet each
other in person. Is it possible to happen in real life? Justify.
4. Sometimes people use e-mail or other virtual means of communication to
communicate with people who don’t know well, as in the story “You’ve Got
Mail”. What do you think about that?
A - Do you know the icon (logotype) of e-mail? Search and draw it in the box:
B - Unscramble the verbs and answer the questions.
WHAT CAN YOU DO WITH AN E-MAIL?
1. NEDS................................................................................................................
2. RECEIVE...........................................................................................................
Formal and Informal language
The language of e-mail is mostly informal. Formal language is used rarely,
and only for situations that are very serious such as complaints or business.
Informal language is mainly used when writing to friends. Some e-mails mix
styles. If in doubt as to what style to use, try to emulate the style of the other
person. You should write clearly!
1. Do you know the difference between an informal and a formal text? If you had to write an e-mail to a teacher should it have the same tone as an e-mail to a friend? Why?
………….……………………………………………………………………………………
B. Look at the difference between the following e-mails.
E-mail 1
*LOL: Laugh(ing), out loud. *CUL8R: See you later
E-mail 2
1. What is the subject of the e-mails above?
………………………………………………………………………………………………
2. Which is the informal e-mail?
( ) e-mail 1 ( ) e-mail 2
3. Look at the characteristics of e-mails and write F for a formal e-mail, I for an
informal one and B for both.
Hi
How is it going? I’m going to be in Tokyo next Wednesday LOL*, do you have
time to meet me? I’d really it if you could! CUL8R*.
Bye
Bob
Dear Mary,
I hope you are well. I will be in Tokyo on the following Wednesday, the 26th. I
would like an opportunity to talk to you again; it’s been a long time since our last
meeting.
Sincerely,
Bob
Salutation ______________ Informal language ______________ Smilies (emoticons) _______________ Abbreviations__________________ Do not use abbreviations______________ Formal language_______________ Opening Sentence_______________ The e-mail information in detail___________ Closing sentence________________ Signature_____________________
FORMAL Opening sentence Closing sentence Dear Mr Thank you! / Thanks Dear Mr Sincerely! Dear Miss Best Wishes! Dear Sir All the Best! Regards! Yours Truly!
4. Discuss in pairs about the importance of making use of the adequate language in e-mails.
A. WHAT ARE SMILEYS OR EMOTICONS?xviii
1. Go back to the smiles/emotions in the previous activity and write the emotion they represent:
Turn the sheet aside to better visualize
According to Smartdefine.org Internetese is defined as “a shorthand for phrases in virtual communication, used acronyms in e-mails or Chat Room messages etc”
Available at http://www.smartdefine.org/digispeak access on November 26, 2012.
wink - shock – very happy - mad - sad - indifferent - cool - happy
INFORMAL
Opening sentence Closing sentence Hi See you tomorrow! Hi there Take care! Dear (name) Love! Hello Cheers Hello my friend :) or XXX
Smileys or (Smilies), also known as "emoticons," are symbols which express emotions in writing. They are a great way to brighten up posts. Text smileys are created by typing two or more punctuation marks. Some examples are:
;-) is equivalent to (……………) :-D is equivalent to (........................)
:-) is equivalent to (…………….) :-x is equivalent to (.........................)
:-( is equivalent to (……………) :-| is equivalent to (………….…....)
8-O is equivalent to (……..…….) 8-) is equivalent to (……………....)
Adapted from http://codex.wordpress.org/Using_Smilies acess November 26/11/2012
2. Fill in the chart with two adjectives that describe your emotions today. Then Interview two classmates and write their answer.
Today you and your interviewed friends are…
Me Classmate 1 Classmate 2
A- One of the important elements that are present in an e-mail or other
virtual communication is the use abbreviations.
1. Match these abbreviations to their meanings:
1. LOL 2. OMG 3. TKS 4. HTH 5. GTG or G2G 6. MORF 7. OIC 8. BFN 9. XOXO 10. TTYL 11. NP 12. NFW 13. BRB 14. How R U?
( ) Talk To you Later ( ) No Problem ( ) No Fucking Way! ( ) Oh My God! ( ) Hope This Help ( ) Male or Female ( ) Be right Back ( ) Thanks ( ) Bye for Now ( ) Go to go! ( ) Kisses and hugs ( ) Laughing Out Loud ( ) How are you? ( ) Oh! I see
ABBREVIATIONS / ACRONYMS
…More about emoticons, initialisms and abbreviations at:
<www. http://netforbeginners.about.com/cs/netiquette101/a/bl_emoticons101_5.htm>
Let’sread!
A. Skim through the text and answer the questions:xix
1. What type of e-mail does it represent? 2. Where can we usually find e-mail like this? 3. Do you write or read similar e-mail? 4. Mark the correct option. This e-mail is organized in:
( ) topics ( ) only one paragraph ( ) in parts (Head, Body and Signature)
5. This e-mail is: ( ) formal or ( ) informal
Picture 29- E-mail
After Reading
A – The e-mail is about:
1. ( ) A boy who is not bothered anymore. 2. ( ) A boy who does not understand his ex-girlfriend’s behavior. 3. ( ) A boy who is in love and does not know what to do to be with the loved
person.
B - Find the statement that is not true.
The boy… 1. ( ) is sixteen year old. 2. ( ) isn’t dating now 3. ( ) wasn’t worried ten months before.
C- Find some transparent words in the e-mail and copy them.
……………………………………………………………………………………………
Transparent words - are words very similar or equal in writing.
D – Choose a synonym for the words in bold.xx
1- …a problem that has disturbed me for ten months. ( ) bothered ( ) deprived ( ) formed 2 - …and we started dating unhesitatingly. ( ) unfortunately
( ) steadily
( ) charity
3 - ...and made a cute couple.
( ) kind
( ) engaging
( ) winning
E– Find words in the e-mail that mean the same as the words below:
1st paragraph
1 . alguns …………………………………….
2 . educada …………………………………….
3 . sem …………………………………….
2nd paragraph
4 . ainda …………………………………….
5 . além de …………………………………….
3rd paragraph
6. juntos …………………………………….. 7. melhor …………………………………….
F. “Do you think we should go out together as friends?”
In the above question the word should indicates:xxi
( ) an obligation ( ) a permission
( ) an advice ( ) a possibility
SHOULD
... is used to give an advice or
recommendation.
You should believe in yourself.
You shouldn’t invite ex boyfriend.
Negative form: Shouldn’t
G- Fill in the blanks with should or shouldn’t.
1. You …………………..spend less time with the person who doesn’t love you.
2. The message header …………………………...include the signature.
3. You……………………………………..write clearly!
Let’s write!
H- If you wrote for an advice site for teen, what would you advice David? Would you be able to give him some good advice? Write an e-mail to him explaining what
he should do. You can use emoticons and acronyms. For you… and BFN!!!
Picture 30- New Post
A- Creating an e-mail address is quite simple and it’s for free. You can do it.
Now, let’s try!
__________________________@____________ _____.com.br
A- Listen to the video “How to make an E-mail Address” Available at < http://www.howcast.com/videos/346352-How-to-Make-an-Email-Address - Access on
November 16, 2012 and number the order of the steps you have to follow to create an e-mail account.xxii
Picture 31 – How to make an e-mail address
Step………….
Step………….
Step………………
TIP - If the user ID you really want is already taken, try adding a number after it, like your birth year, age, or some other significant figure.
Step…………………….
Step…………..
Go to site Go to the provider you want your e-mail account to be with, such as MSN or Yahoo or Gmail. Find the "Sign Up" link and click on it.
Choose your ID Choose your user ID. This is the name or tag that comes before the "at" symbol in your e-mail address and can be your name, nickname, or anything you make up as long as it uses only the permitted characters.
Fill in personal info Fill in any personal information that the site requires.
Create a password Create a password for your e-mail account. Make it something easy for you to remember, but difficult for someone else to guess.
Click check Click the Check button to see if the user ID you want has already been taken by someone else.
STEPS SUGGESTED TO CREATE AN E-MAIL ACCOUNT
Step………………
Step………………
Netiquette (the English “network” and etiquette”) is a label that recommends observing the Internet. This is a set of recommendations to avoid misunderstandings in communication via Internet, especially in e-mails, chats, mailing lists, and so on. It also serves to regulate behavior in specific situations. Fonte:<http://pt.wikipedia.org/wiki/Netiqueta>Access on December,2
nd 2012
BE CAREFUL WITH THE INTERNET
E-mail your friends Now that you have an e-mail address, get busy using the internet to send messages to all your loved ones and friends.
Finish registration Finish your registration. Sometimes this includes creating or answering a security question, accepting the e-mail provider's service agreement, or proving you are actually human by entering a special set of characters.
.
FACT- Electronic mail was developed at MIT in the 1960s, years before the
internet was created.
…More about NETIQUETTE at: <http://www.e-treinamento.pr.gov.br/mod/page/view.php?id=1354&inpopup=1>
Examples of rules:
Check often your e-mails. Use a minimum score. Don’t send spams. Avoid capital letters, italics exaggerated. Try to be as clear as possible to not generate confusion. Respect to be respected and treat others as you want to be treated. Depending on the recipient of your text, avoid using acronyms and Internetese.
MUSIC: E-MAIL MY HEARTxxiii BRITNEY SPEARS
A- The lines of the lyrics are divided in two. Listen to the song and enumerate the
second part according to first one.
1. E-mail my heart and say 2. I know you're out there and 3. E-mail me back and say 4. Forever...
( ) our love will stay alive ( ) E-mail my heart ( ) I know that you still care ( ) our love will never die
Available at < http://www.vagalume.com.br/britney-spears/e-mail-my-heart-traducao.html#ixzz2Bqy02mFW> Access
on December 06, 2012
THE FINALTEXT PRODUCTION
Considering what you learned about e-mail and the information you received
during this study, review your draft and rewrite it .After that, send your e-mail to
your virtual friend. Have a good Production!
Remember: Write in English, if you want you can use a photo.
THE FINAL TEXT PRODUCTION: checking and sending the e-mail
1. Analyze the e-mail you wrote using the checklist below.
2. Review your draft and rewrite it, if you ticked NO or PARTIALLY for some item(s).
3. Edit your draft in order to have your final text.
4. Send your e-mail to the person you wrote to.
WORKING ON THE TEXT PRODUCTION
YES NO PARTIALLY Are there all the parts of the header?
Are there all the parts of the body?
Is there the signature? Is your e-mail adequate to your interest? (kinds of e-mail)
Is the language used adequate to your intention? Is the content clear?
POST READING
1. The student will give his/her opinion about the studied genre.
2. In your opinion, what was the intention of studying the genre e-mail?
3. What did you learn by studying the genre e-mail?
4. Point some positive and negative aspects about the studied genre.
REFERÊNCIAS DOLZ, J; SCHNEUWLY, B. Gêneros orais e escritos na escola. Trad. Roxane
Rojo e Glaís Sales Cordeiro. São Paulo: Mercado de Letras, 2004.
PARANÁ, Secretaria de Estado da Educação. Diretrizes Curriculares da
Educação Básica Língua Estrangeira Moderna, Curitiba, 2008.
REFERÊNCIAS COMPLEMENTARES
CRISTÓVÃO, V. L. L.; FERRARINI, M. A.; PETRECHE, C. R. C.; SILVA, M. M. Elaboração de seqüências didáticas para o ensino de língua estrangeira - uma produção coletiva. In: 4º Simpósio Internacional de Estudos de Gêneros Textuais - SIGET, Tubarão – SC, 2007.
KARWOSKI, A, M; GAYDECZKA, B; BRITO, K. S. (Org.) Gêneros Textuais:
Reflexões e Ensino. Palmas e União da Vitória: Kaygangue, 2005 p. 79-93.
MARCUSHI,L.A. Gêneros textuais: o que são e como se constituem.
Recife:2000.
PAIVA, V. L. M. de O. O e-mail: um novo gênero discursivo. Universidade Federal de Minas Gerais. Belo Horizonte-MG, 2001. Disponível em:http://www.veramenezes.com/projeto.htm . Acesso em 12 jun. 2012.
Consultas online
Picture 1 Disponível.em:<http://www.educadores.diaadia.pr.gov.br/arquivos/File/tvmultimidia
/imagens/6ingles/2mail.jpg.> Access on October, 20th 2012
Picture 2 Disponível em: < http://pixabay.com/en/screen-monitor-computer-silhouettes-66617/ > Access on November, 19th 2012. Picture 3 Disponível em: < http://pixabay.com/en/drawing-bird-wings-tail-pigeon-47999/ > Access on November, 19th 2012. Picture 4 Disponível em: <http://pixabay.com/en/http-www-crash-administrator-at-63525/ - Access on October, 22nd 2012. Picture 5 Fonte: Celina da Costa Santos. Picture 6 < http://www.youtube.com/watch?v=9Y_GGX7KMuQ&feature=related> Access on November 16, 2012. Picture 7 < http://www.youtube.com/watch?v=mvxw1TynuTk&feature=related> Access on November 16, 2012 Picture 8- Fonte: Celina da Costa Santos Picture 9 Disponível em: http://pixabay.com/en/computer-mouse-icon-etiquette-24886/> Access on November 23rd, 2012 Picture 10 Disponível em:
<http://www.educadores.diaadia.pr.gov.br/arquivos/File/tvmultimidia/imagens/2011
/ingles/annefrpostcard.jpg. Access on October, 25th 2012
Picture 11 Disponível em:< http://pixabay.com/en/icon-mark-envelope-wedding-free-32378/. Access on October, 28th 2012
Picture 12 Disponível em: < http://en.wikipedia.org/wiki/File:Information_Letter.jpg> Access on November 10th, 2012 Picture 13 Example of E-mail- Print Screen of new post of Expresso Mail. Picture 14 Disponível em:<http://en.wikipedia.org/wiki/File:Letter_From_White_House.jpg / - Access on October, 25th 2012. Picture 15 Disponível em: <http://pixabay.com/en/plane-airport-airplane-landing-13829/>- Access on December, 2nd 2012. Picture 16 Disponível em: <http://pixabay.com/en/laptop-people-woman-girl-cartoon-40935/>Access on December, 2nd 2012.
Picture 17 Disponível em: <http://pixabay.com/en/e-mail-computer-internet-human-65928/> Access on December, 2nd 2012. Picture 18 Disponível em: http://pixabay.com/en/black-woman-girl-thinking-white-41201/ Access on December, 2nd 2012. Picture 19 Fonte : print screen of BrturboMail . Picture 20 Disponível em: < http://pixabay.com/en/mail-internet-icon-electronic-35636/> Access on December 3rd 2012 Picture 21 Fonte: elaborated by Celina da Costa Santos. Picture 22 Fonte: Adapted fromhttp://www.ggroupplc.com/files/images/Writtingemails/empng >Access on October 28th 2012. Picture 23 Fonte: elaborated by Celina da Costa Santos. Picture 24 Fonte: Adapted from<http://www.sampleemails.org/friendship-emails.html- Access
on October, 23rd 2012.
Picture 25 Fonte: Adapted from <http://www.sampleemails.org/friendship-emails.html- Access on October, 23rd 2012. Picture 26 Fonte: Adapted from <http://www.sampleemails.org/friendship-emails.html- Access on October, 23rd 2012. Picture 27 Fonte: Adapted from <http://www.sampleemails.org/friendship-emails.html- Access on October, 23rd 2012. Picture 28 Disponível em:<http://en.wikipedia.org/wiki/You've_Got_Mail_(soundtrack) >Access on October,12th 2012. Picture 29 Fonte: elaborated by Celina da Costa Santos Picture 30 Fonte: elaborated by Celina da Costa Santos Picture 31 Disponível em: < http://www.howcast.com/videos/346352-How-to-Make-an-Email-Address - Access on November 16, 2012. http://creativecommons.org.br/
http://www.e-treinamento.pr.gov.br/mod/page/view.php?id=1354&inpopup=1
http://netforbeginners.about.com/cs/netiquette101/a/bl_emoticons101_5.htm>
http://www.webopedia.com/TERM/H/hyperlink.html
http://pt.wikipedia.org/wiki/Netiqueta
WWW.internetworldstates.com/
http://codex.wordpress.org/Using_Smilies
http://www.smartdefine.org/digispeak
http://en.wikipedia.org/wiki/Email
http://www.vagalume.com.br/britney-spears/e-mail-my-heart-
traducao.html#ixzz2Bqy02mFW
Orientações metodológicas
i Professor, pesquisar imagens que retratam a evolução dos meios de comunicação até os dias atuais. Essa atividade poderá ter o seguinte cabeçalho Accessing the student’s previous knowledge. No momento que estiver explorando as imagens realize os questionamentos sugeridos, de forma coletiva. iiApós assistirem ao vídeo, os alunos deverão formar pequenos grupos e conversar sobre o que
consideram positivo nos atuais meios de comunicação. iii O objetivo desta atividade é conscientizar os alunos do fato de que, no mundo atual, ainda há
muitas pessoas sem acesso ao mundo das informações propiciado pela Internet e pelas novas tecnologias. Depois que os alunos lerem os dados da tabela e confeccionarem um gráfico de barras, pergunte-lhes: Have you gotten surprised? What is your opinion about that? Este trabalho pode ser ampliado com uma enquete, na sala de aula e na escola, a respeito dos percentuais de alunos com acesso à Internet ou telefone celular. iv O professor deve fazer uma revisão sobre Simple Present- Afimative and negative forms.
v Para que as imagens possam ser melhor visualizadas, acesse os endereços
<http://www.ecinvites.com/formal-and-informal-wedding-invitation-etiquette-part2/> <http://upload.wikimedia.org/wikipedia/commons/f/f5/Information_Letter.jpg> <http://upload.wikimedia.org/wikipedia/commons/e/e8/ColumbaScreen.png> <http://upload.wikimedia.org/wikipedia/commons/1/1a/Letter_From_White_House.jpg vi As linhas da letra da música foram numeradas de 1 a 38. As palavras (written, down, say, digital
e send) preenchem os espaços da 2ª estrofe. As palavras (plane, house e surprise) preenchem os espaços da 3ª estrofe. As palavras (complication e life) preenchem os espaços da 4ª estrofe. A letra da música está disponível em < http://letras.mus.br/pet-shop-boys/114514/ > vii
Fazer uma revisão dos adjetivos (antônimo e sinônimo) viii
Explicar para os alunos que hiperlink é sinônimo de link ( são as palavras azuis nos textos), ou seja qualquer área clicável de uma página Web é um hiperlink. Também pode explicar como eliminar os hiperlinks. Consulte o site <http://www.webopedia.com/TERM/H/hyperlink.html> ix Esta atividade será realizada no laboratório de informática.
xx Depois que os alunos fizerem uma leitura rápida, ajude-os a perceber que esse tipo de texto (e-
mail) é bastante semelhante tanto em português quanto em inglês no que se refere à forma e aos elementos que o acompanham. Converse com eles sobre o cabeçalho do e-mail e ajude-os a inferir o significado das palavras desconhecidas ( To,Cc,Bcc, subject,Regards and the elements accompanying the text ( send,attachments, etc.) xixi
Explicar para os alunos as 3 partes de e-mail (HEADER, BODY and SIGNATURE)
Que message header deve ter os seguintes componentes:T0(send) ,FROM (addressee), Cc(Carbon Copy), Bcc(Blind Carbon Copy), and Subject(what the e-mail is about). Site para consulta: http://writingcenter.unc.edu/handouts/effective-e-mail-communication/
xii Esta primeira leitura do texto deverá ajudar os alunos a concluirem que: “this text comes from a
site for teens.” Esclareça o significado das “Key words: break up with, afraid of, frightened, scared and hurt.” xiii
Chame a atenção dos alunos para o modo como o texto está organizado (em partes e na seguinte ordem: cabeçalho, cumprimento, mensagem, despedida e assinatura). Comente que o entendimento da organização de um texto contribui para o entendimento do texto em geral. xiv
Professor é importante nessa atividade ressaltar o uso dos prefixos e sufixos. xv
Enquanto os alunos compartilham suas opiniões sobre a pergunta, circule ao redor da sala incentivando-os a justificar suas respostas xvi
Chamar a atenção para o emprego da palavra “Dear” no início de todos os emails, explicando a diferença de expressões no fechamento de cada um deles. xvii
Esse momento pode ser propício para um discussão acerca das vantagens e dos perigos advindos dos contatos virtuais. Além disso, sugiro abordar a relevância das novas mídias para a sociedade e a necessidade de estarmos atualizados sobre elas.
xviii Pergunte aos alunos se sabem o que são emoticons e para o que eles servem. Caso não
saibam, explique que são símbolos bastante comuns na comunicação online (em e-mails, chats e sites de relacionamento), trabalhe o vocabulário a seguir por meio da pergunta (How are you feeling today?). Depois, eles deverão entrevistar dois colegas e registrar as respostas no caderno e na tabela. Para verificar a compreensão, sorteie alguns alunos e peça que leiam para o restante da classe. xix
Os alunos deverão ler o e-mail rapidamente, concluindo que trata de um e-mail escrita por um adolescente para contar seu problema, normalmente esse tipo de e-mail é encontrado em sites for teens. Geralmente o autor recebe uma resposta (um conselho) para as questões levantadas. Incentive os alunos a justificarem suas respostas. xx
Ressalte aos alunos a importância de saber o significado não apenas da alternativa correta, mas também das outras. xxi
Esclareça eventuais dúvidas quanto à formação e uso de sentenças usando should e shouldn’t. xxii
Antes de assistir ao vídeo, peça aos alunos que leiam rapidamente os passos abaixo e façam previsões sobre a sequência dos mesmos. Em seguida, eles deverão assistir ao vídeo uma vez e numerar os passos de acordo com a ordem em que são mencionados. Depois deverão assisti-lo novamente para conferir as respostas. xxiii
Sugiro que essa música seja trabalhada com os versos divididos ao meio para que o estudante relacione as colunas. Depois do “listening” é possível relacionar a temática da música com o e-mail de pedido de conselho, já que ambos estão sofrendo por amor (intertextualidade). Além disso, é possível abordar os gêneros mencionados na letra (carta, e-mail, foto), suas esferas de circulação e função social.
