SECRETARIA DE ESTADO DE EDUCAÇÃOPrograma de Desenvolvimento Educacional (PDE)

Turma-2007

ATRIBUIÇÃO: Produção de Material Didático.ESPECIFICAÇÃO: “FOLHAS”.ORIENTAÇÃO: Professor Wilson Taveira de Los Santos.IES: UTFPRPERÍODO: Fevereiro de 2008.

AUTOR: Silvia Denise Pena

NRE: Área Metropolitana Norte

ESCOLA: Colégio Estadual Tenente Sprenger

MUNICÍPIO: Pinhais

DISCIPLINA: Inglês

DISCIPLINA DE RELAÇÃO INTERDISCIPLINAR 1: - História

DISCIPLINA DE RELAÇÃO INTERDISCIPLINAR 2: - Geografia

“READING THE UNWRITTEN”

“Silêncios”

“Há vozes que cantam porque querem contar,

Há vozes que se calam porque querem, mas não conseguem contar.

Há cantos que outras vozes calam...

Urge calar as vozes que calam, para ouvir os silêncios que todas as

vozes que cantam têm para contar...

(Sílvia Denise Pena)

Há mais do que belas melodias e bonitas vozes nas músicas que

ouvimos e cantamos? Há nelas mais para ler, além do texto escrito?

Let’s think...

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- ATIVIDADE 1: (Trabalhar em duplas ou trios): Leia os trechos da música “Nos Barracos da Cidade” abaixo. A letra foi escrita pelo cantor e compositor Gilberto Gil, hoje Ministro da Cultura, em 1985. Reflita sobre os questionamentos a, b e c, faça leitura das imagens e em seguida resolva o que se pede de 1 a 5:

(Foto: Sílvia D.Pena) (Foto:Sílvia D. Pena)

“NOS BARRACOS DA CIDADE” (Composição: Gilberto Gil e Liminha-Interpretação: Paula Toller)

Nos barracos da cidade

Ninguém mais tem ilusão

No poder da autoridade

... ... ...

E o poder da autoridade

Se pode, não faz questão

Se faz questão, não consegue

Enfrentar o tubarão..

(Read the complete text in: http://letras.terra.com.br/gilberto-gil/294247/ )

(Ilustração: João Víctor Navarrete de Almeida)

a) Você consegue imaginar o que pode ter inspirado o referido cantor a escrever este texto?

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b) Você sabe quais foram, no Brasil, os acontecimentos políticos importantes

da época em que a letra desta música foi escrita (1985), que marcaram os

rumos da nossa história e que interferem até hoje em nossas vidas?

c) O quê ou quem você imagina que poderia ser o citado “tubarão”? Por quê?

Think and answer...

1. Acesse: http://paginas.terra.com.br/arte/mundoantigo/ditadura/, leia o

texto ali apresentado, reflita sobre o que já leu até agora, converse com seu

par e depois escreva um breve parágrafo respondendo aos questionamentos

acima:

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

2) Qual é o lamento expressado por Gil em seu texto? Quem e/ou o quê, em

sua opinião, pode ter suscitado o pesar sentido pelo autor?

______________________________________________________________________

3) Você consegue perceber, na letra da música, alguma crítica feita pelo

autor? Se consegue, qual é esta crítica? A quem ele a direciona?

______________________________________________________________________

______________________________________________________________________

4) Observe a realidade das comunidades próximas à sua moradia e escreva

abaixo alguns aspectos que poderiam ser motivadores de pesar, e

inspiradores de alguma canção como a de Gil:

5) Você concorda com o posicionamento adotado pelo autor no que se refere

às autoridades? Por quê? Dê um exemplo real para ilustrar sua posição:

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Let’s try to hear the sounds of silence again ...

- ACTIVITY 2 (work in pairs): Read the pieces of the lyrics below:

“STILL THE STORMS” (Composição e interpretação: Ziggy Marley)

With the world so loud, who’s gonna hear when I cry . . . . . . . . . society built on slavery, for me it was not so long ago . . . . . . . . . Still the storms come from the coast of West AfricaAnger and rage, thunder and lightning, spirits unrestHey they looking for justice . . . . . . . . .Eternity is not enough for me to forget . . . . . . . . . but vengeance is no glory, hate is no pay, truth is mycall and peace is my way...

(You can read the complete text: http://vaga lume.uol.com.br/ziggy-marley/still-the-storms.html)

(Ilustração:Jean Soares)

(Jean Soares é aluno do Ensino Médio do Col. Est. T. Sprenger em Pinhais).

“SLAVE DRIVER” (Composição e interpretação: Bob Marley)

Ev’ry time I hear the crack of the whip

My blood runs cold

I remember on the slave ship

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How they brutalised our very souls

Today they say that we are free

Only to be chained in poverty

( Read it in full: http://vagalume.uol.com.br/bob-marley/slave-driver.html )

Have you ever heard about these singers? Read the following

text to Know about Bob. If you want, you can Know a lot about

father and son, reading in: http://pt.wikipedia.org/wiki/Ziggy_Marley and

http://pt.wikipedia.org/wiki/Bob_Marley .

Bob Marley”

Bob Marley, the most widely known performer of reggae music was

Jamaican. He was born in Saint Ann Parish, Jamaica, in 1945 and died in 1981

in the United States.

Besides his occupation of singer, he also worked as a song writer and

guitarist.

His father was a white Jamaican of English descent. Bob rarely saw him

because he was a marine officer who spent the life on trips. Bob’s mother is a

black Jamaican.

After his father died, Bob and his mother moved into a slum, where he

was forced to learn self-defence as he became a target of bullying because of

his racial makeup and small stature (1.63 cm tall).

Probably because of his difficult life and condition of black descent,

most of his work dealt with the problems of the poor and pressed people.

(Text written by Sílvia Denise Pena, based on informations from Wikipedia)

- ACTIVITY 3 (Alone/ in English): Research- Read more about “bullying” and

write in your copybook a list of words related to it. After, tell your class what

you think about it. Ask questions about it. Read in

http://www.bullying.com.br/BConceituacao21.htm.

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- ACTIVITY 4 (Pairs): Observe and compare these two parts of the text about

Bob:

1.”His father was a white Jamaican... 2.”Bob’s mother is a black Jamaican.

- WAS in the first sentence and IS in the second... Why? Explain with your

words:_________________________________________________________________

- ACTIVITY 5 (Work in pairs): Look at the two lists of verbs in the past and

try to think about the following questions: Why are they separated? Are the

verbs different? What do the verbs in the first list have in common?

• Died • Saw

• Worked • Spent

• Forced • Became

• Moved • Dealt

• Known

• Was

• Were

- ACTIVITY 6 (Pairs): Look at a list of irregular verbs in your dictionary or in a

book at the library of your school. Try to find the verbs from exercise 5 in that

list.

- ACTIVITY 7 (Work in pairs): Answer: Did you find all the verbs? Try to explain why and after write the present form of each one: ____________________________________________________________________________________________________________________________________________

Now, about Jamaica...

“The Beautiful Island”

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Jamaica is a beautiful Caribbean island near Cuba, between South and

North Americas.

When Christopher Columbus arrived there, the island was inhabited by

the Arawak native people who were almost exterminated by diseases,

slavery and war, brought by the white European people.

By this time, when most of Arawak people were dead, the Spanish

people who were established in Jamaica needed people to work on

plantations of sugarcane, so Africans were captured, kidnapped and forced

into slavery in agriculture.

Spain brought the first African slaves to Jamaica in 1517.

From 1555 to 1655 Spanish Jamaica was subject of pirate attacks, and

the last one left the island in the hands of the English. That’s why today

English is the official language there.

(Text written by Sílvia Denise Pena, based on informations from Wikipedia)

- ACTIVITY 8 (In groups and individual): Talk to your friends about the text

and about numbers 1 and 2 below. After, answer them individually, in

English:

1. Does the History of Jamaica have anything in common with the History of

any other country you know? Which country is that?

______________________________________________________________________

2. Choose, from the text, sentences or some words that can relate the

History of Jamaica to the...

a) Native Brazilian indians:_________________________________________________

b) African slaves in Brazil:_________________________________________________

Thinking and writing...

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- ACTIVITY 9 (Alone): Go back to “Slave Driver”, “Nos Barracos da Cidade”

and “Still the Storms”. Think about the things Bob, Ziggy and Gil said, and

then do the exercises below:

1. In your copybook, in English: Write a paragraph, with your own ideas, to

answer the question...

Do you think slavery was really banished in the years 1800? Why do you

think this?

HELP : Slum, slave, slavery, free, freedom, rich, poor, because, society, happy, sad, today, long ago, black people, white people, work, chain, chained

2. Choose a sentence, only one, from any of the lyrics you read, that best

expresses the feelings you had from reading them:

______________________________________

3. Could you find messages that weren’t written? Could you hear the sounds

of silence? Would you please mention one?

______________________________________________________________________

Bob also said in “Catch a Fire”...

Today they say that we are freeOnly to be chained in poverty..

4. What’s the meaning of this sentence for you? Do you agree with Bob?

Why?

______________________________________________________________________

Do you think people are really free to express their ideas all over the world? Let’s travel from Jamaica to Ireland...? Do you know where it is? Does the followig picture suggest any interesting idea?

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(Ilustração: João víctor Navarrete de Almeida)

- ACTIVITY 10 (Alone): Read the following sentences from “Sunday, Bloody

Sunday”. It was written by U2 to criticize a massacre that happened in

Ireland to many young people. Read the text about, and the map of it in:

http://pt.wikipedia.org/wiki/Domingo_Sangrento. After reading, do the

exercises below:

“Sunday, bloody Sunday” (Composition and interpretation: U2)

I can’t believe the news today I can’t close my eyes and make it go away ... ... ... Broken bottles under children’s feet Bodies strewn across the dead- end street But I won’t heed the battle call ... ... ... And the battle’s just begun There’s many lost, but tell me who has won? The trenches dug within our hearts And mothers, children, brothers, sisters torn apart (Read the complete text: http://vagalume.uol.com.br/u2/sunday-bloody-sunday.html )1. As you could see, people suffer all around the world. Think about this

sentence:”...but tell me who has won ?” In your opinion can one triumph

in a war?

______________________________________________________________________

2. Choose, from the text, a sentence that shocked you. That hurt you:______________________________________________________________________

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3. Observe these words from the text: “children” and “feet”. They’re in the

plural. It’s an irregular plural. There are many words with irregular plural in

English. Take a dictionary and look for the plural form of:

1. child - children

2. foot - feet

3. man - __________

4. woman - _________

5. ox - _________

4. Read this sentence again:” But I won’t heed the battle call”. This

sentence is in the negative form of the future (won’t). The affirmative form

for the future is “will”. Make two sentences, one with “will” and another with

“won’t”:

1. ___________________________________________________________

2. ___________________________________________________________

From every part of the world we can hear artists informing about people’s misfortunes and trying to fill our hearts with hope.

Do you remember “We are the world”? That song was written by Michael Jackson and Lionel Richie to collect money to save children that were starving, dying in Africa...

“ We Are the World” (USA For Africa)(Composition:Michael Jackson and Lionel Richie- Interpretation: M. Jackson and friends)

...There are people dying Oh, and it’s time to lend a hand to life The greatest gift of all.

(Read the complete lyric in: http://letras.terra.com.br/michael-jackson/8746 - ACTIVITY 11 (In pairs): Talk to your friend and try to find ways to “lend a hand to life”. Write sentences saying what you can do:

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Help: Give love – listen to – pray – be friend – help – teach – respect the different – study – talk...

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

As we could realize from hearing the written and the unwritten messages, voices and silences... singers all around the world are saying that people need help. Do you remember Gilberto Gil “Os lucros são muito grandes e ninguém quer abrir mão”? ... That’s why “There are people dying...” as Michael Jackson told us.

- ACTIVITY 12 (Groups): Would you be able to IMAGINE a solution for all

these problems? Would you be able to say it in a single word?

1. Talk to your friends and choose together a word to summarize your

ideas:_________

Now let’s read a piece of what John Lennon imagined as an ideal world...

“ Imagine “ (Composition and interpretation: John Lennon)

Imagine all the people Living life in peace You may say I’m a dreamer But I’m not the only one I hope some day you’ll join us And the world will be as one - ACTIVITY 13 (Groups): Do you know where did Lennon’s inspiration, to write “Imagine”, come from? Do you know what was happening in the world when he wrote that song? Let’s read something about it and try to understand the unwritten words of this lyrics? Go to: http://pt.wikipedia.org/wiki/John_Lennon. After your research write in your copybook the “unwrittens” you could read in “imagine”. Try in English...

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- ACTIVITY 14 (Alone and in groups): Now it’s your time...time to make some difference! Make groups and produce a “not silent image text”, based on Lennon’s lyrics. You can draw, paint,write, make a collage... or anything you want, to represent your contribution for the peace in the world. You can put on an exhibition in your school. Before making the groups make a sketch of your previous ideas about it. After this, talk to your friends, compare all the ideas and decide together how to mix them in an only one poster. - ACTIVITY 15 (Alone): Read the fragment of the lyrics bellow...

“Heal the World” (Composition and interpretation: Michael Jackson)

Heal the world Make it a better place For you and for me And the entire human race There are people dying If you care enough for the living Make a better place For you and for me(If you want to read all the text go to: http://letras.terra.com.br/michael-jackson/64241/ )

Friends always heal wounds...

(*Imagens1e2: Alunos do Col. Est. Tenente Sprenger-Pinhais, Pr.)

After this enjoyable time together, put a BIG smile in your face, like the students above. Believe in the future, live in peace...just imagine, and the world WILL be as one!*Imagem 1 (da esq. para a dir.)Patrícia Gingueleski e Carlos H. F. Teodoro. **Imagem2(da esq. para a dir)Patrícia Gingueleski,Samuel Lima,Kaoane Pereira,Adriele Santos

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**Imagem2(da esq. para a dir)Patrícia Gingueleski,Samuel Lima,Kaoane Pereira,Adriele Santos.

REFERÊNCIAS (Utilizadas na fundamentação teórica / Plano de Trabalho, que sustenta a concepção de língua assumida neste FOLHAS):

ALVES, Julia F. A Invasão Cultural Norte-Americana, 28 ed., São Paulo: Ed. Moderna, 1988, p.21.

BAKHTIN, Mikhail. Estética da Criação Verbal. 4 ed., São Paulo: Ed. Martins Fontes, 2003, p. 289.______. Marxismo e Filosofia da Linguagem. 7 ed., São Paulo: Ed. Hucitec, 2005, p. 108)

BUSNARDO & BRAGA, in: Diretrizes Curriculares do Estado do Paraná, Curitiba: Ed. Memvavmem, 2006, p. 41.

FONTES, Martins. ; VIGOTSKI, L.S.. A Construção do Pensamento e da Linguagem. 1 ed. , São Paulo: Ed. Martins Fontes, 2001, p. 398.

FREIRE Paulo. Pedagogia da Autonomia. 31 ed. São Paulo: Ed. Paz e Terra, 1996, p. 37.

GADOTTI, Moacir. História Das Idéias Pedagógicas, 3 ed., São Paulo: Ed. Ática, 1995, p. 188.

LEFFA, J. A Interação na Aprendizagem das Línguas. 1 ed., Pelotas: Ed. Educat, 2006, p. 01.

REFERÊNCIAS (Utilizadas para a elaboração do material voltado ao aluno-FOLHAS)

http://letras.terra.com.br/gilberto-gil/294247/ ) http://paginas.terra.com.br/arte/mundoantigo/ditadura/vagalume.uol.com.br/ziggy-marley/still-the-storms.html)http://vagalume.uol.com.br/bob-marley/slave-driver.htmlhttp://pt.wikipedia.org/wiki/Ziggy_Marleyhttp.wikipedia.org/wiki/Bob_Marley.http://vagalume.uol.com.br/u2/sunday-bloody-sunday.htmlhttp://pt.wikipedia.org/wiki/Domingo_Sangrentohttp://letras.terra.com.br/michael-jackson/87460/http://letras.terra.com.br/john-lennon/90/http://pt.wikipedia.org/wiki/John_Lennonhttp://letras.terra.com.br/michael-jackson/64241/

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http://www.bullying.com.br/BConceituacao21.htm.

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