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Ttulo: Ensinando estratgias de leitura por meio de fbulas em lngua inglesa*

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Tema: sequncia didtica sobre o ensino estratgias de leitura por meio de fbulas e desenhos animados em lngua. Pblico Alvo: do 6 ao 9 ano do ensino fundamental. Durao das Atividades: 8 aulas (de 50 minutos).

Objetivos: Geral: - apresentar as caractersticas do gnero fbula. Especficos: 1) Compreenso das condies de produo do texto escrito [...] que inclui a) [...] estabelecer alguns aspectos de suas condies de produo (o gnero a que pertence, funo scio comunicativa, finalidade, suporte, autor, data e local de publicao); b) integrar informao verbal e no verbal na compreenso global do texto escrito [...]; 2) Localizao de informao especfica no texto escrito que inclui a) Identificar e/ou localizar as caractersticas bsicas [...do] gnero, tendo em vista a compreenso global do texto; b) identificar e/ou localizar caractersticas lexicais e sintticas de alguns dos tipos textuais (injunes, descries, narraes), tendo em vista a compreenso global do texto. 3) Coerncia e construo de inferncias no processamento do texto escrito que inclui a) inferir o significado de palavras e expresses desconhecidas com base na temtica do texto, no uso do contexto e no conhecimento adquirido de regras gramaticais [...]. (Currculo Bsico Comum: Lngua Estrangeira, pp. 46-47) Conhecimento Prvio: Simple Present; Simple Past (regular and irregular verbs). Contedo: 1) As caractersticas e o histrico do gnero fbula; 2) As caractersticas da narrativa; 3) Inferncia pelo contexto; 4) O conceito de moral. Descrio das Atividades: 1 aula Getting in touch with the genre Previso de durao: 15 minutos. Nesta primeira aula trabalha-se com uma fbula em lngua inglesa (Anexo 1), que permitir aos alunos o (re)conhecimento do gnero. Sendo assim, aps sua leitura, apresenta-se um vdeo (desenho animado - Anexo 2) da fbula lida. Este vdeo os ajudar a compreender o enredo da
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* Produzido por Jferson F. Belo e Mrcia A. A. Pereira (PIBID-Lngua Inglesa).

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narrativa. Discussing the genre Previso de durao: 10 minutos. Num momento posterior, o professor faz o levantamento do conhecimento prvio dos alunos por meio de perguntas, por exemplo: Observando as caractersticas deste texto que acabamos de ler, ele pode ser classificado como? Fbula, conto, etc.?, Qual o objetivo do texto?, Voc conhece seu autor?, Quando provavelmente o texto foi escrito?, etc. Juntamente com o questionamento, o professor pode ir anotando as respostas dos alunos no quadro para, ao final da aula, perceberem se elas eram coerentes. Constructing the concept Previso de durao: 25 minutos. Sanadas as dvidas em relao compreenso da fbula, o professor pode pedir para que a turma explique o enredo em portugus. Aps isso, apresentam-se formalmente as caractersticas e o histrico do gnero fbula (Apndice 1). Para esta e para as demais apresentaes dessa sequncia didtica, sugere-se que o professor faa a leitura do texto dos slides em ingls para que os alunos familiarizem-se com a forma falada da lngua inglesa, e, ao final de cada slide, dependo do nvel de conhecimento dos alunos daquela lngua, o professor pode tentar explicar o contedo por meio de gestos ou pela traduo em lngua materna. 2 aula Discussing fables characteristics Previso de durao: 20 minutos. Seguindo com a apresentao das caractersticas do gnero fbula, o professor faz o levantamento do conhecimento prvio dos alunos por meio de perguntas (Por exemplo: Vocs sabem o que uma narrativa?, Que textos podemos caracterizar como narrativas? Fbula, conto, reportagem, notcia, etc.?, Quais suas caractersticas?, Ser que uma narrativa em ingls muito diferente de uma narrativa em portugus?, etc.). Sugere-se, assim como na primeira aula, que o professor, obtendo as respostas de suas perguntas, v anotando-as no quadro para que no final desta aula possa-se fazer uma avaliao se o que foi dito condiz com o contedo apresentado. Constructing the concept Previso de durao: 30 minutos. Aps isso, o professor expe as caractersticas da narrativa (Apndice 2). Como foi dito anteriormente, para explicar pode-se utilizar a linguagem corporal ou a traduo para a lngua materna. Alm disso, pode-se ir alm do que est escrito na apresentao de slides, que diz, por exemplo, que narrao uma descrio de eventos de uma histria real ou fictcia. Aqui, o professor pode explicar que no caso das fbulas, as narrativas so geralmente fictcias e que um grande indcio disso o fato de haver animais que se utilizam da linguagem verbal. Ademais, na fbula usada como exemplo nos slides, o professor pode pedir aos alunos para

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identificarem se as caractersticas realmente aparecem. Por exemplo, diz-se que comum aparecer em fbulas verbos de ao no passado, ento, pede-se que eles os identifiquem. 3 aula Flashback Previso de durao: 15 minutos. Nesta aula, o professor retoma (por meio de perguntas) o que foi dito na ltima aula. Putting in order Previso de durao: 35 minutos. Para que os alunos assimilem melhor o contedo da aula anterior, pede-se que eles primeiramente identifiquem a introduo (introduction), a complicao (complication) e o desfecho (resolution) e, ento, ponham em ordem a estrutura narrativa de duas fbulas (Apndice 3). Para a realizao desta atividade, o professor, aps entregar o handout, pode pedir para que os alunos recortem as partes da fbula e depois colem em seus cadernos na ordem certa. As fbulas The Fox and the Grapes e The Ant and the Grasshopper foram escolhidas, pois so bem conhecidas tambm em lngua portuguesa. Deste modo, mesmo que haja algumas palavras desconhecidas, o aluno pode organizar a estrutura narrativa das fbulas por meio de seu conhecimento prvio do enredo destes textos e tambm das informaes (Cf. Apndice 2) de que geralmente na introduo so apresentados os personagens, o espao e o tempo; na complicao, os personagens principais esto envolvidos; e, no desfecho, a complicao resolvida. Alm disso, a introduo pode ser identificada por algumas expresses once upon a time, once there was..., etc.; e o desfecho pode ser identificado por estar antes da moral da fbula, por exemplo. Caso os alunos no reconheam que se trata das fbulas A Raposa e as Uvas e A Formiga e a Cigarra, o professor pode ajud-los a traduzir os ttulos. Aps o exerccio, o professor e os alunos leem as fbulas nas sequncias corretas e discutem a interpretao dos textos. 4 aula Discussing strategies Previso de durao: 15 minutos. Para comear esta aula, o professor discute com os alunos como eles reagem quando se deparam com uma palavra desconhecida em textos em portugus num momento em que no podem usar o dicionrio. O que fazem? Identificam em que lugar da frase esta palavra se encontra? Tentam estabelecer relaes desta com outras palavras, frases e expresses? De acordo com essas relaes, eles conferem um significado provisrio palavra desconhecida? Assim como nas aulas anteriores, o professor pode ir anotando as respostas dos alunos no

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quadro para depois que o contedo for formalizado, eles possam avali-las. Learning to use the strategy Previso de durao: 35 minutos. Sabendo que deparar com palavras cujos significados nem sempre so conhecidos acontece tambm em lngua inglesa, desenvolver estratgias de leitura em que possa ser possvel prever significados uma grande ajuda quando no se tem ou no se pode consultar um dicionrio. Deste modo, o professor formaliza essas estratgias por meio de uma apresentao (Apndice 4). 5 aula Flashback Previso de durao: 15 minutos. Nesta aula, o professor retoma o assunto da aula anterior, pedindo para os alunos relembrarem o que foi dito anteriormente sobre a previso de significados das palavras de acordo com o contexto em que se encontram. Using the strategy Part One Previso de durao: 35 minutos. Logo aps, os alunos juntamente com o professor fazem a leitura de uma fbula (Apndice 5) usando a estratgia de leitura skimming, que consiste em passar os olhos pelo texto, para ter uma ideia do assunto tratado. Aps isso, com uma lista de palavras prselecionadas do texto (Apndice 5), os alunos faro deduo dos significados das palavras com base no contexto em que se encontram e ento consultaro dicionrios para verificar se suas dedues estavam coerentes ou no. As escolhas das palavras tanto para este exerccio, como para o exerccio da aula seguinte, seguiram o critrio de relevncia para a interpretao das fbulas. Para a realizao desta atividade, se deve alertar para a ocorrncia de alguns verbos flexionados (-ing form, simple past) e que para a consulta ao dicionrio se deve considerar apenas o infinitivo. Feito isso, o professor e os alunos leem novamente a fbula e discutem a interpretao do texto. 6 aula Using the strategy Part Two Previso de durao: 50 minutos. Do mesmo modo da atividade anterior, os alunos e o professor lero mais uma fbula (Apndice 6) utilizando a estratgia skimming. Depois disso, o professor apresentar o vdeo (desenho animado Anexo 3) da fbula e ento os alunos completaro as listas de

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palavras pr-selecionadas (Apndice 6) para que possam deduzir seus significados das imagens do vdeo animado. E finalmente consultam os dicionrios para a confirmao de suas dedues. Tambm para a realizao desta atividade, se deve alertar para a ocorrncia de alguns verbos flexionados. Aps isso, o professor mostra o vdeo novamente e interpreta a fbula com os alunos. 7 aula: Discussing the concept Previso de durao: 10 minutos. Para esta aula, o professor questiona os alunos sobre o que moral e qual o objetivo das frases ao final das fbulas. (Uma alternativa a esta sugesto seria fazer duplas e pedir para que os alunos pesquisem em dicionrios, Internet etc. o que moral e depois cada dupla compartilha o que conseguiu encontrar. Os resultados das pesquisas podem ser anotados em uma folha ou postados em um frum de discusso, blog (na Internet), etc.). Constructing the concept Previso de durao: 15 minutos. Aps ouvir as respostas dos alunos, faz-se uma apresentao do conceito de moral (Apndice 7). Posteriormente, o professor e os alunos avaliam se as repostas do quadro conferem com a da apresentao. To end: the morality Previso de durao: 25 minutos. Para conferir seu aprendizado, o professor pede aos alunos que leiam uma fbula e escolham a frase que melhor representa sua moral (Apndice 8). Para esta atividade os alunos podem utilizar os conhecimentos e estratgias aprendidos nas aulas anteriores. Finalmente, a partir da interpretao da fbula, o professor confere com os alunos qual a frase mais coerente a ser escolhida. 8 aula Knowing the results Previso de durao: 50 minutos. Para a avaliao do que foi aprendido durante essas aulas, o professor prope aos alunos que leiam uma fbula (Anexo 4) e depois assistam ao vdeo (Anexo 5) que reconta seu enredo (desenho animado) e finalmente respondam a um questionrio (impresso ou online) de questes objetivas de interpretao (Apndice 9). Para responder, os alunos podem utilizar as estratgias aprendidas durante essa sequncia didtica (relacionar informao verbal e no verbal, inferir significado pelo contexto, etc.). Aps isso, o professor corrige as questes, interpreta juntamente com os alunos a fbula e mostra o vdeo novamente.

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Recursos: - fbulas em ingls (autnticas); - fbulas que possuem verso em vdeo (desenho animado, etc.); - quiz impresso ou online; - projetor multimdia; - caixas de som; - dicionrio bilngue; - giz; -quadro.

Referncias: AESOP. Aesop's Fables. Disponvel em: < http://www.planetebook.com/ebooks/Aesop%27s-Fables.pdf> Acesso em: 11 mar. 2012.

Context Clues. Disponvel em: <http://resource.deyogroup.com/330/FM4_ContextClues.pdf> Acesso em: 11 mar. 2012.

DIAS, Reinildes. Currculo Bsico Comum: Lngua Estrangeira. Disponvel em: < http://crv.educacao.mg.gov.br/sistema_crv/banco_objetos_crv/%7B06D2BF69-D3034AD5-837E-8CE3D3712DFB%7D_livro%20lingua%20estrangeira.pdf> Acesso em: 11 mar. 2012.

Genre Characteristics Chart. Disponvel em: <http://teacher.scholastic.com/reading/bestpractices/comprehension/genrechart.pdf>. Acesso em: 25 fev. 2012.

GROARKE, Leo. The life of Aesop: a concise biography. Disponvel em: <http://www.fairytalescollection.com/Aesop_Fables/Aesop_biography.htm> . Acesso em: 25 fev. 2012.

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Longman: Dictionary of Contemporary English. Disponvel em: <http://www.ldoceonline.com/dictionary/morality>. Acesso em: 11 mar. 2012.

Narrative text type. Disponvel em: <http://sacsnet.sacs.nsw.edu.au/library/Texttypes/ttnarrative.htm>. Acesso em: 25 fev. 2012.

Text types: a complete overview. Disponvel em: <http://understandingtext.blogspot.com/2008/03/text-types-complete-overview.html> Acesso em: 25 fev. 2012.

The narrative text type. Disponvel em: <http://pt.scribd.com/doc/59046011/The-NarrativeText-Type>. Acesso em: 25 fev. 2012.

Atividades Complementares: 1) Apresentao de slides Concepts of narrator, setting, time and character 2) Quiz: Text Comprehension of The Lion and the Mouse 1) What is the aim of this fable? a) to tell a story about a lion and a mouse; b) to show how a mouse and a lion should behave; c) to show how people could live better if they respect each other; d) to show that animals talk like human beings in real life; e) to show that mice are always right. 2) The fact of two animals of the fable can speak reveals that: a) the story is real; b) the story is a fiction; c) animals are like human beings; d) animals have their own language; e) animals can persuade each other. 3) The narrator of The lion and the mouse describes the lion as big, huge, the king of the beasts and the mouse as little. This happens because: a) the lion is more important than the mouse; b) the lion is the main character; c) although the lion is the biggest, the mouse is the smartest; d) narrator prefers lions to mice; e) narrator wants to show how different they were;

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4) What was the lion doing when the mouse started running up and down upon him? a) the lion was watching TV; b) the lion was snoring; c) the lion was sleeping; d) the lions was sneezing; e) the lion was slipping. 5) In other words, Little friends may prove great friends may mean that: a) we should always respect people because we never know when we will need them; b) we should respect only people who are our great friends; c) we should always be friends of small people because they may be great friends; d) we should be friends of small people only if they can help us someday; e) we should help small people and become their great friends. 6) The hunters did not kill the lion because: a) the lion was the king of beasts; b) the hunters were kind; c) the king wanted it alive; d) the lion and the mouse were friends; e) the lion helped the mouse other day. 7) The mouse gnawed away the ropes that bound the lion. Which part of its body did it use to do this? a) its tail; b) its paws; c) its teeth; d) its eyes; e) its lips. 8) Read the extract and the assertions below. Once when a Lion was asleep a little Mouse began running up and down upon him1; this soon wakened the Lion, who2 placed his3 huge paw upon him4, and opened his5 big jaws to swallow him6. I) The words, him4, him6 refer to Mouse; II) The word who refers to Mouse; III) The word him1 refers to Lion. Which(/What) assertion(/s) is(/are) true? a) I and II; b) II and III; c) I, II and III; d) I and III; e) II.

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Answers: 1-c 2-b 3-e 4-c 5-a 6-c 7-c 8-d

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Apndices: Apndice 1 Apresentao de slides What is a fable?

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Apndice 2 Apresentao de slides Narrative characteristics

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Apndice 3 1) First, identify which part of each fable is Introduction, Complication and Resolution and then put the extracts of the fables I and II in order. I) The Fox and the Grapes Aesop Again and again he tried after the tempting morsel, but at last had to give it up, and walked away with his nose in the air, saying: I am sure they are sour. It is easy to despise what you cannot get. One hot summers day a Fox was strolling through an orchard till he came to a bunch of Grapes just ripening on a vine which had been trained over a lofty branch. Just the thing to quench my thirst, quoth he. Drawing back a few paces, he took a run and a jump, and just missed the bunch. Turning round again with a One, Two, Three, he jumped up, but with no greater success. II) The Ant and the Grasshopper Aesop When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew: It is best to prepare for the days of necessity. Why not come and chat with me, said the Grasshopper, instead of toiling and moiling in that way? I am helping to lay up food for the winter, said the Ant, and recommend you to do the same. Why bother about winter? said the Grasshopper; we have got plenty of food at present. But the Ant went on its way and continued its toil. In a field one summers day a Grasshopper was hopping about, chirping and singing to its hearts content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest.

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Answers: I) The Fox and the Grapes Aesop One hot summers day a Fox was strolling through an orchard till he came to a bunch of Grapes just ripening on a vine which had been trained over a lofty branch. Just the thing to quench my thirst, quoth he. Drawing back a few paces, he took a run and a jump, and just missed the bunch. Turning round again with a One, Two, Three, he jumped up, but with no greater success. Again and again he tried after the tempting morsel, but at last had to give it up, and walked away with his nose in the air, saying: I am sure they are sour. It is easy to despise what you cannot get. II) The Ant and the Grasshopper Aesop In a field one summers day a Grasshopper was hopping about, chirping and singing to its hearts content. An Ant passed by, bearing along with great toil an ear of corn he was taking to the nest. Why not come and chat with me, said the Grasshopper, instead of toiling and moiling in that way? I am helping to lay up food for the winter, said the Ant, and recommend you to do the same. Why bother about winter? said the Grasshopper; we have got plenty of food at present. But the Ant went on its way and continued its toil. When the winter came the Grasshopper had no food and found itself dying of hunger, while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew: It is best to prepare for the days of necessity.

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Apndice 4 Apresentao de slides Context Clues

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Apndice 5 The Cock and the Pearl Aesop A cock was once strutting up and down the farmyard among the hens when suddenly he espied something shinning amid the straw. Ho! ho! quoth he, thats for me, and soon rooted it out from beneath the straw. What did it turn out to be but a Pearl that by some chance had been lost in the yard? You may be a treasure, quoth Master Cock, to men that prize you, but for me I would rather have a single barley-corn than a peck of pearls. Precious things are for those that can prize them.

1) The words below were taken from the text. Try to guess their meanings and then look up the words in one dictionary to see if you were wrong or right about them. Words strutting farmyard hens espied shinning straw rooted treasure Master prize corn Guess Meaning (from dictionary)

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Apndice 6 The Town Mouse and the Country Mouse Aesop Now you must know that a Town Mouse once upon a time went on a visit to his cousin in the country. He was rough and ready, this cousin, but he loved his town friend and made him heartily welcome. Beans and bacon, cheese and bread, were all he had to offer, but he offered them freely. The Town Mouse rather turned up his long nose at this country fare, and said: I cannot understand, Cousin, how you can put up with such poor food as this, but of course you cannot expect anything better in the country; come you with me and I will show you how to live. When you have been in town a week you will wonder how you could ever have stood a country life. No sooner said than done: the two mice set off for the town and arrived at the Town Mouses residence late at night. You will want some refreshment after our long journey, said the polite Town Mouse, and took his friend into the grand dining-room. There they found the remains of a fine feast, and soon the two mice were eating up jellies and cakes and all that was nice. Suddenly they heard growling and barking. What is that? said the Country Mouse. It is only the dogs of the house, answered the other. Only! said the Country Mouse. I do not like that music at my dinner. Just at that moment the door flew open, in came two huge mastiffs, and the two mice had to scamper down and run off. Good-bye, Cousin, said the Country Mouse, What! going so soon? said the other. Yes, he replied; Better beans and bacon in peace than cakes and ale in fear. 1) The words below were taken from the text. Try to guess their meanings according to what you saw on the video and then look up the words in one dictionary to see if you were wrong or right about them. Words Guess Meaning (from dictionary) cousin rough heartily fare poor mice polite feast growling barking mastiffs peace fear

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Apndice 7 Apresentao de slides What is morality?

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Apndice 8 1) Read the fable and choose the option that corresponds to its morality. The Bald Man and the Fly Aesop There was once a Bald Man who sat down after work on a hot summers day. A Fly came up and kept buzzing about his bald pate, and stinging him from time to time. The Man aimed a blow at his little enemy, but acks palm came on his head instead; again the Fly tormented him, but this time the Man was wiser and said: a) It is easy to be brave from a safe distance. b) You will only be a better person if you can stand disturbing situations c) You will only injure yourself if you take notice of despicable enemies. d) It is useless attacking the insensible. e) Destroy the seed of evil, or it will grow up to your ruin.

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Answer: C

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Apndice 9 Quiz 1) The Ass found it difficult to carry his load when: a) he traveled along the plain; b) he started feeling tired; c) he began to climb up the mountain; d) he asked the Mule for help; e) he fell down dead. 2) What did the Mule do when the Ass asked for help? a) The Mule listened to him; b) The Mule ignored him; c) The Mule laughed at him; d) The Mule carried him; e) The Mule ran. 3) What did the Muleteer do after the Ass has fallen down? a) The Muleteer carried ass load; b) The Muleteer left ass load behind; c) The Muleteer cried; d) The Muleteer put ass load upon the Mule; e) The Muleteer went back to his home. 4) An ounce of prevention is worth a pound of cure means that: a) prevention is as heavy as cure; b) prevention is better than cure; c) prevention is heavier than cure; d) cure is better than prevention; e) prevention and cure are good for living beings.

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Answers: 1-c; 2-b; 3-d; 4 - b.

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Anexos: Anexo 1 The Lion and the Mouse Aesop Once when a Lion was asleep a little Mouse began running up and down upon him; this soon wakened the Lion, who placed his huge paw upon him, and opened his big jaws to swallow him. Pardon, O King, cried the little Mouse: forgive me this time, I shall never forget it: who knows but what I may be able to do you a turn some of these days? The Lion was so tickled at the idea of the Mouse being able to help him, that he lifted up his paw and let him go. Some time after the Lion was caught in a trap, and the hunters who desired to carry him alive to the King, tied him to a tree while they went in search of a waggon to carry him on. Just then the little Mouse happened to pass by, and seeing the sad plight in which the Lion was, went up to him and soon gnawed away the ropes that bound the King of the Beasts. Was I not right? said the little Mouse. Little friends may prove great friends.

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Anexo 2 <http://www.youtube.com/watch?v=s1QXwIV9k6g>

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Anexo 3 <http://www.youtube.com/watch?v=rAy1KljtAYQ>

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Anexo 4 The Ass and the Mule Aesop A Muleteer set forth on a journey, driving before him an Ass and a Mule, both well laden. The Ass, as long as he traveled along the plain, carried his load with ease, but when he began to ascend the steep path of the mountain, felt his load to be more than he could bear. He entreated his companion to relieve him of a small portion, that he might carry home the rest; but the Mule paid no attention to the request. The Ass shortly afterwards fell down dead under his burden. Not knowing what else to do in so wild a region, the Muleteer placed upon the Mule the load carried by the Ass in addition to his own, and at the top of all placed the hide of the Ass, after he had skinned him. The Mule, groaning beneath his heavy burden, said to himself: "I am treated according to my deserts. If I had only been willing to assist the Ass a little in his need, I should not now be bearing, together with his burden, himself as well." An ounce of prevention is worth a pound of cure

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Anexo 5 <http://www.youtube.com/watch?v=qBrNT71tLvE&context=C4ca25e4ADvjVQa1Ppc FM4MxYjSOoBlFMPzClqROR8eYUzE4_pXTE=>