os desafios da escola pÚblica paranaense na perspectiva do ... · resumo: a presente ... ( ) fogo...

Versão On-line ISBN 978-85-8015-075-9Cadernos PDE

OS DESAFIOS DA ESCOLA PÚBLICA PARANAENSENA PERSPECTIVA DO PROFESSOR PDE

Produções Didático-Pedagógicas

Fonte: Pixabay

Ficha de Identificação da Produção Didático-pedagógica 2013

Título: NO SPEAK ENGLISH: O PAPEL DA CULTURA NO ENSINO DE LÍNGUAS

Autora: Angela Maria Pereira Escorpeli

Disciplina/Área: Língua Inglesa

Escola de Implementação do Projeto e sua localização:

Colégio Estadual de Iporã _ EFMP

Município da escola: Iporã

Núcleo Regional de Educação: Umuarama

Professora Orientadora: Drª Edcleia Aparecida Basso

Instituição de Ensino Superior:

Unespar – Campus Campo Mourão

Relação Interdisciplinar: Sociologia, Geografia, Língua Portuguesa e Literatura.

Resumo:

A presente produção didático-pedagógica tem

como objetivo discutir uma possível alternativa

para lidar com a falta de motivação e com a

resistência dos alunos para aprender a língua

inglesa na escola pública, pois ao mesmo tempo

em que resistem a tal ensino, não se sentindo

capazes ou preparados para aprendê-la,

reconhecem a importância do conhecimento

deste idioma para suas vidas. Como objetivos

específicos, apresenta o papel da cultura no

ensino-aprendizagem de línguas, evidenciando

como a língua se firma como a maior

representação cultural de um povo; de que

maneiras ela constrói e estabelece relações

identitárias entre os seus usuários; como a

língua/cultura materna serve de proteção,

aconchego, impedindo ou dificultando inclusive

o aprendizado de uma nova língua. Vários

gêneros serão trabalhados tendo a interface

com a literatura por meio do gênero conto (short

stories) de Sandra Cisneros. O material

constitui-se de três módulos: a) A origem das

línguas, b) Cultura como marca de identitária de

um povo, c) Língua como maior manifestação

cultural de um povo. Os módulos podem ser

utilizados nesta sequência ou separadamente,

uma vez que cada um é completo em si mesmo.

Palavras-chave: Língua. Cultura. Literatura. Ensino de línguas.

Formato do Material Didático: Caderno Pedagógico

Público: 2ª série do Ensino Médio

INTRODUÇÃO

O presente trabalho tem como finalidade apresentar uma produção

didático-pedagógica para a disciplina de Língua Inglesa (LI), pensada para uma

turma do segundo ano do ensino médio do Colégio Estadual de Iporã – EFMP,

situado no município de Iporã-Pr. Este material tem como título No Speak English:

O papel da cultura no ensino-aprendizagem de línguas, e foi elaborado de acordo

com as orientações contidas nas Diretrizes Curriculares para Língua Estrangeira

Moderna, sustentado na concepção de linguagem sociointeracionista,

coerentemente com a abordagem discursiva, proposta por Bakhtin (2003), tendo

em vista o contexto sócio- econômico-cultural dos alunos das escolas públicas do

Paraná.

Com objetivo de desenvolver um trabalho que busque despertar o

interesse do aluno para o ensino de Língua Inglesa, o presente material se propõe

a discutir uma possível alternativa para lidar com a falta de motivação e com a

resistência dos alunos em aprender a língua inglesa na escola pública, pois,

paradoxalmente, ao mesmo tempo em que resistem a tal ensino, não se sentindo

capazes ou preparados para aprendê-la, reconhecem a importância do mesmo

para suas vidas. Além disso, discute também o papel da cultura no ensino-

aprendizagem de línguas.

Este caderno é composto por três módulos: a) A origem das línguas, b)

Cultura como marca identitária de um povo, c) Língua como maior manifestação

cultural de um povo. Vários gêneros serão trabalhados, tendo a literatura como

interface, por meio do gênero conto, mais especificamente as short stories,

escritas por Sandra Cisneros (1984), escritora latino-americana, buscando

despertar o interesse e motivação dos alunos para a aprendizagem da língua

inglesa, levando-os a perceber valores e diferenças culturais trazidas pelo contato

direto com diferentes línguas. Os módulos podem ser utilizados nesta sequência

ou separadamente, uma vez que cada um é completo em si mesmo. O ponto

central do material baseia-se na leitura como produção de sentidos, por meio de

questões de compreensão e interpretação dos textos, objetivando desenvolver a

criticidade dos alunos em relação aos temas explorados em cada gênero, bem

como sua função, enquanto prática social.

A literatura, segundo Candido (1972) e Marx (apud DCE, 2008), é a arte

que humaniza o homem e consequentemente a sociedade, por lhe permitir a fuga

da realidade, e, na escola, pode atuar como instrumento de educação, não

esquecendo sua função social de mostrar os diferentes segmentos da sociedade.

Esperamos que o desenvolvimento do presente material possa trazer

novas perspectivas para o enfrentamento da atual situação do ensino-

aprendizagem de Língua Inglesa nas escolas públicas do Paraná, sobremaneira,

no tocante ao papel desempenhado pela cultura para a humanização do ser

humano, aqui representado pela introdução e trabalho com as diferentes artes e

linguagens nas aulas.

1) Desde quando você estuda inglês?

2) O que você sabe fazer em inglês?

3) Você gosta de estudar inglês? Das aulas de Inglês?

4) O que você acha do ensino de língua inglesa no Brasil? E na escola pública?

5) É possível aprender inglês na escola pública? Justifique sua resposta

6) Aprende inglês só quem faz cursos em escolas particulares? Por quê?

7) O que é aprender inglês?

8) Você já disse ou ouviu alguém dizer esta frase: “Não sei nem português direito

como vou saber/aprender inglês”? Você concorda?

9) O que é saber português?

10) Como você aprendeu a falar, ler e escrever em português? Você aprendeu da

noite para o dia? Você teve dificuldades?

WARM UP ACTIVITIES

1) Que tipo de informação pode estar contida em um título como este?

2) Dentro desse tema, dificuldade do brasileiro em aprender inglês, o que você

pensa ser o enfoque dado pelo autor do texto?

Por que brasileiro não aprende inglês?

( Denilson de Lima)

http://www.inglesnapontadalingua.com.br/2013/06/por-que-brasileiro-nao-aprendeingles.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+denilsodelima+%28Ingl%C3%AAs+na+Ponta+da+L%C3%ADngua+%C2%BB+Texto%29

1) Você consegue aprender inglês?

2) Você tem dificuldades para aprender/falar inglês?

3) Você tenta aprender/ falar inglês?

4) Seu professor tenta falar em inglês durante as aulas?

5) Que razões você encontra para o seu sucesso ou falta dele para aprender

inglês?

6) Você concorda com o autor do texto?

Por que brasileiro não aprende inglês?





QUESTIONÁRIO SOBRE O ENSINO/APRENDIZAGEM DA

LÍNGUA INGLESA

Visite o e escreva sua opinião sobre por

que não se aprende inglês no Brasil.

MÓDULO I

The_Tower_of_Babel_(Vienna)

Fonte: Wikipedia

1) Answer the questions below. Discuss them with your friends.

a) Do you like movies? ( ) yes ( ) no

b) How do you generally choose the movies you watch?

_______________________________________________________________

_______________________________________________________________

2) Match the columns and learn the vocabulary:

i

( 1 ) survival

( 2 ) battle

( 3 ) rescued

( 4 ) young

( 5 ) fire

( 6 ) leads

( 7 ) quest

( ) jovem

( ) leva

( ) guerra

( ) batalha

( ) salvaram

( ) sobrevivência

( ) fogo

WARM UP ACTIVITIES

3) Answer the questions in Portuguese.

a) Do you know the origins of fire in society? Try to explain your hypothesis.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

b) What did people do with the fire they´ve got?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

c) Is fire important for us? Why?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

d) Would it be possible to live without fire nowadays? Why?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

e) Have you ever heard about the movie “Quest for fire”?

( ) Yes ( ) No

f) What is it about?

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Capa 1: Filme

Quest for Fire

WHILE-READING ACTIVITIES

Synopsis

Title: Quest for Fire

Release date: 1981

Director: Jean-Jacques Annaud

During the Ice Age, the fire used by a primitive homo sapiens for

comfort and survival is extinguished during a battle.

Subsequently, three members of the group leave in search of

getting the fire again. This journey proves to be more interesting

than expected. They rescued a young cavewoman from

cannibalistic savages and she leads them to her tribe, where they learn the

secrets of fire and love.

Texto adaptado de:

http://www.cduniverse.com/productinfo.asp?pid=5509461&style=movie&fulldesc=T e

http://www.moviefone.com/movie/quest-for-fire/1028381/synopsis

1) Explain the title of the movie: Quest for fire.

_________________________________________________________________

_________________________________________________________________

2) Have you ever watched/seen this movie? ( ) Yes ( ) No

3) What are the picture and synopsis about?

_________________________________________________________________

_________________________________________________________________

4) What is the theme of this synopsis?

_________________________________________________________________

_________________________________________________________________

5) What is the plot of the movie?

_________________________________________________________________

_________________________________________________________________

6) When was this film released?

_________________________________________________________________

1) What are the parts of a synopsis?

_________________________________________________________________

_________________________________________________________________

2) Where can we find a synopsis?

( ) Television

( ) Magazines

( ) Radio

( ) Newspaper

( ) Books

( ) Internet

( ) Movie

rental/stores

3) What’s the objective of a synopsis?

_________________________________________________________________

_________________________________________________________________

KNOWING MORE ABOUT THE

GENRE

ii

1) Based on the movie and our discussion, answer the questions below In English

or in Portuguese.

a) Did the warriors meet the fire secret? How?

_________________________________________________________________

_________________________________________________________________

b) Why did the groups want to keep the fire?

_________________________________________________________________

_________________________________________________________________

c) Based on the film, discuss about the culture of tribes.

_________________________________________________________________

_________________________________________________________________

d) Do you think the language is important to share emotions? Why? Why not?

_________________________________________________________________

_________________________________________________________________

e) In your opinion, when and how did language arise in society?

_________________________________________________________________

_________________________________________________________________

f) What is the difference or similarity between the movie and the wars in

contemporary societies? Justify.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

VYGOTSKY (1989) afirma

que a linguagem verbal

surgiu, quando o ser humano

quis partilhar suas emoções.

Post your answer on the class .

The_Tower_of_Babel_(Vienna)

Fonte: Wikipedia

1) Have you ever seen this picture before?

2) What is it about?

3) Do you like it?

4) Do you read the Bible? How often?

5) Have you ever heard about Tower of Babel?

WARM UP ACTIVITIES

6) Why are there so many languages in the world?

7) What is the importance of the languages nowadays?

8) Are things easier when people speak the same language? Why?

1) In pairs, match the words and expressions with the pictures.

iii

( a ) bricks

( b ) earth

( c ) scattered

( d ) build

( e ) everyone

( f ) same

( g ) came down

( h ) speech

( i ) be out of their

reach

Speech

( )

Fonte: Pixabay

Earth

( )

Fonte: Pixabay

Hand

( )

Fonte: Pixabay

Strike

( )

Fonte: Pixabay

Brick

( )

Fonte: Pixabay

Stairs

( )

Fonte: Pixabay

Equality

( )

Fonte: Pixabay

Human

( )

Fonte: Pixabay

Buildings

( )

Fonte: Pixabay


1) In pairs, try to organize the paragraphs

iv

THE TOWER OF BABEL

Everyone on earth spoke the same language. As people migrated from the east,

they settled in the land of Shinar.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

God came down to look at the city and tower, and remarked that as one people

with one language, nothing that they sought would be out of their reach.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

People there sought to make bricks and build a city and a tower with its top in the

sky, to make a name for themselves, so that they not be scattered over the world.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

The narrative of the city of Babel is recorded in (Genesis 11:1-9)

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

Thus the city was called Babel.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

God went down and confounded their speech, so that they could not understand

each other, and scattered them over the face or the earth, and they stopped

building the city.

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

(Text extracted from Wikipedia)

http://bibref.hebtools.com/?book=%20Genesis&verse=11:1-9&src=HE

1) According to the genre, the text is:

( ) an opinion article ( ) a biblical text ( ) a short story

2) So, where can it be found?

_________________________________________________________________

3) When was the text written?

_________________________________________________________________

_________________________________________________________________

4) What can be the possible readers of this kind of genre?

_________________________________________________________________

_________________________________________________________________


GENRE

A língua ao mesmo tempo em que cumpre

sua função comunicativa oportuniza ao

indivíduo interação.

5) With your classmate, do a comic strip about the text “The Tower of Babel”. And

then discuss about it with the class.

Post your comic strip on the class .

1) What verbal tense is the most common in the text The Tower of Babel? Find

some examples from the text.

( ) Present tense ( ) Past tense ( ) Future tense

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

2) All the words into brackets are verbs. In the text they are in simple past. Look

for them to complete the sentences adequately.

a) They _____________________ (to stop) building the city.

b) They ___________________ (to settle) in the land of Shinar.

c) God went down and ____________________ (to confound) their speech.

d) God ____________________ (to remark) that as one people with one

language, nothing that they sought would be out of their reach.

e) People __________________ (to migrate) from the east.

VERBS are words that

express actions!

1) Answer questions a, b and c in Portuguese.

a) According to the Bible and the film Quest for fire, when and why do languages

appear in the history of society?

_________________________________________________________________

_________________________________________________________________

b) What are some of the benefits when everyone speaks the same language in a

group or nation? Is there any problem too?

_________________________________________________________________

_________________________________________________________________

c) How can the language approach and/or separate people? Justify your answers.

_________________________________________________________________

_________________________________________________________________

2) With a classmate, rewrite the text above (The Tower of Babel) using direct

speech, simulating a dialogue between God and men. Pay attention to the

characteristics of direct speech. And then present to the class.

REGULAR VERBS – Para formar o

passado de verbos regulares em inglês,

acrescenta-se –ed à forma básica do verbo.

1) Do you like music? What kind of music do you prefer?

2) When and where do you usually listen to a song?

3) In your opinion, what’s the most usual and strongest feeling in the world?

4) Do you think there is a single way to love? Justify your answer.

5) Are you in love?

6) Do you think love can gather people?

WARM UP ACTIVITIES

Post the dialogue on the class .

MUSIC: Let's Talk About Love

Céline Dion

1) Have you ever listened to this song?

2) Do you like this song? Why? Why not?

3) Based on the title of the music, what do you think it is about?


1) In pairs, try to find the words to complete adequately the lyrics Let's Talk About

Love by Celine Dion.

v

http://letras.mus.br/celine-dion/162867/

Music

Fonte: Pixabay

LET’S WATCH THE CLIP

1) Check the answers.

2) In pairs, try to find pictures to help you to explain your stanza for the class.

3) The song talks about a feeling that is common all over the world. What is it?

( ) hate ( ) happiness ( ) sadness ( ) love

4) According to the song, what do people have in common? Do you agree?

_________________________________________________________________

_________________________________________________________________

1) Complete the text about the genre. Use the words in the box.

PLEASURE – RADIO – CHILDREN – TEENS – MUSIC/SONG –

TV – INTERNET – YOUNGS – CD – BOOK


GENRE

This text we read is a __________________ and circulates on/in

____________________, ______________________, ________________,

____________________ and __________________. Adults, ______________,

______________________ and _______________ like it. Usually people hear

them for ________________________.

1) What kind of language is used in the lyrics?

( ) Formal ( ) Informal

2. Find examples in the lyrics

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

1) Discuss the questions in Portuguese.

a) What sensations/emotions does this song provoke on you?

b) In your opinion, why does Celine Dion know so many people? What part of the

song can be related to this scene?

c) Is there any similarity between the theme of this lyrics and the movie Quest for

fire?

A música Let's Talk About Love de Celine Dion afirma que o que

une as pessoas em todo o mundo é o amor e que esse

sentimento é comum a todas as nações independentemente de

raça, cor ou cultura. Faça um breve comentário no

dando sua opinião.

MÓDUlo II

1

1 As imagens desta página estão referenciadas individualmente no final do trabalho.

1) Em duplas, pesquise na internet quais

são as línguas mais faladas no mundo

como língua materna (LM), segunda

língua (L2) e língua estrangeira (LE).

2) Produza um gráfico para ser

apresentado para seus colegas de turma e um cartaz.

Obs.: O cartaz deve conter o nome do país, da capital, a bandeira, o número de

habitantes, e a língua falada.

3) Após a apresentação e debate, postar no blog.

1) Vamos bater um papo.

a) Qual língua você gostaria de aprender? Por quê?

b) O que você acha de ter que aprender uma língua diferente da que você fala

atualmente?

c) O que significa saber outra língua? O que implica em saber outra língua? Quais

são as dificuldades?

d) O que a língua materna ajuda a construir em cada pessoa? Quando se

aprende outra língua podemos perder alguma coisa? O quê?

WARM UP ACTIVITIES

Technology Atlas

Fonte: Pixabay

Fonte: Pixabay

e) Quais as vantagens de se aprender outra língua?

f) Para que países os brasileiros estão indo com mais frequência para trabalhar?

g) E os mexicanos?

h) O Brasil recebe estrangeiros para trabalhar? Como você vê isso?

i) Como os brasileiros são vistos e conhecidos? E os americanos? E os

mexicanos? Há estereótipos?

2) Pesquise no laboratório de informática e, ao retornar para a

sala de aula, socialize as informações com seus amigos:

* Para que países os brasileiros costumam ir para

trabalhar;

* Para que país os mexicanos costumam ir para trabalhar;

* Como os mexicanos são tratados nos EUA.

LET’S SEE THE PICTURES

Post result of research on the class .

Technology

vi


a) In your opinion, what constitutes a person?

b) How is our identity built?

c) It’s missing the main characteristic. What is it?

d) What helps to differentiate, build and propagate the culture of a people?

e) Write and then discuss the concept or definition of culture.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

1) Em grupos de quatro ou cinco alunos, pesquise na

internet sobre as marcas culturais de alguns povos, como

comida, moeda, esporte, língua, religião, bandeira, vestuário,

artes e literatura. Os países (Brasil, México, Estados Unidos, Japão, Argentina,

Portugal, Nepal e China...) serão sorteados entre os grupos. Os grupos

produzirão painéis para serem expostos no mural do colégio e postados no blog

da turma. Cada grupo deve mostrar no mapa onde está localizado o país

estudado.

DISCUSSING THE

PICTURES

Technology

A) Crossword

vii

1) _____________________ are very happy.

2) _____________________ love hamburgers.

3) Burrito is a ________________________ typical dish.

4) Mexicans speak __________________.

5) _________________ is the language most spoken around the world.

6) Jackie Chan is a __________________ famous actor.

7) ___________________ soccer is the biggest rival of Brazil’s.

8) Brazil was colonized by ________________________.

HAVING fun

1 N 72 A

T 36 I

8 O4 N

AL

5 ITY

MÓDULO III

2

2 As imagens desta página estão referenciadas individualmente no final do trabalho.

1) Have you ever read or listened to this word before?

2) What does it mean?

3) Do you know anyone who has lived in another country?

4) What reasons make people decide to live abroad?

5) What are the principal obstacles people face when living in another country?

6) Can different cultures and languages collide when people decide to live in

another country? Give some examples.

7) Is there any relation between language and culture?

8) Why and when do people decide to learn another language?

WARM UP ACTIVITIES

1) Look at the pictures3 and find out the meaning of the words.

S T U I G H O E

K P R F A L W D

M C N B Y G V Z

STUNNING =

HOUSEKEEPER =

PITFALLS =

WORRIED =

FATHOMED =

3 As imagens desta atividade estão referenciadas individualmente no final do trabalho.

PERIL =

UPSCALE =


http://www.tribute.ca/movies/spanglish/8236/

1) What is the synopsis about?

_________________________________________________________________

2) What are the principal characters?

_________________________________________________________________

3) What is Flor’s daughter like? Explain this metaphor.

_________________________________________________________________

4) What is the nationality of the main character?

_________________________________________________________________

5) Have you ever read a synopsis before? What is it useful for? Write a small

paragraph about the genre synopsis:

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

http://www.tribute.ca/movies/spanglish/8236/

6) Tick the characteristics of a synopsis.

( ) Long text.

( ) Short text.

( ) Discusses in an objective way the movie.

( ) Gives lots of details about the story.

( ) Verbs are commonly used in the present tense.

( ) Verbs are commonly used in past tense.

LET’S WATCH “SPANGLISH”

viii


a) What is the plot of movie?

b) Comment about the cultural barrier between Flor and Clasky’s family.

c) Do you think it’s possible to live side by side with someone from another

culture? Why? Why not?

DISCUSSING

THE MOVIE

ix

1) What is the text about?

_________________________________________________________________

2) How do you think Flor felt when Deborah said her name wrongly?

_________________________________________________________________

3) In your opinion, why didn’t Deborah get to say the word Flor correctly?

_________________________________________________________________

_________________________________________________________________

TICK THE MEANING OF EACH WORD

Startled ( ) assustada ( ) satisfeita

Bending ( ) cedendo ( ) aumentando

Losing ( ) ganhando ( ) perdendo

4) Listen to a dialogue between Flor and Cristina and discuss with your classmate

about it.

x

5) Listen to a dialogue between Flor and Bernice (Clasky´s daughter).

a) Write F (Flor) or B (Bernice) before the turn.

b) Number the sequence of the dialogue.

xi

( ) It's too tight. It doesn't fit. ( )

( ) Wow! Taste, she has. Just try it on. ( )

( ) Just try it on. ( )

( ) When did you learn to speak English? ( )

( ) Thanks. ( )

( ) Lovely way to start the day. The world's most trim Mexican

learns her first sentence... and uses it to watch me grunt my

way... into a... It fits! ( )

( ) Bernice, just try it on. ( )

( ) It's too small. I'm too big. ( )

( ) Just try it on! ( )

( ) Okay. I'll show you. ( )

( ) Okay. No. ( )

( ) Thanks. ( )


DISCUSSING THE THEME

a) Is it important to know another language? Why? Why not?

b) Is immigration common nowadays? Which countries do Brazilians usually go

to?

c) Why do people immigrate?

d) Do you think an immigrant’s life is easy? What are the difficulties she or he has

to face in a foreign country?

1) Pesquise na internet sobre os personagens do filme em

português, escolha dois deles e escreva um pequeno texto em

inglês sobre eles.

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Technology

Sandra Cisneros is a

Mexican-American novelist, short-

story writer, essayist, and poet.

She was born in Chicago, Illinois,

USA in 1954. Her father Alfredo

Cisneros is Mexican and her

mother Elvira is Chicana, she has

six brothers and is the only

daughter in the family, she

attended college on scholarship.

Her brothers attempted to control

her and expected her to assume a traditional female role, she often felt like she

had "seven fathers" is reflected in the feminist strains of her writing, glorifying

heroines who dream of economic independence and celebrating the sexuality of

women. Cisneros is currently living in San Antonio, Texas where she has her

famous “purple house” at Guenther Street.

The house on Mango Street is one of her most famous works. It was

written in 1984. Cisneros created the character Esperanza, a poor, Hispanic

adolescent who longs for a room of her own and a house of which she can be

proud. The novel has sold more than two million copies.

Her main Works: Bad Boys (1980); The House on Mango Street (1984);

The Rodrigo Poems ( 1985); My Wicked, Wicked Ways ( 1987); Woman Hollering

Creek and Other Stories (1991); Caramelo (2003).

Texto adaptado de: http://www.gradesaver.com/author/sandra-cineros/;

http://www.yourdictionary.com/sandra-cisneros e http://www.litlovers.com/reading-guides/13-

fictions/452-house-on-mango-street-cisneros?start=1

SANDRA CISNEROS BIOGRAPHY

Cisneros


xii

1) Siga os passos abaixo:

a) Numere as linhas do texto, antes de iniciar a leitura.

b) Leitura silenciosa circulando as palavras transparentes.

c) Conte e escreva no final do texto a quantidade de palavras transparentes.

c) Leitura em voz alta por todos os alunos das palavras transparentes.

d) Sublinhe as palavras conhecidas;

e) Leia junto com o professor em Português em voz alta, as palavras

transparentes e as conhecidas.

f) Faça hipóteses sobre o significado das palavras desconhecidas.

2) Reread the text and complete the chart with information about the author.

Name

Birth date

Nationality

Profession/Job

Mother’s name

Father’s name

Brothers

Current residence

Main work

Main character

Copies sold

1) According to the genre this text is a:

( ) Synopsis ( ) Summary ( ) Biography ( ) Short story

2) Usually, in which language modality does this kind of this genre appear?

( ) Oral ( ) Written

3) Generally, where can people find this genre?

( ) Internet ( ) Book ( ) Magazine ( ) Bible

( ) Television ( ) Radio ( ) Newspaper ( ) Cd

4) What’s the main function of this genre?

( ) To criticize ( ) To mock ( ) To amuse ( ) To inform

5) Among the characteristics below, which ones belong to the genre focused?

( ) Personal data ( ) Real facts

( ) Scientific information ( ) Life trajectory

( ) Moral aspect ( ) Past tense

( ) Personal opinion ( ) First singular person


GENRE

xiii

1) How is your house?

2) Do you like it? Why? Why not?

2) Let’s discover the meaning of the words below.

xiv

forgotten - upbringing - loyalty - poverty - nearly - had - small

a) ______________________ é sinônimo de education.

b) O antônimo de big é ___________________.

c) Alguém que não é mais lembrado, é alguém que foi ___________________.

d) No Brasil há 22% da população abaixo da linha da ____________________.

WARM UP ACTIVITIES

e) ________________ é o passado do verbo ter (to have).

f) ___________________ é a capacidade de permanecer fiel aos amigos, aos

princípios.

g) _________________ = mais ou menos/perto de.


The house on Mango Street was first and most celebrated

novel by Sandra Cisneros. She speaks to the experiences of

the forgotten or invisible of American society, wrote about

conflicts directly related to her upbringing, including divided

cultural loyalties, feelings of alienation, and degradation

associated with poverty. This work took nearly five years to

complete.

The house on Mango Street was written in 1984. Cisneros

compared her house on Mango Street with the "real house" her parents had

promised her, it had small and red with windows so small.

Texto adaptado de: http://www.litlovers.com/reading-guides/13-fictions/452-house-on-

mango-street-cisneros?start=1 e http://www.yourdictionary.com/sandra-cisneros.


_________________________________________________________________

_________________________________________________________________

2) Who are the author and the narrator of The House on Mango Street book?

_________________________________________________________________

_________________________________________________________________

3) According to the text about The House on Mango Street and Cisneros’

biography, was Esperanza’s house the way her parents had promised? Did she

like her house?

_________________________________________________________________

_________________________________________________________________

1) After studying about Sandra Cisneros’ life and her book, try to elaborate some

false or true questions about the theme.

Nº QUESTIONS True False

1

2

3

4

1) In your opinion, what are the differences between Mexican, Brazilian and

American houses?

_________________________________________________________________

_________________________________________________________________

IT IS YOUR TURN NOW!

2) Draw them.

1) Do you like your name?

2) Do you know the origin of your name?

3) Who has chosen your name? Do you know why?

4) Does your name have a special meaning? What does it mean?

5) If you could, what name would you choose? Why?

6) What color comes to your mind when you say your name aloud? Why?

7) What people, places, events, things or ideas do you associate with your name?

8) Does your name represent/reflect the person you are?

SHORT STORY (conto) é uma

narrativa breve com poucos

personagens, apenas um drama,

espaço e tempo restritos e uma

linguagem objetiva e direta.

WARM UP ACTIVITIES

Post the text and the drawing on the class .

1) Search on the Hunting words to complete the sentences adequately.

xv

a) The mother of my father is my ____________________________________

b) The son of my sister is my _______________________________________

c) The daughter and son of my aunt are my ___________________________

d) The father of my mother is my ____________________________________

e) The grandmother of my mother is my ______________________________

f ) The grandfather of my father is my _______________________________

g) The brother of my father is my ___________________________________

2) In pairs, match the phrases with the pictures4.

xvi

1) In Spanish it means

too many letters.

( )

2) It means sadness, it

means waiting.

( )

3) A muddy color.

( )

4 As imagens utilizadas nesta atividade estão referenciadas individualmente no final do trabalho.

4) My father plays songs

like sobbing.

( )

5) She was a horse

woman too, born like me

in the Chinese year of

the horse.

( )

6) To be bad luck if

you’re born female.

( )

7) A wild horse of a

woman, so wild she

wouldn’t marry.

( )

8) She looked out the

window her whole life,

the way so many women

sit their sadness on an

elbow.

( )

9) I don’t want to inherit

her place by the window.

( )

10) Hurt the roof of your

mouth.

( )

11) In Spanish my name

is made out of a softer

something, like silver.

( )

PLOT (enredo) é o conjunto de

fatos que compõem uma

história.


MY NAME

In English my name means hope. In Spanish it means too many letters. It

means sadness, it means waiting. (…)

I would like to baptize myself under a new name, a name more like the

real me, (…).

(CISNEROS, 1984, p. 10-11)

1) According to the genre this text is:

( ) News ( ) Synopsis ( ) Short story ( ) Letter


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________


GENRE

xvii

Dice

Fonte: Pixabay

Does Esperanza like her name?

What is the origin

of her name?

FREE

Go forward 6 spaces

Who chose

Esperanza”s name? Why?

What does the

word Esperanza mean?

Go

back 5 spaces

What color does Esperanza’s

name represent? Why?

FREE

FREE

Go forward 4

spaces

What did Esperanza

inherit from her great-

grandmother?

What didn’t she want to inherit from her great-grandmother?

Pass your turn.

What is

Magdalena’s nickname?

Go forward 2

spaces

Did Esperanza want to have

another name? Which one?

Why?

Esperanza’s great-

grandmother was born in

…………year.

Do Chinese and

Mexican like strong women?

Pass your turn

Go forward 3

spaces

What did her great-grandfather do to be not forgiven by

her great-grandmother?

Esperanza and her great-grandmother

were born in….. year.

FREE

Explain the

phrase: It means too many letters.

Go

back 7 spaces

FREE

What reactions/feelings does the meaning of Esperanza’s

name provoke on herself?

Would Esperanza like to have known

her great-grandmother?

FREE

Who wrote the short story My

name?

Pass your turn.

What does

Esperanza think about her sister’s

name?

Go back 1 spaces

FREE

FINISH

START

1) Do a survey with your parents and family and find out

a) Is there a story behind your name? Which is it?

_______________________________________________________________

_______________________________________________________________

b) How and why was it chosen for you?

_______________________________________________________________

_______________________________________________________________

c) Socialize com os colegas na próxima aula.

1) Pesquise na internet sobre a origem e significado de seu

nome e onde ele é mais frequente, poste no blog e socialize

com a turma.

http://www.searchforancestors.com/surnames/origin/ (last names) http://babynamesworld.parentsconnect.com/ (first names) http://www.behindthename.com/ (first names)

HOMEWORK

Post result of research on the class .

Tecnology

Fonte: Pixabay

http://www.searchforancestors.com/surnames/origin/

http://babynamesworld.parentsconnect.com/

http://www.behindthename.com/

1) Read the sentences, paying attention to the underlined words.

a) What do the underlined words indicate?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2) All the words into the brackets are verbs. In the text they are in Present

Tense. Reread the text and copy them.

a) They _________________ (to hurt) the roof of your mouth.

b) It ______________ (to be) mine.

c) My father ______________ __ (to play) songs like sobbing.

d) I __________________________ (to want – negative) to inherit her place by

the window.

e) I ______________ (to be) always Esperanza.

- It means sadness.

- They say my name (is) funny.

1) In your opinion, is there any connection between one’s name and his or her

personal identity?

2) In your opinion, what are Esperanza’s feelings, hopes, dreams and fears?

3) What are your feelings, hopes, dreams and fears?

4) What are the differences and similarities among Mexican, American and

Brazilian cultures on the topic women?

Mexico

Mexican

Fonte: Pixabay

Flag

American

Fonte: Pixabay

Brazil

Brazilian

Fonte: Pixabay

Similarities

Similarities

Similarities

DISCUSSING THE

THEME

Differences

Differences Differences

5) Volte ao quadro com as figuras e as frases que estão antes da short story:

My name e escreva no terceiro quadro o que você entendeu.

1) Do you have any brothers and sisters?

2) Are they younger or older than you?

3) When you were children did you use to play together? Why or why not?

Where did you play?

4) Did you/your brother/sister take care of the youngest children?

5) What do boys and girls have in common?

6) What are the most frequent jokes among boys? And girls?

7) Do you have a best friend? Who?

WARM UP ACTIVITIES

1) Crossword

xviii

1) Your mother’s sons are your _______________________.

2) Your father’s daughter is your ______________________.

3) You, your brothers and sisters are __________________ of your parents.

4) Your mother and your father are your _________________________.

5) The girl that you in love can become your _______________________.

6) The male of previous answer is ________________________.

7) You tell your secrets to your __________________________.

6 R1 E

L4 A 2

T5 I

O7 N

SH

3 IP

2) Match the columns.

( a ) She’ll turn out just like them.

( b ) They’ve got plenty to say to me and Nenny inside the house.

( c ) One who will understand my jokes without my having to explain them.

( d ) But outside they can’t be seen talking to girls.

( e ) You don’t pick your sisters, you just get them.

( ) Mas em público eles não podem ser vistos conversando com meninas.

( ) Se tornará como eles.

( ) Você não escolhe suas irmãs, você apenas as têm.

( ) Eles têm muita coisa para falar para mim e Nenny, quando estão dentro de

casa.

( ) Aquele que vai entender minhas piadas sem eu ter que explicá-las.


BOYS & GIRLS

The boys and the girls live in separate worlds. (…)

(…) I am a red balloon, a balloon tied to an anchor.

(CISNEROS, 1984, p. 8-9)

1) According to the title, what is the text about?

_______________________________________________________________

_______________________________________________________________

2) Write T (true) or F (false) according to the text.

( ) The boys and girls play together on the street.

( ) Nenny is younger than Esperanza.

( ) Nenny is the narrator’s babysitter.

( ) The narrator doesn’t have a best friend.

( ) The narrator tells her secrets to Nenny.

3) Does the vocabulary appeal to emotions or is it more logical and

argumentative?

_______________________________________________________________

4) What kind of metaphor is there in this text?

_______________________________________________________________

5) What do you understand about the phrase: “I am a red balloon, a balloon tied

to an anchor”?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

1) What’s the objective of this genre?

( ) To criticize ( ) To amuse ( ) To inform


GENRE

1) Read the statements of the text and tick ( √ ) the correct answers.

a) The words in bold mean respectively:

( ) você / nós ( ) eles / mim ( ) eles / eu

b) The pronoun they replaces the word:

( ) girls ( ) brother ( ) kids ( ) boys

c) The word in bold is replacing the word:

( ) girls ( ) universe ( ) boys

POSSESSIVE PRONOUNS têm a

função de substituir o substantivo.

POSSESSIVE ADJECTIVES vêm

sempre acompanhados de um

substantivo.

They’ve got plenty to say to me and Nenny inside the house.

The boys in their universe and we in ours.

2) Substitute the words in bold by the adequate pronouns.

a) But outside the boys can’t be seen talking to girls.

_______________________________________________________________

b) Nenny can’t play with those Vargas kids.

_______________________________________________________________

c) One who will understand my jokes without my having to explain my jokes.

_______________________________________________________________

PERSONAL

PRONOUNS

OBJECT

PRONOUNS

POSSESSIVE

ADJECTIVES

POSSESSIVE

PRONOUNS

I

YOU

HE

SHE

IT

WE

THEY

ME

YOU

HIM

HER

IT

US

THEM

MY

YOUR

HIS

HER

ITS

OUR

THEIR

MINE

YOURS

HIS

HERS

ITS

OURS

THEIRS

JORDÃO (2004) afirma que o conhecimento

do mundo está diretamente ligado ao

conhecimento das línguas.

1) What kind of men and women are those boys and girls supposed to be when

grown up?

2) Have you ever felt like “a balloon tied to an anchor”?

3) What could be the reasons for such situation?

4) According to your knowledge of the world and after the readings, check the

cultural differences and similarities among Brazil, Mexico and United States

(USA).

MEX

BR

USA

a) It is women's responsibility to take care and raise

the children.

b) The children play with their neighbors on the street.

c) The women work out to support and help their families.

d) It’s men’s responsibility to support their families.

e) The families are big and have many children.

f) The boys and girls have different rights.


1) Do you like your house? How big is it?

2) How many people are there in your house?

3) Would you like living alone? Why?

4) Is it common to find young people living alone in Brazil? Where does it

happen?

5) When do young people move out from their parents’ house in Mexico?

6) In what kind of house would you like to live in?/ How would be the house of

your dreams?

7) What are the advantages and disadvantages of living alone?

WARM UP ACTIVITIES

A HOUSE OF MY OWN

Not a flat. (…) my (…) (…)

(…) Nobody’s (...).

Only a house quiet as (…).

(CISNEROS, 1984, p. 10-8)


1) Draw Esperanza’s house.

1) Who usually writes this kind of text?

_______________________________________________________________

2) Who can be the possible readers of the text?

( ) Adults ( ) Teachers ( ) English students ( ) Teens

( ) Children ( ) Parents who like to read for children ( ) Elderly

people

1) Answer the questions in Portuguese and talk to your classmates.


GENRE

HOME SWEET

HOME

a) What are her feelings about the old house?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

b) What does Esperanza’s house represent for her? Do you agree?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

c) Is your house your safe harbor? Why or why not?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

1) Do you like your hair?

2) What kind of hair do you prefer?

3) Is the hair of people of your family similar? Tell us about the difference.

4) Do you like your mother’s hair? What does it represent for you?

5) When you were a child did you like to touch your mother’s hair? Why or why

not? What did you feel?

WARM UP ACTIVITIES

1) Memory game5

xix

SWEET

BROOM

BARRETTE

CURLY

BREAD

NOSE

5 As imagens utilizadas nesta atividade estão referenciadas individualmente no final do

trabalho.

SKIN

RAIN

ROOM

ROSSETES

LAZY

BAND

STRAIGHT

SLIPPERY

HOLD

CANDIES

THICK

FUR

ESCORREGADIO RETO/

LISO

BALAS/

CHOCOLATES

PÃO

PÊLO

CHUVA

LUGAR/

ESPAÇO

CACHEADO/

CRESPO VASSOURA

PELE

PREGUIÇOSO GROSSO

DOCE

ROSINHAS NARIZ

SEGURAR

FITA PARA

CABELO

PRESILHA/

PRENDEDOR


HAIRS

Everybody in our family has different hair (…)

But my mother’s hair, my mother’s hair, (…) feel safe, (…). smells like

bread.

(CISNEROS, 1984, p. 6-7)

1) Read the first paragraph and try to draw pictures representing the kinds of

hair of the narrator’s family.

2) One member of her family is missing. Which is it?

( ) Her grandmother ( ) Her great-grandfather ( ) Her mother

3) Read the second paragraph now. Whose hair is the narrator talking about?

4) Try to draw this hair.

5) Answer questions a and b in Portuguese.

a) Which feelings can be inferred from the second paragraph?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

b) Are those feelings exclusive of Mexican culture? Why?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

1) Draw the last sentence: The snoring, the rain, and Mama’s hair that smells

like bread. Talk about it with your classmates.

2) Give your opinion about the short story. Try to express how much you

enjoyed it.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Post your drawings on the class .

3) What’s the role of literature?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

GAME

1) Escolha uma cor e pinte somente os números pares e reescreva a palavra

que você encontrar, em seguida escolha outra cor e pinte somente os números

ímpares e reescreva a palavra encontrada.

1 3 2 5 7 9 4 11 6 8 13 15 17 30 35 32 37 39 41 43 34 45 47

M I T N Ú S I C N Y U L O H Q I U A D R P I L

_________________________________ ____________________________

_________________________________ ____________________________

12 13 14 16 15 18 17 19 20 21 22 23 25 24 27 29 26 28 31 33

F P O O É T T O A R N N O K Z E L E L O

________________ _______________________________________

________________ _______________________________________

49 51 36 38 53 40 55 42 44 46 79 81 64 83 66 85 68 87 70 89 91

M E A F D R O A I D L A T G E R A I R M A

___________________________ ______________________________

___________________________ ______________________________

56 63 65 58 67 69 60 71 73 62 75 77 72 74 93 76 95 78 80 97 82 84 99

S S U I S P G I R H A R F E P A E T H N E R A

_______________________________ _____________________________

_______________________________ _____________________________

__________________________

__________________________

2) Look at the pictures6 and find out the meaning of the words.

S T U I G H O E

K P R L A L W D

M C N B Y B V Q

6 As imagens utilizadas nesta atividade estão referenciadas individualmente no final do

trabalho.

3 5 2 7 4 6 9 8 11 10 13 12 14 15

G A S I E A V G O U T L L A

HOMESICK =

DISGUSTED =

SCREAM =

CRY =

TORN =

THREAD =

KEPT =

BREAK =

BELIEVE =

1) Match the columns.

( a ) The man saved his money to bring her here.

( b ) She was alone with the baby boy in that country.

( c ) He came home late and he left early.

( d ) And then to break her heart forever.

( ) E então magoar seu coração para sempre.

( ) O homem economizou seu dinheiro e a trouxe aqui.

( ) Ele vem para casa tarde e sai cedo.

( ) Ela estava sozinha com seu bebê naquele país.


NO SPEAK ENGLISH

[1] Mamacita is the big mama (…)

[3] Then one day Mamacita and the baby boy arrived in yellow taxi. (…).

No Speak English - 1

Fonte: Silva, 2013

(…)

[5] Up, up, up the stairs she went with the baby boy (…)

No speak English - 2

Fonte: Silva, 2013


Fonte: Silva, 2013

[8] (…) whether she is fat, or can’t climb the stairs, or is afraid of English,

she won’t come down. (…)

[9] Home. Home. Home is a house in a photograph, (…)


Fonte: Silva, 2013

(…) This is home. Here I am and here I stay.

(…)


Fonte: Silva, 2013


Fonte: Silva, 2013

(…)

No, no, no as if she can’t believe her ears.

(CISNEROS, 1984, p. 76-78)

1) Match paragraph with the principal idea:

xx

( ) Comia apenas presunto e ovo.

( ) Seu nome é Mamacita.

( ) Atenção nos pequenos pés.

( ) Descrição da Mamacita.

( ) Saudade da casa rosa.

( ) Nunca sai de casa.

( ) Economizou para levar a família para EUA.

( ) Sempre triste ouvindo músicas de sua terra.

( ) Sobe os degraus com dificuldade.

( ) Desespero.

2) Try to write the central idea of the paragraphs 10, 12 and 13.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

3) Describe the principal character. Use parts of the text to illustrate your

answer.

PHYSICAL

CHARACTERISTICS

PSYCHOLOGICAL

CHARACTERISTICS

DOMINOES GAME

WHAT ARE THE

EIGHT WORDS

MAMACITA

KNOWS IN

ENGLISH?

WHAT ARE THE

EIGHT WORDS

MAMACITA

KNOWS IN

ENGLISH?

WHAT ARE THE

EIGHT WORDS

MAMACITA

KNOWS IN

ENGLISH?

WHAT ARE THE

EIGHT WORDS

MAMACITA

KNOWS IN

ENGLISH?

ENGLISH

SHE IS AFRAID

TO SPEAK

ENGLISH.

SHE SITS ALL

DAY BY THE

WINDOW.

PINK

MAMACITA

DIDN’T COME

TO THE STREET

BECAUSE…

MAMACITA

DIDN’T COME

TO THE STREET

BECAUSE…

MAMACITA

DIDN’T COME

TO THE STREET

BECAUSE…

MAMACITA

DIDN’T COME

TO THE STREET

BECAUSE…

THERE ARE

FLIGHTS OF

STAIRS.

…WE ARE

HOME.

SHE PLAYS THE

SPANISH THE

GUITAR.

…FULL OF

STARLED

LIGHT.

HOW IS

MAMACITA’S

DAY?

HOW IS

MAMACITA’S

DAY?

HOW IS

MAMACITA’S

DAY?

HOW IS

MAMACITA’S

DAY?

SHE SINGS ALL

THE HOMESICK

SONGS.

BRIGHT HERE

I AM. HYSTERICAL

MAMACITA’S

HOUSE…

MAMACITA’S

HOUSE…

MAMACITA’S

HOUSE…

MAMACITA’S

HOUSE…

…FULL OF

HOLLYHOCKS … HERE I STAY. …HIGH

…THE THICK

ANKLE

MAMACITA'S

HUSBAND

SAID…

MAMACITA'S

HUSBAND

SAID …

MAMACITA'S

HUSBAND SAID

…

MAMACITA'S

HUSBAND SAID

…

SPEAK

ENGLISH …SAD

HOLY

SMOKES. …A FOOT SOFT

EVERY ONCE IN

A WHILE IN A

MAMACITA

LETS OUT A

CRY ….

EVERY ONCE IN

A WHILE IN A

MAMACITA

LETS OUT A

CRY ….

EVERY ONCE IN

A WHILE IN A

MAMACITA

LETS OUT A

CRY ….

EVERY ONCE IN

A WHILE IN A

MAMACITA

LETS OUT A

CRY ….

FUCHSIA

ROSES AND

GREEN

PERFUME

HE NOT

HERE.

SHE IS

TOO FAT. …FRIGHTENING

MAMACITA HAS

…

MAMACITA

HAS …

MAMACITA

HAS …

MAMACITA

HAS …

A FLUTTER OF

HIPS NO SPEAK…

SHE CAN’T GO

DOWN THE

STAIRS.

HER DAY IS

VERY SAD.

1) Answer the questions in Portuguese and then discuss with your classmates.

a) In your opinion, why didn’t Mamacita come down to the street?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

DISCUSSING THE Text

b) Why was Mamacita so sad to listen to her son singing in English?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

c) Explain the title of the short story: No speak English.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

d) Why did Mamacita’s husband scream: “We are home. This is home. Here I

am and here I stay. Speak English. Speak English. Christ!”?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

2) Draw Mamacita’s house in Mexico

Post your drawing on the class .

1) Does Cisneros use metaphors in her texts? If yes, show examples.

2) Does the text promote equitable power-sharing between sexes?

3) Do you think Mamacita’s and her husband’ life was easy?

4) What kind of difficulties do they have to face in a foreign country?

5) If it were you, what difficulties would you have to face?

6) Why is it so difficult to live in another country?

7) In the short stories "My Name" and "No Speak English," Cisneros describes

a gulf between two languages, a gap of meaning and of feeling. How does

Esperanza feel about the two languages and by extension, about the two

cultures? How does she feel about the society outside her place?

8) In your opinion, why don’t Brazilian students like to learn English at school?


1) Read the text again and underline all the verbs.

2) What verbal tense predominates in this text? What makes you think so?

_______________________________________________________________

_______________________________________________________________

3) Match the columns:

( 1 ) Simple past

( ) It is used to express an action that will happen in future.

( ) It is used to express actions that

happened in a determined time.

( 2 ) Present tense ( ) It used to express facts or actions

that happen at the present moment, a

habitual action or a universal truth.

4) All the words into brackets are verbs. In the text they are in simple past. Look

for them to complete the sentences adequately.

a) He _____________ (to come) home late and he _____________ (to leave)

early.

VERBOS IRREGULARES têm formas

próprias para o passado simples e o

passado particípio, sendo assim não

segue a nenhuma regra.

b) Up, up, up the stairs she _____________ (to go) with the baby boy in a blue

blanket.

c) The man _____________ (to have) to pull her.

d) He ______________ (to eat) hamandegges for three months.

e) Because that ______________ (to be) the only word he ________________

(to know).

5) Rewrite the sentences above in negative form.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

Chapper_board

6) In groups, write a small play about the text No speak English by

Sandra Cisneros and then dramatize and record it.

xxi

Post your video on the class .

Fonte: Pixabay

ANEXO I

1)Você gosta de estudar inglês? ( ) sim ( ) não

2) Você acha importante estudar inglês?

( ) sim ( ) não – Justifique sua resposta.

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

3) Você sempre estudou em escola pública? ( ) sim

( ) não - Quanto tempo estudou em escola particular? - ___________ anos.

4) Desde que série você estuda inglês?

_______________________________________________________________

5) Como foi o seu aprendizado de Língua inglesa ao longo de sua vida escolar?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

6) Você já estudou inglês em alguma escola de idiomas?

( ) sim - Quanto tempo_________________________ ( ) não

7) Quais as principais dificuldades que você tem encontrado ao estudar a

Língua Inglesa?

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

QUESTIONÁRIO SOBRE O ENSINO/APRENDIZAGEM DA LÍNGUA INGLESA

ANEXO II

1)Title: ___________________ 2) Director: ____________________________

3) Cast: ________________________________________________________

4) Release date: ___________________ 5) Running time: ______________

6) Genre:

( ) comedy ( ) documentary ( ) drama

( ) fiction ( ) love story ( ) action

7) Language:

( ) formal ( ) informal

8) Theme:

( ) Cultural ( ) Scientific ( ) Political ( ) Religious

9) Who is narrator of the story? ______________________________________

10) Why did Flor decide to go to America?

_______________________________________________________________

_______________________________________________________________

11) How did they go to America? _____________________________________

12) Why did the mother decide to look for a new job?

_______________________________________________________________

_______________________________________________________________

13) What were first English words Flor learned? _________________________

14) ____________ is plump: ( ) Flor ( ) Deborah ( ) Bernice

15) What was Flors reaction to see Cristina with dyed hair?

( ) joy/pleasure ( ) fury/anger ( ) indifference

16) How many dollars did Cristina receive/get for stones? _________________

17) Does Flor agree with John’s attitude? ( ) yes ( ) no

18) Did Cristina like the new school? ( ) a bit ( ) very much ( ) no

19) Why does Flor leave her job?

_______________________________________________________________

_______________________________________________________________

20) Did Cristina agree with her mother’s decision? Why?

_______________________________________________________________

ROTEIRO

REFERÊNCIAS

BAKHTIN, Mikhail. Estética da criação verbal. 4. ed. São Paulo: Martins Fontes, 2003.

CANDIDO, A. A literatura e a formação do homem. Ciência e Cultura. São Paulo, vol.4, n.9, set/1972.

CELINE - Let's Talk About Love Live - Au Coeur du Stade. Disponível em: <https://www.youtube.com/watch?v=qr9l2KKmPH8> Acesso em: 10 ago. 2013.

CISNEROS, S. The House on the Mango Street. 2.ed. New York, Arte Público, 1984.

LETRAS. Let's Talk About Love. Céline Dion. Disponível em: <http://letras.mus.br/celine-dion/162867/> Acesso em: 10 ago. 2013.

LIMA, Denilso de. Porque brasileiro não fala inglês. Disponível em: <http://www.inglesnapontadalingua.com.br/2013/06/por-que-brasileiro-nao-aprende-ingles.html?utm_source=feedburner&utm_medium=email&utm_campaign=Feed%3A+denilsodelima+%28Ingl%C3%AAs+na+Ponta+da+L%C3%ADngua+%C2%BB+Texto%29> Acesso em: 08 ago. 2013.

PARANÁ, Secretaria do Estado da Educação. Superintendência da Educação. Diretrizes Curriculares de Língua Estrangeira Moderna para Educação Básica. Curitiba: SEED, 2008.

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http://pixabay.com/static/uploads/photo/2012/04/05/01/08/eyes-25530_640.png?i> Acesso em 21 out. 2013.

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i Ordem das respostas: 4-6-7-2-3-1-5

ii Escolher duas ou três cenas, podendo ser o momento que a tribo perde o fogo, momentos

bem selvagens do filme e o final onde se percebe que a linguagem surge.

iii H-B-I-E-A-G-F-C-D

iv A ordem correta dos parágrafos são: 1=2;2=4;3=3;4=1;5=6;6=5

v As palavras escolhidas para serem completadas na música são: 1ª stanza – been and seen;

2ª stanza – names and same; 3ª stanza - tears and thread; 4ª stanza – breeze and sweet;

Chorus – us and trust; 5ª stanza – king and queen; 6ª stanza – deep and leaf; Chorus – love

and life / know and show.

vi Apresentar várias imagens que podem ser encontradas na internet que apresentem aspectos

culturais do Brasil, México e Estados Unidos, como prato típico, roupa, moeda, esporte, tipo

físico, bandeira, religião, entre outros.

vii

Brazilians, Americans, Mexican, Spanish, English, Chinese, Argentinian e Portuguese.

viii O filme pode ser exibido em contra turno. Entregar o roteiro em anexo para que os alunos

respondam assistindo o filme

ix Exibir novamente este trecho do filme sem legenda. Explicar a confusão entre a pronúncia de

Flor e floor que sempre buscamos na língua materna sons parecidos para conseguirmos pronunciar novas palavras consideradas mais difíceis e que assim aparece o sotaque que marca a nossa identidade. DEBORAH: What’s your name? Llamo? It’s one of my five Spanish words.. FLOR: Flor Moreno. DEBORAH: Floor? FLOR: Flor DEBORAH: Floor? FLOR: No. Florrrrrrr DEBORAH: Floor? FLOR: Florrrrrrr (lots of rolling R’s) BERNICE: It means flower, right? MONICA: Yes. Flower. Yes DEBORAH: Floor? what I walk on right? FLOR: Florrrrr. EVELYN: Florrrr ALL : Florrrrr. DEBORAH: Is there some school of the ear that I’m flunking out of right now? DEBORAH: What did she say? MONICA: She says…If you curl your tongue and then let it be loose that you will get it and that it’s really hard for Americans and that it’s great that you try so hard because most people wouldn’t bother. DEBORAH: She gets me…. Florrrrr. FLOR: Perfecto!!!! DEBORAH: Dense but stubborn right? x Discuta com os alunos as razões que levaram Flor a querer a prender inglês.

CRISTINA: A simple request from my mother startled me. Her rules were bending. She was losing her battle to remain uninvolved with the Claskys. FLOR: Como se diz veste? CRISTINA: “Try it on” FLOR: Try… CRISTINA: Just. "Just try it on." FLOR: Just try on. CRISTINA: Just. FLOR: Just.

xi A ordem do diálogo é: 4-1-3-2-9-10-5-6-7-8-11-12. (1 é fala da Flor)

xii Fazer com que os alunos percebam que já conseguem saber o conteúdo em português.

xiii Todos textos referenciados neste material estão digitalizados e disponíveis online. Caso você

necessite basta solicitar por e-mail ([email protected] ou

[email protected]) que envio.

xiv Upbringing – small – forgotten – poverty – had – loyalty - nearly

xv Grandmother – nephew – cousins – grandfather – great-grandmother – great-grandfather - uncle

xvi 3-1-6-5-8-4-7-10-2-9-11

xvii

Monte o dado e motive os alunos a jogarem. O dado deverá ser jogado pelos alunos, pois esse indicará a quantidade de casinha cada um deverá avançar. Você pode estabelecer as regras, ex. quando errar a resposta volte uma casinha, ou se não responder volte três... As perguntas podem ser respondidas em português. O importante é que todos participem. xviii

Brothers – sisters – kids – parents – girlfriend – boyfriend – best friend

xix Recorte o Jogo da Memória e incentive os alunos a jogarem.

xx Os parágrafos que deverão ser numerados serão de 1 a 9 e o 11.

xxi Os alunos em grupos deverão escrever pequenas peças sobre a short story No Speak

English, ensaiar e filmar, que posteriormente será exibida na noite cultural do colégio.

os desafios da escola pÚblica paranaense na perspectiva do ... · resumo: a presente ... ( ) fogo...

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