FORUM DA JUVENTUDE

EEEFM SUBOFICIAL EDVALDO BRANDÃO DE JESUS

Trabalho de Projetos Integradores de Língua Portuguesa para o 1º ano NEM

Professora: Rosália Souza de Oliveira

TEMA: "Os direitos do jovem e o protagonismo juvenil"

TURMAS: 101 e 102

TEMPO PARA PARTICIPAÇÃO: de 20 a 29 de junho de 2023. (até às 23h59mim).

ATIVIDADE

Leia o texto abaixo e faça um comentário à postagem base e outro comentário à participação de um dos seus colegas de série (no mínimo).

LEGISLAÇÃO

ESTATUTO DA JUVENTUDE COMPLETA 10 ANOS EM 2023.Publicado em 2013, o documento reúne os direitos dos jovens entre 15 e 29 anos

Instituído no dia 5 de agosto de 2013, o Estatuto da Juventude (Lei nº 12.852) completa, no dia 05 de agosto, dez anos como norteador para políticas públicas para mais de 47 milhões de brasileiros com idade entre 15 e 29 anos. Em seu texto, o documento traz artigos que reafirmam os direitos dos jovens, os princípios e diretrizes das políticas públicas da Juventude e o Sistema Nacional de Juventude (Sinajuve) – que organiza e estimula a participação dos jovens no planejamento e avaliação de ações e programas que constituem as políticas públicas garantidas por lei. 

Acesse o Estatuto da Juventude na íntegra

O documento prevê direitos específicos para a juventude, como o Direito à Diversidade e à Igualdade; Direito ao Desporto e ao Lazer; Direito à Comunicação e à Liberdade de Expressão; Direito à Cultura; Direito ao Território e à Mobilidade; Direito à Segurança Pública e ao Acesso à Justiça; Direito à Cidadania, à Participação Social e Política e à Representação Juvenil; Direito à Profissionalização, ao Trabalho e à Renda; Direito à Saúde; Direito à Educação; e Direito à Sustentabilidade e ao Meio Ambiente. 

(TEXTO ADAPTADO. Disponível em <<https://www.gov.br/pt-br/noticias/assistencia-social/2022/08/estatuto-da-juventude-completa-nove-anos-em-2022>>. Acessado em 15/06/2023)

Contribuições para o fórum podem conter considerações sobre:

- a compreensão de quais são seus direitos previstos no estatuto;

- que direitos aos quais você acredita que tem mas que não tem tido acesso;

- como (e se) você, jovem, tem sido desafiado ao protagonismo juvenil (em casa, na escola, no trabalho);

- sua compreensão sobre os limites do DIREITO e do DEVER de cada jovem no mundo;

- o que lhe ocorrer e tiver relação com o tema.

Obs.: Não esqueça de fazer sua identificação (nome completo, série e turma) antes de escrever seu texto de participação.

Bom trabalho!

FÓRUM ENCERRADO

CORRIGIDO NO DIA 30 DE JUNHO DE 2023, ÀS 12H, PARA ENTREGA DE NOTAS NA SECRETARIA DA ESCOLA

Compartilhe por Twitterlink para Copiar para área de tran

Personalities, occupations and the weather

LESSON PLAN
CLASS INFORMATION: English Class – Letters Course, 2009 – 2nd Level

OBJECTIVE:
- The students in this basic level must be able to use the spoken and written language in natural context in which they can perceive the use of verbs according to the functions of language through realistic tasks and communicative pronunciation activity.
GROUP:
- Marcus Alexandre Carvalho de Souza
- Rosália Souza de Oliveira
INPUT DATA:
- white board, color markers, pictures, tape, a box, a bag, glue, postcards and stamps.

PROCEDURES:
TASK 1 (speaking)
- Teacher divides the class in 5 groups
- Each group receives two pictures
- Students must discuss about each image and reach answers to the following questions:
Who is he/she/they?
What is his/her/their occupation?
What does he/she (or do they)do according to each occupation?
What is he/she (or are they) doing now, in this picture?
- After the group discussion, they must choose two students to present the people to the class.
- Teacher puts the picture on the wall
- Teacher orientates the activity of accountability: Who’s doing what?

TASK 2 (writing)
- Teacher presents to the class many postcards of different places
- Each group chooses one of them
- The students must imagine that they are in this place
- They choose a friend of another group to address the post card.
- They must write his/her name in it and can’t forget his/her address.
- Teacher writes on the whiteboard some adjectives like: rainy, dry, hot, humid, warm, sunny, cloudy, cool, wind, cold, snowy related to the weather.
- Students must write a little message in which the following information appear:
Where are you?
What’s the weather like?
Who are you with?
What are you doing now?
- After that they glue a stamp in the postcard and take it to mailbox.
- The text can be signed by all students of group (using we) or by only one (using I)
- Teacher orientates the activity of accountability: Reading the received message. For this, he or she can ask to a volunteer to be a mailman and to distribute the postcards to the chosen students.

TASK 3 (vocabulary review)
- If it’s necessary, the teacher can apply a final task about seasons’ characteristics: The students (in group) must complete the chart matching the characteristics to each season of the year according their knowledge about this subject.
- Accountability task can be: a discussion about the seasons and the weather
METHOD AND APPROACH: - Method: Communicative Language Teaching
- Approach: TBL: Task Based Learning and Functional Approach
SETTING:
- semi circle

ACCOUNTABILITY:
- Who’s doing what? (speaking)
The teacher shows a card with a personality and the class must say what this person is doing now. The activity can extend until the cards finish.
- Reading the received message (reading)
The person that received a postcard must read the message to the class.
- Discussion: Seasons and the weather(writing)
After that the class to complete the chart (dynamic activity in three groups, like a competition), students and teacher discuss about the result to correct the made choices.

The Imperative Mood - Recycle Paper

FEDERAL UNIVERSITY OF PARÁ
COURSE: LETTERS / ENGLISH LANGUAGE
LETTERS FACULTY
SUBJECT: CONVERSATION WORKSHOP II
TEACHER: KARINA GAYA
GROUP:
- Adriana da Silva Moreira - 0612000304
- Marcus Alexandre Carvalho de Souza - 0612000504
- Rosália Souza de Oliveira - 0612001304

THEME:
How to teach the imperative mood through instructional texts.

JUSTIFICATION:
Teaching the imperative mood although to be easy it is very simple (for the absence of verbal suffix) but it becomes a boring learning because the biggest difficulty is the learning of the vocabulary.
So this work aims to make this learning an interesting interaction among students and present the imperative in an authentic situation that is necessary to the acquisition of a new idiom in order to improve fluency.

OBJECTIVE:
This project has as objective the use of the foreign language in a real communicative situation to teach “the imperative mood” through instructions of how to recycle paper and how to use it in making several personalized objects.

METHODOLOGY:
1st step:
• Show the text model (recipe of recycled paper) ;
• Point the specific characteristics of the textual gender;
• Present the objective of this recipe (recycled paper);
• Show the utility of the recycled paper (ready objects).

2nd step:
• The teacher divides the class in groups;
• Each group picks out one of the objects;
• The groups must try to do the objects according to the models;
• The group students in groups must help themselves giving instructions to each others.

3rd step:
• They must write the instructions about how to do this object;
• The teacher checks the texts, corrects the mistakes and helps with possible changes.

4th step:
• Oral presentation of the making process of each object to all class;
• In the end the teacher asks “What was the verbal mood used to give these instructions?”




Diary

Day 1 - July 9th
The group decided what the theme of this project would be.

Day 2: July 10th
There was the first tasks division among the group of students: Rosália typed the project, Alexandre and Adriana researched and organized the data.

Day 3: July 11th
The group discussed about the didactic sequence to the work.

Day 4: July 12th
The didactic sequence was concluded.

Day 5: July 16th
In the morning the written part of the project was evaluated by the teacher. In the afternoon the group prepared: the model text, the hand out, the paper objects for the presentation and four bags. At night the tasks of presentation were divided among the students.

Day 6: July 17th
The group rehersed the presentation to control the time and completed one of the evaluation charts.

Day 7: July 18th
The group will be the third one to present this project to the class.




BIBLIOGRAFY:

DOLZ, Joaquim; NOVERRAZ, Michele & SCHNEUWLY, Bernard. Seqüências didáticas para o oral e a escrita: apresentação de um procedimento. In: ROJO, Roxane & CORDEIRO, Glaís Sales (trad. e org.). Gêneros orais e escritos na escola. Cap. 4. Campinas, SP: Mercado de Letras, 2004.

_____ ; SCHNEUWLY, Bernard; PIETRO, Jean-Francois de & ZAHNA, Gabrielle. A Exposição Oral. In: ROJO, Roxane & CORDEIRO, Glaís Sales (trad. e org.). Gêneros orais e escritos na escola. Cap. 8. Campinas, SP: Mercado de Letras, 2004.

GOH, Christiane C.M. O Ensino da Conversação na Sala de Aula (tradução Rosana S.R. Cruz Gouveia). São Paulo: Special Book Services Livraria, 2008.

MELO, Rezerneide G.; MAGALHÃES, Mª de Jesus Q. & SOARES, Rosália de O.. O Feio pode ser Belo: proposta educacional que faz da reciclagem de papel mais um instrumento para a formação integral do jovem. Escola Bolívar Bordallo, Bragança, Pará, 2007.


UFPA-BRAGANÇA-PARÁ
5ª etapa/2008



TEXT: How to recycle paper



NECESSARY MATERIALS:
• used papers (newspaper, magazines, old notebooks …)
• bucket
• big basin
• blender
• flat sieve
• white glue
• table napkins or old towels
• newspapers
• water




HOW TO DO
1. Tear in little pieces the papers and put them in a bucket with water.
2. Put 1 cup of this wet paper and 3 cups of water in a blender. After that triturate until getting a homogeneous mixture.
3. Pour this mixture in a big basin. Add more water and 2 tablespoon of glue. Mix very well.
4. Dip the flat sieve into the basin, pull in the horizontal position and wait until flows all water.
5. Put the sieve on newspapers and cover it with a table napkin. Then press to dry the surface of the paper.
6. Remove the table napkin and turn down the sieve on dry newspaper. Then give small beats until the paper is separated of the sieve.
7. Wait until it dries and use it as any kind of paper.
















FEDERAL UNIVERSITY OF PARÁ
COURSE: LETTERS / ENGLISH LANGUAGE
LETTERS FACULTY
SUBJECT: CONVERSATION WORKSHOP II
TEACHER: KARINA GAYA

GROUP:
- Adriana da Silva Moreira - 0612000304
- Marcus Alexandre Carvalho de Souza - 0612000504
- Rosália Souza de Oliveira - 0612001304

THEME: _____________________________________________________

OBJECTIVE:
This project has as objective the use of the foreign language in a real communicative situation to teach English through instructions of how to recycle paper and how to use it in making several personalized objects.

ADRIANA:
• Reading of the model text and
• Observation of its specific characteristics

ROSÁLIA:
• Presentation of the objective of this text (recycled paper)
• Demonstration (how to use) and
• Organization of the class to a practical work.

ALEXANDRE:
• Instructions of a textual production in group (how each object was made);
• Orientation of oral presentation and
• Evaluation of the learning in only one question.

ADRIANA, ROSÁLIA and ALEXANDRE:
• Orientation during the making of the objects and the writing activity.

BIBLIOGRAFY:
DOLZ, Joaquim; NOVERRAZ, Michele & SCHNEUWLY, Bernard. Seqüências didáticas para o oral e a escrita: apresentação de um procedimento. In: ROJO, Roxane & CORDEIRO, Glaís Sales (trad. e org.). Gêneros orais e escritos na escola. Cap. 4. Campinas, SP: Mercado de Letras, 2004.

_____ ; SCHNEUWLY, Bernard; PIETRO, Jean-Francois de & ZAHNA, Gabrielle. A Exposição Oral. In: ROJO, Roxane & CORDEIRO, Glaís Sales (trad. e org.). Gêneros orais e escritos na escola. Cap. 8. Campinas, SP: Mercado de Letras, 2004.

GOH, Christiane C.M. O Ensino da Conversação na Sala de Aula (tradução Rosana S.R. Cruz Gouveia). São Paulo: Special Book Services Livraria, 2008.

MELO, Rezerneide G.; MAGALHÃES, Mª de Jesus Q. & SOARES, Rosália de O.. O Feio pode ser Belo: proposta educacional que faz da reciclagem de papel mais um instrumento para a formação integral do jovem. Escola Bolívar Bordallo, Bragança, Pará, 2007.
PRESENTATION – second part Rosália

After following all these steps, you are going to have this kind of paper (show) With it you can do several things like: this card, this bookmarker, this beautiful vase and other things that you can imagine (souvenirs, table lamps, notebooks, agendas, pictures...)
Now, I want that you organize 3 groups (organize). You are going to do 2 tasks. While you are working, we (Adriana, Alexandre and I) are going to help you if you need.
Pay attention! The first task is:

1st task: You are going to do one of these objects (a card, a bookmarker or a vase). For this, I need one student of each group to choose a bag. Into the bag there are some things that you are going to use to do your object, like pieces of recycled paper and colorful paper, glue, scissors and others. (Let’s take a bag and don’t open yet!).

Now, Alexandre is going to talk about the second task.

2nd task: ALEXANDRE

NOTE: Advice that the group that finished the task first, it gain a prize.

Phonemes and music

FEDERAL UNIVERSITY OF PARÁ
UNIVERSITARY CAMPUS OF BRAGANÇA
FACULTY OF LETTERS
SUBJECT: MORFOLOGIA, FONÉTICA E FONOLOGIA DO INGLÊS
TEACHER: CILÉIA MENEZES
STUDENT: ROSÁLIA SOUZA DE OLIVEIRA


♬ Let’s sing ♬
Patience
Gun’s and Roses
Composição: Axl Rose / Izzy Stradlin
♪
one, two... one, two, ______________ , four
She'd a tear 'cause I'm missing you
I'm still alright to smile
Girl, I ______________about you every day now
Was a time when I wasn't sure
But you set my mind at easy
______________is no doubt you're in my heart now
♬
Said, woman, take it slow
And it'll work itself out fine
All we need is just a little patience
Said, sugar, make it slow
And we'll come ______________fine
All we need is just a little patience
♪
I sit here on the stairs
'Cause I'd ______________be alone
If I can't have you right now I'll wait, dear
Sometimes I get so tense
But I can't speed up the time
But you know, love, there's one more thing to consider
♬
Said, woman, take it slow
And ______________will be just fine
You and I'll just use a little patience
Said, sugar, take the time
'Cause the lights are shining bright
You and I've got what it takes to make it
We won't fake it
Oh, I'll never break it
'Cause I can't take it
♪
♬ (whistle) ♪
Little patience, yeah
Need a little patience, yeah
Just a little patience, yeah
Some more patience, yeah
I've been walking the streets at night
Just trying to get it right
(Need some patience, yeah)
It's hard to see with so many around
You know, I don't like being stuck in the crowd
(Could use some patience, yeah)
And the streets don't change but, baby, the names
I ain't got time for the game
(Gotta have some patience, yeah)
'Cause I need you, yeah
Yeah, but I need you
(All it takes is patience, yeah)
Oh, I need you
(Just a little patience)
Oh, I need you
(Is all you need)
Oh, ______________time

♪ ♬ ♪
http://letras.terra.com.br/guns-n-roses/17126/ - Acessado em: 11/08/2009


1. Complete the letter of song filling in the blanks with the words of this box:

THIS –THREE – THINGS – RATHER
THINK – TOGETHER– THERE


2. Now you have to put each word in the correct box according to the phonemes:

/θ/ /ð/
_________________ __________________
_________________ __________________
_________________ __________________
_________________ __________________

About phonemes

UNIVERSIDADE FEDERAL DO PARÁ
CAMPUS UNIVERSITÁRIO DE BRAGANÇA
COLEGIADO DE LETRAS / SOURE
DISCIPLINA: LABORATÓRIO DE LÍNGUA INGLESA II
PROFESSORA: KARINA GAYA
TURMA DE LETRAS 2006


LESSON PLAN



COMPONENTES: Luzileida Sousa Corrêa ............................0612003304
Marleuda dos Santos Cardoso ................0612000204
Nilce Leão dos Reis ....................................0612002004
Rosália de Oliveira Soares .......................0612001304
Sheila da Silva Noronha ...........................0612002904


BRAGANÇA – PARÁ
3ª etapa/julho 2007



LESSON PLAN


CLASS INFORMATION: series: 8th – Fundamental instruction
50 students
matinal period


OBJECTIVES


Motivating the learners to pronounce the words of the text and some verbs correctly, with emphasis in the phonemes /s/ and /z/ and mainly in the singular third-person verbs.


INPUT DATA

Text (conversation); CD player; Tic-tac-toe;
Posters; Audio CD; Pictures.
Page of exercises;


PROCEDURES

 Listening activity (twice)
 Correction with pauses (audio);
 Giving emphasis to the sounds /s/ and /z/;
 Speaking (practicing the conversation – in two groups) – students;
 Activity of listening (identify /s/ or /z/);
 Correction;
 Activity of motivation to vocabulary (with pictures and phrases);
 Class: The singular third-person – simple present verbs;
 Activities of accountability.

TEACHER'S ROLES

 Guide of the activities;
 Corrector of the activities;
 Conductor of class;
 Appraiser.

STUDENTS' ROLES

 Executor;
 Participant;
 Observer;
 Assistant in their evaluation.

SETTING

Semi-circle (to activities in pairs and in groups).


ACCOUTABILITY


 Task listening;
 Tic-tac-toe.



Lesson Plan
1. LISTENING - Listen to the conversation and mark the right choice. (in pairs)

1. Angela is
a) Julia’s sister
b) Julia’s neighbor
c) Julia’s classmate

2. According to the conversation,
a) Julia has three children.
b) Angela has three children.

3. According to the conversation,
a) Julia and her husband are from the United States
b) Julia and her husband are from Brazil.
c) Julia is from Brazil and her husband is from the United States.


2. READING - Listen and repeat: (all class)
(At the front door...)
A: Oh, hi Julia!
B: Angela! Good to see you! How are you?
A: Just fine, and you?
B: Oh, fine.
A: Debbie tells me you are from Brazil.
B: Yes, but my husband is American.
A: So, you’re married.
B: That’s right. And we have three kids.
A: Oh, really? How old are they?
B: Dan is 20, Pat is 17 and Alex is 10 …

3. SPEAKING - Practice in two groups the conversation:

4. PRACTICE - Listen and repeat the words bellow. If the sound is /s/ write (1). If it is /z/ write (2):

see ( )
just ( )
tells ( )
Brazil ( )
yes ( )
kids ( )
is ( )

that’s ( )
husband ( )
seventeen ( )


5. Read the phrases on the blackboard and after relation them at the pictures:






He works in a bank. She helps her mother. He repeats the lesson. She likes animals.







She eats salad. She goes to school. The man travels a lot.






He enjoys his job. He has many books. The boy listens to music.

6. VOCABULARY - Listen and repeat the phrases: (on the blackboard)


7. Simple present tense: The singular third-person (posters or blackboard)
SUBJECT PRONOUNS
SINGULAR I work He works
first-person: I = eu You help She helps
second-person: You = você We repeat He repeats
He = ele (pessoa) You like He likes
third-person: She = ela (pessoa) They eat She eats
It = ele/ela (pron. neutro) I go She goes
PLURAL You travel He travels
first-person: We = nós We enjoy She enjoys
second-person: You = vocês You have He has
third-person: They = eles/elas They listen He listens


8. TASK – Listen and write the verb under 1 if the final sound is /s/ and under 2 if it is /z/.
/s/ - 1 /z/ - 2

1. __________________ __________________
2. __________________ __________________
3. __________________ __________________
4. __________________ __________________
5. __________________ __________________
6. __________________ __________________
7. __________________ __________________
8. __________________ __________________
9. __________________ __________________
10. __________________ __________________


9. TIC-TAC-TOE:
Play in group;
The first group choose one number;
The teacher turn the card to show the word to students;
The group can talk for a minute;
One student of the group reads the word and says what the phoneme pronounced: /s/ or /z/;
The teacher gives the correct answer;
If the student gets right, his group marks one point in the score. If he (or she) errs, the point is to other group;
Each group plays once in each round;
The play continues like this until one of groups to win;
To win, the group has to mark three points in straight line (in a vertical line, in a horizontal line or in a diagonal line).

UNIVERSIDADE FEDERAL DO PARÁ
CAMPUS UNIVERSITÁRIO DE BRAGANÇA
COLEGIADO DE LETRAS / SOURE
DISCIPLINA: LABORATÓRIO DE LÍNGUA INGLESA II
PROFESSORA: KARINA GAYA
TURMA DE LETRAS 2006

Student’s name: __________________________________________________________

1. LISTENING - Listen to the conversation and mark the right choice. (in pairs)

1. Angela is
a) Julia’s sister
b) Julia’s neighbor
c) Julia’s classmate

2. According to the conversation,
a) Julia has three children.
b) Angela has three children.

3. According to the conversation,
a) Julia and her husband are from the
United States
b) Julia and her husband are from Brazil.
c) Julia is from Brazil and her husband is
from the United States.


2. SPEAKING - Practice in two groups the conversation:

3. PRACTICE - Listen and repeat the words bellow. If the sound is /s/ write (1). If it is /z/ write (2):

see ( )
just ( )
tells ( )
Brazil ( )
yes ( )
kids ( )
is ( )

that’s ( )
husband ( )
seventeen ( )


4. VOCABULARY - Listen and repeat the phrases:
He works in a bank.
She helps her mother.
He repeats the lesson.
She likes animals.
She eats salad.
She goes to school.
The man travels a lot.
He enjoys his job.
He has many books.
The boy listens to music

5. TASK – Listen and write the verb under 1 if the final sound is /s/ and under 2 if it is /z/.
/s/ - 1 /z/ - 2

1. __________________ __________________
2. __________________ __________________
3. __________________ __________________
4. __________________ __________________
5. __________________ __________________
6. __________________ __________________
7. __________________ __________________
8. __________________ __________________
9. __________________ __________________
10. __________________ __________________

Simple Future with music

FEDERAL UNIVERSITY OF PARÁ
COURSE: LETTERS / ENGLISH LANGUAGE
LETTERS FACULTY
SUBJECT: Intermediary English II
TEACHER: Ciléia Menezes
STUDENT: Rosália de Oliveira Soares - 0612001304

THEME:
How to teach the simple future using a music.

JUSTIFICATION:
Teaching the simple future in English is easier than Portuguese (for the absence of verbal suffix) but it will become a boring learning if the teacher to exaggerate in the repetition of the structures. So this work aims to make this learning an interesting task with music.

OBJECTIVE:
This project has as objective the recognizing of the simple future structures and how to do sentences using the contracted forms.

METHODOLOGY:
1st step:
• Present the subject to the class explaining the three (3) structures (affirmative, negative and interrogative);
• Show how to do contractions between the subject pronouns (I, you, he, she, it, we, they) and the auxiliary verb (will);

2nd step:
• Give to the students the letter of the selected music;
• Explain that they must listen to the music and check if there are sentences in the future tense in each strophe;
• Play the music once (the students listen to the music and mark the strophes which there are the simple future);
• Play the music again (the students sing).

3rd step:
• The students complete a chart with the sentences of the music that are written with or without contracted forms;
• After that they rewrite these sentences composing the contraction or unmake them according each case.

4th step:
• The teacher can correct the task on board or ask to the students change the papers (in pairs) and they correct the task of some friend.




UFPA-BRAGANÇA-PARÁ
5ª etapa/2008

Music: Glory of love - Peter Cetera
۝

Tonight it's very clear as we're both lyin' here
There's so many things I wanna say
I will always love you, I would never leave you alone.

۝
Sometimes I just forget, say things I might regret
It breaks my heart to see you cryin'
I don't wanna lose you, I could never make it alone.

۝
I am a man who will fight for your honor
I’ll be the hero you're dreamin' of We'll
live forever, knowin' together
That we did it all for the glory of love

۝
You keep me standing tall, you help me through it all
Pm always strong when you're beside me
I have always needed you, I could never make it alone.

۝
I am a man who will fight for your honor
I’ll be the hero you been dreamin' of We'll
live forever, knowin' together
That we did it all for the glory of love.

۝
Like a knight in shining armor from a long time ago
Just in time I will save the day
Take you to my castle far away.




۝
I am a man who will fight for your honor
I’ll be the hero that you're dreamin' of Gonna
live forever, knowin' together
That we did it all for the glory of love

< instrumental interlude>

۝
We'll live forever (well live forever),
knowin' together (knowin1 together)
That we did it all for the glory of Love

۝
We did it all for love
We did it all for love
We did it all for love
(We did it all for Love)




TASK 1: Listen to the music and check if there are sentences in the simple future in each strophe.
TASK 2: The music “Glory of Love” has 5 sentences in the simple future. Some of them were written without contraction between the pronoun and the auxiliary verb “will”. Other phrases present this contraction. Complete the chart writing these sentences in the correct side (one in each line). After that, rewrite them according the below instructions:
a) If the sentence has a contraction, rewrite it without this contraction of the other side.
b) If the sentence doesn’t have a contraction, rewrite it using the contracted form.

N Sentences without contracted forms Sentences with contracted forms
1

2

3

4

5

Simpsons' Family and Present Continuous

UNIVERSIDADE FEDERAL DO PARÁ
CAMPUS UNIVERSITÁRIO DE BRAGANÇA
FACULDADE DE LETRAS BRAGANÇA / SOURE
DISCIPLINA: ESTÁGIO ENSINO FUNDAMENTAL E MÉDIO
PROFESSORA: CILÉIA MENEZES
TURMA DE LETRAS 2006


PLANO DE AULA DA REGÊNCIA DE ENSINO MÉDIO


ALUNA:
Rosália Souza de Oliveira
matrícula: 06138001304


BRAGANÇA – PARÁ
FEVEREIRO/ 2010




LESSON PLAN
THEME: Family’s Vacation
VOCABULARY: Family (The Simpsons as a model)
GRAMMAR FOCUS: Present Continuous
SERIES: 1st (High School)
NUMBER OF STUDENTS: 35
AVERAGE AGE: Young adults
SETTING: Classroom
KEY TO SYMBOLS: T: Teacher, S: Student, Ss: Students

OBJECTIVE: These activities intend to improve Ss reading and writing skills in real situations of communication, and that students do their activities according to the functions of language through realistic written tasks and communicative reading activities.

1st Step: PRE ACTIVITIES (20’)
 TASK 1: MEMORY GAME - pre-reading
This reading activity intends to introduce the subject putting into practice some vocabulary about members of family using the model of Simpsons’ family.

 TASK 2: ANSWERING ABOUT YOU - pre-writing
T presents the present continuous structure through a little interview that will be the base to the text for the Ss. Each S must answer the questions with their own information.


2nd Step: READING AND WRITING ACTIVITIES (50’)
 TASK 3: READING A POSTCARD
T shows to Ss a little text of a postcard that talks about a trip made for someone. T and Ss read together. This activity intends to serve as a model to Ss recognize the main characteristics of this kind of text. T must emphasize the structure of a Postcard.

 TASK 4: MAKING A POSTCARD
Each S must bring to this class some magazines and choose a photo or a picture of some place and make with it a postcard as the model. After that, each one must choose a classmate to be the addressee. Then, Ss must use the information that they wrote in the interview to make their texts on their postcards. And finally, T simulates a play in which there are: a mailbox and someone (a S) is a mailman. Ss glue a stamp (given for T) in their postcards, they take to mailbox and after that, addressees receive their correspondence.

 TASK 5: READING THEIR RECEIVED POSTCARD
Some voluntary Ss should read the received postcard to other classmates.


3rd Step: POST ACTIVITY (20’) – post-reading and writing
 TASK 6: Wrong and Right Sentences
T gives to Ss some sentences about the studied vocabulary and present continuous structure. Ss must separate them in two columns: Right Sentences and Wrong Sentences. After that, they must rewrite the wrong sentences correcting the mistakes.

POSSIBLE PROBLEMS / SOLUTIONS
Problem: Ss don’t have (or don’t bring) magazines, cardboards, scissors and glue.

Solution: T can bring some magazines or pictures and other necessary materials to offer to Ss that forgot them.



ANEXOS:
METODOLOGY (TASKS)
TASK 1: Memory Game
Match each picture with the correct word, to memorize the vocabulary.
(Cards with Simpsons' family)
WORDS: GRANDPARENTS - GRANDMOTHER - GRANDFATHER - FAMILY - CHILDREN - PARENTS - MOTHER - DAUGTHER - DAUGTHER - FATHER - SON














TASK2: ANSWERING ABOUT YOU
Imagine that you are in a beautiful place, on vacation with someone of the your family. Then, somebody call you and do some questions about you. Answer them.
T: Where are you now?
S:
T: What are you doing in this place?
S:
T: Who are you traveling with?
S:
T: What are your relative and you thinking about this travel?
S:
T: When are you coming back home?
S:

TASK 3: READING A POSTCARD
 Teacher shows (as a model) to students a little text of a postcard that talks about a trip made for someone.
 Teacher emphasizes the structure of a postcard.
 Teacher and students read the model text together.
MODEL OF A POSTCARD:

(picture with a postcard - soom)



TASK 4: MAKING A POSTCARD
 Choose a photo or a picture of a place;
 Build a postcard according to a model;
 Choose a classmate to be the addressee;
 Use the information that you wrote in the Task 2 to make a little message on their postcards;
 Don’t forget to put your signature and the date;
 Write the address of the chosen classmate that is going to receive your postcard;
 Glue a stamp (given for T) in their postcards;
 Put the finished work in a mailbox (made by teacher);
 Someone (a S) is a mailman;
 After that, the mailman delivers the correspondence to each one of the students.

TASK 5: READING THEIR RECEIVED POSTCARD
 Read the received postcard to other classmates and show the chosen place for your friend to spend his/her holiday.

TASK 6: Wrong and Right Sentences (accountability)
Read and put each sentence to right or wrong columns. After that, rewrite the wrong sentences correcting the wrong information:
a) Homer Simpson is the father.
b) Maggy is the son.
c) Barth and Liza Simpson are the parents.
d) Liza is the younger of the children.
e) Maggy is looking a small object.
f) Barth Simpson is wearing a super hero costume.
g) Homer Simpson is jumping with a rope.
h) Grandma Simpson is shaking her hands.


RIGHT SENTENCES


WRONG SENTENCES


CORRECTING THE MISTAKES

Reading Sequence

FEDERAL UNIVERSITY OF PARÁ
CAMPUS UNIVERSITÁRIO DE BRAGANÇA
FACULDADE DE LETRAS / SOURE
TEACHERS: Rosália Oliveira, Raquel Damasceno e Elizete Carmo

STUDENT: ____________________________________________________________________

Reading Sequence
1st Step: Pre-reading
Look at the picture and make predictions about what do you think the text is.




2nd Step: Reading
Teacher presents the text in fragments to the students and motivates them to predict the story follow steps.

1st fragment:
A busy mother asked her young son to take his baby sister out into the garden and look after her for half an hour while she was doing some work in the house.
The boy took the baby out, and they seemed to be playing quite happily when suddenly the mother heard the baby begin to cry, so she shouted to her son, ‘Billy, what’s the matter with Susan? Why’s she crying?’

2nd fragment:
‘Because she wants my marbles,’ answered Billy.
‘Well, let her play with a few of them if it will stop her crying,’, said her mother patiently. ‘I must finish this work, and she’d be in my way in here.’
‘But she wants to keep them!’ answered Billy.

3rd fragment:
‘No, she doesn’t!’ the mother said. ‘She’s only a baby. She’s too young to understand anything like that.’
‘But I know that she wants to keep them,” answered Billy. ‘She’s already swallowed two of them!’

3rd Step: Post-reading
Teacher will show the write and wrong sentences bellow about the subject related with the read story. After that the students must choose the right ones and put it on one side of the board and on the other side the wrong ones.
SENTENCES
• It’s very dangerous to leave kids alone.
• Babies are safe if they are taken care of another child.
• There isn’t any problem to allow kids playing with tiny toys.
• Kids must be the priority for adults .
• Most of the times, when kids cry it’s because there is something wrong.
• When Kids are at home, there isn’t any possibility to happen accidents with them.

Be and statements - Free Course

UNIVERSIDADE FEDERAL DO PARÁ
CAMPUS UNIVERSITÁRIO DE BRAGANÇA
COLEGIADO DE LETRAS / SOURE
DISCIPLINA: ESTÁGIO CURSO LIVRE (OFICINA) - UNIT 3
PROFESSOR: ANDRÉ
TURMA DE LETRAS 2006



LESSON PLAN



GROUP:
Raquel Lima Damasceno ............................ 06138002304
Rosália Souza de Oliveira. ........................ 06138001304
Elizete Lima Carmo……………………................ 06138002104



BRAGANÇA – PARÁ
JULY/ 2009
LESSON PLAN

CLASS INFORMATION: Basic level – Unit 3
nocturnal period

TEACHERS: Raquel Damasceno, Rosália Oliveira e Elizete Carmo


SUBJECTS:
Vocabulary: adjectives and family
Grammar: To be verb (in statements, negatives and Yes-No questions); answers; possessive adjectives


OBJECTIVES:
 Motivating the learners to pronounce the words of the text;
 Establishing vocabularies with nouns of qualities, some professions and members of the family;
 Answering Yes-No questions;
 Using the possessive adjectives correctly.


MATERIALS AND EQUIPENT:

 Text;
 CD player;
 Audio CD;
 Pictures;
 Cards;
 Page of exercises;
 Posters;
 Target


PROCEDURES:
1st moment: Raquel Damasceno
 Warm-up: Presenting celebrities.
 Listening activity (once). Text: Celebrities
 Activity: completing sentences
 Explanation about Be in statements and possessive adjectives
 Writing activity
 Correction: comparison with the partner.

2nd moment: Elizete Carmo
 Speaking activity: Talking about favorite celebrities and their professions
 Activity: Matching the pictures with the words.
 Correction: the teacher checks if all words match correctly.
 Presenting new vocabulary (about qualities) - listening, speaking and translating
 Speaking activity: Description about favorite celebrities.
 Listening activity (twice). Text: Conversation about Tim’s new job. (listen and repeat)
 Reading activity: practicing the conversation in two groups and/or alternating between teacher and students.
 Writing activity: completing with be verb and adjectives
 Correction: comparison with the partner.

3rd moment: Rosália Oliveira
 Explanation about Yes – No questions and negative forms contractions.
 Write activity: asking and answering.
 Correction: comparison with a partner.
 Presenting new vocabulary (about family) using cards (listening, speaking): Simpsons’ Family and Teacher’s family.
 Activity A (Speaking): Asking and answering about members of the family (with a partner).
 Correction: at the final of conversation to all class (repeating some phrases after the observation of the teacher).
 Activity B: Ordering words in an interrogative sentence of information questions (motivation to next subject)
 Correction: The teacher.
 Listening activity: Information questions with be (twice)
 Writing and speaking activity: With a partner, the students write 2 questions on board to ask their classmate.
 Correction: The class makes the correction of the sentences.
 Each student chooses a sentence and asks to another one who must give an answer.
 The teacher observes the task and makes interferences if it is necessary.

ASSESSMENT: Raquel, Rosália and Elizete
 Activity of accountability: Review Game

DINAMIC ACTIVITY: Track





ANEXOS:


UNIVERSIDADE FEDERAL DO PARÁ
CAMPUS UNIVERSITÁRIO DE BRAGANÇA
COLEGIADO DE LETRAS / SOURE
DISCIPLINA: ESTÁGIO CURSO LIVRE (OFICINA) - UNIT 3
PROFESSORAS: Rosália Oliveira, Raquel Damasceno e Elizete Carmo

STUDENT: ____________________________________________________________________

1. WARM-UP: about Celebrities


2. TEXT: Celebrities (Listening activity)
A. Listen. Sandra is watching TV with John. Is the show interesting for john?

(PICTURE AND CD)


A. Can you complete the sentences? Use the information above to help you.
1. Sean Penn is an actor. ______________ movies are very good.
2. Noah Jones is a famous singer. ______________ new video is great.
3. The Williams sisters are tennis players. _______________ matches are always great.

3. GRAMMAR: Be in statements; possessive adjectives
I’m a Sean Penn fan. My favorite actor is Sean Penn.
You’re a tennis fan. Your favorite sport is tennis.
He’s an actor. His new movie is great.
She’s a famous single. Her voice is amazing.
We’re Corinthians fans. Our favorite team is the Corinthians.
They’re tennis players. Their matches are exciting.

ACTIVITY
Circle the correct words to complete the conversations. Then practice with a partner.
 A I’m / My a Sting fan.
B Yeah, he’s / his music is amazing.
A You know, he’s / his real name is Gordon Matthew Sumner.

 A I’m / my favorite band is Black Eyed Peas.
B Oh, they’re / their very good.
A You know, They’re / their new CD is out now.

 A Nicole Kidman’s new movie is really great.
B Yeah? She’s / Her Movies are always good.
A I know. She’s / Her my favorite actor.

 A What’s you’re / your favorite show?
B I’m / my favorite show? Friends.
A Yeah. It’s we’re / our favorite show, too.
In our family, we’re / our all Friends fans.


4. TALK ABOUT IT My favorite celebrities (Speaking activity)
- Repeat after the teacher the names of professions and match the names with the correct pictures.

actor
actress
singer
writer
band
team
artist
gymnast

5. VOCABULARY: Adjectives
busy
hard
tired
nice
friendly
strict
late
smart
interesting
quiet
shy
outgoing
fun
lazy
easy
- Make a short description about your favorite celebrity.


6. BUILDING LANGUAGE (Listening activity)
A Listen. What is Tim’s new boss like? Practice the conversation.
Dana So, how’s your new job? Are you busy?
Tim Yes, It’s hard work, you know. I’m tired.
Dana Really? What are your co-workers like? Are they nice?
Tim Yes, they are. They are really friendly.
Dana Great. And is your boss ok?
Tim She is, yeah. She’s nice. Um… she’s not very strict.
Dana Good, because your late for work.


B Can you complete this questions and answers? Use your own ideas. Then compare with a partner.
 A How’s your new teacher? ______ she _______________?
B Yes, she __________.

 A What about your classmates? ________ they ______________?
B Yes, They __________.

 A And what class like? _______ it _______________ ?
B No, it’s not.

7. GRAMMAR: Yes – No questions and answers; negatives

Am I late?
Are you busy?
Is he tired?
Is she strict?
Is it hard work?
Are we late?
Are they nice?
Yes, you are.
Yes, I am.
Yes, he is.
Yes, she is.
Yes, it is.
Yes, we are.
Yes, they are.
No, you’re not.
No, I’m not.
No, he’s not.
No, she’s not.
No, it’s not.
No, we’re not.
No, they’re not.
You’re not late.
I’m not busy.
He’s not tired.
She’s not strict.
It’s not hard work.
We’re not late.
They’re not nice.

NOTE:
People use ‘s not and ‘re not after pronouns: She’s not strict / They’re not nice.
isn’t and aren’t often follow nouns: My boss isn’t strict. / My co-workers aren’t nice.

ACTIVITY
Write yes-no questions. Then write true answers. Ask and answer the questions with a partner.
 You / shy ? _____________________________________________ _________________
 This class / easy ? _________________________________________ _________________
 The teacher / strict ? ________________________________________ _________________
 The students in this class / lazy ?________________________________ _________________
 Your neighbors / nice ? _______________________________________ ________________
 Your friends / outgoing ? ______________________________________ _______________

8. VOCABULARY: Family
(PICTURES SIMPSONS' FAMILY) - FAMILY TREE


ACTIVITIES
A. With a partner, ask and answer questions about the people. How many answers can you think of for each person?

E.g.: “Who’s Angela?” “She’s Jack’s wife. She’s Linda’s mother. She’s David’s grandmother.”


B. Can you put the words in the correct order to make questions? Then ask and answers the questions with the class.
 are / from / parents / originally / where / your ?

______________________________________________________________________________

 your / is / old / father / how ?

______________________________________________________________________________

 names / your / what / grandparents’ / are ?

______________________________________________________________________________



9. GRAMMAR: Information question with be (Listening activity)
How are you? Who’s this? How are your parents?
I’m fine. It’s my grandmother. They’re fine, thanks.

Where are you from? Where’s she from? Where are they today?
I’m from Florida. She’s from Texas. They’re at home.

How old are you? What’s she like? What are their names?
Twenty-three. She’s very smart. Linda and Carlos.



ACTIVITY
Choose a partner and write a least 2 questions on the board to ask their classmates about their family.


DINAMIC ACTIVITY (Review)

Roteiro:
1. Como se diz cantor em inglês?
2. Como se diz jornalista em inglês?
3. Como se diz jogador de futebol em inglês?
4. Qual é a tradução de writer em português?
5. Qual é a tradução de TV presenter em português?
6. Complete a frase: The Williams sisters are ...........................
7. Complete a frase: My favorite actress is .............................
8. Complete a frase: My favorite singer is .............................
9. Complete a frase: My favorite TV presenter is..............................
10. Construa uma frase apresentando esta pessoa. (mostrar a figura de uma das celebridades)
11. Who is he? (mostrar a figura do Homer Simpson)
12. Who is she? (mostrar a figura da Marge)
13. Who is he? (mostrar a figura do Abraham Simpson)
14. Who is she? (mostrar a figura da Maggie)
15. Who is she? (mostrar a figura da Lisa)
16. Who is he? (mostrar a figura do Bart Simpson)
17. Who is she? (mostrar a figura da Mona)
18. Quem Bart é para Homer?
19. Quem Abraham é para Bart, Lisa e Maggie?
20. Qual a relação de parentesco entre Homer e Marge?
21. Qual a relação de parentesco entre Lisa e Maggie?
22. Quem são Abraham e Mona para as crianças da família Simpson?
23. Coloque em ordem as palavras do envelope A. (affirmative)
24. Coloque em ordem as palavras do envelope B. (negative)
25. Coloque em ordem as palavras do envelope C. (interrogative)
26. Responda: Where are you today?
27. Responda: How old are you?
28. Responda: What is your name?
29. Responda: Are you lazy?
30. Responda: Is your mother nice?
31. Responda: Is this lesson easy?
32. Qual é o significado da palavra writer?
33. Who is she?(mostrar a figura de uma cantora e esperar a resposta com o nome da profissão)
34. Who is he? (mostrar a figura de um ator e esperar a resposta com o nome da profissão)
35. Qual a palavra em inglês que designa o adjetivo “atrasado”?
36. Como podemos dizer em inglês que alguém é amigável?
37. Qual é o significado de “singer”?
38. Quando algo ou alguém é interessante, em inglês dizemos que é .........................
39. Desembaralhe as letras da palavra: R G I E N S (DICA: É uma profissão)
40. Desembaralhe as letras da palavra: R H O M E T(DICA: É um membro da família)