CULTURA NO CONTEXTO FRANCA - Paraná€¦ · 5- Na sua opinião quais os símbolos que melhor...

CULTURA NO CONTEXTO DE INGLÊS COMO LÍNGUA

FRANCA

Angélica Torres

Orientação: Dra.Telma Nunes Gimenez.

Londrina - 2011

GOVERNO DO PARANÁSECRETARIA DE ESTADO DA EDUCAÇÃO

SUPERINTENDÊNCIA DA EDUCAÇÃOPROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE

Produção de Material Didático Apresentado ao Departamento de Letras / Línguas Estrangeiras da Universidade Estadual de Londrina.

Orientadora: Profª Drª Telma Nunes Gimenez.

ANGÉLICA TORRES

Londrina – Pr2011

CULTURA NO CONTEXTO DE INGLÊS COMO LÍNGUA FRANCA

SUMÁRIO

ENGLISH AS AN INTERNATIONAL LANGUAGE ..........5

English around the world ..................................5Activity one ........................................................6Activity two ........................................................8Activity three .....................................................9Time for fun: ....................................................10

COUNTRIES AND THEIR CULTURES ......................12

Activity one ......................................................12Activity two ......................................................13Activity three ....................................................20Time for fun: ....................................................21WORK: ............................................................22

References ..............................................................23

Sites pesquisados e citados: ....................................24

NOTES ....................................................................25Unit one: .........................................................25Unit two: .........................................................26

INTRODUÇÃO .................................................3

UNIT ONE: .......................................................5

UNIT TWO: .......................................................12

FINAL EVALUATION: ................................23

INTRODUÇÃO 3

INTRODUÇÃO

Este material foi produzido e apresentado à Secretaria Estadual de

Educação do Paraná - SEED como parte do Projeto de Desenvolvimento

de Educação - PDE – biênio 2010-2011, sob orientação da Professora

Doutora Telma Gimenez e objetiva contribuir para o desenvolvimento do

processo ensino-aprendizagem da Língua Inglesa nas escolas públicas do

Paraná.

Ele apresenta um conteúdo que visa o conhecimento de alguns

aspectos culturais de povos falantes de inglês como primeira ou segunda

língua para ampliar a visão de mundo do aluno, direcionando-o para ou-

tras visões e principalmente posicionando-o para refletir sobre seu papel

na sociedade.

Como diz Rajagopalan (2005, p.45) em relação ao objetivo da inclu-

são da língua estrangeira no currículo:

Este só pode ser o de ampliar, alargar a visão cultural do aluno, jamais substituí-la por outra. Isto é, a introdução à outra cultura deve servir para enriquecer a cultura que o aluno já tem. Afinal, o maior patrimônio que o aluno possui é sua própria cultura.

Ainda nas Diretrizes Curriculares da Educação Básica para o

ensino de línguas estrangeiras modernas do Estado do Paraná (PARANÁ,

2008) a educação histórico-crítica visa formar cidadãos críticos atuantes

na sociedade, transformando-a para uma convivência pacífica entre os

povos. O documento apregoa:

[...] a aula de Língua Estrangeira Moderna constitua um espaço para que o aluno reconheça e compreenda a diversidade linguís-tica e cultural, de modo que se envolva discursivamente e perce-ba possibilidades de construção de significados em relação ao mundo em que vive. Espera-se que o aluno compreenda que os significados são sociais e historicamente construídos e, portanto, passíveis de transformação na prática social.

Incorporando o inglês como língua franca, isto é, uma língua usada como meio de comunicação entre falantes de outras línguas maternas,

PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL - PDE - PARANÁ4

essa consciência cultural se torna ainda mais aguçada, pois não se as-socia língua e nação, mas sim trabalha-se no chamado “terceiro espaço” da interculturalidade.

Dessa forma, a língua inglesa se apresenta como uma poderosa pon-te de intercâmbio nesta comunicação, facilitadora linguística entre falan-tes mundiais, independente de serem nativos ou não-nativos.

Este trabalho não apresenta aspectos culturais nem citações diretas

a Estados Unidos nem à Inglaterra, pois pretende-se desconstruir a idéia

de que a língua inglesa se relaciona somente a esses dois países, pois os

mesmos estão tradicionalmente associados a ela. Assim, o aluno terá a

oportunidade de construir sentidos para o inglês que se desvinculem de

nações específicas.

Partindo desses pressupostos, a produção didática se moldou em

pequenos e simples textos para serem trabalhados em turmas de sétimo

ano (sexta série), levando o aluno, através de questionamentos, a pensar

a cultura do outro e a sua própria.

Este material é composto de duas unidades apresentando textos,

questões, atividades de trabalho em grupo que visam o desenvolvimento

de cooperação entre os meios, músicas e um pequeno vocabulário de in-

glês específico em alguns países trabalhados.

Ao final, em anexo, apresentar-se-á sugestões ao professor em como

trabalhar as unidades apresentadas.

Como forma de avaliação principal das unidades, os alunos respon-

derão a um pre-reading no início da unidade um e retornarão ao mesmo

ao final de todos os trabalhos realizados e fechamento da unidade dois.

Espera-se que com este trabalho possamos ampliar a visão do aluno

quanto a novos conhecimentos culturais usando a língua inglesa como

ponte de intercâmbio linguístico.

UNIT ONE : ENGLISH AS AN INTERNATIONAL LANGUAGE 5

ENGLISH AROUND THE WORLD1

ENGLISH AS AN INTERNATIONAL LANGUAGEPre-reading questions:

1- O que a língua inglesa representa para você?________________________________________________________________________________________________________________________

2- É possível ao brasileiro aprender inglês? Por quê?________________________________________________________________________________________________________________________

3 - Por que seria importante aprender inglês?________________________________________________________________________________________________________________________

4- Em quais países se fala inglês hoje em dia?________________________________________________________________________________________________________________________

5- Existe somente uma língua inglesa no mundo?________________________________________________________________________________________________________________________

6- As pessoas ao redor do mundo que falam inglês tem todas os mesmos costumes, gostam da mesma comida, pensam igual? Isto poderia acontecer? Por quê?________________________________________________________________________________________________________________________

English is the most important international language for

communication in the world and lots of people use it in Science, sports,

computing/Internet, music, art, education.

It’s known that approximately 1 billion and a half of people speak

this language as a first language - the native ones- , second language and

foreign language.

UNIT ONE

Adaptado de: FERRARI, M. & RUBIN, S. G. Inglês de olho no mundo do trabalho. São Paulo: Editora Scipione, 2004.1


English is the first language in Australia, New Zealand, Canada, United States, United Kindgom (England, Scotland, Wales, Northern Ireland) and Ireland.

English is the second official language in India,South Africa,Israel.Here in Brazil English is the special foreign language for

communication as in other countries like Argentina, Germany, Italy. So

it is becoming more than one simple language for communication. It is

becoming a global language.

Professor David Crystal said:2 “ In language numbers count. There

are more people speaking English in India than in the rest of native

English-speaking world.”

So think about the importance of English in the world.

Find in the world map the countries that speak English as the first

language: (Australia, Canada, Ireland and Northern Ireland, New Zealand,

Scotland and Wales). Find Brazil too, but remember that English here is

a foreign language. It can be used as an international language.

ACTIVITY ONE

Souce: http://www.ieij.portafolios.com.br/tarefas11BC.htm

http://www.telegraph.co.uk/news/uknews/1580745/English-will-fragment-into-global-dialects.html2


As it is speaking in very different countries and places, there are

differences in some words, accents and culture.

We are going to see some of these differences :

Canadian English Standard English

truck lorrygasoline petroltire tyredefence defensetrunk boot Hard in the head annoying

Irish English Standard English

garda police deadly very goodfir man (at toilet doors)mná woman (at toilet doors)Come here Listen up (if you are closer)Are you okay? I’m ready to serve you

Australian English Standard English

bickie biscuitpostie postman loo bathroom veggies vegetables Chrissie ChristmasGood on ya Well done


The videos that you are going to see now show different accents in English. Listen to them carefully.

ACTIVITY TWO

Welsh English Standard English

milk creamgrub food ambarg handbagffrind friend under the doctor Not very wellBlood tidy mun What a fun

New Zealander English Standard English

telly televisionscrew salarystrides trousersbarbie barbecuecocky farmerrack off go away (angry)

Scottish English Standard English

aye yesclarty dirtyquine young girlcratur creatureguid good Fit like? How are you?


Suggestion:

http://www.youtube.com/watch?v=3UgpfSp2t6khttp://www.youtube.com/watch?v=YGabi8UkpVEhttp://www.youtube.com/watch?v=9-gOJ66Sgv4 (We can repeat some

words of this song later) .

Questions:

1- Como você sentiu a diferença de sotaques na fala da personagem?________________________________________________________________________________________________________________________

2- A diferença de sotaques não atrapalhou no entendimento da mensagem. Como isto acontece? (pense na língua portuguesa, por exemplo um curitibano e um londrinense conversando).________________________________________________________________________________________________________________________

3- Como você explica que há vários sotaques e algumas palavras diferentes para um mesmo objeto dentro de uma língua? ________________________________________________________________________________________________________________________

4- Na sua opinião isto é bom ou ruim na comunicação? Por quê?________________________________________________________________________________________________________________________

Choose six words from the examples from different “ Englishes” (one from every country) and create six phrases. After that choose one of the phrases and illustrate it.

Example: Veggies are excellent for our body.

You have to show it to the other groups of the classroom and read aloud the phrase.

So put it in view to the others see your work.

ACTIVITY THREE


TIME FOR FUN:

A - Do you remember the joke “Lenço Atrás”? Let’s play it for remembering.

B - Let’s learn the song “A farmer in the dell”. It is originally from Germany, but now children use to sing it in Canada.

Take a look at the video: http://www.youtube.com/watch?v=8ITUZb0bZVc

THE FARMER IN THE DELL

The farmer in the dellThe farmer in the dell

Hi-ho, the derry-oThe farmer in the dell

And the farmer takes a wifeThe farmer takes a wife

Hi-ho, the derry-oThe farmer takes a wife

And the wife takes the childThe wife takes the child

Hi-ho, the derry-oThe wife takes the child

And the child takes the nurseThe child takes the nurse

Hi-ho, the derry-oThe child takes the nurse

And the nurse takes the dogThe nurse takes the dog

Hi-ho, the derry-oThe nurse takes the dog

And the dog takes the catThe dog takes the cat

Hi-ho, the derry-oThe dog takes the cat

And the cat takes the mouseThe cat takes the mouse

Hi-ho, the derry-oThe cat takes the mouse

And the mouse takes the cheeseThe mouse takes the cheese

Hi-ho, the derry-oThe mouse takes the cheese

And the cheese stands aloneThe cheese stands alone

Hi-ho, the derry-oThe cheese stands alone


C- Let’s play now.

Game Instructions

The children form a circle holding hands. The one who is the "farmer"

goes in the middle. The kids in the circle sing the first verse while going

around. When the verse is over they stop and the "farmer" chooses a

"wife"(sometimes without looking). The "wife" joins him in the middle

of the circle for her verse. Then the "child" is picked and s/he goes in

the middle of the circle and so on through all the verses, until only one

person is left to become the last character. That child usually becomes

the "farmer" for the next round.

UNIT TWO : COUNTRIES AND THEIR CULTURES12

COUNTRIES AND THEIR CULTURES

Pre-reading questions:

1- O que é cultura para você? ________________________________________________________________________________________________________________________

2- Pense em povos como os australianos, árabes, brasileiros,

mexicanos, canadenses... Há diferença de costumes entre

esses povos? Como é possível perceber isto?________________________________________________________________________________________________________________________

3- Pode haver pessoas de povos diferentes com costumes

parecidos? Explique.________________________________________________________________________________________________________________________

4- Quais são os símbolos, lugares e ou atitudes que algumas

vezes representam os países, ou seja, você olha para eles e sabe

a qual país pertencem? ________________________________________________________________________________________________________________________

5- Na sua opinião quais os símbolos que melhor representariam

o Brasil? ________________________________________________________________________________________________________________________

Look for some information about one of these countries on internet - Australia, Canada, Ireland, New Zealand, Scotland, Wales and Brazil. Work in groups of 4. Afterwards, present your work to the class. This

work can be presented in any kind of material. Use your creativity.

ACTIVITY ONE

UNIT TWO


Informations about:

Map Capital Main cities

Flag Symbols National Dish

Sport Money Nationality

Famous persons Touristic Points Weather

Combine the symbols and the places below with their countries:

( a ) Australia ( b ) Canada ( c ) Ireland

( d ) Brazil ( e ) Scotland ( f ) Wales

ACTIVITY TWO

( )

( ) ( )

( )( )

( )

( ) ( )

( )

( ) ( )

Cardiff Castle

Niagara Falls

Iguazu Falls

Kata Tjuta National Park

Source pictures = http://www.publicdomainpictures.net/ and www.dominicopublico.com.br


Read the short texts about some points of culture in the countries.

Remember to connect the texts with the works of activities one and

two.

People from Australia are known as Australian as well as Aussies.

Almost Australians are not very formal and greetings are casual

and relaxing like hi, hello, how are you.

They shake the person’s hand in

the first meeting and prefer

to use first names. Kiss and

hugs are not used at

initial meeting.

Many invitation

to an Aussie house

will be for a barbie

and guests typically bring drinks (wine, beer) for personal consumption.

It’s elegant to arrive on time when invited to dinner, barbecue or

party.

Example of a phrase spoken by an Australian:

AustrAliAn: Bring your bathers, chuck some stubbies in the esky

and we’ll have a barbie this arvo.

stAndArd English: Bring your swimming costume, put some beers in

the cool box and we’ll have a barbecue this afternoon.

Adapted from:

http://www.kwintessential.co.uk/resources/global-etiquette/australia.htmlhttp://www.dfat.gov.au/facts/people_culture.htmlhttp://www.telegraph.co.uk/news/uknews/1580745/English-will-fragment-into-global-dialects.html

Discussion: 1- O que a cultura australiana tem de semelhante com a brasileira?____________________________________________________________ ____________________________________________________________

Australia

http://www.bigfoto.com/pacific/australia/opera-sydney-7qi.jpg


2 - É interessante saber essas informações? Como você se sente

em relação a isto? ____________________________________________________________ ____________________________________________________________

Canadian are the people from Canada. English

and French are the official languages there.

It’s customary to shake hands

in the first meeting and look firmly

at the person’s eyes with a sincerely

smile. Most Canadians do

not often kiss or hug when

greeting friends. Like Aussies

they prefer to use first names. But pay

attention: if the person is older it’s polite

to say:

Example:

Hello Mr. Gonçalves. formal greeting to a stranger

Hi Diego. How are you? informal greeting to a friend.

When you are invited to a Canadian house for a meal just wait the

hostess begin to eat first.

Adapted from: http://www.vec.ca/english/2/culture.cfm http://www.kwintessential.co.uk/resources/global-etiquette/canada.html

Discussion: O povo canadense é mais formal em cumprimentos em relação ao

australiano. E em relação ao Brasil, como cumprimentamos? Há diferença em cumprimentar pessoas de idades e posições diferentes da nossa? Isto gera algum embaraço? Comente.

____________________________________________________________

____________________________________________________________

Canada

http://www.bigfoto.com/america/canada/canada-70.jpg


Irish is the nationality of the people from Ireland and Northern

Ireland.

Irish people are friendly. When they meet somebody for the first time

they shake hands. After knowing a person they can

hug and say hi, but if

they know this person

well they can kiss on the

cheek.

They generally are relaxed about the time and arriving a few later is okay. But pay attention: if you are invited to an Irish home for a meal

be on time.

If you give flowers to a person do not give white flowers because they

are used in funerals.

Adapted from:

http://www.livinginireland.ie/en/culture_society/culture_societyhttp://www.kwintessential.co.uk/resources/global-etiquette/ireland.html

Discussion:

1 - Qual é a postura do povo brasileiro em relação ao tempo

relógio: chegar no horário, se atrasar? Será que todas as pessoas

agem assim? Comente.

____________________________________________________________

____________________________________________________________

The people of New Zealand are called Kiwis. They are friendly, charming, helpful and quite easy to get to know. They are informal people.

Greetings are casual, with a handshake and a smile. Hugs and cheek

kiss are used depending on the degree of intimacy.

Ireland

New Zealand

http://www.publicdomainpictures.net/


They love visitors.

And today New

Zealand is a multi-

cultural society specially

by the colonization (British

people–settler tradition)

and first inhabitants (the

indigenous Maoris).The key to a kiwi’s

heart? Just say how lovely you think New Zealand is, and you’ll have a friend for life.

Adapted from: http://travel.mapsofworld.com/new-zealand/culture.htmlhttp://www.everyculture.com/Ma-Ni/New-Zealand.html http://www.customs.govt.nz/inprivate/traveltonz/traditionsandculture/Pages/default.aspx

MAORIS: The Maoris are the indigenous people of New Zealand and they occupied the land about 1000 years ago. “Aotearoa” is the Maori name for New Zealand and means “land of the long white cloud”.

Today, about 530,000 Maoris live in New Zealand.The “Haka” was a war dance, which was performed before the

beginning of a war by the Maoris. Today, New Zealand’s football team performs this dance before every game.

Just see the war dance performed by the football players.

All Black’s Haka: http://www.youtube.com/watch?v=tdMCAV6Yd0Y&feature=related

Taringa whakarongo Listen up whit your ears Kia rite! Prepare yourselfKia mau, hi! Hands on hips, bend the knees Ringa ringa pakia Slap the hands against the thighs!Waewae takahia kia kino nei hoki! Stamp the feet as hard as you canKa mate! Ka mate! Ka ora! Ka ora! I die! I die! I live! I live! Tenei te tangata puhuru huru This is the hairy man Nana ne ii tiki mai Who fetched the SunWhakawhiti te ra and caused it to shine againA upa… ne! Ka upa… ne! One upward step! Another upward step! A upane kaupane whiti te ra! An upward step, another.. the Sun shinesHi Rise/dawn

http://www.bigfoto.com/pacific/new-zealand/new-zealand-22.jpg


The “powhiri” is a famous welcome of the Maoris, which includes a

“hongi”, a greeting by pressing noses instead of giving a kiss.

Adapted from:

http://www.gymmuenchenstein.ch/stalder/klassen/hie/indigenous/maori.htm

Discussion:

1- Como tratamos nosso povo indígena no Brasil? O que você

sente sobre essa postura? Como deveria ser uma posição de

respeito perante esta questão?

____________________________________________________________

____________________________________________________________

People of Scotland are known as “Scots” and their nationality is “Scottish”. You should never call a Scottish person English. Some people get really offended if they think you don’t know the difference between them.

They are very polite, have a great sense of humor and give a lot of importance to formal education.

Men shake hands when greeting one another and usually throw in a “How do you do”.

Scots offer tea, coffee, and sweets to house visitors.Punctuality is generally valued.

Adapted from: http://www.culturecrossing.net/basics_business_student.php?id=242http://www.everyculture.com/Sa-Th/Scotland.html

Scotland



Discussion:

1- Como podemos ser um bom anfitrião?

____________________________________________________________

____________________________________________________________

Wales is a country

with two languages:

Welsh and English.

People of Wales

are known as Welsh.

They are happy,

hardworking, sincere

and hard-drinking too.

Welsh are proud of their

country and culture.

They shake hands when greeting. Good friends share a light hug or a kiss

on the cheek.

In the family touching of the arms, elbows or hands can happen.

In social life it is not polite to keep a person waiting for you.

Shouting or loud talking in public is considered bad manner.

Adapted from:

http://www.urbandictionary.com/define.php?term=welsh

Discussion:

1- De que forma o povo do País de Gales pensa ou age diferentemente dos brasileiros? O que você sente sobre esta postura? Lembre-se que cada povo tem seu valor e suas culturas. ________________________________________________________________________________________________________________________

Wales

http://www.publicdomainpictures.net


People of Holland are Dutch. The official language there is

Dutch but almost everyone in this country speak English.

The Dutch are egalitarian and highly tolerant of

individual differences. They respect differences.

The handshake is the common form of

greeting.

When someone eat in a

Dutch house it is polite to finish

everything on the plate because

it is offensive to waste food in

Netherlands.

Another information:

Birthdays are incredibly

important traditions in Dutch

society.

Adapted from:

http://www.kwintessential.co.uk/resources/global-etiquette/netherlands.html

Discussion:

1- O que você entende por respeitar as diferenças (culturais,

religiosas, sociais, opção sexual,...)?

____________________________________________________________

____________________________________________________________

In groups of four write a little text about Brazilian culture.

You have to think about nationality, how Brazilian people use to

greet someone, time, inviting someone to their house, likes, dislikes,

adjectives… or something more.

ACTIVITY THREE

Holland or Netherlands



Write the text in a big paper and read it to the other groups of the

classroom. Illustrate it. Put it in a view to the others see it.

TIME FOR FUN:

A- Let’s sing “Escravos de Jó”.

B- Let’s learn this Maori song. Pay attention in its translation into

English. E Papa Waiari

C- Take a look at the video:

http://www.youtube.com/watch?v=ft3zdpprlm4&feature=related

D- After doing the “sticks” on Art Class, let’s play with them.

Suggestion:

http://www.youtube.com/watch?v=yYRvZZ5eB4Y&feature=related

http://www.youtube.com/watch?v=XQPlOMwD45E&feature=related

Game instructions: (for the teachers only)Two players face each other, sitting cross-legged on the floor or

ground. They must be close enough so that they can easily toss the sticks to each other. Hold the sticks perpendicular to the ground, about one-third of the way up. When tossing sticks to your partner, try to throw with a slight upward as well as forward thrust, keeping the sticks perpendicular to the ground.

E hine, hoki mai ra.

1. E papā Waiari, Taku nei mahi Taku nei mahi,

He tuku roimata Chorus:

Ē aue, ka mate au;E hine hoki mai rā Ē aue, ka mate au;E hine hoki mai rā

2. Māku e kauteŌ hīkoitanga Māku e kaute Ō hīkoitanga

Oh darling, come back to me.

1. O Uncle Waiari, All I've been doingAll I've been doingIs shedding tears

Chorus: Alas I will die;

Oh darling, return to me Alas I will die;

Oh darling, return to me

2. I will count Your footsteps

I will countYour footsteps


In synchronization with the rhythm of the song, the following figures

are beaten out, stick against the ground, and stick against stick.

Explain each move and its name. Call out moves while students

practice.

down—hitting both sticks on the floor at the same time

tap—hitting the tips of the stick on the floor in front of you

click—gently hitting sticks together at the tips

together—gently hitting both sticks together flush

cross click—gently hitting the tips of your sticks together making an

X, alternate each hit with right on top left on top (quickly)

Source: http://www.uen.org/Lessonplan/preview.cgi?LPid=13919

WORK:

In group of five-six, create a new world with this topics:

- Name of the country

- Capital

- Language

- Flag

- Map

- National dish

- National dance

- Famous persons

- National sport

- A song (can be a war speaking)

Now you are going to present your country to your friends.

Discussion:

1- Esses países apresentaram culturas semelhantes ou

diferenciadas? Explique.

____________________________________________________________

____________________________________________________________


2- Em que se assemelham com o Brasil?

____________________________________________________________

____________________________________________________________

3- Caso houvesse um conflito entre os países e a discussão

para a resolução do mesmo fosse em uma língua internacional,

a comunicação sairia melhor? Por quê?

____________________________________________________________

____________________________________________________________

4- Qual língua internacional do momento facilitaria a

comunicação entre eles?

____________________________________________________________

____________________________________________________________

FINAL EVALUATION:

Responder novamente as primeiras questões da unidade 1.

REFERENCES

BINDE, J. As chaves do século XXI. Lisboa: Instituto Piaget, 2002.

CRYSTAL, D. English as a global language. Cambridge: Cambridge University Press, 1997.

El KADRI, M. S. Atitudes sobre o estatuto do inglês como língua franca em um curso de formação inicial de professores. Dissertação, 152p. (Mestrado em Estudos da Linguagem) – Universidade Estadual de Londrina, 2010.

FERRARI, M. & RUBIN, S. G. Inglês de olho no mundo do trabalho. São Paulo: Editora Scipione, 2004.

GIMENEZ, T. Eles comem cornflakes, nós comemos pão com manteiga: espaços para reflexão sobre cultura na aula de língua estrangeira. In: ENCONTRO DE PROFESSORES DE LÍNGUAS ESTRANGEIRAS, 9, Londrina, 2002. Anais. Londrina. APLIEPAR, 2002. p107-114.

KRAMSCH, Claire. Language and culture. Oxford: Oxford University Press, 2003.

LEFFA,V.J. Aspectos políticos da formação do professor de línguas estrangeiras. In: LEFFA, V. J. (Org.). O professor de línguas estrangeiras; construindo a profissão. Pelotas, 2001. p. 333-335.

MALINOWSKI,B. Uma teoria científica da cultura. Rio de Janeiro: Zahar, 1962.

ORTIZ, Renato. Mundialização e cultura. 10ed.São Paulo:Brasiliense,2005.

PARANÁ. Diretrizes Curriculares para o Ensino de Língua Estrangeira Moderna.


SEED-Secretaria de Estado da Educação. Curitiba, 2008.

RAJAGOPALAN, K. O grande desafio: Aprender a dominar a língua inglesa sem ser dominado / a por ela. In: ANDREOTTI, V.; JORDÃO, C.M.; GIMENEZ, T.(Org). Perspectivas educacionais e ensino de inglês na escola pública. Pelotas: Educat, 2005. p. 37-48.

____________ . Por uma linguística crítica. São Paulo: Parábola Editorial, 2003.

SANTOS, J. L. O que é cultura. 8ª ed. São Paulo: Editora brasiliense, 1989.

SITES PESQUISADOS E CITADOS:

AUSTRÁLIA. 2008. About Austrália.People, Culture and Life style. Disponível em <http://www.dfat.gov.au/facts/people_culture.html>. acesso em 15 jun 2011.

CLOUT, Laura.2008. English will fragment into ‘global dialects’.The Telegraph. Disponível em <http://www.telegraph.co.uk/news/uknews/1580745/English-will-fragment-into-global-dialects.html>. acesso em 16 julho 2011.

COUNTRIES AND THEIR CULTURES. New Zealand. Disponível em <http://www.everyculture.com/Ma-Ni/New-Zealand.html>. acesso em 02 julho 2011.

COUNTRIES AND THEIR CULTURES. Scotland. Disponível em <http://www.everyculture.com/Sa-Th/Scotland.html> acesso em 19 julho 2011.

CULTURE CROSSING. Scotland. Disponível em <http://www.culturecrossing.net/basics_business_student.php?id=242>. Acesso em 27 maio 2011.

KWINTESSENTIAL. Austrália- Culture, Customs and eEtiquette. Disponível em <http://www.kwintessential.co.uk/resources/global-etiquette/australia.html>. acesso em 15 jun 2011.

KWINTESSENTIAL. Canada- Language, Culture, Customs and Etiquette. Disponível em <http://www.kwintessential.co.uk/resources/global-etiquette/canada.html>. acesso em 18 jun 2001.

KWINTESSENTIAL. Ireland- Language, Culture, Customs and Etiquette. Disponível em <http://www.kwintessential.co.uk/resources/global-etiquette/ireland.html>. acesso em 24 jun 2011.

KWINTESSENTIAL. Netherlands (Holland)- Language, Culture, Customs and Etiquette. Disponível em < http://www.kwintessential.co.uk/resources/global-etiquette/netherlands.html> acesso em 01 junho 2011.

LIVING IN IRELAND. Culture and Society. Disponível em <http://www.livinginireland.ie/en/culture_society/culture_society>. Acesso em 24 jun 2011.

MAPOFWORLDCOM TRAVEL. 1999. Disponível em <http://travel.mapsofworld.com/new-zealand/culture.html>. acesso em 02 julho 2011.

MONKEYBUTTMOVIES1. 2011. Differences Between The English and the Wells. Disponível em <http://www.youtube.com/watch?v=9-gOJ66Sgv4>. acesso em 05 jun 2011.

NEW ZEALAND. New Zealand traditions and cultures. 2011. Disponível em <http://www.customs.govt.nz/inprivate/traveltonz/traditionsandculture/Pages/default.aspx>. acesso em 02 julho 2011.


RAJSHNI. 2008. Nursery Rhymes. The Farmer in the Dell. Disponível em <http://www.youtube.com/watch?v=8ITUZb0bZVc>. acesso em 29 maio 2011.

STEVE181. 2006. All Black’s Haka. Disponível em <http://www.youtube.com/watch?v=tdMCAV6Yd0Y&feature=related> acesso em 05 julho 2011.

THOMAS & MORITZ. Indigenous Peoples of the World. 2005. Disponível em <http://www.gymmuenchenstein.ch/stalder/klassen/hie/indigenous/maori.htm>. acesso em 04 julho 2011.

URBAN DICTIONARY. Welsh. 2011. Disponível em <http://www.urbandictionary.com/define.php?term=welsh>. Acesso em 23 julho 2011.

UTH EDUCATION NETWORK . Maori Stick Game. 2005. Disponível em <http://www.uen.org/Lessonplan/preview.cgi?LPid=13919>. acesso em 11 julho 2011.

VANCOUVER ENGLISH CENTRE.2005.Disponível em < http://www.vec.ca/english/2/culture.cfm>. acesso em 18 jun 2011.

WAIATATUBE. Maori Songs E PAPPA (with lyrics).2009. Disponível em <http://www.youtube.com/watch?v=ft3zdpprlm4&feature=related>.acesso em o7 junho 2011.

WALKER, Amy.2008. 21 Accents. Disponível em <http://www.youtube.com/watch?v=3UgpfSp2t6k>. acesso em: 11 jun 2011.

WALKER, Amy.2010. Foreign Accent Cup. Disponível em <http://www.youtube.com/watch?v=YGabi8UkpVE>. acesso em: 12 jun 2011.

NOTES

UNIT ONE:

Get the students to work in group for sharing ideas and co-operation.

Give them five minutes to discuss about the pre-reading questions. They

have to write the questions and after discuss with the other groups. Keep

the papers where the answers are written with you to check them in the

end of the project when the students will answer them again as a final

evaluation.

After, help the students to read the text and understand it. Help with

the vocabulary. You can work with the words in vocabulary exercises

if necessary. Take the students to see the importance of English in the

world. Show in the map the countries requested. Don’t forget Brazil and

specially don’t forget to explain the difference between United Kingdom

and England.

Get the students to take contact with the “englishes” words,


explaining them and speaking too. About the listening exercise (accent ones) it is not easy for the

students in this grade, so try to not be hard with them. Finally, after the students writing the phrases and illustrating one

of them, make sure to show it to all groups in the classroom and to other students in the school.

About Time for Fun it is an opportunity to motivate the students to be closer to the culture of other country and to think about their own. Involve them in this thought.

UNIT TWO:

Give the students some minutes to discuss in group the first questions of unit two. So ask them to present the answers to the other groups. Talk about the answers.

Take them to the Internet room to do the activity one. They are free to get the information from lots of sites. Help them with this work. They have to finish this activity at home , in group, and present the activity to the class.

After showing the activity one to the class, they can discuss about activity two. If necessary they can look for the answers on internet.

About the short texts, first let them to read - one every time , one by one or two classes. Work with the students reading strategies. Help them in the vocabulary and in the meaning of the ideas. The questions of every text are about culture.Involve them in this thought.

Remember the students to think that every country has some different words and phrases in English and in the same way different culture in a lot of aspects. When reading about Holland say them that English is not the first language of the country but almost everyone there speak English.

The students can sing the Maori song and play with the sticks as the suggestion-activity, but take them to notice the meaning of the song and the translation in English. About the sticks let them take in the movements of the sticks speaking in English.

Finally. About the final work make sure the students can use the creativity and motivate them to use words and ideas that they have seen during the study of this project.

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