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OS DESAFIOS DA ESCOLA PÚBLICA PARANAENSENA PERSPECTIVA DO PROFESSOR PDE

Produções Didático-Pedagógicas

Ficha para identificação da Produção Didático-pedagógica – Turma 2013

Título: A importância das Fábulas no processo de ensino/aprendizagem de Língua Inglesa

Autor: Gislainne Elizetti Dias Menon

Disciplina/Área: Língua Inglesa

Escola de Implementação do Projeto e sua localização:

Colégio Estadual Pe. José Orestes Preima

Município da escola: Prudentópolis

Núcleo Regional de Educação: Irati

Professor Orientador: Anelise Copetti Dalla Corte

Instituição de Ensino Superior:

UNICENTRO

Relação Interdisciplinar: Português, arte

Resumo: O presente projeto será implementado com alunos do 9º ano do Ensino Fundamental, do Colégio Estadual Pe. José Orestes Preima – Ensino Fundamental e Médio, no período vespertino, com duração de 32 h/a. O objetivo principal deste projeto é o de estimular esses alunos a demonstrarem maior interesse pela leitura e escrita por meio do uso de Fábulas no processo de ensino/aprendizagem de Língua Inglesa. Ao longo das últimas décadas, vem aumentando a responsabilidade do professor em encontrar uma metodologia de ensino que venha de encontro ao interesse dos alunos Nesse sentido, o uso das fábulas poderá favorecer a construção dos conhecimentos, pois, além de rica em arte, tal ferramenta estabelece o desenvolvimento moral, social e intelectual do educando. Nos servirão como aporte teórico autores como Chagas (1979) e Faria (2004), que tratam de questões relacionadas ao ensino de literatura.

Palavras-chave: Língua Inglesa; Ensino/aprendizagem; Fábulas

Formato do Material Didático: Unidade Didática

Público: Alunos do 9º ano do Ensino Fundamental

1

Apresentação

A aprendizagem de uma língua estrangeira envolve dedicação,

persistência e principalmente interesse. Dessa forma, o papel do educador

torna-se mais complexo, pois além de ensinar, ele precisa “cativar” seus alunos

para que, assim o aprender torne-se uma atividade interessante. Portanto, o

Programa de Desenvolvimento Educacional (PDE) surgiu com o intuito de

auxiliar o professor em relação à prática pedagógica, por meio de

embasamentos teóricos.

A linha de pesquisa que norteará o trabalho, refere-se à Didática no

Ensino de Língua Inglesa e, delimitando um pouco mais, abordará a utilização

do gênero fábulas, bem como sua importância no processo de

ensino/aprendizagem da Língua Inglesa. A dificuldade do professor em

encontrar uma metodologia de ensino realmente adequada ao contexto da sala

de aula é enorme, pois torna-se complexo para os alunos compreenderem a

gramática e a fonética da disciplina fazendo com que eles sintam problemas de

assimilação e compreensão da Língua Inglesa. Assim, sendo o professor um

mediador de ensino, munido de estratégias, terá o papel de instigar o

desenvolvimento dos educandos por meio da leitura, interpretação e realização

de atividades diversas referente às fábulas, tendo como objetivo primeiro

estimular os alunos do 9º ano do Colégio Estadual Pe. José Orestes Preima

em Prudentópolis a sentirem maior interesse pelas aulas de Inglês melhorando

dessa forma a oralidade e a escrita da Língua Inglesa sem contar com o

enriquecimento do vocabulário que direta ou indiretamente acontecerá. As

atividades pesquisadas resultaram em uma Unidade Didática (UD) a qual tem

como principal público alvo professores e alunos. O trabalho do professor PDE

será supervisionado pela equipe pedagógica da escola, pelo professor

orientador e pelo NRE, almejando que, haja resultados satisfatórios tanto em

relação aos alunos quanto a nós educadores porque o “ensinar” é um trabalho

constante que deve ser lapidado dia a dia para que no final o resultado seja

gratificante.

2

Show the students what fables are, their characteristics and

characters.

Teacher‟s note

Fábulas são pequenas histórias escritas com a

intenção de transmitir algum ensinamento sobre a vida,

ou o que se chama “lição de moral”. No final de muitas

delas o autor coloca uma frase que resume a lição. Você

deve ter ouvido algumas dessas frases que são bem

conhecidas, como por exemplo: “Quem com ferro fere,

com ferro sera ferido”. A maior parte das fábulas mostra

situações típicas do dia-a-dia do seres humanos mas

vividas por animais. Os mais famosos fabulistas (autores

de fábulas) foram: Esopo (Grécia, 600 a.c.) e La

Fontaine (França, século 18). No Brasil, Monteiro Lobato

(século 20), reescreveu muitas delas; nos dias de hoje, o

mesmo foi feito por Millor Fernandes.

http://www.dominiopublico.gov.br/download/texto/me001614.pdf

a)Do you know fables?

b)Which fables do you know?

c)Fables have a moral. Is it interesting?

d)Write the names of the animals that appear in a fable.

DISCUSSION

O professor poderá

introduzir as fábulas

para os alunos com

os recursos que

achar melhor, TV

pendrive, data show,

quadro e giz......

1st class

3

The students will watch a video of a fable.

Disponível em http://www.youtube.com/watch?v=IezC65lMZKY

COMPUTER CLASS

http://www.pdclipart.org/thumbnails.php?album=34

1)The students will go to the computer class to look up for the fables in

English.

1)The teacher shows the students fables printed. They will read and exchange

ideas about them with their friends.

2)Go through the fable orally and individually, presenting vocabulary when

necessary.

O professor

direciona os

links nessa

atividade.

2nd

class

3rd

class

4

http://www.portalentretextos.com.br/colunas/recontando-estorias-do-dominio-publico/tres-fabulas-de-la-

fontaine,236,7725.html

The Lion and the Mouse

Once when a Lion was asleep a little Mouse began running up

and down upon him; this soon wakened theLion, who placed his huge paw upon

him, and opened his big jaws to swallow him. „Pardon, O King,‟ cried the little

Mouse: „forgive me this time, I shall never forget it: Who knows but what I may

be able to do you a turn some of these days?‟ The Lion was so tickled at the

idea of the Mouse being able to help him, that he lifted up his pawand let him

go. Some time after the Lion was caught in a trap, and the hunters who desired

to carry him alive to the King, tied him to a tree while they went in search of

awaggon to carry him on.

Just then the little Mouse happened to pass by, and seeing the

sad plight in which the Lion was, went up to him and soon gnawed away the

ropes that bound the King of the Beasts. „Was I not right?‟ said the little Mouse.

Little friends may prove great friends.

Moral of the story - The little friends may prove the best and most loyal allies.

http://www.dominiopublico.gov.br/download/texto/pp000002.pdf

Activities

1)Mark the right option according to the text.

A) The Lion was caught in a trap because of:

4th

, 5th

, 6th

, 7th

and 8th

classes

5

a) ( ) Its distraction.

b) ( ) The jungle

c) ( ) The cat´s desire for revenge.

d) ( ) The little knowledge of the environment it had.

B) The teaching consistent with the facts of this fable is

a) ( ) Pride leads to death

b) ( ) It is better to trust distrusting

c) ( ) When fortune changes, the strong need the weakest

d) ( )The powerful are forgiven for everything; the miserable are not forgiven for

anything.

C)The fable received this title because

a)It indicates that the lion is the king of the animals.

b) It indicates who it the main characters are.

c) It indicates that the lion and the mouse are the secondary characters

d)It denies the important facts that happened to all the characters.

D) The feeling of the mouse towards the lion indicates:

a) cunning

b) vanity

c) gratitude

d) loyalty

E) Imagine where this scene happend and describe it

_______________________________________________________________

6

F)Now, describe the way you imagine the lion‟s and the mouse‟s feelings.

_____________________________________________________________________________

3)In the fable “the lion and the mouse”, complete the balloons with a dialogue

between them.

ctivities 2)Fill in the blanks with the words below:

7

The Lion and The Mouse.

Once when a Lion was asleep a little Mouse

.............................. running up and down upon him; this soon

wakened the Lion, who placed his huge paw upon him, and

....................... his big jaws to swallow him. „Pardon, O King,‟

...................... the little Mouse: „forgive me this time, I shall

never forget it: who knows but what I may be able to do you

a turn some of these days?‟ The Lion was so tickled at the

idea of the Mouse being able to help him, that he lifted up his

paw and let him go. Some time after the Lion was caught in a

trap, and the hunters who desired to carry him alive to the

King, ............................. him to a tree while they

............................ in search of a waggon to carry him on. Just

then the little Mouse ...................................... to pass by, and

seeing the sad plight in which the Lion was, went up to him

and soon ............................ away the ropes that bound the

King of the Beasts. „Was I not right?‟ .................... the little

Mouse.

Little friends may prove great friends.

Open happen cry go begin tie

gnaw say

PASSADO SIMPLES

Verbos regulares

-Acrescentamos ...ed

à terminação do

verbo no infinitivo.

Ex. She played the

piano very well.

Verbos Irregulares

-Não há uma regra

para se fazer os

verbos irregulares,

pois eles são

conjugados de várias

formas.

Ex.He ate an orange

for lunch.

8

http://www.portalentretextos.com.br/colunas/recontando-estorias-do-dominio-publico/tres-fabulas-de-la-

fontaine,236,7725.html

The Fox and the Stork

At one time the Fox and the Stork were on visiting terms and

seemed very good friends. So the Fox invited the Stork to dinner, and for a joke

put nothing before her but some soup in a very shallow dish. This the Fox could

easily lap up, but the Stork could only wet the end of her long bill in it, and left

the meal as hungry as when she began. „I am sorry,‟ said the Fox, „the soup is

not to your liking.‟ „Pray do not apologise,‟ said the Stork. „I hope you will return

this visit, and come and dine with me soon.‟

So a day was appointed when the Fox should visit the Stork;

but when they were seated at table all that was for their dinner was contained in

a very long-necked jar with a narrow mouth, in which the Fox could not insert

his snout, so all he could manage to do was to lick the outside of the jar. „I will

not apologise for the dinner,‟ said the Stork:

„One bad turn deserves another.‟ Aesop‟s Fables

http://www.dominiopublico.gov.br/download/texto/pp000002.pdf

1) Answer in English.

a)Which are the characters in this fable?

b)In the text, what attitudes of human being did these animals take ?

c)What did you understand from the moral of the story? Explain it.

9th, 10th , 11th

and 12th

Classes

9

d)Draw the way each animal served the food.

3)Find the verbs in the fable and write them here in the infinitive and in the past

forms.

INFINITIVE FORM PAST FORM

..................................... ------------------------------------

..................................... ------------------------------------

..................................... ------------------------------------

..................................... ------------------------------------

..................................... ------------------------------------

4)After reading and discussing the fable, make a new ending. Now the author is

you.

https://www.google.com.br/search?q=fabulas+de+dominio+publico&bav=on.2,or.r_qf.&bvm=bv.53217764,d.eWU,pv.xjs.s.en_US.

6PYzwk9faGo.O&biw=1438&bih=661&dpr=1&um=1&ie=UTF-8&hl=pt-

BR&tbm=isch&source=og&sa=N&tab=wi&ei=C79JUrn5BIe88AT4qID4DA

The Ant and the Grasshopper

13th, 14th, 15th,

16th and 17th

Classes

10

In a field one summer‟s day a Grasshopper was hopping about,

chirping and singing to its heart‟s content. An Ant passed by, bearing along with

great toil an ear of corn he was taking to the nest. „Why not come and chat with

me,‟ said the Grasshopper, „instead of toiling and moiling in that way?‟ „I am

helping to lay up food for the winter,‟ said the Ant, „and recommend you to do

the same.‟ „Why bother about winter?‟ said the Grasshopper; we have got

plenty of food at present.‟ But the Ant went on its way and continued its toil.

When the winter came the Grasshopper had no food and found

itself dying of hunger, while it saw the ants distributing every day corn and grain

from the stores they had collected in the summer. Then the Grasshopper knew:

It is best to prepare for the days of necessity.

http://www.dominiopublico.gov.br/download/texto/pp000002.pdf

Comprehension

1)Answer the questions in Portuguese.

a) Hoje, qual seria a profissão da formiga? E da cigarra?

b)Por que as pessoas trabalham tanto?

c)E você, já pensou qual será sua profissão?

2) Preencha os espaços com as frases do Box para completar o texto

A Cigarra e the ant

__________________________ uma cigarra estava pulando, cantando

e cantando no íntimo do seu coração. Uma formiga passava, tendo, juntamente

Why bother about winter / In a field one summer‟s day

It is best to prepare for the days of necessity. /

Why not come and chat with me/ When the winter came

11

com grande trabalho uma espiga de milho que estava levando para o ninho.

'_______________________ ", disse a cigarra", em vez de trabalhar e sofrer

dessa maneira? "Estou ajudando a colocar a comida para o inverno", disse a

formiga, "e recomendo que você faça o mesmo . '

_________________________", disse a cigarra, temos muita comida no

presente" Mas a formiga continuou o seu caminho e continuou seu

trabalho.__________________________ a cigarra não tinha comida e

encontrava-se a morrer de fome, enquanto ele viu as formigas distribuindo a

cada dia e de grãos de milho das lojas que haviam coletado durante o verão.

Em seguida, a cigarra

sabia:____________________________________________.

3)Listen to the teacher and circle the right words.

In a field one summer‟s day/may a Grasshopper was hopping

about, chirping and singing to its heart‟s content. An Ant passed/pass by,

bearing along with great toil an ear of corn he was taking to the nest. „Why not

come and chat with me,‟ say/said the Grasshopper, „instead of toiling and

moiling in that way?‟ „I am helping to lay up food for the winter,‟ said/say the

Ant, „and recommend you to do the same.‟ „Why bother about winter?‟ said the

Grasshopper; we have got plenty of food at present.‟ But the Ant went/go on its

way and continued its toil.

When the winter come/came the Grasshopper have/had no

food and find/ found itself dying of hunger, while it saw/see the ants

distributing every day corn and grain from the stores they had/have collected in

the summer. Then the Grasshopper know/knew: It is best to prepare for the

days of necessity.

4)Choose two verbs and write sentences in the past tense in English.

5)Choose a character from another fable and add it in the fable of the

grasshopper and the ant.

12

The Crow and the Pitcher

A Crow, half-dead with thirst, came upon a Pitcher which had

once been full of water; but when the Crow put its beak into the mouth of the

Pitcher he found that only very little water was left in it, and that he could not

reach far enough down to get at it. He tried, and he tried, but at last had to give

up in despair. Then a thought came to him, and he took a pebble and dropped it

into the Pitcher. Then he took another pebble and dropped it into the Pitcher.

Then he took another pebble and dropped that into the Pitcher. Then he took

another pebble and dropped that into the Pitcher. Then he took another pebble

and dropped that into the Pitcher. Then he took another pebble and dropped

that into the Pitcher. At last, at last, he saw the water mount up near him, and

after casting in a few more pebbles he was able to quench his thirst and save

his life.

Little by little does the trick.

http://www.dominiopublico.gov.br/download/texto/pp000002.pdf

http://www.pdclipart.org/thumbnails.php?album=37

COMPREHENSION

18th, 19th, 20th,

21st and 22nd

Classes

13

1)Answer the questions in English.

a) The crow was very thirsty and managed to find a pitcher with a little water.

Did this solve its problem? Justify it.

_______________________________________________________________

_______________________________________________________________

b) In your opinion, which led it to find a way to drink water?

_______________________________________________________________

_______________________________________________________________

c) The crow had to be very patient in order to reach its goal, which was to drink

the water. Do you remember a situation which you lived, and in which patience

helped yoyu solve a problem? Report it below:

_______________________________________________________________

_______________________________________________________________

d) Could you make up an alternative moral for this parable? ______________________________________________________________ _______________________________________________________________

e) Read again Aesop's fable "The Fox and the Crow." Try to change the story.

You can change the end, including new characters and scenarios, that is,

change the text the way you want.

2)Now, answer in Portuguese:

a) Consider two problems that can happen to anyone and write them down.

Replace your activity with a friend and think how could solve the problem in

case of need

1.______________________________________________________________ _______________________________________________________________

2.______________________________________________________________ _______________________________________________________________

14

3)Pass the fable below to the Past tense.

A Crow, half-dead with thirst, comes upon a Pitcher

which has once been full of water; but when the Crow

puts its beak into the mouth of the Pitcher he finds

that only very little water was left in it, and that he

could not reach far enough down to get at it. He tries,

and he tries, but at last have to give up in despair.

Then a thought comes to him, and he takes a pebble

and drops it into the Pitcher. Then he takes another

pebble and dropped it into the Pitcher. Then he takes

another pebble and drops that into the Pitcher. Then

he takes another pebble and drops that into the

Pitcher. Then he takes another pebble and drops that

into the Pitcher. Then he takes another pebble and

drops that into the Pitcher. At last, at last, he sees the

water mount up near him, and after casting in a few

more pebbles he was able to quench his thirst and

save his life.

Little by little does the trick.

A Crow, half-dead

withthirst,________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

_______________________________________________________________

________________________________________

4)Choose the correct answer in the parenthesis: a) People used to say that if you ______ (could/should) cook, you were ready to get married.

Verbos modais: could,

can , may e should

-Usamos could, can e

may para pedir

permissão para fazer

algo.

Ex.Could I help the

Crow?

-Usamos could para

pedirmos algo a alguém.

Ex. Could you solve this

problem?

-Usamos should para dar

conselho:

Ex.You should go on a

diet.

15

could b) I _________ (should/can‟t) stand it anymore. can‟t c) ______ (Can/May) you close the door, please? can d) You ______ (can/should) share your toys with your sister, young man. should e) You ____ (can/should) talk to me. I won‟t tell anybody. can f) One _____ (could/should) make the complaint that it‟s too much to read. Yet there are no short cuts to learning anything. could

5)Arrange two groups, distributing cards with verbs in the infinitive to a group

and verbs in the past to the other group. After that, each group must find the

match for their verbs to correspond. Entregar a eles as formas presente,

passado e tradução. Depois de encontrarem os verbos copiarem no caderno.

Start the class with a video

http://www.youtube.com/watch?v=OLoh42zGjQQ&list=PLAD1CD98228B0446E

23rd, 24th, 25th,

26th and 27th

Classes

16

https://www.google.com.br/search?q=fabulas+de+dominio+publico&bav=on.2,or.r_qf.&bvm=bv.53217764,d.eWU,pv.xjs.

s.en_US.6PYzwk9faGo.O&biw=1438&bih=661&dpr=1&um=1&ie=UTF-8&hl=pt-

BR&tbm=isch&source=og&sa=N&tab=wi&ei=C79JUrn5BIe88AT4qID4DA

The Hare and the Tortoise

The Hare was once boasting of his speed before the other

animals. „I have never yet been beaten,‟ said he, „when I put forth my full speed.

I challenge any one here to race with me.‟ The Tortoise said quietly, „I accept

your challenge.‟ „That is a good joke,‟ said the Hare; „I could dance round you all

the way.‟ „Keep your boasting till you‟ve beaten,‟ answered the Tortoise. „Shall

we race?‟ So a course was fixed and a start was made.

The Hare darted almost out of sight at once, but soon stopped

and, to show his contempt for the Tortoise, lay down to have a nap. The

Tortoise plodded on and plodded on, and when the Hare awoke from his nap,

he saw the Tortoise just near the winning-post and could not run up in time to

save the race. Then said the Tortoise: „Plodding wins the race.‟

http://www.dominiopublico.gov.br/download/texto/pp000002.pdf

1)Answer in Portuguese.

a)Na sua opinião, por que a lebre aceitou o desafio da tartaruga?

b)Quais seriam os adjetivos que você daria para cada personagem?

c)Qual seria a Moral dessa Fábula?

d)E na vida real, você lembra de algum exemplo parecido com este?

2)Comprehension

a) Why did the Hare lose the race?

b)Was it certain it would win? Why?

c) Who tells the story?

17

( )the hare ( )the narrator ( )the tortoise

d)Do you know people who take attitudes like the hare? What do you think of it?

e) Why did the tortoise win the competition?

3)Match correctly.

a)tartaruga b)lebre

( )slow ( )fast ( )exibido

( )courageous ( )down and sleep ( )win the race

4) Imagine that you are the turtle, what you would say to the hare at the time of

the challenge.

5)Read again the Fable The hare and the tortoise.

6)Após a leitura o professor apresenta aos alunos a fábula do Sapinho surdo,

fazendo comparações entre as duas fábulas.

Era uma vez uma corrida de sapinhos. O objetivo era atingir o alto de uma grande torre. Havia no local uma multidão assistindo. E a competição começou. Infelizmente uma onda de negativismo pairou sobre a multidão: "Que pena... esses sapinhos não vão conseguir, não vão conseguir!" E os sapinhos começaram a desistir. No entanto, havia um que persistia e continuava a subida, em busca do topo. A multidão continuava gritando: "Que pena! Vocês não vão conseguir!" E os sapinhos estavam mesmo desistindo, um por um... menos aquele sapinho que continuava tranqüilo, embora cada vez mais ofegante. Já ao final da competição, todos desistiram, menos ele. E a curiosidade tomou conta de todos, que queriam saber o que tinha acontecido... E assim, quando foram perguntar ao sapinho como ele havia conseguido concluir a prova, descobriram: o sapinho era surdo! Não permita que pessoas com o péssimo hábito de serem negativas derrubem as melhores e mais sábias esperanças de seu coração! Não deixe ninguém falar que seus sonhos não serão realidade. Você pode!!!

18

Autor Desconhecidohttp://euseiquepossovencer.blogspot.com.br/2010/01/historia-do-sapinho-surdo.html acesso em 08/10/2013 as 14:21

1)Answer in Portuguese

a) Há semelhanças entre as fábulas? Quais?

b)Você acha que se o sapinho não fosse surdo

ele teria desistido também? Por quê?

c)Na sua opinião, devemos sempre dar ouvidos

as pessoas?

d)O sapinho mesmo vendo os outros desistirem,

não desistiu. Por quê?

Now, answer in English

2) Mark which adjectives would you point out to

the frog.

( ) discouraged

( ) persistent

( ) influenced

( ) calm

( ) courageous

3)In pairs, the sudents will make sentences about the fables, using the

comparative form of the adjectives.

4)Using the dictionary, find five adjectives and make sentences in the

comparative form about them.

Comparativo dos adjetivos

-Usamos er than para o

comparativo dos adjetivos

curtos.

-Usamos more....than para o

comparativo dos adjetivos

longos.

-Usamos as...as quando

comparamos alguém ou

alguma coisa que tem as

mesmas qualidades.

19

1)Match the first column according to the second one.

a)THE CROW AND THE PITCHER

b) THE LION AND THE MOUSE.

c) FOX AND THE STORK

d) THE HARE AND THE TORTOISE

e) THE GRASSHOPPER AND THE ANTS

a) Um rato foi passear sobre um leão adormecido.Quando este acordou, pegou

o rato. Já estava para devorá-lo quando o rato pediu-lhe para deixá-lo ir

embora: - Se me poupares – disse -, te serei útil. E o leão achando aquilo

engraçado, soltou-o. Tempos depois o leão foi salvo pelo rato agradecido. Ele

foi capturado por caçadores que o amarraram a uma árvore. O rato o ouviu

gemer: foi até lá, roeu as cordas e o libertou. E disse ao leão: - Naquele dia

zombaste de mim porque não esperavas que eu mostrasse minha gratidão;

aprende então que entre os ratos também se encontra o reconhecimento.

Quando a sorte muda, os mais fortes têm necessidade dos mais fracos.

b) Era inverno e as formigas botaram par secar os grãos que a chuva

molhara.Uma cigarra faminta lhes pediu o que comer. Mas as formigas lhe

disseram:

- Por que tu também não armazenaste tua provisão durante o verão?

- Não tive tempo – respondeu a cigarra - , no verão eu cantava.

As formigas completaram:

- Então agora dance. E caíram na risada.

c) Uma tartaruga e uma lebre discutiam para saber quem era a mais veloz. Por

isso, combinaram uma data para uma corrida e um local aonde deveriam

28th, 29th, 30th,

31st and 32nd

classes

20

chegar. No certo dia, partiram. A lebre, que contava com uma rapidez natural,

não se preocupou com a corrida. Caiu à beira de uma estrada e adormeceu. Já

a tartaruga, que se sabia o quão lenta era, não perdeu tempo e, deixando a

lebre dorminhoca para trás, venceu a aposta.

O talentoso com preguiça perde para quem enfrenta a liça.

d) Um corvo, quase morto de sede, encontrou um jarro, onde pensou encontrar

água.

Quando meteu o bico pela borda do jarro, verificou que só havia um restinho no

fundo.

Era difícil alcançá-la com o bico, pois o jarro era muito alto.

Depois de várias tentativas, teve que desistir, desesperado.

Surgiu, então, uma ideia, em seu cérebro.

Apanhou uma pedra e jogou-o no fundo do jarro.

Jogou mais uma e muitas outras.

Com alegria verificou que a água vinha, aos poucos, se aproximando da borda.

Jogou mais algumas pedras e conseguiu matar a sede, salvando a sua vida.

e) A raposa e a cegonha mantinham boas relações e pareciam ser amigas

sinceras. Certo dia, a raposa convidou a cegonha para jantar e, por brincadeira,

botou na mesa apenas um prato raso contendo um pouco de sopa. Para ela, foi

tudo muito fácil, mas a cegonha pode apenas molhar a ponta do bico e saiu dali

com muita fome.

- Sinto muito, disse a raposa, parece que você não gostou da sopa.

- Não pense nisso, respondeu a cegonha. Espero que, em retribuição a esta

visita, você venha em breve jantar comigo.

No dia seguinte, a raposa foi pagar a visita. Quando sentaram à mesa, o que

havia para o jantar estava contido num jarro alto, de pescoço comprido e boca

estreita, no qual a raposa não podia introduzir o focinho. Tudo o que ela

conseguiu foi lamber a parte externa do jarro.

- Não pedirei desculpas pelo jantar, disse a cegonha, assim você sente no

próprio estômago o que senti onntem.

2) Find the names of the fables in the wordsearch according to the moral of

them.

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a) Tudo tem seu próprio valor.

b)Quem com ferro fere com ferro será ferido.

c)A necessidade é a mãe da invenção.

d)Devagar e sempre.

WORDSEARCH

T D B G R Y A C B U T N S L O U T M

H C J N T H E F Y H H D B V T P L K

E T Y B M W A Q E X E X O F H B M A

C A F F R T N H M M L S E T E K M P

R B A P L K A J R Y I R H C F N B C

O G T J U R I O V V O X Z V O Q M A

W I V M E N L O T H N U G D X P L N

A A S A E C R F G T A Y H N A U J M

N N N H Y U J M K I N L O P N L K I

D D B G T R F V C D D E W S D X Z A

T T H E F O X A N D T H E S T O R K

H H D S A P O I U Y H T R E H W Q Q

E F E G H J K L Z X E C V B E N M T

P H G T F D S A M N M B V C G X Z H

I J K L O P O I U Y O T R E R W Q E

T V R V B R M J U I U C O X A P Z C

C A S E R V T B B N S W Q K P T X L

H V M P U E I O O L E N Y F E T P O

E B N A W A T N I F H J T R S W K L

R A P Q V A M K O S Y T B V A A H L

X O T H E S A J G F E U I I R W N Y

FOCUS ON VOCABULARY

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3)WORKING IN GROUPS

After reading the fables and discussing it, check the box and show it to the

students.

FABLE CONFLICT CHARACTERS MORAL

4)Write sentences in English in the simple past, according to the pictures.

a) b) c)

d) e)

a)_______________________________________________________________________

b)_______________________________________________________________________

c)_______________________________________________________________________

d)_______________________________________________________________________

e)_______________________________________________________________________

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5) Complete the crossword with the past of the verbs in the Box..

L H B

E C A M E

F O U N D G

K E P T S A W

N A N

E I

W E N T D

6)The teacher cuts out the paragraphs of the fables doing a mix, puts them in

envelopes and distributes to students. They have to organize the fables in the

correct order.

7) The teacher cuts out the fable for the students to assemble the sequence.

8)Mime activities

a)Apresentar em Inglês alguns finais das fábulas (a moral de cada) Presenting

in English some final fables (morality of each)

b)Em grupos representar com mímicas a moral das fábulas. Os alunos terão

que falar em inglês qual é a moral. In groups represent mimics the moral fables.

Students will have to speak in English which is the moral.

c)Representar com desenhos a moral de cada fábula trabalhada, fazendo uma

exposição com os trabalhos. Drawings represent the moral of each fable

crafted, making an exhibition with the works

Go - say - have - see - know - come - leave

Begin - keep - find

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9) The students will illustrate the fables in posters. After that, they re-tell the

fable in English and write about the illustration. Photos will be taken and posted

on you tube.

10) Colectionn of fables.

As a final acivity, the teacher, together with the students organized a list of

animals, characterizing them according to the very nature of each one, because

they have behaviors and "moods" distinct from one another. Done that, students

choose the animals that will be part of its history, tending to represent them

according to their characteristics, or inverting them to obtain an effect of humor.

The moral should be appended to the end. The teacher organizes the students'

production in a book and promotes an autograph session at the school.

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