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Produções Didático-Pedagógicas

O USO DO CARTOON NAS AULAS DE INGLÊS: ESTÍMULO PARA A

PARTICIPAÇÃO E APRENDIZAGEM

SIMONE DE CAMPOS SOARES

IRATI

2013

PARANÁ GOVERNO DO ESTADO

SECRETARIA DE ESTADO DA EDUCAÇÃO

SUPERINTENDÊNCIA DA EDUCAÇÃO

UNIVERSIDADE ESTADUAL DO CENTRO-OESTE

O USO DO CARTOON NAS AULAS DE INGLÊS: ESTÍMULO PARA A

PARTICIPAÇÃO E APRENDIZAGEM

Unidade Didática apresentada por Simone de

Campos Soares à Secretaria de Estado da

Educação do Paraná, por meio do Programa de

Desenvolvimento Educacional.

Orientadora: Profa. Michele Andreza Teixeira

Passini.

IRATI

2013

PARANÁ GOVERNO DO ESTADO

SECRETARIA DE ESTADO DA EDUCAÇÃO

SUPERINTENDÊNCIA DA EDUCAÇÃO

UNIVERSIDADE ESTADUAL DO CENTRO-OESTE

INTRODUÇÃO

Ao ensinar uma Língua o professor deve considerar seu aspecto

interacional, preocupando-se em promover uma aprendizagem em que o aluno

compreenda que a linguagem é dinâmica, é viva, e atua como elemento de

mediação entre ele e o mundo; ela é, pois, veículo de comunicação, através do qual

se pode expressar e transmitir cultura, tradições, conhecimentos; é, portanto, por

meio da língua(gem) que torna-se possível estabelecer relações e interagir com o

outro.

De acordo com as Diretrizes Curriculares do Estado do Paraná (2008, p.57):

As sociedades contemporâneas não sobrevivem de modo isolado, relacionam-se, atravessam fronteiras geopolíticas e culturais, comunicam-se e buscam entender-se mutuamente. Possibilitar aos alunos que usem uma língua estrangeira em situações de comunicação – produção e compreensão de textos verbais e não-verbais – é também inseri-los na sociedade como participantes ativos. (DCE, 2008, p. 57).

Com base nesta teoria, esta Unidade Didática propõe um trabalho que

instigue a participação do estudante e o motive para as aulas de Inglês, levando-o à

pesquisa e à discussão, cujo foco será o desenvolvimento das práticas do uso da

língua: leitura, oralidade e escrita.

Para tanto, será empregado o gênero discursivo cartoon, presente em seis

lições elaboradas a partir de tirinhas que abordarão temáticas consideradas

relevantes para os alunos, como o papel da escola em suas vidas, a relação entre

pais e filhos, entre outros.

As atividades que visam explorar os cartoons acontecerão em três

momentos: pre-reading, reading e post-reading, e estimularão a oralidade, vinculada

ao conhecimento de mundo do aluno, aliado ao saber científico e a questões

linguísticas pertinentes; a finalização da Unidade contemplará a criação de textos

pertencentes ao referido gênero pelos estudantes.

Esta produção didático-pedagógica será fundamentada na perspectiva de

gêneros discursivos tal qual preconizada por Mikhail Bakhtin, com a finalidade de

levar o discente a entender que, conforme este pensador, a língua só existe em

função do uso que locutores e interlocutores fazem dela em situações de

comunicação, sendo o constante processo de interação mediado pelo diálogo.

O presente trabalho será apresentado ao Programa de Desenvolvimento

Educacional do Governo do Estado do Paraná.

Contato: campossoares@seed.pr.gov.br

The use of cartoon in English classes: stimulus to participation and learning

Lesson 1 – INTRODUCTION Aim: Getting to know the genre Time: four classes

Look to the picture below and reflect about it: http://www.lem.seed.pr.gov.br/modules/galeria/uploads/34/13724204231stress.jpg

1.How do you think the little red fish is feeling? Why?

2. What is interesting about it?

3. What kind of text is it?

4. Where can we find it?

5. Do you like to read this kind of text?

6. How often do you read it?

7. Do you remember any famous one?

8. Do you have a favorite one?

9. What are the characteristics of this kind of text?

10. In pairs create a definition for this kind of text:

_ _ _ _ _ _ _ : _______________________________________________________

Now, read this definition about the text above and compare it with your

answer:

_ _ _ _ _ _ _

É um desenho caricatural que representa uma situação humorística, utilizando ou não legendas, sendo usualmente utilizado com pena ou pincel e tinta, ou em alguns casos em aguadas. O _ _ _ _ _ _ _, em contraposição à charge (termo brasileiro para o _ _ _ _ _ _ _ politico, ou sobre temas atuais), é atemporal e é universal, pois não suprime necessariamente aos acontecimentos do momento.

O termo _ _ _ _ _ _ _ (cartão), tem sua origem no termo italiano cartone (pedaço de papel) que era aplicado aos moldes recortados ou perfurados em cartão resistentes, usados para transpor e marcar os desenhos nas obras de arte de grande porte, como murais ou tapeçarias. O mesmo termo era usado para denominar um pequeno projeto em escala, desenhando em cartão para ser reproduzido e depois ampliado.

A expressão, com o sentido que tem hoje, nasceu em 1841 nas páginas da revista PUNCH, a mais antiga revista de humor do mundo ainda em circulação. O príncipe Albert encomendara a seus artistas uma série de _ _ _ _ _ _ _ para novos murais do Palácio de Westminster; os projetos dos artistas reais, expostos, foram alvo das críticas e da mordacidade do povo inglês, e a revista PUNCH resolveu criar os seus próprios _ _ _ _ _ _ _, parodiando a iniciativa da Corte.

O nome pegou, e em quase todas as línguas a palavra _ _ _ _ _ _ _, nesse sentido, não tem equivalente: franceses, alemães, italianos, todos mantém a grafia original inglesa.

No Brasil, foi na revista Pererê, de Ziraldo, edição de Fevereiro de 1964, que se lançou o neologismo cartum, logo adotado no jargão profissional. Na composição do cartum podem ser inseridos elementos da história em quadrinhos, como os balões de falas, subtítulos, onomatopéias e até mesmo a divisão de cenas em quadrinhos. A narrativa do cartum pode ocorrer numa cena ou numa sequência de cenas. http://sergeicartoons.blogs.sapo.pt/arquivo/070219.html

As you know, images are a very important part of cartoons. There are different resources for expressing the speech. Can you recognize some of them below?

IDEA BUBBLE SHOUT BUBBLE WHISPER BUBBLE SPEECH BUBBLE THOUGHT BUBBLE QUESTION BUBBLE COLLECTIVE SPEECH BUBBLE

_____________________ _____________________

_____________________ ______________________

__________________________ __________________________

___________________________

TASK

Now, read and find in the Comic Strips the images or resources mentioned above.

In cartoons, it is common to find also sounds representing feelings,

noises, sensations, etc. They are called onomatopoeia.

Below, there is the definition according to Oxford dictionary:

Onomatopoeia Syllabification: (on·o·mat·o·poe·ia) Pronunciation: /ˌänəˌmatəˈpēə/

Noun . the formation of a word from a sound associated with what is named (e.g., cuckoo, sizzle).

Look at some onomatopoeias here:

http://portaldoprofessor.mec.gov.br/storage/discovirtual/galerias/imagem/0000000427/0000003132.jpg

http://www.influx.com.br/blog/2009/05/20/onomatopeias-em-ingles/

How would you say in words the dialogues expressed in onomatopoeias

below? After you interpret it, translate it into the box below:

http://lh5.ggpht.com/xcorex2/ReD_61TBTdI/AAAAAAAAABM/JAwMfZE30RA/s288/Peanuts.1953_066.jpg

Lesson 2 – TALKING ABOUT SCHOOL

Look at the table below and try to think about positive and negative

points about school:

Aim: Observe the student’s perception of the role of school in their lives. Time: five classes

SCHOOL

GOOD POINTS BAD POINTS

Now it’ game time!

Let’s have two groups to discuss the positive and negative points about school. Group one should indicate the positive points while group two should indicate the negative ones:

1.Observing this cartoon, what can we see?

___________________________________________________________________

___________________________________________________________________

2.Why did the teacher use the expression “googling” in this cartoon? What does it

mean?

___________________________________________________________________

___________________________________________________________________

3.What is the connection between the title (“Cheating”) and the expression

“Googling”?__________________________________________________________

___________________________________________________________________

4.Do you consider the internet searching website “Google” a good resource for

research?

( ) Yes, I do ( ) No, I don’t

Because Because

5.Tests are used by teachers in order to check if students learned the lessons taught

at school. How do you usually get prepared for them?

___________________________________________________________________

___________________________________________________________________

TO REFLECT School is an important place of our lives,

because we learn many interesting things that we don’t find in other places.

What is your favorite subject at school?

Look at the subjects below and mark from 1 to 6 according to your preference.

( ) Math ( ) Portuguese ( ) English

( ) Physical Education ( ) Arts ( ) History

Do you like to read? What kind of books do you usually read?

One of the most famous English authors known is William Shakespeare. What do

you know about him?

Now read the following text and find out more about Shakespeare:

http://pixabay.com/static/uploads/photo/2012/11/28/11/10/shakespeare-67698_640.jpg?i

NAME: William Shakespeare OCCUPATION: Playwright, Poet BIRTH DATE: April 23, 156 DEATH DATE: April 23 or 26, 1616 PLACE OF BIRTH AND DEATH: Stratford-upon-Avon, United Kingdom

William Shakespeare was baptized on April 26, 1564, in Stratford-upon-Avon,

England. He often called the English national poet, is widely considered the greatest

dramatist of all time. He produced most of his known work between 1589 and 1613. He then wrote mainly tragedies until about 1608, including Hamlet, King Lear, Othello, and Macbeth, considered some of the finest works in the English language. In his last phase, he wrote tragicomedies, also known as romances, like Romeo and Juliet and collaborated with other playwrights.

Shakespeare wrote plays that capture the complete range of human emotion and conflict. He married Anne Hathaway on November 28, 1582, in Worcester, in Canterbury Province.

http://www.biography.com/people/william-shakespeare-9480323

How can the picture in the cartoon be related to the author William Shakespeare?

http://www.lem.seed.pr.gov.br/modules/galeria/uploads/34/13724204232bornot2b.jpg

The title of this cartoon “To be or not to be” is present in one of William

Shakespeare’s play. Do you know which one? ______________________________

Lesson 3 – “WHO RUN THE WORLD?( GIRLS!)”1

Let’s start our lesson with a Beyoncé’ song. Watch the video clip, listen

to music and look what it says:

Available in : http://www.youtube.com/watch?v=VBmMU_iwe6U. Accessed in 18/09/2013.

http://claudinhastoco.com/wp-content/uploads/2013/04/beyonce.

NAME: Beyoncé Giselle Knowles

DATE BIRTH: September 04, 1981

PLACE OF BIRTH: Houston, Texas, United States.

Beyoncé has a daugther called Blue Ivy Carter. http://pt.wikipedia.org/wiki/Beyonc%C3%A9_Knowles

Girls, we run this mutha! Girls! (4x) Who run the world? Girls! (4x) Who run this mutha? Girls! (4x) Who run the world? Girls! (4x) Some of them men think they freak this Like we do But no they don't Make your check come at they neck Disrespect us? No they won't (…) Available in: http://letras.mus.br/beyonce/1870591/traducao.html. Accessed in 18/09/2013

1 O título desta lição “Who run the world? Girls” foi retirado tal qual apresentado da música de Beyoncé a qual

fazemos aqui referência.

task

In order to get to know this writer’s work read adapted books which were brought to the classroom.

Aim: Reflect on the woman’s role in the world. Time: six classes

1.Did you like this music? Why?

___________________________________________________________________

___________________________________________________________________

2.According to the song, girls rule the world. Do you agree with that?

___________________________________________________________________

___________________________________________________________________

3.Observe the picture and answer then following questions :

FATHER KNOWS BEST

http://3.bp.blogspot.com/-PSzCspVzSAg/UjdZ707_yjI/AAAAAAAACDI/0gWdWNpFbUc/s1600/Father+Knows+Best.jpg

a) This is a picture from an American TV series from the 50’s called “Father

knows best”. What is the connection between this title and the picture?

___________________________________________________________________

___________________________________________________________________

b) Do this picture portray/reproduce an actual situation in our society?

___________________________________________________________________

___________________________________________________________________

Following we have a Comic Strip about Mafalda and her friend Susanita.

Read and try to understand it:

http://2.bp.blogspot.com/-0VhWSNJgrGs/UA1Dmy20-

GI/AAAAAAAAAIw/2BEainDYS1Y/s1600/Mafalda,+Susanita+and+her+plans+for+the+future.jpg

a) What is the subject/topic of the conversation between girls?

___________________________________________________________________

___________________________________________________________________

b) What are Susanita’ plans?

___________________________________________________________________

___________________________________________________________________

c) Why doesn’t Mafalda agree with her friend?

___________________________________________________________________

___________________________________________________________________

And what about

you? Do you have

any plans for the

future? Share your

wishes with a

classmate!

Susanita and Mafalda have a different opinion about the woman’s role in

the society. What about you? How do you describe the woman image

and her role in the world? Complete the spaces with words to describe it:

________________ __________________

________________ __________________

________________ __________________ __________________

Let’s look up in a dictionary the meaning of these words:

Relationship = ________________________________________________________

Selfishness= _________________________________________________________

Can people live together based in word above (selfishness)? Why?

( ) Yes ( ) No

Because

___________________________________________________________________

___________________________________________________________________

THE FUTURE Em Inglês, indicamos o futuro através do uso do verbo auxiliar will. Use will + infinitivo sem to (will go, will study) para: expressar o futuro; expressar uma decisão ou intenção, geralmente tomada no momento da fala. Não use will para coisas que já foram planejadas com antecedência. Nesses casos, use be + going to.

WOMAN

Do you agree with the use of the word “selfishness” in the title of this cartoon?

Are there common interests between the characters of the cartoon? Why (not) ?

Now it’ game time!

In two groups (boys x girls), imagine six things that men like and six things that women like. Then, try to draw or mimic them. Each group, in its time, must guess what the classmate is drawing/mimicking!

THE PRONOUNS Pronome é a classe de palavras que acompanha ou substitui um substantivo ou um outro pronome, indicando sua posição em relação às pessoas do discurso ou mesmo situando-o no espaço e no tempo. Os pronomes nos ajudam a evitar repetições desnecessárias na fala e na escrita.

Lesson 4: PARENTS AND CHILDREN

Aim: Observe how teenagers see the relationship between parents and children. Time: six classes

Complete the table below with your personal information:

Name:

Age:

Gender:

Birthday:

Father’s name:

Mother’s name:

Siblings:

Now, answer the questions:

1.Do your parents talk to you about any subject?

___________________________________________________________________

2.Who has more patience: your father or your mother?

___________________________________________________________________

3.Would you like to change anything in your family? What?

___________________________________________________________________

4.Write in columns how you think your parents think you are and how you think you

are:

I think I am My parents think I am

What’s the mother doing?

( ) she’s looking at her son ( ) she’s taking care of her son

( ) she’s talking with her son ( ) she’s reading a book about literature

( ) she’s writing ( ) she’s reading a book about educating

children

What does the title of the cartoon mean? _______________________________

What does the title of the book mean? _______________________________

What’s the contradiction in this cartoon? _______________________________

Mothers have many tasks to do, don’t they? Can you mention some of them?

MOTHER’S

TASKS

Do you help your mother in her tasks?

Who cleans your bedroom? Do you organize your wardrobe and your stuff ?

Below we have a comic strip. Does it say anything about you?

http://2.bp.blogspot.com/-MXADRyAy10c/T5H9YeVms2I/AAAAAAAAAaQ/hhEFlVmaXJk/s1600/hjn.png

Draw a picture of your room in the space below:

Associate the columns connecting the meaning of expressions, and observe the use

of the prepositions:

In the closet dentro da/na cozinha

On the stairs sobre/em cima da cadeira

Under the bed nas escadas

In the kitchen dentro do/no armário

On the hall floor sob/embaixo da cama

Over my chair no chão/piso (da sala)

Parents give advices for kids, but, sometimes, the children disagree with them. What

do you think about this situation?

___________________________________________________________________

___________________________________________________________________

What parents want/wish for their kids? Write what you think about it in one word:

_____________________

http://2.bp.blogspot.com/-Oyhy0XGofQE/UEpZbEdmBFI/AAAAAAAAAL0/Wj2gVxjY8Ig/s1600/mafalda_ingles.jpg

What was the order given by Mafalda’s mother?

___________________________________________________________________

And what was Mafalda’s preoccupation?

___________________________________________________________________

Don’t close the door

for happiness.

Happiness doesn’t knock

twice on the same door.

Let’s know more proverbs in English:

1. A bird in the hand is worth than two in the bush.

2. Better late than never.

3. Don’t count your chicken before they have hatched.

4. Lies have short legs.

5. Opportunity makes thieves.

6. What the eyes does not see the heart can’t grieve over.

7. A home without a library is a home without soul.

8. A woman can say more in a look than a man in a book.

Number the translation according to the proverb in English:

( ) Antes tarde do que nunca.

( ) O que os olhos não veem, o coração não sente.

( ) Não conte com os ovos antes da galinha botar.

( ) Uma mulher pode dizer mais em um olhar que um homem em um livro.

( ) Mentiras têm pernas curtas.

( ) Um pássaro na mão vale mais do que dois voando.

( ) Uma casa sem uma biblioteca é uma casa sem alma.

( ) A oportunidade faz o ladrão.

Complete this lesson we’ll see a video clip of the song “Father and Son”, by Cat Stevens. Listen, read and sing! Availablein: http://www.youtube.com/watch?v=1qsiDAQXE0M. Accessed in 05/10/2013

http://upload.wikimedia.org/wikipedia/commons/thumb/b/be/Cat_Stevens_%281972%29.png/640px-Cat_Stevens_%281972%29.png

NAME: Steven Demetre Georgiou Cat Stevens (1966 – 1980) Yusuf Islam (since 1995) DATE BIRTH: July 21,1948 PLACE OF BIRTH: London, England

Lesson 5: THE USA

Aim: Discuss about the influence of the United States for the world’s economy. Time: six classes

Let’s talk a little about the country where we live:

Do you like your country? ( ) yes ( ) no

What do you like the most about Brazil?

___________________________________________________________________

Do you think there are bad things in our nation? If so, could you mention one of

them?

___________________________________________________________________

Would you like to live in another country? Why?

___________________________________________________________________

Many people have a dream to change their lives and look for better places where

they can financially succeed. Do you know any situation like this?

___________________________________________________________________

Observe the cartoon. Let’s try to understand it following:

http://www.lem.seed.pr.gov.br/modules/galeria/uploads/34/13723505501illeg.jpg

Look at the images and orders on the posters. What do they mean?

KEEP OUT! WELCOME!

______________________________ _______________________________

Do Americans want or don’t want Mexicans in their country? What are the differences between two posters?

___________________________________________________________________

___________________________________________________________________

Is the language used on the posters confusing? Why (not)?

___________________________________________________________________

___________________________________________________________________

What does a bilingual language mean?

___________________________________________________________________

___________________________________________________________________

Why do Mexicans try to cross the border of U.S.A and Mexico?

___________________________________________________________________

___________________________________________________________________

Do you think that the situation described in the cartoon is common?

___________________________________________________________________

___________________________________________________________________

Observe the map of the U.S.A and its border with Mexico:

http://www.joaoleitao.com/viagens/imagens/mapas/estados-unidos-america/mapa-estados-unidos-da-america-eua.

Teacher Luiz Cezar will speak to us about the issue of Mexican

immigration in the United States and all its consequences, through film

“One day without Mexicans”. Pay attention!

Each people have their own cultural characteristics, which are expressed

in music, dance, clothes, food, education, politics, etc.

Task In groups, search some information about Mexico

and The United States of America, like flag, anthem, president, principal city, language and

other interesting things. Bring the results of your research to the classroom and share it with your

classmates.

Let’s remember some cultural characteristics of each region of Brazil?

NORTH NORTHEAST SOUTHEAST MIDWEST SOUTH

MUSIC

DANCE

CLOTHING

FOOD

And, how is your diet? What are your favorite foods? In column one write the foods you like and in another column the foods you don’t like:

Foods can be divided into two groups: healthy and unhealthy.

Look at the pictures of food below, write their names in English and classify them as:

( 1 ) healthy ( 2 ) unhealthy

( ) ______________ ( ) ______________

( ) _______________ ( ) ______________

( ) _______________ ( ) ______________

( ) _______________ ( ) ______________

( ) _______________ ( ) ______________

http://www.lem.seed.pr.gov.br/modules/galeria/uploads/34/boycott.jpg

1.Can you recognize this logo?

___________________________________________________________________

___________________________________________________________________

2.What are the forks symbolizing in this picture?

___________________________________________________________________

___________________________________________________________________

3.Why were the forks used in this cartoon?

___________________________________________________________________

___________________________________________________________________

4.Why was a boycott proposed here?

___________________________________________________________________

___________________________________________________________________

5.Besides offering unhealthy food, are there other losses/damages or problems

caused to the people for this type of company?

___________________________________________________________________

___________________________________________________________________

6.What is the name of the food which is sold in these places?

___________________________________________________________________

__________________________________________________________________

7.Why do people consume much more this kind of food nowadays?

___________________________________________________________________

Observe the last cartoon and identify the vegetables present in it:

http://www.lem.seed.pr.gov.br/modules/galeria/uploads/34/onion.jpg

( ) lettuce ( ) pepper ( ) onion ( ) garlic ( ) tomato

( ) eggplant ( ) cabbage ( ) potato ( ) spinach ( ) kale

Why were the vegetables angry?

__________________________________________________________________

NOW it’ GAME TIME!

In groups let’s play a Memory Game. The parts of the game will be about fruit and vegetables. Pay attention and good luck!

Lesson 6: IT’S YOUR TURN!

Aim: Create a cartoon. Time: five classes

In this lesson, we’ll attend a class about tips to improve our drawing

techniques. Pay attention!

Now, it’s your turn to create a cartoon.

So, let’s remember the topics studied in our lessons:

THE IMPORTANCE OF SCHOOL IN OUR LIVES;

THE ROLE OF WOMEN IN THE WORLD;

RELATIONSHIPS BETWEEN PARENTS AND CHILDREN;

THE AMERICAN DREAM.

Task

Choose one of these topics and create your own cartoon. You should use pictures, words, bubbles, onomatopoeias, and

all things that you learnt, ok?

Have a nice task!

REFERENCES

BAKHTIN, Mikhail. Estética da criação verbal. 2ª ed. – São Paulo: Martins Fontes, 1997.

BAKHTIN, Mikhail. Problemas da Poética de Dostoievski. 3ª ed. - Rio de Janeiro: Forense Universitária, 2002.

FERRARI, Mariza Tiemann & RUBIN, Sarah Giersztel. Inglês: volume único: Ensino Médio. São Paulo: Scipione, 2000. – (Coleção Novos Tempos).

OXFORD Advanced Learner’s Dictionary. New York: Oxford University Press, 2005.

PARANÁ. Secretaria da Educação. Diretrizes Curriculares da Educação Básica do Estado do Paraná. Língua Estrangeira Moderna. Versão 2008.

PARANÁ. Secretaria da Educação. Diretrizes Curriculares da Educação Básica do Estado do Paraná. Língua Portuguesa. Versão 2008.

PINTO, Abuêndia Padilha. Gênero discursivos e ensino de língua inglesa. 5ª ed. - Rio de Janeiro: Lucerna, 2007.

STAM, Robert. Bakhtin: Da Teoria Literária à Cultura de Massa. São Paulo: Ática, 1992.