RESUMO: POSSIBILIDADES DE ADAPTAÇÃO DE ATIVIDADES DE LÍNGUA INGLESA PARA ALUNOS COM DEFICIÊNCIA NO ENSINO FUNDAMENTAL

POSSIBILIDADES DE ADAPTAÇÃO DE ATIVIDADES DE LÍNGUA INGLESA PARA ALUNOS COM DEFICIÊNCIA NO ENSINO FUNDAMENT...

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Entendendo as questões do simulado

Autor:João Francisco da Silva Neto

Público-alvo: Alunos concluintes do ensino médio inscritos no ENEM

Duração: aula de 30 minutos

Objetivo:orientar os estudantes sobre a importância da interpretação consciente dos textos presentes em exames e concursos.

Material:questões extraídas do simulado na forma impressa ou em slide.

Procedimento:

- O professor diz aos alunos que nesta aula eles irão rever as questões presentes no simulado do ENEM e em conjunto com o professor discutir as impressões que eles tiveram diante de cada questão. As questões serão apresentadas através de slides e caso não haja disponibilidade de um monitor através de cópia impressa. Por se tratarem de questões com diferentes aspectos a serem identificados pelos alunos, cada questão será analisada e explicada isoladamente, ressaltando a viabilidade para cada questão de diferentes estratégias de leitura. A analise será conduzida conforme é descrito a seguir.

Questão 86

Frequently Asked Questions (FAQs) on Middle East respiratory syndrome coronavirus (MERS‐CoV)

What is Middle East respiratory syndrome (MERS)?

Middle East respiratory syndrome (MERS) is a viral respiratory disease caused by a novel coronavirus (MERS‐CoV) that was first identified in Saudi Arabia in 2012.

What are the symptoms of MERS?

A typical case of MERS includes symptoms of fever, cough, and/or shortness of breath. Pneumonia is a common finding on examination. Gastrointestinal symptoms, including diarrhea, have also been reported. Severe illness can cause respiratory failure that requires mechanical ventilation and support in an intensive‐care unit. Some patients have had organ failure, especially of the kidneys, or septic shock. The virus appears to cause more severe disease in people with weakened immune systems, older people, and those with such chronic diseases as diabetes, cancer and chronic lung disease.

Nota para professor: No trecho em negrito chamar atenção para os sintagmas nominais destacando seus núcleos.

http://www.who.int/csr/disease/coronavirus_infections/faq/en/ Acesso em: 12 jun. 2015 (adaptado).

Considerando as informações do texto sobre a Síndrome Respiratória do Oriente (MeRS), é correto afirmar que

a) nenhum paciente teve falência de órgãos.
b) o vírus parece causar doença mais graves em pessoas com sistemas imunológicos enfraquecidos.

c) sintomas como tosse, falta de ar e diarreia são incomuns.

d) infecções por coronavírus causam doenças respiratórias leves.

e) pacientes com câncer, diabete ou doença pulmonar estão imunes à Síndrome Respiratória do Oriente Médio.

Nota para professor: Pedir que os  alunos busquem nas alternativas  evidências de contradição.

 A questão 86 do simulado para o ENEM elaborado pela equipe PIBID de língua inglesa tinha como questão central confirmar uma informação presente no texto. A informação requerida seria melhor encontrada através da utilização da estratégia de leitura conhecida como scanning e familiaridade com alguns termos clínicos como disease e imunne além do comparativo more, relembrando o conceito de palavra- chave.

Questão 87

http://www.edouardstenger.com/2008/11/18/plastic-a-curse-of-our-time Acesso em: 31 de jul. 2015.

A tirinha acima alude a um problema bastante comum no mundo atual, que é a poluição das águas pela ação humana. Sabe-se que na língua inglesa, assim como na língua portuguesa, há palavras que fazem referência a outra(s) já mencionada(s) no texto, de forma a retomar algo que já foi dito e evitar repetição desnecessária. No texto, as palavras some e they referem-se a

a)      plastic rubbish.

b)      penguin.

c)       soy sauce.

d)      fish.

e)      much.

            A questão 87 pede que o aluno faça referenciação a partir de palavras  específicas presentes na tira.  A estratégia de inferência e o conhecimento de palavras referenciais (pronomes, possessivos) permite que o aluno identifique a informação necessária  com facilidade.

Questão 88

Em relação à reforma da idade penal, discute-se a idade e maturidade psíquica que o indivíduo tem para responder por seus próprios atos perante a lei. A partir da leitura da tirinha, pode-se observar que Calvin utiliza argumentos para

Nota para professor:  Destacar que a perspectiva cobrada no enunciado é a do garoto.

a) culpar a sociedade pelos seus maus atos devido à sua pouca idade.

b) reclamar do comportamento prepotente do pai influenciado pela sociedade. 

c) solicitar sua isenção das obrigações domésticas por causa de sua pouca idade.

d) discutir sobre as más influências da cultura contemporânea para crianças.

e) reivindicar o auxílio do pai na construção de bons valores deturpados pela sociedade.

            A questão 88 pede que se identifique o tema da argumentação do garoto direcionada a seu pai. A identificação de um tema em um texto geralmente se faz pelas informações presentes no início de cada parágrafo. Em uma situação de conversação se manifestam suposições veladas conhecidas como implicaturas e uma forma de identificar  o tema é através das palavras-chave e da oração "being young and impressionable, I'm the helpless victim...", que no caso deste texto seriam responsability e behavior que ao serem pronunciadas pelo garoto levaram o pai  a contra-argumentar   através de outras duas palavras build e character que resultou no desfecho da tira.

 Questões 89 e 90

Brazil to Expand Visa Concessions to Haitian Immigrants

The immigration flow of Haitians to other countries in Central and South America intensified after the 2010 earthquake that destroyed the country.

By Lise Alves, Senior Contributing Reporter, on June 05, 2015

SÃO PAULO, BRAZIL – Brazil Justice Minister, José Eduardo Cardozo, announced that the country would be expanding the concession of visas to Haitians who wish to immigrate to Brazil. The measure, according to Cardozo seeks to curb the number of Haitians victims of coyotes (those who transport people across national borders illegally). According to Cardozo officials are trying to find a solution to allow those who want to immigrate to Brazil and other South American countries to do so legally. The Minister said that the objective is not to close Brazilian borders to immigrants. According to Acre governor, since 2010 more than 35.3 thousand Haitians and Africans have entered Brazil through state’s borders and the state has spent close to R$21 million to house, feed and transport these refugees to other parts of the country, where they seek jobs and a better life.

http://riotimesonline.com/brazil-news/rio-politics/brazil-to-expand-visa-concessions-to-haitians/#sthash.J8vq0iEE.dpuf Acesso em: 31 jul. 2015 (adaptado).

89

A notícia acima informa sobre as intenções por parte do governo brasileiro de expandir a liberação de vistos para haitianos que desejem emigrar para o Brasil. De acordo com as informações textuais, essa medida objetiva

a) atrair mão de obra para o Estado de São Paulo.

b) facilitar o turismo de forma bilateral.

c) restringir a ação de atravessadores ilegais de imigrantes.

d) desviar o fluxo de imigrantes do Acre para outros estados.

e) avaliar os recursos de assistência aos imigrantes.

90

De acordo com a notícia, o governador do Acre alegou que a imigração dos haitianos pelas fronteiras de seu estado tem gerado gastos com moradia,  com transporte dos haitianos para outras partes do país e também com

a) saúde.

b) alimentação.

c) aluguel.

d) emprego.

e) visto.

            As duas questões acima referentes ao mesmo texto pedem em primeiro lugar o objetivo de uma ação citada no texto e uma informação específica do texto. Para que estas informações sejam alcançadas, mais uma vez se faz necessário o uso das estratégias de skimming e scanning. A primeira informação está presente no início da segunda frase do texto (skimming) em que a palavra coyote aparece e que também se usa na língua portuguesa como sinônimo de atravessador ilegal de mão de obra e a segunda informação requer uma atenção especial sobre os elementos citados no final do texto cuja palavra chave seria feed.

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Music Evaluation

Evaluation Music Downsindrome

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O conto The tell tale heart de Edgar Alan Poe em sala de aula

The tell tale heart Lesson Plan

Autor: João Francisco da Silva Neto

Tema: Right and wrong decisions

Público- alvo:  Alunos do 3º ano do ensino médio

Duração: 30 minutos

Conteúdo: video e conto homônimos  de Edgar Alan Paul "The tell tale heart"

https://www.youtube.com/watch?v=wDLLHTdVSgU

Procedimento:

- O professor  inicia a aula perguntando aos alunos o que vem a suas mentes quando veem a palavra "horror". Ele explica que antes de o cinema e a televisão explorarem este gênero  a literatura contava com um segmento  específico para este tipo de público. Este seguimento é conhecido como literatura fantástica. Um exemplo deste seguimento são os contos de Edgar Alan Paul, então o professor contextualiza quem foi o autor  e como era o mundo em sua epoca. (4")

Edgar Allan Poe(nascido Edgar Poe; Boston, Massachusetts, Estados Unidos, 19 de Janeiro de 1809 — Baltimore, Maryland,Estados Unidos, 7 de Outubro de 1849) foi um autor, poeta, editor e crítico literário americano, integrante do movimento romântico americano. Conhecido por suas histórias que envolvem o mistério e o macabro, Poe foi um dos primeiros escritores americanos de contos e é geralmente considerado o inventor do gênero ficção policial, também recebendo crédito por sua contribuição ao emergente gênero de ficção científica. Ele foi o primeiro escritor americano conhecido por tentar ganhar a vida através da escrita por si só, resultando em uma vida e carreira financeiramente difíceis.

^{Fonte: https://pt.wikipedia.org/wiki/Edgar_Allan_Poe}

- O professor introduz  os alunos ao conto "the tell tale heart "  através do short video (8") homônimo. Após a exibição do video o professor pede aos alunos que baseados na música e imagens identifiquem o tom e o humor na história que eles vão ler. O professor também pergunta se as impressões que eles tinham antes de assistir o video correspondiam as que eles tem agora.

- O professor entrega o conto com as passagens presentes no video em negrito  e os convida a interpretar o que estas passagens representam (8") seguindo as orientações para o porfessor.  Ao final da leitura dirigida  o professor pede que os alunos respondam as questões sobre o texto.

 

THE TELL-TALE HEART

by Edgar Allan Poe
1843

TRUE! --nervous --very, very dreadfully nervous I had been and am; but why will you say that I am mad? The disease had sharpened my senses --not destroyed --not dulled them. Above all was the sense of hearing acute. I heard all things in the heaven and in the earth. I heard many things in hell. How, then, am I mad? Hearken! and observe how healthily --how calmly I can tell you the whole story.

Nota para professor: Perguntar Which idea?

It is impossible to say how first the idea entered my brain; but once conceived, it haunted me day and night. Object there was none. Passion there was none. I loved the old man. He had never wronged me. He had never given me insult. For his gold I had no desire. I think it was his eye! yes, it was this! He had the eye of a vulture --a pale blue eye, with a film over it. Whenever it fell upon me, my blood ran cold; and so by degrees --very gradually --I made up my mind to take the life of the old man, and thus rid myself of the eye forever.

Nota para professor: Perguntar Why? 

Now this is the point. You fancy me mad. Madmen know nothing. But you should have seen me. You should have seen how wisely I proceeded --with what caution --with what foresight --with what dissimulation I went to work! I was never kinder to the old man than during the whole week before I killed him. And every night, about midnight, I turned the latch of his door and opened it --oh so gently! And then, when I had made an opening sufficient for my head, I put in a dark lantern, all closed, closed, that no light shone out, and then I thrust in my head. Oh, you would have laughed to see how cunningly I thrust it in! I moved it slowly --very, very slowly, so that I might not disturb the old man's sleep. It took me an hour to place my whole head within the opening so far that I could see him as he lay upon his bed. Ha! would a madman have been so wise as this, And then, when my head was well in the room, I undid the lantern cautiously-oh, so cautiously --cautiously (for the hinges creaked) --I undid it just so much that a single thin ray fell upon the vulture eye. And this I did for seven long nights --every night just at midnight --but I found the eye always closed; and so it was impossible to do the work; for it was not the old man who vexed me, but his Evil Eye. And every morning, when the day broke, I went boldly into the chamber, and spoke courageously to him, calling him by name in a hearty tone, and inquiring how he has passed the night. So you see he would have been a very profound old man, indeed, to suspect that every night, just at twelve, I looked in upon him while he slept.

Upon the eighth night I was more than usually cautious in opening the door. A watch's minute hand moves more quickly than did mine. Never before that night had I felt the extent of my own powers --of my sagacity. I could scarcely contain my feelings of triumph. To think that there I was, opening the door, little by little, and he not even to dream of my secret deeds or thoughts. I fairly chuckled at the idea; and perhaps he heard me; for he moved on the bed suddenly, as if startled. Now you may think that I drew back --but no. His room was as black as pitch with the thick darkness, (for the shutters were close fastened, through fear of robbers,) and so I knew that he could not see the opening of the door, and I kept pushing it on steadily, steadily.

I had my head in, and was about to open the lantern, when my thumb slipped upon the tin fastening, and the old man sprang up in bed, crying out --"Who's there?"

I kept quite still and said nothing. For a whole hour I did not move a muscle, and in the meantime I did not hear him lie down. He was still sitting up in the bed listening; --just as I have done, night after night, hearkening to the death watches in the wall.

Presently I heard a slight groan, and I knew it was the groan of mortal terror. It was not a groan of pain or of grief --oh, no! --it was the low stifled sound that arises from the bottom of the soul when overcharged with awe. I knew the sound well. Many a night, just at midnight, when all the world slept, it has welled up from my own bosom, deepening, with its dreadful echo, the terrors that distracted me. I say I knew it well. I knew what the old man felt, and pitied him, although I chuckled at heart. I knew that he had been lying awake ever since the first slight noise, when he had turned in the bed. His fears had been ever since growing upon him. He had been trying to fancy them causeless, but could not. He had been saying to himself --"It is nothing but the wind in the chimney --it is only a mouse crossing the floor," or "It is merely a cricket which has made a single chirp." Yes, he had been trying to comfort himself with these suppositions: but he had found all in vain. All in vain; because Death, in approaching him had stalked with his black shadow before him, and enveloped the victim. And it was the mournful influence of the unperceived shadow that caused him to feel --although he neither saw nor heard --to feel the presence of my head within the room.

When I had waited a long time, very patiently, without hearing him lie down, I resolved to open a little --a very, very little crevice in the lantern. So I opened it --you cannot imagine how stealthily, stealthily --until, at length a simple dim ray, like the thread of the spider, shot from out the crevice and fell full upon the vulture eye.

It was open --wide, wide open --and I grew furious as I gazed upon it. I saw it with perfect distinctness --all a dull blue, with a hideous veil over it that chilled the very marrow in my bones; but I could see nothing else of the old man's face or person: for I had directed the ray as if by instinct, precisely upon the damned spot.

And have I not told you that what you mistake for madness is but over-acuteness of the sense? --now, I say, there came to my ears a low, dull, quick sound, such as a watch makes when enveloped in cotton. I knew that sound well, too. It was the beating of the old man's heart. It increased my fury, as the beating of a drum stimulates the soldier into courage.

But even yet I refrained and kept still. I scarcely breathed. I held the lantern motionless. I tried how steadily I could maintain the ray upon the eve. Meantime the hellish tattoo of the heart increased. It grew quicker and quicker, and louder and louder every instant. The old man's terror must have been extreme! It grew louder, I say, louder every moment! --do you mark me well I have told you that I am nervous: so I am. And now at the dead hour of the night, amid the dreadful silence of that old house, so strange a noise as this excited me to uncontrollable terror. Yet, for some minutes longer I refrained and stood still. But the beating grew louder, louder! I thought the heart must burst. And now a new anxiety seized me --the sound would be heard by a neighbour! The old man's hour had come! With a loud yell, I threw open the lantern and leaped into the room. He shrieked once --once only. In an instant I dragged him to the floor, and pulled the heavy bed over him. I then smiled gaily, to find the deed so far done. But, for many minutes, the heart beat on with a muffled sound. This, however, did not vex me; it would not be heard through the wall. At length it ceased. The old man was dead. I removed the bed and examined the corpse. Yes, he was stone, stone dead. I placed my hand upon the heart and held it there many minutes. There was no pulsation. He was stone dead. His eve would trouble me no more.

If still you think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body. The night waned, and I worked hastily, but in silence. First of all I dismembered the corpse. I cut off the head and the arms and the legs.

I then took up three planks from the flooring of the chamber, and deposited all between the scantlings. I then replaced the boards so cleverly, so cunningly, that no human eye --not even his --could have detected any thing wrong. There was nothing to wash out --no stain of any kind --no blood-spot whatever. I had been too wary for that. A tub had caught all --ha! ha!

When I had made an end of these labors, it was four o'clock --still dark as midnight. As the bell sounded the hour, there came a knocking at the street door. I went down to open it with a light heart, --for what had I now to fear? There entered three men, who introduced themselves, with perfect suavity, as officers of the police. A shriek had been heard by a neighbour during the night; suspicion of foul play had been aroused; information had been lodged at the police office, and they (the officers) had been deputed to search the premises.

Nota para professor: Perguntar aos alunos Who visited the old man's house? Why?

I smiled, --for what had I to fear? I bade the gentlemen welcome. The shriek, I said, was my own in a dream. The old man, I mentioned, was absent in the country. I took my visitors all over the house. I bade them search --search well. I led them, at length, to his chamber. I showed them his treasures, secure, undisturbed. In the enthusiasm of my confidence, I brought chairs into the room, and desired them here to rest from their fatigues, while I myself, in the wild audacity of my perfect triumph, placed my own seat upon the very spot beneath which reposed the corpse of the victim.

Nota para o professor: Perguntar Who did the author  convince ?  He convinced them of what?

The officers were satisfied. My manner had convinced them. I was singularly at ease. They sat, and while I answered cheerily, they chatted of familiar things. But, ere long, I felt myself getting pale and wished them gone. My head ached, and I fancied a ringing in my ears: but still they sat and still chatted. The ringing became more distinct: --It continued and became more distinct: I talked more freely to get rid of the feeling: but it continued and gained definiteness --until, at length, I found that the noise was not within my ears.

No doubt I now grew very pale; --but I talked more fluently, and with a heightened voice. Yet the sound increased --and what could I do? It was a low, dull, quick sound --much such a sound as a watch makes when enveloped in cotton. I gasped for breath --and yet the officers heard it not. I talked more quickly --more vehemently; but the noise steadily increased. I arose and argued about trifles, in a high key and with violent gesticulations; but the noise steadily increased. Why would they not be gone? I paced the floor to and fro with heavy strides, as if excited to fury by the observations of the men --but the noise steadily increased. Oh God! what could I do? I foamed --I raved --I swore! I swung the chair upon which I had been sitting, and grated it upon the boards, but the noise arose over all and continually increased. It grew louder --louder --louder! And still the men chatted pleasantly, and smiled. Was it possible they heard not? Almighty God! --no, no! They heard! --they suspected! --they knew! --they were making a mockery of my horror!-this I thought, and this I think. But anything was better than this agony! Anything was more tolerable than this derision! I could bear those hypocritical smiles no longer! I felt that I must scream or die! and now --again! --hark! louder! louder! louder! louder!

Nota para o professor: Perguntar  Which deed the author admit?

"Villains!" I shrieked, "dissemble no more! I admit the deed! --tear up the planks! here, here! --It is the beating of his hideous heart!"

-THE END-

 Reading Comprehension

Questions 1.

1) No terceiro parágrafo, o autor afirma que não se acha louco pois, ao planejar  o crime que cometeu, agiu com ______________.

 a.inocência

b.nervosismo

c. inteligência

d. bom senso

2) Ainda nesse parágrafo, ao descrever como se sentia em relação ao velho homem o autor faz as seguintes afirmações, exceto:

 a. Ele estava de olho no ouro do homem, embora negasse

 b. Ele estava perturbado com o olho do homem

c. Ele não lembra quando ou como decidiu matar o homem

 d. Ele admite não ter nenhum problema com o homem

3) O narrador não pode matar o homem nas sete primeiras noites por que_______________.

a. o olho do homem estava fechado

b. o homem estava desperto

 c. o narrador se arrependeu

 d. ele temia que o homem velho acordasse

6) O narrador sabia que o homem velho tinha medo de sua presença porque _________________.

 a. o homem velho gemia

b. o narrador ouvia a batida de seu coração

c. ambas

d. nenhuma das duas

 7) O narrador matou o homem ________________.

 a. esmagando

 b. esfaqueando

c. atirando

d. envenenando

8) No final da história ele confessa a policia sua

a. culpa

b.loucura

c. motivo

d. medo

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