SUPERINTENDNCIA DA EDUCAO DEPARTAMENTO DE EDUCAO BSICA FORMAO

SUPERINTENDÊNCIA DA EDUCAÇÃO DEPARTAMENTO DE EDUCAÇÃO BÁSICA FORMAÇÃO EM AÇÃO OFICINA DE LÍNGUA INGLESA 1º SEMESTRE - 2013

Equipe de Língua Estrangeira Moderna/Língua Inglesa Cleci Carneiro Malucelli Nilva Conceição Miranda

Os textos originais são, na verdade, os grandes difusores das práticas sociais de linguagem e exercem função essencial quando aprendemos uma língua estrangeira longe dos países em que ela é língua mãe.

São eles que veiculam os sentidos atribuídos as palavras, expressões ou gêneros textuais, por diferentes grupos sociais e num determinado contexto histórico e social.

O gênero textual receita culinária, sugestão desse Plano de Trabalho Docente, se constitui em um texto instrucional, como são também as regras de jogos, os regulamentos, os estatutos, os contratos, etc. As receitas e as instruções de modo geral contam com uma estrutura muito semelhante.

A receita apresenta duas partes bem definidas – ingredientes e modo de fazer -, que podem ou não vir indicadas por títulos. A primeira parte apenas relaciona os ingredientes, estipulando as quantidades necessárias, indicadas em gramas, xícaras, colheres, pitadas, etc.

No modo de fazer, os verbos se apresentam quase sempre no 'modo imperativo' (o modo verbal que expressa ordem, conselho, etc. ), pois essa parte indica, passo a passo, o grau de dificuldade, tempo médio de preparo, rendimento, calorias, etc. Pode, ainda, conter dicas para decoração ou para variações.

Nesse gênero textual costuma-se empregar uma linguagem direta, clara e objetiva, pois sua finalidade é levar o leitor a obter sucesso no preparo do prato culinário. Pode ser: - um texto oral, em videos, pessoalmente, etc. - um texto escrito, em revistas, livros, etc.

Na continuidade, esse plano sugere o trabalho com o texto de opinião e o texto argumentativo subsidiados pela leitura de textos, de reflexões e pelo estudo de alguns elementos coesivos, como os conectores, que estabelecem a coesão textual.

A escolha de textos que circulam no cotidiano dos alunos, colabora com a aprendizagem de novas formas linguísticas e com a ampliação do repertório textual.

Plano de Trabalho docente Conteúdo estruturante: Discurso como prática social Conteúdo básico: Gêneros textuais, intencionalidade, léxico, função das classes gramaticais no texto, coesão e recursos gráficos, marcadores do discurso

Conteúdo específico: Elementos composicionais do gênero receita ( heading, list of ingredients, method), texto argumentativo, léxico, intencionalidade, numeral e medidas, modo imperativo, advérbio, letras maiúsculas, pontuação e conjunções.

Objetivos: • diferenciar a receita culinária de outros gêneros textuais, identificando-a; • conhecer os elementos linguístico- discursivos do gênero selecionado; • entender a intencionalidade do texto e a quem se destina, assim como o sua condição de produção;

- aprender novo léxico relacionado ao assunto; - identificar as partes que compõem uma receita (títulos, lista de ingredientes, modo e tempo de preparo, ilustrações, fotografias);

- identificar as quantidades utilizadas nas receitas e qual medida foi utilizada; - utilizar corretamente a pontuação; - utilizar os marcadores de discurso; - produzir texto, com a estrutura textual do gênero estudado considerando a esfera de circulação.

Encaminhamento metodológico para atividades com o gênero receita e/ ou texto argumentativo: -Verifique o conhecimento dos estudantes sobre o texto apresentado; -Discuta com os estudantes para quem provavelmente a receita foi escrita; -Envolva os estudantes mostrando a proximidade dos textos com o seu cotidiano;

- Apresente imagens que ilustram o gênero selecionado para que o estudante as relacione aos títulos; - Forneça algumas informações básicas sobre a estrutura dos gêneros selecionados; - Esclareça o vocabulário desconhecido e essencial à compreensão; - Selecione os elementos linguístico- discursivos a serem estudados;

- Disponibilize atividades relacionadas aos conteúdos propostos para estudo; - Sugira aos estudantes a seguinte situação: eles estão em um restaurante e irão escolher entre comida saudável e comida gordurosa. Para tal, produza um texto de opinião, seguindo as orientações do professor; - Sugira que gravem um vídeo com áudio fazendo o passo a passo de uma receita e poste-o na internet para divulgá-lo aos amigos;

- Oriente os estudantes para as produções textuais sugeridas: receita, cardápio, texto de opinião e argumentativo; - Estabeleça uma relação interdisciplinar com a matemática, utilizando pesos e medidas e suas equivalentes calorias;

- Demonstre através da leitura e de vídeos as características do gênero estudado, as estruturas linguísticas utilizadas, o vocabulário e a pronúncia; - Leve o estudante a refletir sobre a escolha alimentar.

Recursos: Laboratório de informática, TV multimídia, material para escrita. Avaliação: O processo avaliativo é processual e contínuo. Avaliar a compreensão dos elementos linguístico-discursivos e composicionais; o reconhecimento do gênero receita;

O uso correto da pontuação; a capacidade de identificar o peso e as medidas utilizadas nas receitas; a compreensão e uso dos marcadores de discurso; as produções do gênero estudado e do texto argumentativo.

O desempenho dos estudantes durante a aula, a realização das tarefas, leitura do texto da receita, da entrevista, do vídeo, a discussão das questões apresentadas pelo professor, somadas às intervenções dele, a auto-avaliação do professor e do estudante serão elementos essenciais para verificar

se as práticas discursivas previstas para a aula foram compreendidas e realizadas pelos estudantes. A partir dos conteúdos contemplados no plano de trabalho proposto, o professor pode relacioná-los às seguintes expectativas de aprendizagem:

- Compreenda pequenos textos verbais e não-verbais considerando o gênero selecionado, sua intencionalidade, seu contexto de produção e esferas de circulação;

- Compreenda a função das classes gramaticais como: artigos, pronomes, substantivos, adjetivos, verbos, etc. ; - Apresente suas ideias com clareza nas produções de pequenos textos e frases.

TASKS

( no início da oficina, ouvir o video do link http: //www. manythings. org/elllo/50. html E verificar se os alunos conseguem identificar o assunto) Texto apenas para o professor) Listen to the video: Todd: Alexandra, you were saying that you can cook Cuban food. Alexandra: Yes, yes. It's very good stuff, and I've got one recipe that comes to mind that has to do with chicken and rice. You can take several pieces of chicken and boil them in water with some salt until the chicken is cooked. You take out the

the meat. In a pan you put garlic, onions, olive oil, and tomatoes. Fry that up. Put the chicken on top and then put a puree of tomatoes on top of that and just saute that for awhile and you can put it over white rice and you'll have yourself a nice meal Todd: Wow, that sounds pretty good. Alexandra: Yeah, it's very good, and for change you can always add green peppers, red peppers and make it very colorful, and serve it with some white plantains and a little Cuban drink and you are good to go. Todd: Alright, thanks. I'm gonna give that a try.

Milkshake Ingredients * 4 cups quality vanilla ice cream * 2 teaspoons vanilla extract * 8 tablespoons sugar * 2 cups milk, less for thicker milkshakes Directions Using a blender or milkshake machine, blend all ingredients together until smooth. Serve in tall glasses with a straw Read more at: http: //www. foodnetwork. com/recipes/pauladeen/vanilla-milkshake-recipe/index. html? oc=linkback

Watch the video: http: //www. youtube. com/watch? v=1 s. CC 1 QNcp 9 E ( levantamento sobre o conhecimento do aluno e encaminhamento para reconhecimento do gênero, intencionalidade, tema, contexto de produção, público alvo) who writes it? who usually reads it? where can you look for it? what's it talking about?

1) Disscuss: a) Could these recipes be considered easy? Why? b) Are the directions in the text written in a clear and objective way? c) Do you think that there is any information missing in the recipe? What?

2 ) Match the images and the titles of the recipes: ( ) Meat Loaf ( )Fruit salad ( )Baked Fish ( )Spaghetti Bolognese

( perceber que o gênero se estrutura por partes diferenciadas) 3) This text is out of order. Put the parts in order. 1 tablespoon sunflower seeds 1/3 cup strawberries YOGURT ON THE GO Prep. time: 5 minutes Directions 3⁄4 cup light fruit-flavored yogurt 1 tablespoon raisins Mix all the ingredients in a cup. Serving size: approximately 1 1⁄4 cup 232 calories 7 mg protein 4 mg fat 0 mg saturated fat 40 mg carbohydrate 3 mg fiber Nutritional analysis ( per serving): approximately 1 1⁄4 cup Ingredients

ATTENTION In recipes, some terms occur frequently, such as mix, beat, heat, etc. These are actions that the recipe instructs people to do. Verbs that are used to give orders are in Imperative mood.

( encaminhamentos para atividades explorando os elementos linguístico-discursivos) 4) Look for other verbs in recipes that are in imperative mood and bring them to class. 5) Now, that you learned about Imperative Mood, recognize if these verbs express instructions or suggestions? 6) Practice the Imperative Mood in the following link http: //a 4 esl. org/q/h/0001/se-omellete. html,

( compreender a função dos advérbios) 7) Read the recipe below and choose in the text the right word to complement the action: Salmon Steaks. Prep time: 15 minutes Ingredients: 2 6 - oz. salmon steaks

20 grams of butter or vegetable oil cooking spray or fat-free canola cooking spray Oz é a abreviatura de “onza”. A onça é uma unidade de medida de massa inglesa. 1 Oz = 28, 349523125 gr. Esta medida de volume é também usada na medição de líquidos, nos Estados Unidos e na GrãBretanha diferenças. com pequenas

Directions: Preheat the broiler. Cover the broiling pan with aluminum foil and lightly grease the foil with butter or vegetable oil cooking spray. Place the steaks on the pan and broil the salmon for 5 minutes.

Turn the steaks carefully and broil the other side for 4 to 5 minutes or until the fish is firm but still springy and a bit translucent in the center. Serve immediately topped with the sauce of your choice. Serves: 2 Serving size: 1 salmon steak Calories: Salmon- 1 k = 2200 calorias Butter - 100 gramas = 750 calorias

Choose the word which shows that the salmon must be served while it is hot: . . . . Choose the word which shows how you must grease the foil: . . . . Choose the word which shows how you must turn the steaks: . . . .

Vocês observaram a função das palavras selecionadas? Os advérbios têm a função de modificar a ação. Dessa forma, amplia a informação nele contida.

(encaminhamento_ pesos e medidas: valor calórico/ Matemática) 8) It's possible to calculate how many calories there are in a recipe. For example, a kilo of sugar has about 8, 000 calories and the recipe that you will make needs 1/8 kilo of sugar, so you will have in this recipe 1000 calories just in this ingredient. Considering the information, calculate the calories of Salmon Steaks recipe:

Do you ever feel bad because you made a mistake? Remember, some of our favorite foods were discovered by accident. Look this! One day in the 1700 s, the Earl of Sandwich was so busy gambling, he did not want to go to eat. So, he ordered some food to be piled between two slices of bread, which he ate while gambling. The

If you want to know more about this, visit the site http: //www. factmonster. com/spot/accidentalinventions 1. html 9) Practice the vocabulary , pronunciation and meanings of the ingredients in this video: http: //davidbrett. uniss. it/untele 2005/pizza. Label/Lets _make_pizza. html 10) Watch the video http: //www. youtube. com/watch? v=e 4 NDqvt 0 ywo. Write the recipe using the ingredients and the

11) Write a simple and favorite recipe (juice, salad, sandwich, etc) in English. Pay attention to the parts: title; Ingredients; directions. Use Imperative Mood. You can use the

Encaminh amento para reflexão Food is essencial for life. Sharing meals is a social act and it can unite people. The quality of served food evidences the cook' s worry.

12) Watch the videohttp: //www. manythings. org/elllo/6. html , after this, produce a text based on this situation: You are in a restaurant and there are 2 options of food: healthy food and junk food. What do you prefer? Explain in 3 lines why it is the best option for you. Read and think about this! Good Nutrition is Important Healthy foods and juices by Mark Hughes

When your cell phone runs low on power, you plug it in. Electricity is your phone’s source of energy. People need energy, too, but we can’t simply plug ourselves in to get it. Instead, we need food to fuel our bodies. Not all foods, however, give us the same energy. Some foods provide energy to think, form memories, and perform physical activities, while others only slow us down. The key is learning how to make the right decisions when choosing what to eat.

Making healthy choices Which is healthier, a muffin or a banana? A sports drink or a glass of milk? People face such questions all the time. With a little information and some guidelines, you can learn how to spot the healthierchoice. Here are some tips for distinguishing between good (healthy) and bad (unhealthy) foods.

Good foods include: Whole grains, such as wholewheat breads and cereals, fruits, vegetables, lean meats, milk, water

Healthy is always an option Imagine you’re at a snack bar, do you choose an apple, a yogurt, or a candy bar? If your stomach is growling, don’t let it lead you to make unhealthy decisions. Below are suggestions for replacing unhealthy foods with healthier alternatives.

Unhealthy Food Healthier Option It’s better because… fruit drinks that are not 100% juice skim milk, water, or 100% fruit less calories and juice sugar, more protein (milk) biscuits, rolls, white low-fat whole-grain breads and rolls breads lower in fat and higher in fiber. The whole grains will keep you feeling fuller longer, and they provide more energy. non-dairy frozen dessert, fresh fruit smoothie, sorbet fewer calories, less fa less sugar ice cream vegetables fried or vegetables should be eaten fewer calories, less fa served with cheese, raw, steamed, broiled, baked, less sodium, no trans

13)Write a text explaining the importance of healthy food and produce a menu for a week. Then, put it on a visible place in order to help people to select healthy options. 14) Do a search about food in your city. Relate where you can find a healthy food menu. Elaborate suggestions as incentives to the restaurants' owners offer a healthier menu.

15) Now, you can in group produce a video making a recipe and post on the internet to share with your friends. ( textos de : subsídios para discussão) 16 ) Read the texts to know a little more about cuisine and chefs:

Text 1: My Interview with Chef Ronaldo Linares: Bringing Cuban Inspired Cooking to All. by Christy on February 26, 2013 CWN [. . . ]You come from a family of excellent cooks (an understatement!). Your mom loves to cook and your dad is a chef. What are some of your earliest memories in the kitchen?

RL: My pleasure. Anything for food! I was very lucky to have grown up around food, and that food being in Medellín, Colombia– making it all the better. Both my parents can throw-down in the kitchen–my mom more of that rustic, comfort-type food and my dad the more refined cuisine. [. . ]

CWN: I think it’s so important to teach kids about the foods we eat and basic cooking skills. […]. how do you think chefs can make a difference? RL: Chefs make a difference by sharing their expertise on food, ingredients and the health benefits that come with a proper eating regimen. If we (and I say “we” because it’s a mission of the people to get informed) bring all that knowledge from working long, hard hours in the kitchen into our schools, we can make those

CWN : As a chef, what suggestions do have for people who are trying to prepare meals that are healthy, affordable and tasty? RL: As a chef, I tell people it is simpler than they think to buy fresh, affordable food for the family. Be sure to: Shop in-season ; Avoid the name brand stuff ; Remember, fresh is always best ; Only buy what you need for the week; Buy from your farmer’s market–it’s cheaper and better (quality) Fonte: <http: //christywilsonnutrition. com/my-interview-withchef-ronaldo-linares-bringing-cuban-inspired-cooking-to-all/>.

Text 2 Being a Vegetarian "Animals are my friends and I don't eat my friends. " -George Bernard Shaw Vegetarianism used to be an unusual lifestyle choice. Today it is becoming more common and accepted by mainstream society. While there are many reasons for choosing a vegetarian diet, the most important are health reasons, environmental and economic reasons, and, above all, ethical reasons. Health reasons alone are sufficient grounds for becoming

a vegetarian. Research has shown that we do not require meat in our diets and that it is actually healthier to avoid meat. Meat is high in saturated fats which are known to cause clogged arteries Cultures that consume less meat than North America have much lower cholesterol and lower rates of heart disease. For example, Japan used to have a lower incidence of heart disease, as well as cancer, before meat consumption increased.

There is also reason to believe that humans have naturally evolved to be herbivores, rather than carnivores. Human teeth resemble the teeth of other herbivores, and human intestinal tracts are long, unlike the short intestines found in carnivores. What is natural There also environmental and economic reasons for becoming vegetarian. Some people are not aware of these reasons, but a lot of environmental destruction is linked to meat production, especially cattle farming. Huge areas of f. . .

A ‘discourse marker’ is a word or phrase that helps to link written ideas and can be used to link similar or dissimilar ideas.

Observe how is the difference between a Well-connected text and a Unconnected text:

These images show important is a wellconnected text. It's essential to know the connectors to elaborate clear texts. So, in the table below, there are some of them to help you to construct your texts.

17) Consulte a tabela acima, e cite quais termos poderiam substituir as palavras negritadas no texto Being a vegetarian e qual a sua função: - While there are many reasons for choosing a vegetarian diet, the most important […] - it is actually healthier to avoid meat.

- For example, Japan used to have a lower incidence of heart disease - Some people are not aware of these reasons, but a lot of environmental […] tracts are long, unlike the short intestines found in carnivores

18)Practice : http: //a 4 esl. org/q/f/z/zy 57 mbw. htm

( após informações sobre o assunto relacionado a alimentação e receitas, solicitar um texto argumentativo sobre a questão) 19) After you did the activities, produce an argumentative text in group about the question: Cooking is only for women?

Sugestões de outros gêneros textuais que têm como foco a receita culinária.

Sugestão de site/receitas yui_3_7_2_1_1366025098195_2070 yui_3_7_2_1_ 1366025098195_2070 http: //www. google. com/imgr es ? imgurl=http : //www. divinedinnerparty. com/image-files/ menulist-july 4 -picnic. jpg&imgrefurl=http: //www. google. com/imgres? imgurl=http: //www. d ivinedinnerparty. com/image-files/menulist-july 4 picnic. jpg&imgrefurl=http: //www. divinedinnerparty. c om/4 th-of-july-picnicrecipes. html&usg=__giv. VXw 7 DVQPy 6 e. GIj. LTF_5 rhf. A=&h=553&w=567&sz=54&hl=p t. PT&start=5&sig 2=m. XK 7 qqa. CRYal. BKOE 2 x. Y 0 FA& zoom=1&tbnid=ms. Dvl. ZPx 4 sc. LM: &tbnh=131&tbnw=134&ei=a. PVn. Uaz. IEJOw 8 AT 08 YHQDA&prev=/search%3 Fq%3 DPICNIC%2 BMENU%26 hl%3 Dpt. PT%26 gbv%3 D 2%26 tbm%3 Disch&itbs=1&sa=X&v ed=0 CDQQr. QMw. BA%22%20%5 Ct%20%22_blank /4 th-of-july-picnic-recipes. html&usg

Disponível em: <http: //www. kidshealth. org>. Acesso em: 12 dez. 2008. http: //www. youtube. com/watch? v=1 s. CC 1 QNcp 9 E http: //www. readwritethink. org/parent-afterschool-resources/activitiesprojects/write-recipe-30172. html http: //portaldoprofessor. mec. gov. br/ficha. Tecnica. Aula. html? aula=26862 http: //busyteacher. org/7226 -what-you-can-do-recipes-eslactivities. htmluuujj 55 http: //www. shawsinn. com/recipes. htm http: //cdn 2. blogs. babble. com/the-new-home-ec/files/2011/09/06 -111. jpg http: //unitedblackamerica. com/wp-

http: //www. manythings. org/elllo/50 http: //www. manythings. org/elllo/6. html http: //a 4 esl. org/q/h/0001/se-omellete. html http: //www. factmonster. com/spot/accidentalinventions 1. html http: //www. youtube. com/watch? v=e 4 NDqvt 0 ywo http: //us. 123 rf. com/400 wm/400/rez_art 1203/rez_art 12030005 3/12925177 -spaghetti-pasta-with-tomato-beef-sauce-closeup. jpg http: //seasonedfork. com/wordpress/wp-content/uploads/2008/12/fruitsalad. jpg http: //www. diadiaeducacao. pr. gov. br/portals/folhas/frm_detalhar. Fol has. php? cod. Inscr=4156&PHPSESSID=2013040416052157 http: //4. bp. blogspot. com/sk. Hd 9 n 3 u. OG 0/T 3 DD 8 Ze. FI 7 I/AAAAAJU/t. RRxlycy. Mr. Q/s 1600 /juicediet. jpg