Gêneros Textuais

Claúdia AmorimDezembro 2010

ATIVIDADES

SOCIAIS

ALGUNS GÊNEROS

Conhecer

pessoas

Cartão de visita, ficha de inscrição, conversa

no primeiro dia de aula/de trabalho, entrevista

para TV/ rádio sobre uma pessoa, etc.

Fazer

compras

Conversa numa loja, folheto de

supermercado, catálogo, site de compras da

internet, embalagens de produtos num

supermercado, etc.

Usar/ocupar-

se no tempo livre

Programa de televisão, sinopses e resenhas

de filmes, filmes, livros, quartas-capa de livros,

etc.

Viajar Folhetos de viagem, passagens, cartões

postais, mapas, conversa com agente de

turismo, etc.

Ir ao médico Conversa com o médico, receitas, bulas, etc.

SOCIAL

ACTIVITIES

WRITTEN AND ORAL GENRES

Talking

relationships

Advice forum, gossips, reports

Seeing a

doctor

Conversation with a doctor; medicine

directions

Getting some

leisure

Film reviews, leaflets, TV guide, voice

messages, conversation at a box office

Traveling Small talks, conversation with a travel agent,

postcards, leaflets, travel diaries

Expressing

opinions and

feelings

Presentations, speeches, professional

biographies, summaries, notes

Telling stories Jokes, riddles, fairy tales, fables, proverbs

Gêneros

Possibilitam comunicação e ação no mundo.

Por quê?

Ensinar o aluno a se comunicar.

Formar sujeitos agentes que irão

transformar o mundo e que serão também transformados por

ele.

Sequência Didática

Conjunto de atividades

Objetivo: ensinar o gênero

Sequência Didática

Ajudar o aluno a dominar melhor um gênero,

permitindo-lhe escrever ou falar de uma maneira

mais adequada numa dada situação de

comunicação.

Sequência Didática & Gêneros Textuais

• Escolher o gênero

• Pesquisar gênero em diferentes fontes

• Analisar contexto de produção, organização textual e aspectos lingüístico-discursivos

Etapas

Conhecimento prévio

Contato inicial com o gênero

textual

Produção do texto inicial

Ampliação do repertório

Organização e sistematizaçã

o do conhecimento

Produção Revisão

Reescrita 

Níveis de análise

Contexto de

produção

Organização textual

Aspectos lingüísticos-discursivos

Contexto de Produção

Para quem?Qual objetivo?Papel Social?

Análise de textos

Contexto de produção

• Qual é o gênero?• Onde podemos encontrá-lo?• Quem falou / escreveu ?• Para quem ?• Quando ?• Por quê ?• Onde ?

Organização textual

Como texto está

organizado?

Análise de textos

Organização textualInfraestrutura global do texto

• Como o texto está organizado (layout, organização dos conteúdos temáticos)

• Que tipos de sequências encontramos ? (Narrativa, descritiva, explicativa, argumentativa, dialogal)

Aspectos linguístico-discursivos

Léxico e tempos verbais mais

adequados para contexto de produção.

Análise de textos

Aspectos lingüístico-discursivos

• Coesão verbal (tempos verbais)• Conexão (conectivos argumentativos: causa,

consequência, concessão, oposição, etc.)• Modalizações (verbos modais, advérbios,

adjetivos)• Campo lexical• Textos orais (Pronúncia, entoação)

Alice’s Adventure in WonderlandDescriptive Paragraph – Characters

I- We’re going to start reading a new story – Alice in Wonderland. Have you ever read it or watched any adaptation of it on a movie? Talk to a classmate and write down what you remember about the story, including characters and settings.______________________________________________________________________________________________________________________________________________________________________________________________________

II- In the picture below you will find some of the characters from the movie Alice in Wonderland by Tim Burton. Choose one of them and write a descriptive paragraph.

_________________________________________________________________________________________________________________________________________________________

III- What makes a good description? Talk to your classmates, exchange your first production and write down what you should write in a good description.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IV- Based on your paragraph, check if you used any of the topics below:( ) Nouns( ) Adjectives of personality( ) Parts of the body( ) clothes and accessories( ) Adverb of time( ) Adverb of manner( ) Preposition of place( ) Verbs ( ) Linking words( ) others. Which ones? ______________________________________________________________________________

V – These are the necessary elements for a good descriptive paragraph. Read the statements below and check the ones you can find in your paragraph.( ) Information – descriptive paragraphs describe ideas and things, as well as inform about their functions; ( ) Context – in descriptive paragraphs, information is always contextualized. Moreover, the context in which given piece of information is presented is also subject to description and evaluation; ( )Descriptive language – descriptive paragraphs use considerable amounts of vocabulary that describes action (verbs), as well as vocabulary denoting value and attributes of thins (nouns, adverbs, and adjectives).( ) Action verbs - preferably, description paragraphs should concentrate on action (verbs), rather than sensations (adverbs and adjectives). Writers should assume the role of readers whose idea of the described events is, in entirety, constructed by the paragraph content. ( ) Description paragraphs should be detailed, clear, and render the represented reality chronologically. Rather than providing advice, descriptive paragraphs ought to focus on essential information that is presented in a step-by-step manner.

VI- There are two types of descriptions. One is objective and the other is subjective. Read the descriptions below and write O, for objective, and S for subjective.( )“...they were coffins and they were full of earth. In one of them lay the Count! I could not say if he was dead or asleep. His eyes were open and looked cold and stony, but his face did not look like the face of a dead man. His lips were still very red, but he did not move.”Stocker, B. Dracula. Oxford. pg.11

 ( ) “… one of the children was a little girl, with a golden hair and blue eyes. Her name was Elizabeth. “Shelly, M. Frankestein. Oxford. pg. 04

( ) “… near the fire, there was a large cat with a big smile. This smile went from ear to ear on its face.”Carroll, L. Alice in Wonderland. Longman. pg 17

( ) “…there was also a large cat, which was sitting on a chair and grinning from ear to ear… it is a Cheshire cat, tha’s why it’s grinning.”Carroll, L. Alice’s Adventure in Wonderland, Oxford. pg 18

 

( ) “Lady Catherine was large and tall, and perhaps she was once beautiful. Elizabeth saw something of Mr. Darcy in her face. She was proud and cold, and when she spoke, she did not expect anyone to disagree with her.” ( ) “ Miss de Bourgh, however, was thin and pale. She was not pretty and she spoke very little.Austen, J. Pride and Prejudice. Richmond. pg. 40

 ( ) “…a young girl at their centre, wearing a yellow suit which looked uncomfortably new, stared around her at the strangeness of everything. She looked straight at me with the same bewilderment, smiled and turned away. Her face had a beauty that was centuries old – large dark eyes, a short straight nose, and a lovely mouth. There was a circle of white star-like flowers in her long black hair.”West, C. Dancing with Strangers. Oxford. pg. 03

 ( ) “…Regis introduced them to a short man who was about 30 years old. ‘This is Henry Wu’, he said. ‘He’s our chief geneticist. He knows all about the genetic engineering we do here.’Crichton, M. Jurassic

 ( ) “… The younger man was a tall, dark-haired young man with a thin, angry face. His clothes were extremely dirty and unsuitable for the climate. The other traveler, a heavy middle-aged man with a foreign accent, began a conversation…”Christie, A. Death on the Nile. pg. 23

 ( ) “..but there, outside those doors, covered in a shroud, stood the tall figure of Lady Madeleine of Usher. There was blood on her white robes, and the evidence of a struggle on every part of her emaciated body…”Poe, E.A. The Fall of the House of Usher in Tales of Mystery. Disal. pg 44.

 ( ) “ …it was a portrait of a young girl who was just ripening into womanhood… it was a painting of her head and shoulders… the arms, the chest, and even the ends of her radiant hair melted into a deep shadow that formed the background of the whole picture.”Poe, E.A. The The Oval Portrait in Tales of Mystery. Disal. pg 65.

  

( ) “…his eyes were as red as burning coals; his long grey hair fell over his shoulders in greasy curls; his clothes, which were of an ancient style, were dirty and ragged, and from his wrists and an ankles hung heavy manacles and rusty chains.”Wilde, O. The Canterville Ghost. Disal. pg 18.

 ( ) “…Gatsby, standing alone on the steps and looking from one group to another with approving eyes. His skin was smooth and browned by the sun, and his short hair looked as if it was cut every day, I could see nothing mysterious about him…”Fitzgerald, F.S. The Great Gatsby. pg 21.

Nouns       

Verbs Adjectives of personality

Parts of the body

clothes and accessories

Adverb of time

       

Adverb of manner

Preposition of place

linking words

others

VII- Read the sentences again and find examples for the structures below:

VIII- Use the words from the tables on activity VII and describe one of your classmates. Do not write his/her name. Try to use all the elements from a good description. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

IX- You know now that Lewis Carroll created the characters from Alice in Wonderland based on real people. Choose someone from the school (teachers, classmates, etc…) and write a paragraph describing a character based on him/her. (100 to 120 words)_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

English FestivalSketch

2. In order to prepare you for this project, check the definition of the word sketch and write it down. Sketch: ________________________________________________________________________________

PART 11. We’re going to start a new project: ENGLISH FESTIVAL. Talk to a classmate and write down words you associate with English Festival. ________________________________________________________________________________________________________________________________________________________________________________________________________

PART 11. We’re going to start a new project: ENGLISH FESTIVAL. Talk to a classmate and write down words you associate with English Festival. ________________________________________________________________________________________________________________________________________________________________________________________________________

3. Visit the site Children's Creative Theater at http://library.thinkquest.org/5291/ and learn about theather. Click on 'History' and write down something interesting you learned. __________________________________________________________________________________ _________________________________________    

http://www.aaronshep.com/rt/RTE04.html http://www.aaronshep.com/rt/RTE10.html http://www.aaronshep.com/rt/RTE10.html http://library.thinkquest.org/5291/skit.html http://pbskids.org/zoom/activities/playhouse/index.html

4. Choose a sketch from the sites in the box, observe how they are organized and find out the information below.   The title and author(s) of the sketch. _____________________________________________The setting of the sketch. _____________________________________________How the characters speak. _____________________________________________Any other information you find necessary. _____________________________________________

5. Let’s write a sketch.   a) Who are the members of your group? __________________________________________________   b) What is the setting of the sketch? __________________________________________________   c) How many characters are there? Who are they? ________________ will be __________________________   ________________ will be __________________________   ________________ will be __________________________   ________________ will be __________________________  

d) What props will you need? __________________________________________________ ___________________________________________________________________________________________________

  e) Write your sketch here.   ____________________ by __________________  ___________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Gêneros Textuais

http://www.youtube.com/watch?v=OQPw-xUK_tk