• Aprender a utilizar o artigo definido na língua inglesa.

Não há necessidade de conhecimentos prévios, por se tratar de conteúdo de nível básico. 

• Recursos multimídia;
• imagens veiculadas na internet;
• atividades xerocopiadas e online;
• atividades realizadas em pares/grupos ou individualmente;
• vídeo;
• jogo.

              Indefinite and Definite Articles

Imagem disponível em: https://www.google.com.br/search?q=definite+and+indefinite+articles+images+clipart&es_sm=93&biw=1024&bih=643&tbm=isch&tbo=u&source=univ&sa=X&ei=lI5OVOsihZWDBPv8gpAH&ved

=0CDsQ7Ak#facrc=_&imgdii=_&imgrc=RCTEaZJKzkDdRM%253A%3BH-43NKl2C66LAM%3Bhttp%253A%252F%252F4.bp.blogspot.com%252F-o5A8PdA06zM%252FT2JmUXRZv0I%252FAAAAAAAAADs%252F7hkVrEjuO0I%252Fs1600%252Farticles.png%3Bhttp%253A%252F%252Fjomyperez.blog

spot.com%252F2012_03_01_archive.html%3B156%3B151 (Acesso em: 27.10.2014).

MÓDULO 1

Atividade 1

Projete para os alunos o seguinte texto que contém informações sobre o uso de artigos definidos e indefinidos em inglês.  Peça para que alguns alunos realizem a leitura e corrija-os se houver problemas com a pronúncia das palavras. Se achar conveniente, uma cópia do mesmo texto poderá ser entregue a eles para compor seu material e para futuro estudo. 

                                                       DEFINITE AND INDEFINITE ARTICLES

The words a, an, and the are special adjectives called articles.

Indefinite Articles—a, an

an—used before singular count nouns beginning with a vowel (a, e, i, o, u) or vowel sound:
 

• an apple, an elephant, an issue, an orange

a—used before singular count nouns beginning with consonants (other than a, e, i, o, u):
 

• a stamp, a desk, a TV, a cup, a book

Definite Article—the

Can be used before singular and plural, count and non-count nouns 

1. Indefinite Article (a, an)

Used before singular nouns that are unspecified:
 

• a pencil
• an orange

Used before number collectives and some numbers:
 

• a dozen
• a gallon

Used before a singular noun followed by a restrictive modifier:
 

• a girl who was wearing a yellow hat

Used with nouns to form adverbial phrases of quantity, amount, or degree:
 

• I felt a bit depressed.

2. Definite Article (the)

Used to indicate a noun that is definite or has been previously specified in the context:
 

• Please close the door.
• I like the clothes you gave me.

Used to indicate a noun that is unique:
 

• Praise the Lord!
• The Columbia River is near here.

Used to designate a natural phenomenon:
 

• The nights get shorter in the summer.
• The wind is blowing so hard.

Used to refer to a time period:
 

• I was very naïve in the past.
• This song was very popular in the 1980s.

Used to indicate all the members of a family:
 

• I invited the Bakers for dinner.
• This medicine was invented by the Smiths.

The table below should make it clear exactly when we can use articles with certain kinds of nouns.

It's important not to let special cases blur the general rules. For example, it is possible to talk about "a wine" meaning "a type of wine" and similarly "the wines of Chile" meaning the various types or brands of wine from Chile. We can refer to "the waters of the Ganges" because although "water" is in general an uncountable or mass noun, "the waters" has a particular meaning and usage in the context of rivers and streams.

Adaptado dos sites: http://pt.talkenglish.com/Grammar/articles.aspx;  https://www.tesol-direct.com/guide-to-english-grammar/definite-and-indefinite-articles (Acessos em: 27.10.2014)

Atividade 2

Complementando a atividade anterior, reproduza para os alunos o vídeo disponível em http://www.youtube.com/watch?v=PTpnC376IRQ (Acesso em: 27.10.2014). Como o tema já foi introduzido com a atividade anterior, apenas verifique se os alunos compreendem o conteúdo do vídeo e possibilite tempo e pause o vídeo para que possam copiar alguma informação que não tenha sido disponibilizada na explicação anterior. 

Imagem ilustrativa do vídeo

Atividade 3

No laboratório de informática, acesse o link: http://busyteacher.org/12409-articles-powerpoint-game.html (Acesso em: 28.10.2014) e disponha os alunos em grupos. Cada grupo deverá responder às perguntas apresentadas no PowerPoint Game. A cada acerto, o grupo ganha um ponto. No final, o grupo com o maior número de acertos é o vencedor. Distribua pequenas prendas, como bombons e balas para cada membro do grupo vencedor.  

Imagem ilustrativa do PowerPoint Game.

MÓDULO 2

Atividade 4

a)      Mary is from        X          England. She’s got  _______ brother and  __________two sisters. They live with ________their family in  ___________ small, but  ____  very  comfortable cottage near _______ London. Mary has lots of hobbies. She likes  __________ tennis and she plays _________ piano. Mary’s family has  __________ big garden. Mary always takes her dog for __________  walk in _________ garden. ________dog’s name is ___________ Charlie.   

b) Steve is from  ____________ Manchester. He is _________ manager. He works in __________ office. He goes to work in _______ morning. He starts work at 8 o’ clock and he goes _________home at 5.00 in ____________ evening. Steve  has ________ flat not far from _________ office. It is on _________ third floor of ______ five-storey building.  It’s not big, but comfortable. Steve is quite happy. 

c)  Peter is  _________ new student at _______ International School in London. He is __________friendly                and he has __________ lot of friends here. Peter is  ______ active person. ”I like going out with my _________ friends on _________  Sundays. We often go to ________  London museums and to _________ theatre.  Sometimes we go ______ hiking. We like to sit around _______ fire somewhere in the forest at _______ night, play ________ guitar and sing songs. On ________ weekdays I’m very busy. I play ________ football three times _______ week and learn foreign languages. I have _________ very little free time to meet my friends.”

Disponível em: http://busyteacher.org/17100-articles.html (Acesso em: 28.10.2014)

Atividade 5

Distribua para cada aluno uma cópia da atividade seguinte que se trata de  um texto em que os artigos definidos e indefinidos são omitidos. Em duplas, os alunos deverão completar as lacunas com os artigos a/an/the ou x, caso não seja necessário o uso do artigo. Disponibilize um tempo de aproximadamente 15 minutos para a realização desta atividade. Circule pela sala, tirando possíveis dúvidas. A correção deverá ser realizada oralmente, revezando a participação dos alunos.

                                                               THE RESCUE OF THE 33 MINERS

____ successful rescue of 33 miners from the San Jose gold and copper mine in ____ Chile on 13^th October was ____ big news story all over ____ world. In fact, around one billion people watched at least some of it on ___ TV.

____ men had been trapped underground for longer than any other miners in ___ history 69 days in total. ___ story began on 5^th August when the roof of part of ___ mine collapsed, trapping the men 700 metres beneath ___ surface. On 22^nd August it was discovered that ____ miners were still alive, and so ____ rescue effort began. While ___ rescuers started drilling a 700m hole that would be wide enough for ___ miners to escape through, ____ miners themselves did ___ vital job by clearing away ___ pieces of rock that fell down ____ hole during the drilling. 

____ NASA and ____ Chilean navy together made ____ rescue capsule – ___ kind of very narrow lift that would be able to carry ___ miners, one by one, up to the surface. No miner with ____ waistline of more than 90cm would be able to fit inside, however, so ____ few of them had to do extra exercise to lose ___ weight.

On 12^th October ____ Phoenix 2 capsule carried ____ first member of a team of rescuers down the mine: they would stay there until all 33 of the miners had been taken to the surface. Phoenix 2 took around 15 minutes to lift each miner to the surface. ___ first miner arrived shortly after  ___ midnight on 13^th October, ___ last 22 hours later, around 10pm.

Since ____ rescue the miners have had to get used to ____ fact that they are now celebrities, with journalists queuing up to talk to them. Suddenly they are now receiving VIP treatment:  ____ Manchester United and Real Madrid, for example, have invited all 33 of them to travel to ____ Europe to watch football matches at their stadiums. As for Phoenix 2, it soon became ___ tourist attraction, going on display in ____ Chilean capital, Santiago.

____ cost of the rescue was probably somewhere between 10 and 20 million US dollars, but anyone who saw ____ moving pictures of the miners reaching the surface and seeing their loved ones again – coming ‘back from ___ dead’, as some newspapers described it – would agree that ___ end result was priceless.

Adaptado do site: http://busyteacher.org/17303-an-articles-worksheet-the-rescue-of-the-33-miners.html (Acesso em: 28.10.2014).

Atividade 6

Projete para os alunos a letra da música a seguir a qual, propositalmente, contém erros em relação ao emprego dos artigos definidos e indefinidos. Disponibilize tempo para que os alunos leiam a letra da música e corrija os erros. Em seguida, deverão fazer a correção da atividade, ouvindo novamente a cançaõ. 

Adaptado do site: http://busyteacher.org/16548-song-worksheet-waving-flag-by-knaan.html (acesso em 08.11.2014)

Atividade 7

Choose the correct article in each sentence.

1) Did you bring                      (a, an, the) umbrella? 
2) Are you looking for                      (a, an, the) shampoo? 
3) I checked                      (a, an, the) mailbox again. 
4) Can I have                      (a, an, the) spoon please? 
5) I was born into                      (a, an, the) poor family. 
6) She will come back in                      (a, an, the) hour. 
7) Have you been to                      (a, an, the) Space Needle Tower in Seattle? 
8) I would love to talk to one of                      (a, an, the) managers. 
9) What                      (a, an, the) amazing view! 
10) The helicopter landed on                      (a, an, the) roof of a building. 

Adaptado do site: http://pt.talkenglish.com/Grammar/articles.aspx (Acesso em: 27.10.2014).

Para outras atividades sobre o tema, acesse:

http://idiomas-online.blogspot.com.br/2009/10/definite-and-indefinite-articles.html (Acesso em: 27.10.2014);

http://grammar.yourdictionary.com/grammar-rules-and-tips/definite-and-indefinite-articles.html (Acesso em: 27.10.2014);

http://busyteacher.org/14933-definite-and-indefinite-articles.html (Acesso em: 28.10.2014).

Para outros vídeos, acesse:

http://www.youtube.com/watch?v=1ro3HOCa5F0 (Acesso em: 27.10.2014)

Para mais exercícios, acesse:

http://www.englishpage.com/articles/a-an-vs-the.htm (Acesso em: 27.10.2014);

http://www.agendaweb.org/grammar/articles-exercises.html (Acesso em: 28.10.2014).

Todas as atividades da aula deverão ser avaliadas qualitativamente. Para isso, o professor deve observar o envolvimento dos alunos nas atividades. 

Para uma avaliação formal e quantitativa, os alunos deverão produzir um pequeno texto em que farão uso de artigos definidos e indefinidos. Deverão explicar o uso dos artigos para todo o grupo, fazendo menção à regra introduzida nas atividades introdutórias da aula.