14/11/2014
Eliana Dias, Lazuíta Goretti de Oliveira
Modalidad / Nivel de Enseñanza | Disciplina | Tema |
---|---|---|
Ensino Médio | Língua Estrangeira | Compreensão leitora |
Ensino Médio | Língua Estrangeira | Produção escrita |
Ensino Médio | Língua Estrangeira | Compreensão oral |
Ensino Médio | Língua Estrangeira | Competência pluricultural: língua como meio de acesso às manifestações culturais |
Ensino Médio | Língua Estrangeira | Produção oral |
Ensino Médio | Língua Estrangeira | Competência comunicativa: componentes linguísticos, sociolinguísticos e pragmáticos |
Não há necessidade de conhecimentos prévios, por se tratar de conteúdo de nível básico.
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
spot.com%252F2012_03_01_archive.html%3B156%3B151 (Acesso em: 27.10.2014).
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.
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:
a—used before singular count nouns beginning with consonants (other than a, e, i, o, u):
Definite Article—the
Can be used before singular and plural, count and non-count nouns
Used before singular nouns that are unspecified:
Used before number collectives and some numbers:
Used before a singular noun followed by a restrictive modifier:
Used with nouns to form adverbial phrases of quantity, amount, or degree:
Used to indicate a noun that is definite or has been previously specified in the context:
Used to indicate a noun that is unique:
Used to designate a natural phenomenon:
Used to refer to a time period:
Used to indicate all the members of a family:
The table below should make it clear exactly when we can use articles with certain kinds of nouns.
Articles |
Singular nouns |
Plural nouns |
Uncountable nouns |
---|---|---|---|
a/an |
a chair |
--- |
--- |
the |
the chair |
the chairs |
the water |
no article |
--- |
chairs |
water |
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.
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.
Imagem disponível em: https://www.google.com.br/search?q=waving+flag+%E2%80%93+k%27naan+lyrics&espv=2&biw=1024&bih=643&source=lnms&tbm=isch&sa
____ successful rescue of 33 miners from the San Jose gold and copper mine in ____ Chile on 13th 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 5th August when the roof of part of ___ mine collapsed, trapping the men 700 metres beneath ___ surface. On 22nd 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 12th 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 13th 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.
Listen to the song and correct the mistakes.
Waving Flag – K’naan
Imagem disponível em: https://www.google.com.br/search?q=waving+flag+%E2%80%93+k%27naan+lyrics&espv=2&biw=1024&bih=643&source=lnms&tbm=isch&sa=
%3Bhttp%253A%252F%252Fen.wikipedia.org%252Fwiki%252FWavin'_Flag%3B300%3B300 (Acesso em: 08.11.2014).
Chorus:
When I get older, I will be the stronger
They’ll call me a freedom, just like the Waving Flag
And then it goes back, and then it goes back
And then it goes back
Born to the throne, stronger than the Rome
But Violent prone, poor people zone
But it’s my home, all I have known
Where I got grown, the streets we would roam
But out of the darkness, I came farthest
Among hardest survival
Learn from these streets, it can be bleak
Except nodefeat, surrender a retreat
So we struggling, fighting to eat and
We wondering when we’ll be free
So we patiently wait, for that fateful day
It’s not far away, so for now we say
Chorus..
So many a wars, settling scores
Bringing us the promises, leaving us the poor
I heard them say, love is the way
Love is the answer, that’s what they say,
But look how they treat us, make us the believers
We fight their the battles, then theydeceive us
Try to control us, they couldn’t hold us
Cause we just move forward like Buffalo Soldiers
But we struggling, fighting to eat
And we wondering, when we’ll be free
So we patiently wait, for that faithful day
It’s not far away, but for now we say
Chorus…(×2)
(Ohhhh Ohhhh Ohhhhh Ohhhh)
And everybody will be singing it
(Ohhhh Ohhhh Ohhhhh Ohhhh)
And you and I will be singing it
(Ohhhh Ohhhh Ohhhhh Ohhhh)
And we all will be singing it
(Ohhh Ohh Ohh Ohh)
Chorus…(×3)
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.
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