Modelo formal de apresentação de teses e dissertações na

Transcripción

ANEXOS
63
Anexo 1
Modelos de Competência Comunicativa Intercultural (CCI) propostos por
Byram e Deadorff
Tabela 1 - Factors in intercultural communication (Byram, 1997, p. 34)
Knowledge
of self and
other;
of interaction:
individual and
societal
(saviors)
Skills
interpret and
relate
(savoir
comprendre)
Education
political
education
critical cultural
awareness
(savoir
s’engager)
Skills
discover and /
interact
(savoir
apprendre /
faire)
Attitudes
relativising self
valuing other
(savoir être)
Tabela 2 - Process model of intercultural competence (Deardorff, 2011, p. 41)
Individual
Attitudes
Respect (valuing other
cultures);
Openness
(withholding
judgement);
Curiosity and
discovery (tolerating
ambiguity)
Knowledge and
Comprehension:
Cultural selfawareness, deep
cultural knowledge,
sociolinguistic
awareness
Skills
to listen, observe and
evaluate; To analyse,
interpret and relate
PROCESS
ORIENTATION
Desired Internal
Outcome:
Informed frame of
reference shift
(adaptability,
flexibility,
ethnorelative view,
empathy)
Desired External
Outcome:
Effective and
appropriate
communication and
behavior in an
intercultural situation
Interaction
64
Anexo 2
Observation task: The board as a resource
Teacher: Marília Franco
Class: 10A
Classroom: 6
Date: 8/10/2012
Task objective: to consider how the board may be best exploited.
Figure of the board
projector screen
white board
black board
13th and 14th lessons
8th October 2012
Homework correction
Reading exercise. Ordering a letter
Describing pictures
 The summary was written on the board by the teacher.
 The teacher verified that the Homework had been done and took up the exercises orally with the
class.
 The letter on page 26 of the manual was read aloud by the students.
 Question and answer period about the use of letter writing and its conventions.
 Completed the exercise on page 27. This exercise was about formal letters. The teacher then
projected a layout of a formal letter so as to help the students resolve the exercise.
projector screen
th
th
13 and 14 lessons
8th October 2012
your address
date
the name and address
Homework correctionyou are writing to
Reading exercise. Ordering a letter
Describing pictures
the salutation
the body of the letter (divided into paragraphs)
valediction
the signature
65
 Summary was partly covered by the screen.
 Students were asked to describe the pictures on page 30, first orally and then to write a brief
paragraph about one of them. Photos of students on the school grounds.
Discussion with Marília after the lesson:
 According to Marília, she uses the board a lot during some lessons and not so much in others.

I asked her why she used the left side of the board and not the right side to write the summary.
When the projector screen was lowered, it half covered the summary. This would not have
happened had the summary been written on the right side. Personally I would have opted for
writing it on the right side or I would have erased the summary from the board.

I found out the Marília suffers from an allergy to chalk. This may be the reason she opted for
using the whiteboard.

What I would have done differently:
I perhaps would have done some brainstorming exercises. Ex. words that have to do with
school life, etc. to help the students describe the pictures.
I would have written down the words students were asking about during the written exercise.
This may have helped other students perform the same task.
I would also taken into consideration where the projector screen covers the whiteboard and
/or blackboard.
*Sometimes it may be useful, especially in the beginning, to plan for board use.

I cannot tell if the board was used systematically or randomly. I believe that I need to observe
more classes in order to come to further conclusions.
66
Anexo 3
Tarea de observación: El uso de la pizarra
Profesora Isabel Santos
Grupo: 11º B
Aula: 2
Fecha: 12/10/2012
 La profesora dictó el temario y los alumnos lo escribieron en sus cuadernos.
la pantalla del proyector
el encerado
ha abierto
he puesto
habéis vuelto
he dicho
han envuelto
ha compuesto
la pizarra
se han ido
ha escrito
ha visto
han muerto
has hecho
habéis roto
ha descrito
ha freído
ha deshecho
 Entre todos, se corrigió los deberes de casa.
 La profesora borró el encerado.
el encerado
la pizarra
esquivo
ha hecho
he ido
he dormido
he visto
ha sido
he desayunado
hemos comido
he hecho
hemos salido
he hablado
he comprado
hemos bailado
he quedado
han comprado
hemos llegado
Port
até
Esp
hasta
(tiempo / espacio)
incluso
(incluyendo)
 La profesora escribió un vocablo que un alumno buscaba el otro día.
 Los alumnos resolvieron un ejercicio en el manual y luego escribieron sus respuestas en el encerado.
La profesora corrigió algunos pequeños errores.
67
el encerado
la pizarra
1. El sistema político de la isla de
Cuba es un estado comunista
comunismo.
3. La isla con mayor superficie es
el Cuba.
5. Jamaica tiene en sistema
político de democracia
parlamentaria.
La isla de Cuba es un estado
comunista. [escrito por la
profesora]
4. La isla más pequeña es su
superficie es el Jamaica.
6. La lengua que se habla en la
República Dominicana es el
español.
2. Hasta que Cuba es
independiente hace 114 años.
Conclusiones y reflexiones:

Algunos profesores utilizan más la pizarra que otros. Isabel me ha dicho que depende
mucho de los ejercicios y de los objetivos de la sesión.

Es una buena idea caminar por el aula para ver mejor la pizarra. Si nos alejamos un poco es
más fácil darnos cuenta de nuestros errores y corregirlos.

La pizarra es muy útil para crear y exponer diagramas, hacer brain-storms, etc.

Creo que es importante escribir vocablos en la pizarra que nuestros alumnos nos solicitan,
pues puede ser que otro alumno también los necesitan.

Isabel normalmente dicta el temario a los alumnos del nivel avanzado y a aquellos de nivel
elemental suele pedirles que lo escriben. Siempre y cuando un alumno comete un error al
escribir el temario, ella lo aprovecha para repasar algún contenido del programa.
68
Anexo 4
Observation task: Observing the learning environment
Task objective: To refine our awareness of the learning environment.
Classroom under observation: 5
Classroom set-up:
whiteboard and screen
Pros
-Smaller classroom.
Cons
-The chalkboard is dustier that the whiteboard.
Chalk is bad if you suffer from dust allergies.
-Very little space to circulate between the desks.
-A lot of posters hanging on the wall. Very
distracting. I often find myself looking at them and
trying to understand them.
-Digital summary books take a little longer to fill
out.
-Internet does not always work or is slow.
-1 whiteboard. Projector screen covers the
whiteboard.
-Students sometimes play around with the
shutters. This is distracting.
-One window on the left wall. Window has a
shutter so it is easy to control the amount of light
we let into the classroom.
-Each student has his/her own desk, but they
can’t be separated for tests because the
classroom is too small.
-Each student has his/her own desk, but they
can’t be separated for tests because the
classroom is too small.
-Tables have a small hook where you can hang
your bags, purses, etc. BUT since the tables are so
close together these hooks can’t be used.
-Tables have a small hook where you can hang
your bags, purses, etc.
- The board is high enough that even I, sitting at
the back, can see it easily.
-Internet access.
-Coat hooks available by the door where the
students can hang up their jackets and coats.
69
Anexo 5
Unit Plan: The Powers of Persuasion
Theme: The media and consumerism
Level: 11th grade
Number of students: 24
Teacher: Drª. Marília Franco
General Aims:
1) To reflect upon some ethical and social aspects associated with the media and
media production; namely, the manipulation of information and the need for
discerning news from propaganda.
2) To identify and analyse ways information can be manipulated, such as, through
the use of images, discursive devices etc.
3) To form, express and justify his / her opinion on the quality of written texts,
images and photos.
4) To make associations between pieces of propaganda and their ultimate goals /
underlying messages.
5) To reflect upon the power of the written word, the sound-bite and the image
and subsequently, how we are affected by what we read, see and hear.
6) To make an educated guess about the reading-public of a periodical.
70
Anexo 6
Lesson 1: The Powers of Persuasion
Subsidiary Aims
To identify a popular
American band (My
Chemical Romance)
through the viewing
of an image.
Procedures
The teacher projects image of the band My Chemical Romance.
Interaction
Pattern
Teacher  Class
a) The students are asked to identify the band and are informed
that they will be viewing a music video of theirs entitled A
Ghost of You.
Aids and
Materials
Image of the band
My Chemical
Romance previously
digitalized.
Time
5 min.
Projector and screen.
The students are asked the following questions:
-What’s the name of the band?
-How would you describe their clothing?
-What does their clothing suggest?
*Image downloaded from
http://www.layoutsparks.com/pictures/romance-5 on 11/12/2012.
To identify the
historical event
being presented in
the video A Ghost of
You and interpret its
underlying message.
b) The students are asked to answer and / or reflect upon the
following questions as they watch the video:
Individual student
work
- What historical event are they trying to depict?
-How do you feel about the images used?
-Do you believe that the song / music video are optimistic?
Why or why not?
-How do they use colours to get their message across?
Music video: A Ghost
of You by My
Chemical Romance.
10 min.
*Video downloaded from
http://www.youtube.com/watch?v=uCUpvTMis-Y on 22/12/2012.
To discuss their
answers to the
questions about the
music video with a
partner.
To verify their
answers.
c) After the viewing of the music video, students briefly discuss
their answers in pairs. The teacher then elicits their answers.
Possible answers:
- They are depicting the reality of war. World War II in
particular.
- The music video and song are melancholic, pessimistic, etc.
Student  Student
Teacher  Class
Video of music video:
A Ghost of You by
My Chemical
Romance.
15 min.
71
To recall vocabulary
associated with wars
and WWII in
particular.
- The use of colours: they use black and white images for the
war scenes and colour for the everyday scenes.
Students work in pairs and brainstorm vocabulary associated with wars
and World War II (ei. causes, participants, important figures, etc.).
*refer to model brainstorm scheme.
Student  Student
Teacher  Class
Whiteboard
20 min.
Copies of war-time
posters.
35 min.
Whiteboard
5 min.
This serves to create context and allows the students to recall their
previous studies.
To interpret a series
of posters so as to
exclude the oddone-out and to be
able to substantiate
their conclusions by
pinpointing aspects
(concrete and / or
abstract) that are
common to their
group of posters.
To summarize the
content of the
lesson.
Students are given a group four War-time posters (produced in the
United States during WWII) in which one does not belong.
a) In groups of three or four the students must identify which
poster is the odd-one-out and why.
The students are offered the following questions to help them
with their analysis of the posters:
-What are the main colours used?
-Can you identify an element that is common to all your
posters?
-Does it make reference to the war abroad or to life at home (in
the USA)?
-Identify the slogans used. How are they similar or different
from each other?
-What feelings do the posters produce? Fear? Patriotism? Etc.
-Can you identify the message that they are trying to get
across?
b) The teacher walks around to the various groups, hears their
conclusions and confirms their answers.
*Posters and descriptions downloaded from
http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_
persuasion_home.html on 10/11/2012.
The teacher asks the students what they did in the lesson and writes
the summary on the board.
Group work
Teacher  Groups
Teacher  Class
72
Anexo 7
Image of My Chemical Romance.
73
Anexo 8
Possible brainstorming scheme.
Hitler
atomic bombs
Mussolini
machine guns
Emperor Hirohito
F. D. Roosevelt
Axis
tanks
Churchill
submarines
weapons
grenades
Allies
personalities
King George VI
missiles
rationing
WAR
WWII
war correspondents
news
Stalin
gasoline
media
the Holocaust
entertainment
sugar
Atomic Bombs
Pearl Harbour
propaganda
nylon
coffee
Nagasaki
Hiroshima
74
*Note that this brainstorming scheme is not by any means all inclusive and will vary depending on student input.
Anexo 9
Possible sequences of War-time posters that will be given to the different groups. Ideally, each poster will be printed on A4 size paper.
1)
2)
75
3)
4)
76
5)
6)
77
7)
8)
78
9)
10)
79
Anexo 10
Lesson 2: Good night and good luck…
Subsidiary Aims
To present their
findings to the
class.
To further organize
the posters into two
groups, taking into
account the two
descriptions
provided.
Procedures
[continuation of last lesson]
a) The students present their findings to the class. In their brief
presentation they should, in their own words, explain to the class the
social / historical context in which their posters were produced, point
out key features of their posters, the message they are trying to get
across, etc.
b) Lastly, the students are asked to further group the posters. They
are given the following descriptions and must come to a
consensus.
Interaction
Pattern
Group work
Aids and
Materials
Copies of war-time
posters.
Time
45 min.
Descriptions hung
on the walls.
Groups  Class
Copies of war-time
posters.
5 min.
Descriptions of wartime posters.
Description 1: In these posters, pictures of fists, muscles, tools, and
artillery convey American strength. Patriotic colors of red, white, and blue
predominate as national symbols and heroes appeal to patriotism.
Description 2: These posters confront the viewer with the frightening
stakes of the war and its human cost. Dark, earthen colors appear in
portrayals of imperiled citizens, as well as dead and wounded soldiers.
*Posters and descriptions downloaded from
http://www.archives.gov/exhibits/powers_of_persuasion/powers_of_
persuasion_home.html on 10/11/2012.
To negotiate the
meaning of the
words Propaganda
and News.
The teacher writes the words “Propaganda” and “News” on the
whiteboard.
blackboard
a) In pairs, the students try to define both words.
Student  Student
b) As a class, the students present their definitions and negotiate
their meaning. These will be working definitions and may be
revised throughout the Unit if need be.
Teacher  Class
5 min.
80
Possible definitions:
Propaganda: information, ideas or rumours deliberately spread to
help or harm a person, group, movement, institution, nation, etc.
News: A report of a recent event, intelligence or information.
To identify personal
and professional
characteristics of a
good war
correspondent.
c) The students are asked if the posters they analysed last class can
be considered Propaganda or News.
Teacher  Class
d) The students are asked if News can be a form of Propaganda.
This is designed to be an open-ended question so that the
students are forced to reflect upon their previous answers.
Teacher  Class
The teacher erases the board and writes the words “War Correspondent.”
a) In pairs, the students are asked to identify the personal and/or
professional qualities required of a good war correspondent.
5 min.
Photocopy of
newspaper article
worksheet “In the
front line before
Mateur, Northern
10 min.
Student  Student
Possible answers:
-courageous
-impartial (Is this even possible?)
-eloquent
-detached
-independent
-responsible, etc.
b) Students share their answers with the class and they are written
on the board. Try to come to some consensus as a class.
To complete a
worksheet by
placing adjectives
and adverbs in the
correct spaces.
blackboard.
The teacher hands out a newspaper article entitled “In the front line before
Mateur, Northern Tunisia, May 2, 1943” by Ernie Pyle in which some
adjectives and adverbs have been removed from the text and placed in a
box at the top of the page.
Teacher  Class
81
To verify that the
students have
completed the
worksheet correctly
and address any
problems with the
material that they
may be dealing with
at this time.
To compare and
contrast two
newspaper articles.
*Text downloaded from
http://www.pbs.org/weta/reportingamericaatwar/reporters/pyle/infantry.html
on 20/11/2012.
Tunisia, May 2,
1943” by Ernie Pyle.
Whiteboard.
a) The students are asked to read the text carefully and to fill in the
gaps with the words from the box.
Individual student
work
b) The students verify their answers with a partner.
Student Student
c) The teacher then projects the article onto the whiteboard so that
the class can further verify their answers.
Teacher  Class
d) The teacher asks if they have any questions about the text or if
there are any words that they were unfamiliar with that hindered
their understanding of the text.
Teacher  Class
The teacher hands out an article entitled “American fire spread havoc in
foe’s lines, June 6, 1918” by Wilbur Forest. The students are told that the
article was written during WWI by Wilbur Forest, an American war
correspondent.
Photocopy of
newspaper article
“American fire
spread havoc in
foe’s lines, June 6,
1918” by Wilbur
Forest.
*Text downloaded from http://chroniclingamerica.loc.gov/lccn/sn83030214/
1918-06-06/ed-1/seq-1/;words=June+Foe+fire+JUNE+Lines+AMERICAN
+Havoc+Fire+American+Spread+6+lines+1918 on 1/12/2012.
a) The students are asked to read the article silently and then, in
pairs, compare and contrast the two articles they have just read.
The following guidelines / questions are given to aid them with the
task:
Which of the two articles would you consider to be....
-more factual?
-more personal?
-more impartial?
-more literary?, etc. *And why?
*The students should be prompted to pay special attention to the
words that were removed from the article by Ernie Pyle.
10 min.
Individual student
work
Student  Student
82
b) Students share their answers with a class.
*The students should be prepared to justify their answers
To respond to a
series of questions
pertaining to a brief
video on American
war correspondent
Ernie Pyle.
To verify answers to
the questions.
The teacher plays a short video about Ernie Pyle. Before showing the
video, the teacher writes a series of questions on the board.
a) The students watch the video and are asked to answer the
following questions:
Video about Ernie
Pyle.
Individual student
work
5 min.
Whiteboard.
1)
2)
3)
4)
5)
6)
How does the presenter describe Ernie Pyle?
What did his job consist of?
How did he die?
Did he live to see the end of the war?
Where was he from?
What was his socio-economic status? Do you believe it
influenced his writing style? Why?
7) How does the presenter describe his writing style? Do you
agree with him?
b) The answers are taken up as a class.
To summarize the
content of the
lesson.
Students  Class
http://www.youtube.com/watch?v=v96LKYSvNUE on 23/11/2012.
The teacher asks the students what they did in the lesson and writes the
summary on the board.
Teacher  Class
Teacher  Class
Whiteboard
5 min.
83
Anexo 11
Fill in the gaps with one word from the box.
narrow
inhuman
thin
steep
miserable
ineradicable
simple
rolling
hard
appalling
IN THE FRONT LINES BEFORE
MATEUR, NORTHERN TUNISIA, May 2,
1943
Ernie Plye
Now to the infantry—the God-damned infantry,
as they like to call themselves.
I love the infantry because they are the
underdogs. They are the mud-rain-frost-andwind boys. They have no comforts, and they
even learn to live without the necessities. And in
the end they are the guys that wars can‘t be won
without.
I wish you could see just one of the
_____________ pictures I have in my mind
today. In this particular picture I am sitting
among clumps of sword-grass on a
_____________ and rocky hillside that we have
just taken. We are looking out over a vast
_____________ country to the rear.
A _____________ path comes like a ribbon
over a hill miles away, down a long slope,
across a creek, up a slope and over another hill.
All along the length of this ribbon there is now a
_____________ line of men. For four days and
nights they have fought hard, eaten little,
washed none, and slept hardly at all. Their
nights have been violent with attack, fright,
butchery, and their days sleepless and
_____________ with the crash of artillery.
The men are walking. They are fifty feet apart,
for dispersal. Their walk is slow, for they are
dead weary, as you can tell even when looking
at them from behind. Every line and sag of their
bodies speaks their _____________ exhaustion.
Photo of Ernie Pyle with infantrymen in Tunisia.
On their shoulders and backs they carry heavy
steel tripods, machine-gun barrels, leaden boxes
of ammunition. Their feet seem to sink into the
ground from the overload they are bearing.
They don‘t slouch. It is the terrible deliberation
of each step that spells out their _____________
tiredness. Their faces are black and unshaven.
They are young men, but the grime and
whiskers and exhaustion make them look
middle-aged.
In their eyes as they pass is not hatred, not
excitement, not despair, not the tonic of their
victory—there is just the _____________
expression of being here as though they had
been here doing this forever, and nothing else.
The line moves on, but it never ends. All
afternoon men keep coming round the hill and
vanishing eventually over the horizon. It is one
long tired line of antlike men.
There is an agony in your heart and you almost
feel ashamed to look at them. They are just guys
from Broadway and Main Street, but you
wouldn‘t remember them. They are too far away
now. They are too tired. Their world can never
be known to you, but if you could see them just
once, just for an instant, you would know that
no matter how _____________ people work
back home they are not keeping pace with these
infantrymen in Tunisia.
http://www.pbs.org/weta/reportingamericaatwar/reporters/py
le/infantry.html on 20/11/2012.
84
Anexo 12
AMERICAN FIRE SPREAD HAVOC
IN FOE‟S LINES
U.S. Machine Gunner as Chateau
Thierry Inflicted Heavy Losses.
by Wilbur Forrest
(Special Cable to the Tribune)
New York Tribune, June 6, 1918.
With the Allied Armies Between Rheims
and Soissons,
June 5. – The Americans have
repeatedly distinguished themselves in the
terrific fighting of the last three days. In the
defence of Veuilly Wood and in the counter
charge a mile to the north they won the
praise of their allies by their smashing
blows.
But more dramatic was their resistance
to the German attempts to drive them back
at Château Thierry and to force a crossing
at Marne there.
Throughout the fighting the Americans
were under the enemy‘s rifle and machine
gun fire from the north side of the river.
Some actually experienced the novelty of
seeing their first hostile German and of
being under fire for the first time in their
lives simultaneously.
Under Heavy Fire
They were subjected to shell fire as they
entered Château Thierry, which the enemy
had been bombarding all day long. On the
following evening about 9 o‘clock the
enemy again filtered into the western
suburbs and followed the banks of the
Marne into the city, while his artillery
subjected the streets to the most intense
bombardment.
In addition to the semi-darkness the
Germans used smoke grenades to obscure
their movements and also hamper machine
gun fire.
American gunners held the south
approach of the main bridge which the
enemy reached from the opposite bank.
The bridge had been mined in the centre
and the Germans, though under a deluge of
American machine gun bullets, attempted to
rush the structure.
Bridge is Blown Up
When many had reached the middle
span, it was blown up and German bodies
went hurtling through the air with the
debris. Those who approached the southern
bank were made prisoners.
The machine guns spat precise streams
of lead at the enemy troops which had
crowed onto the north approach of the
bridge in the attempt to cross.
Throughout the night the American guns
on the left bank commanded the river and
frustrated enemy attempt to repair
footbridges. They constantly enfiladed the
streets leading to the bridges, making the
vicinity perilous for the Germans.
The American losses were more than
repaid in the losses they inflicted on the
enemy, not to mention the admiration they
inspired among the French Colonials, with
whom bravery is commonplace.
http://chroniclingamerica.loc.gov/lccn/sn830
30214/
1918-06-06/ed-1/seq1/;words=June+Foe+fire+JUNE+Lines+AM
ERICAN
+Havoc+Fire+American+Spread+6+lines+1
918 on 1/12/2012.
85
Anexo 13
Short Documentary: Ernie Pyle
1) How does the presenter describe Ernie Pyle?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
2) What did his job consist of?
____________________________________________
____________________________________________
____________________________________________
____________________________________________
3) How did he die?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4) Did he live to see the end of the war?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
5) Where was he from?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6) What was his socio-economic status? Do you believe it influenced his writing style?
Why?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
7) How does the presenter describe his writing style? Do you agree with him?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
*Short documentary can be viewed online at
http://www.youtube.com/watch?v=v96LKYSvNUE.
86
Anexo 14
Lesson 3: Good night and good luck…
Subsidiary Aims
To verify answers to
the questions.
Procedures
The teacher replays a short video about Ernie Pyle and takes up the
following questions with the students.
Interaction
Pattern
Teacher  Class
1)
2)
3)
4)
5)
6)
How does the presenter describe Ernie Pyle?
What did his job consist of?
How did he die?
Did he live to see the end of the war?
Where was he from?
What was his socio-economic status? Do you believe it
influenced his writing style? Why?
7) How does the presenter describe his writing style? Do you
agree with him?
Aids and
Materials
Video about Ernie
Pyle.
Time
20 min.
c) The answers are taken up as a class.
To reflect upon the
power of news
stories.
To explain the
homework
assignment.
To apply their
knowledge about the
development and
flow of a text.
http://www.youtube.com/watch?v=v96LKYSvNUE on 23/11/2012.
a) The students are asked whether a news story can lead to
change. This is an open-ended question that will only be fully
answered after having completed the homework assignment.
Teacher  Class
Whiteboard
5 min.
Worksheet with
excerpt of “London
After Dark,” by
Edward R. Murrow.
15 min.
FOR HOMEWORK the students are asked to look up “The Ernie
Pyle Bill.” The students are to bring this information to the next
class.
This information can be readily found in the Wikipedia entry for
Ernie Pyle under the World War II heading. (only give this
information if, in the past, the class has shown some difficulty
doing independent research assignments).
The teacher hands out a transcript of an excerpt of Edward R.
Murrow’s “London After Dark” in which whole sentences have been
removed and placed at the end of the text.
87
To verify their
answers to the
worksheet.
To reflect upon what
they have been
studying throughout
the lesson.
To explain additional
homework
assignment.
To reflect on the
statement “a picture
is worth a thousand
words” and present
their ideas to the
class.
To compose a story
inspired by a wartime photo.
a) The students are asked to read the text and place the
sentences in their correct place.
Individual student
work
b) The students then listen to a recording of “London After Dark”
to verify their answers.
Individual student
work
c) The students are asked to consider if what they read and
heard today can be considered Propaganda or News.
Teacher  Class
Computer and
whiteboard.
Teacher  Class
Whiteboard
5 min.
Whiteboard
5 min.
Series of war-time
photographs.
35 min.
Whiteboard
5 min.
*Audio-file downloaded from a Multimedia book: M. Bernstein and A.
Lubertozzi. (2003) World War II on the air. Illinois: Sourcebooks, Inc.
Teacher explains additional HOMEWORK assignment.
a) Students are asked to look up the expression “Good night and
good luck.”
-Who said it? In which context?
-Bring in an interesting fact about the author of the expression.
Teacher writes the following expression on the board, “A picture is
worth a thousand words.”
a) Students, in pairs, are asked to briefly discuss the meaning of
this expression.
b) Students present their conclusions to the class.
The teacher will hand out 1 photo to groups of 3 - 4 students. The only
information that students will receive at this time is that the photos
were taken during WWII.
a) The students are asked to write a story for the photograph they
have been given. They are encouraged to be as creative as
possible but should, somehow, make reference to WWII. They
should also say whether they like the photograph or not.
To summarize the
content of the
lesson.
Recording of
“London After Dark,”
by Edward R.
Murrow.
Individual student
work
Student  Student
Teacher  Class
Group work
Teacher  Class
88
Anexo 15
London After Dark
August 24, 1940, Edward R. Murrow
This is Trafalgar Square. ______ I‘m standing here
just on the steps of St Martin‘s in the fields. A
searchlight just burst into action, off in the distance.
______ People are walking along quite quietly.
We‘re just at the entrance of an air raid shelter here
and I must move this cable over just a bit so people
can walk in. There‘s another searchlight just square
behind Nelson‘s statue.
______ Double deckers they are, just a few lights on
the top deck. In this blackness it looks very much
like a ship that is passing in the night and you just
see the portholes. ______ You see them reach
straight up into the sky and occasionally they catch a
cloud and seem to splash on the bottom of it. One of
the strangest sounds one can here in London these
days or rather these dark nights; just the sound of
footsteps walking along the street. ______
A)
B)
C)
D)
E)
Like ghosts shod with steel shoes.
One single beam, sweeping the sky above me now.
Here comes one of those big red busses around the corner.
More searchlights come into action.
The noise that you hear at the moment is the sounds of the air raid sirens.
*Audio-file downloaded from a Multimedia book: M. Bernstein and A. Lubertozzi. (2003) World
War II on the air. Illinois: Sourcebooks, Inc.
89
Anexo 16
*Each image should be printed on a A4 size paper.
90
91
Anexo 17
Robert Capa (real name: Endre Ernö Friedmann)
Born in Budapest, Hungry.
Photojournalist
Worked for Life Magazine
The Battle of Normany, the invasion of Omaha Beach. (June 6th, 1944)
Interesting facts:
Also documented the Spanish Civil War. Documented the course of WWII in
London, North Africa, Italy, The Battle of Normandy on Omaha Beach and
the Liberation of Paris.
His fiancé who was a German refugee was killed during the Spanish Civil
War and he never married.
Dorothea Lange
Born in Hoboken, New Jersey, U.S.A.
Photographer and Photojournalist
Worked for the Farm Security Administration (FSA)
A grocery store in Oakland, California, one day after Pearl Harbor was bombed by
Japan. The owner of the store was a Japanese American and graduate of the
University of California, Berkeley. (December 8, 1941)
Interesting facts:
After the bombing of Pearl Harbor Japanese Americans were relocated to
internment camps.
Dorothea Lange possibly produced one of the most famous photos of the
Great Depression entitled “Migrant Mother.”
Alfred Eisenstaedt
Born in Dirschau in West Prussia, Imperial Germany.
Photographer and Photojournalist
Worked for Life Magazine
The Celebration of V-J Day. (August 14, 1945)
Lee Miller
Born in Poughkeepsie, New York, U.S.A.
Fashion and art photographer and photojournalist
Worked for Vogue Magazine
The London Blitz. (Winter 1941) Women sitting at the entrance of a bomb-shelter
*wearing gas masks.
Interesting facts:
This photo depicts one of the World’s most famous kisses.
Immigrated to the U.S. because of the oppression of Hilter’s Nazi Germany.
The last photos he ever took were in 1993 of Bill Clinton and his family.
Interesting facts:
Lee Miller was a successful fashion model who then went to Paris and
became a fashion and art photographer.
She photographed the Nazi Concentration Camps at Buchenwald and
Dachau.
She worked alongside David E. Scherman who was a photojournalist for Life
Magazine.
92
David E. Scherman
Born in Manhattan, New York, U.S.A.
Photojournalist and editor of Life Magazine
Worked for Life Magazine.
Photo of Lee Miller in the bathtub of Adolf Hilter’s apartment in Munich. (End of
the War in Europe)
Interesting facts:
One of the most iconic photos of WWII, symbolizes the end of the war.
He worked alongside Lee Miller.
93
Anexo 18
Lesson 4: Tell me stories…
Subsidiary Aims
To present the
information that was
collected through the
completion of the
homework
assignment.
To correct and then
present the stories
they have produced.
Procedures
Interaction
Pattern
Aids and
Materials
[bridge with previous lesson] The teacher takes up the homework with
the class.
HW:
“Good night and good luck”
Time
5 min.
a) A student, chosen at random, answers the questions
pertaining to the quotation.
Possible Answer:
Edward R. Murrow would end his broadcasts with this
expression. He first did this when he was working as a war
correspondent in London during WWII. London was under fire
and he was uncertain whether he would survive the night.
Student  Class
b) Other students may offer other interesting facts they found out
about Edward R. Murrow.
Teacher  Class
The teacher hands back the stories that the students wrote the
previous class. These writing assignments have been corrected using
a correction code.
Previously corrected
writing assignments.
a) The students correct their writing assignments.
Group work
b) The students select one member of their group to present their
stories to the class. The students should show their picture and
tell their story to the class. They should also explain what they
liked or disliked about the photograph.
Individual work
20 min.
Series of war-time
photographs.
*The photographs are hung on the board so that they can be viewed
by all.
b) At the end of each story, the teacher gives some information
about the real story behind the photograph.
Teacher  Class
94
To organize their
photos into
chronological order.
a) The students are asked to put their photographs into
chronological order. The students negotiate the order of the
photographs and hang them on the wall accordingly
Groups  Class
To verify the order of
the photographs.
b) The teacher verifies the order. This exercise serves to bridge
their prior knowledge of historical events and the study of the
English language.
Teacher Class
Photographs
The teacher explains the homework assignment.
To explain the
homework
assignment.
HOMEWORK:
5 min.
5 min.
Teacher Class
The students are asked to look up how soldiers are remembered
around the world, how their lives and their ultimate sacrifice are
honoured.
The students may want to consider: Monuments, Statues, Special
days, Laws and Songs.
To transition into the
next activity.
[bridge into next activity] The teacher asks students about their
musical tastes.
Teacher Class
Computer and audio
files.
10 min.
1) What types of music do you enjoy listening to?
2) What are your favourite bands?
3) How many hours a day do you spend listening to music?
4) Do you go to concerts often?, etc.
LANGUAGE TIP OF THE DAY: Listen to songs that tell you a story.
Play close attention to the lyrics. What do the songwriters want to tell
you? What’s the message they want to get across?
Suggest the following songs:
Suzanne Vegas’ “Luka” and “Tom’s Diner”
Linkin Park’s “Hands Held High”
Pink’s “Dear Mr. President”
Bryan Adam’s “Summer of 69”
Linkin Park’s “Right Now”
95
The teacher plays the Beatles’ Ob-La-Di, Ob-Ba-Da so as to get her
point across.
To revise the use
and form of the Past
Simple in English.
To summarize the
content of the
lesson.
The teacher hands out worksheet: “Kenji” by Fort Minor
Worksheet: “Kenji”
by Fort Minor.
*Video-file downloaded from:
http://www.youtube.com/watch?v=3Ckvmc_486U.
Music video of
“Kenji” by Fort Minor.
a) The students are asked to look at the first sentence of the song
and to identify the tense of the underlined words.
Teacher  Class
b) The teacher revises the form and use of this verbal tense with
the class.
Individual student
work
c) The students are asked to fill in the gaps with the Past Simple
of the verbs in brackets.
Individual student
work
d) The students listen to the song and verify their answers.
Teacher  Class
e) The students are asked which of the pictures presented at the
beginning of the class could be used to illustrate the story in
the song.
Teacher  Class
40 min.
Teacher  Class
whiteboard /
blackboard
5 min.
96
Anexo 19
“Kenji” by Fort Minor
My father came from Japan in 1905
And that morning when Ken _________ (to go out) on the doormat,
He was 15 when he immigrated from
His world _________ (to go) black 'cause,
Japan
Right there; front page news,
He worked until he was able to buy - to
Three weeks before 1942,
actually build a store
"Pearl Harbour's Been Bombed And The Japs Are Comin',"
Pictures of soldiers dyin' and runnin',
Let me tell you the story in the form of a
Ken _________ (to know) what it would lead to,
dream,
Just like he _________ (to guess), the President said,
I don't know why I have to tell it but I know what it means,
"The evil Japanese in our home country will be locked away,"
Close your eyes, just picture the scene,
They _________ (to give) Ken, a couple of days,
As I paint it for you, it _________ (to be) World War II,
To get his whole life packed in two bags,
When this man named Kenji _________ (to wake up),
Just two bags, couldn't even pack his clothes,
Ken _________ (to be) not a soldier,
Some folks didn't even have a suitcase, to pack anything in,
He _________ (to be) just a man with a family who _________ (to
So two trash bags is all they _________ (to give) them,
own) a store in LA,
When the kids asked mom "Where are we goin'?"
That day, he _________ (to crawl) out of bed like he always
Nobody even _________ (to know) what to say to them,
_________ (to do),
Ken didn't wanna lie, he said "The US is lookin' for spies,
Bacon and eggs with wife and kids,
So we have to live in a place called Manzanar,
He _________ (to live) on the second floor of a little store he
Where a lot of Japanese people are,"
_________ (to run),
Stop it don't look at the gunmen,
He _________ (to move) to LA from Japan,
You don't wanna get the soldiers wonderin',
They _________ (to call) him 'Immigrant,'
If you gonna run or not,
In Japanese, he'd say he was called "Issei,"
'Cause if you run then you might get shot,
That _________ (to mean) 'First Generation In The United States,'
Other than that try not to think about it,
When everyone was afraid of the Germans, afraid of the Japs,
Try not to worry 'bout it; bein' so crowded,
But most of all afraid of a homeland attack,
Someday we'll get out, someday, someday.
97
That 15 kilotonne blast, _________ (to put) an end to the war pretty
As soon as war _________ (to break out)
fast,
The F.B.I. _________ (to come) and they just come to the house and
Two cities were blown to bits; the end of the war _________ (to come)
"You have to come"
quick,
"All the Japanese have to go"
Ken _________ (to get out), big hopes of a normal life, with his kids
They took Mr. Lee
and his wife,
People _________ (not / to understand)
But, when they _________ (to get back) to their home,
Why did they have to take him?
What they _________ (to see) made them feel so alone,
Because he's an innocent laborer
These people had trashed every room,
Smashed in the windows and bashed in the doors,
So now they're in a town with soldiers surroundin' them,
Written on the walls and the floor,
Every day, every night look down at them,
"Japs not welcome anymore."
From watch towers up on the wall,
And Kenji _________ (to drop) both of his bags at his sides and just
Ken couldn't really hate them at all;
_________ (to stand) outside,
They were just doin' their job and,
He, _________ (to look) at his wife without words to say,
He wasn't gonna make any problems,
She _________ (to look) back at him wiping tears away,
He _________ (to have) a little garden with vegetables and fruits that,
And, said "Someday we'll be okay, someday,"
He _________ (to give) to the troops in a basket his wife made,
Now the names have been changed, but the story's true,
But in the back of his mind, he _________ (to want) his family’s life
My family was locked up back in '42,
saved,
My family was there it was dark and damp,
Prisoners of war in their own damn country,
And they called it an internment camp
What for?
Time _________ (to pass) in the prison town,
When we first got back from camp... uhh
He _________ (to want) them to live it down when they were free,
It was... pretty... pretty bad
The only way out was joinin' the army,
And supposedly, some men _________ (to go out) for the army, signed
I, I remember my husband said
on,
"Are we gonna stay 'til last?"
And _________ (to end up) flyin' to Japan with a bomb,
Then my husband died before they close the camp.
http://www.youtube.com/watch?v=3Ckvmc_486
U.
98
Anexo 20
Lesson 5: London can take it.
Subsidiary Aims
Procedures
To present and
discuss the
information that the
students collected
upon the completion
the homework
assignment.
[bridge with previous lesson] The teacher takes up homework with the
class.
HW:
a) The students take turns presenting their findings.
To speculate about
the theme and / or
content of the video
the students are
going to watch.
The teacher informs the students that they will be viewing a video that
was created during WWII entitled, “London Can Take It!” The teacher
writes the title on the board.
b) The teacher makes a list of all the ways soldiers are
Interaction
Pattern
Aids and
Materials
Time
Blackboard /
whiteboard.
20 min.
Blackboard /
whiteboard.
5 min.
25 min.
Student  Class
Teacher  Class
remembered and honoured throughout the world.
a) The students are asked to consider the title and make
assumptions about the content of the video.
Teacher  Class
The teacher may decide to write their ideas on the board.
To understand and
identify specific
aspects of the video
“London can take it!”
The teacher explains that while the students watch the video they
should consider the following questions. The questions will be read
aloud by the teacher and if there are any questions at this time, the
teacher will offer further explanations or ask other students to
paraphrase the questions. The teacher hands out the worksheet.
video.
Teacher  Class
http://www.youtube.com/watch?v=bLgfSDtHFt8.
Worksheet “London
can take it!”
Questions that will appear on the worksheet:
1. Describe the daily routine of the Londoners.
2. What does the narrator expect will happen that night?
3. What expression does the narrator use to describe the noise
that the bombs make?
4. How would you describe the mind-set of the Londoners? Are
99
they calm? Scared? Anxious? etc.
5. Identify a famous London monument or building.
6. What strategy do the Germans use in the bombing of London?
7. What things can you identify have been destroyed in the bomb
raid?
8. What message is the video trying to get across?
9. Do you believe the narrator is as “neutral” as he says he is?
10. How do you think you would feel or react to being in a similar
living situation?
a) The students watch the video twice (duration of 9 min.) and
answer the questions.
b) The students compare their answers with their partners.
c) The teacher takes up the questions by soliciting answers from
random students. The students are encouraged to offer further
observations.
To characterize the
video “London can
take it!” according to
its genre and to
identify its underlying
purpose.
Individual student
work
Student  Student
Teacher  Class
Blackboard /
whiteboard.
As this point the focus of the exercise shifts so as to consider the genre
and purpose of the video.
a) The students are asked to consider the following questions
one at a time. Questions are written on the board one at a
time. Teacher gives an interval of one minute or less for the
students to discuss their answers with their partners.
1. Would you consider this video to be fictional or a
documentary?
Possible answer: documentary.
5 min.
Teacher Class
Student  Student
Teacher Class
2. Does it look like a news report?
Possible answer: No. It’s too long to be a simple news report.
100
3. In which country do you believe that this documentary was
shown?
Possible answer: In America. Clue: The narrator’s accent.
4. Where would Americans have seen this video?
Possible answer: On the TV or at the cinema. At the cinema is
the correct answer.
5. Would you consider this video to be a form of Propaganda or
News story?
Correct answer: It’s propaganda. *At this point it is not
imperative that students understand exactly why it’s
propaganda or why it was produced, this will become more
obvious upon the completion of the following tasks.
To recall the events
that occurred prior to
the creation of the
video “London can
take it!” so as to infer
its ultimate purpose.
To briefly revise the
Past Perfect tense.
The teacher projects an excerpt of TIME Magazine article “LIFE During
Wartime: One Editor Remembers Pearl Harbor” by Jared T. Miller.
*But without the title.
30 min.
http://www.time.com/time/nation/article/0,8599,2101711,00.html on
11/01/2012.
a) The students are asked to read the text and decide whether it
was written at the time of the war or more recently.
Answer: It was written recently. It’s an article that looks back
on the bombing of Pearl Harbor. Clue: The use of the Past
Perfect tense.
Individual student
work
b) In pairs, the students are asked to come up with a title for the
article.
Student  Student
c) The students are asked to identify the verbal tense that is
underlined in the text (Answer: the Present Perfect Simple).
Student  Class
TIME Magazine
article “LIFE During
Wartime: One Editor
Remembers Pearl
Harbor” by Jared T.
Miller.
101
It may be useful to review the Past Perfect tense at this time.
b) The teacher asks a student to explain how the Past Perfect
Simple is formed. This should be very brief and the teacher
may or may not decide to write the following scheme on the
board.
Past Perfect Simple
form: Past of the verb “to have” + past participle
Student  Class
The teacher explains that, as a class, we are going to look at the
events that took place immediately prior to the creation of this
“documentary” / “propaganda video.”
*Time-line downloaded from
http://www.historyplace.com/worldwar2/timeline/ww2time.htm on
13/01/2012.
a) The students are informed that this video was first shown in
the U.S. on October 21st, 1940. The students are asked to
work in pairs and consider the events that took place prior to
the creation and distribution of this video that might explain its
existence.
The students are asked to select six events that took place
during this year (prior to the month of October) that they
consider to be the most important events and may, in turn,
justify the creation of this video.
Example:
The Italians had invaded Egypt.
Student  Student
b) The teacher solicits their answers and jots them down on the
board. There will be certain events that will be seen as globally
important such as, the fall of Paris, and those events will help
the class as a whole understand what led to the creation of this
propaganda video.
Students  Teacher
Essentially, this video was created at a very critical point in
102
WWII. Following the fall of Paris, England was left to basically
fend for itself and needed help desperately. This propaganda
video was meant to be widely distributed in the U.S. so as to
gain American support. The U.S. had not entered the war yet.
Although the video was to a certain extent successful in
promoting the British cause, the U.S. only entered the war after
the bombing of Pearl Harbor.
c) The students are asked whether they consider this video to be
Propaganda or News.
To summarize the
content of the
lesson.
Teacher  Class
Teacher  Class
Blackboard /
whiteboard.
5 min.
103
Anexo 21
104
Anexo 22
London Can Take It!
1. Describe the daily routine of the Londoners.
_________________________________________________________
_________________________________________________________
2. What does the narrator expect will happen that night?
_________________________________________________________
_________________________________________________________
3. What expression does the narrator use to describe the noise that the bombs make?
_________________________________________________________
_________________________________________________________
4. How would you describe the mind-set of the Londoners? Are they calm? Scared? Anxious?
etc.
_________________________________________________________
_________________________________________________________
5. Identify a famous London monument or building.
_________________________________________________________
_________________________________________________________
6. What strategy do the Germans use in the bombing of London?
_________________________________________________________
_________________________________________________________
7. What things can you identify have been destroyed in the bomb raid?
_________________________________________________________
_________________________________________________________
8. What message is the video trying to get across?
_________________________________________________________
_________________________________________________________
9. Do you believe the narrator is as “neutral” as he says he is?
_________________________________________________________
_________________________________________________________
10. How do you think you would feel / react to being in a similar living situation?
_________________________________________________________
_________________________________________________________
105
Anexo 23
TITLE: ____________________________________________________________
By JARED T. MILLER Wednesday, Dec. 07, 2011
Bob Landry / Time & Life Pictures
For LIFE Magazine photographer Bob Landry, the
"day that will live in infamy" was shaping up to be
an easy assignment. On Dec. 7, 1941, he was on
board a heavy cruiser off the coast of Hawaii,
shooting a feature story that would highlight the
competence and strength of the U.S. Navy's Pacific
Fleet.
[…]
"This is a funny thing that just came in," the ship's captain said to Wilcox, showing him a message that
had just arrived from his superiors. The message read, in all capital letters, "HOSTILITIES WITH
JAPAN COMMENCED 8 THIS MORNING AIR ATTACK PEARL HARBOR."
The ship had left Pearl Harbor three days before, carrying the LIFE correspondents on board in hopes
of showing them how the Pacific fleet operated, but the mission quickly changed its objective. For the
days that followed, the LIFE correspondents would remain on board documenting the earliest days of
war; a refueling scheduled for the end of the week provided an opening that allowed Landry and Wilcox
to return to Hawaii after 10 days spent at sea. It was then that Landry was allowed to photograph the
devastation that had occurred.
Coverage in the national media didn't exactly reflect the frenetic events that Landry and Wilcox had
witnessed. Though President Franklin D. Roosevelt had declared war on Japan the day after the
attacks, most information was coming from amateur photographers and service members stationed in
Hawaii, and detailed accounts were yet to arrive.[…]
Text downloaded from: http://www.time.com/time/nation/article/0,8599,2101711,00.html#ixzz1jXwJMgRc.
106
Anexo 24
Timeline of 1940 (WWII) prior to October 21st
January 8, 1940 - Rationing begins in Britain.
March 12, 1940 - Finland signs a peace treaty with Soviets.
March 16, 1940 - Germans bomb Scapa Flow naval base near Scotland.
April 9, 1940 - Nazis invade Denmark and Norway.
May 10, 1940 - Nazis invade France, Belgium, Luxembourg and the Netherlands; Winston Churchill becomes
British Prime Minister.
May 15, 1940 - Holland surrenders to the Nazis.
May 26, 1940 - Evacuation of Allied troops from Dunkirk begins.
May 28, 1940 - Belgium surrenders to the Nazis.
June 3, 1940 - Germans bomb Paris; Dunkirk evacuation ends.
June 10, 1940 - Norway surrenders to the Nazis; Italy declares war on Britain and France.
June 14, 1940 - Germans take over Paris (France).
June 16, 1940 - Marshal Pétain becomes French Prime Minister.
June 18, 1940 - Hitler and Mussolini meet in Munich; Soviets begin occupation of the Baltic States.
June 22, 1940 - France signs an armistice with Nazi Germany.
June 23, 1940 - Hitler tours Paris.
June 28, 1940 - Britain recognizes General Charles de Gaulle as the Free French leader.
July 1, 1940 - German U-boats attack merchant ships in the Atlantic.
July 5, 1940 - French Vichy government breaks off relations with Britain.
July 10, 1940 - Battle of Britain begins.
July 23, 1940 - Soviets take Lithuania, Latvia and Estonia.
August 3-19 - Italians occupy British Somaliland in East Africa.
August 13, 1940 - German bombing offensive against airfields and factories in England.
August 15, 1940 - Air battles and daylight raids over Britain.
August 17, 1940 - Hitler declares a blockade of the British Isles.
August 23/24 - First German air raids on Central London.
August 25/26 - First British air raid on Berlin.
September 3, 1940 - Hitler plans Operation Sea Lion (the invasion of Britain).
September 7, 1940 - German Blitz against Britain begins.
September 13, 1940 - Italians invade Egypt.
September 15, 1940 - Massive German air raids on London, Southampton, Bristol, Cardiff, Liverpool and
Manchester.
September 16, 1940 - United States military conscription bill passed.
September 27, 1940 - Tripartite (Axis) Pact signed by Germany, Italy and Japan.
October 7, 1940 - German troops enter Romania.
Time-line downloaded from http://www.historyplace.com/worldwar2/timeline/ww2time.htm.
107
Anexo 25
Lesson 6: Imagine
Subsidiary Aims
To recall events that
occurred prior to the
creation of the video
so as to infer its
ultimate purpose.
To briefly revise the
Past Perfect tense.
Procedures
To relate the
different mediums
we have been
studying throughout
the unit and
compare and
contrast them in
terms of the
efficiency in
Aids and
Materials
[last lesson cont’d]
Time
35 min.
d) The teacher solicits the students’ answers and jots them down
on the board. There will be certain events that will be seen as
globally important such as, the fall of Paris, and those events
will help the class as a whole understand what led to the
creation of this propaganda video.
Students  Teacher
Essentially, this video was created at a very critical point in
WWII. Following the fall of Paris, England was left to basically
fend for itself and needed help desperately. This propaganda
video was meant to be widely distributed in the U.S. so as to
gain American support. The U.S. had not entered the war yet.
Although the video was to a certain extent successful in
promoting the British cause, the U.S. only entered the war after
the bombing of Pearl Harbor.
e) The students are asked whether they consider this video to be
Propaganda or News
To consider the
causes of armed
conflict and possible
solutions.
Interaction
Pattern
Teacher  Class
The students are asked to consider the causes of conflict and how the
various nations of the world can maintain a peaceful existence.
Blackboard /
whiteboard, projector
and screen.
a) In pairs, the students brainstorm about the causes of armed
conflict and possible solutions. The students are given a
couple minutes to jot down their ideas and ask the teacher and
partners for some input, etc.
Student  Student
b) The teacher elicits their answers and writes some of them
down on the board.
Teacher  Class
c) The students listen to John Lennon’s Imagine and jot down the
suggestions he makes for World Peace.
Individual student
work
35 min.
Video of John
Lennon’s Imagine.
108
message
transmission.
To consider
plausible solutions
for the World’s
conflicting nations.
*Video-file downloaded from http://www.youtube.com/watch?v=yRhqyO1KN8 on 27/12/2012.
d) The teacher writes their answers on the board.
Teacher  Class
e) The students are asked to write a discursive text either about:
Individual student
work
1) Which medium is the most effective in persuading /
influencing a group of people? You may want to discuss the
pros and cons of: photography, pictures, written texts and
moving images.
OR
2) What would it take for humanity to maintain a peaceful
coexistence?
To revise what a
discursive
composition should
look like.
To summarize the
content of the
lesson.
The teacher hands out a worksheet about Discursive Compositions.
Teacher  Class
a) The students are asked to label (1) the introduction, (2) the
body and (3) the conclusion of the text.
Individual student
work
b) The students are asked to identify or think of connectors that
can be used in an essay.
Individual student
work
c) The students are asked to answer TRUE or FALSE to a series
of statements about discursive compositions.
Individual student
work
Teacher  Class
Worksheet on
discursive
compositions.
15 min.
Blackboard /
whiteboard.
5 min.
109
Anexo 26
“Imagine” by John Lennon
Imagine there's no heaven
It's easy if you try
No hell below us
Above us only sky
Imagine all the people
Living for today...
Imagine there's no countries
It isn't hard to do
Nothing to kill or die for
And no religion too
Living life in peace...
You may say I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will be as one
Imagine no possessions
I wonder if you can
No need for greed or hunger
A brotherhood of man
Sharing all the world...
You may say I'm a dreamer
But I'm not the only one
I hope someday you'll join us
And the world will live as one
*Video-file downloaded from http://www.youtube.com/watch?v=yRhq-yO1KN8 on 27/12/2012.
110
Anexo 27
Discursive Compositions /Essays
1. Identify (1) the body, (2) the conclusion and (3) the introduction of the following essay.
________________________
It has often been suggested that only
someone who makes music can enjoy other
people’s music. While all of us can enjoy music
in their own way, it is true that playing a
musical instrument helps you to understand a
piece of music.
________________________
To begin, it takes long hours of practice to
become a musician. If you play an instrument,
you understand how much hard work it has
taken for the musician to become so good. You
enjoy the music more because you know how
difficult it is to produce. You also recognise the
ability of a talented musician.
Secondly, music expresses emotions. If you
have tried to express yourself through music,
you have a better idea what a musician is
trying to do. You understand the meaning of
the music and that increases your enjoyment.
________________________
To sum up, I would argue that the ability to
play an instrument helps you to appreciate
music in many ways. Understanding the effort
and the emotion behind the music makes
listening to it more enjoyable.
2. After reading the text, decide
whether these statements are TRUE or
FALSE.
Discursive compositions …
a) are informal documents. ___
b) present a point-of-view. ___
c) use informal language (ex. I’ve, you’re,
etc.). ___
d) make only points that are relevant to
the question. ___
e) should be well organised. ___
f) don’t use connectors. ___
*Text from Taylor-Knowles, S. (2007).
Laser Pre-FCE: Student’s Book. Oxford:
Macmillan Education. p.155.
3. Write the following connectors under the correct heading.
to begin
but
in spite of
because
first of all
in short
due to
firstly
for example
lastly
to sum up
however
on account of
second
for instance
secondly
in short
on the one hand
moreover
third
on the other hand
to conclude
a) Contrast: _________________________________________________________________________
b) Reason and cause: _________________________________________________________________
c) Adding information: ________________________________________________________________
d) Succession: ______________________________________________________________________
e) Summation: _______________________________________________________________________
111
Anexo 28
Essay written by Maria João Alexandre1.
Theme 2: What would it take for humanity to maintain a peaceful coexistence?
Throughout the times, human life has evolved peacefully and cooperatively.
However, humans changed the evolution of life based on social benefit by a “violent
selfishness” based on individual greed of material wealth and the centralization of
power, causing conflicts. World Wars I and II are examples of this. By their extent and
destructiveness, they ended up creating a necessity in humanity to find a way of
peaceful coexistence among people.
In fact, we must learn to live with each other, as it is impossible to live isolated
politically, economically or socially. Thus, we should have an “education” aimed at the
governors of each country so that they can turn the consumerist society in a
sustainable society. I refer to the creation of different communication systems
predominated by dialogue and establishment of international agreements, for
example.
In short, to resolve the conflicts that arise between communities and
compromise the stability of nations and international security, it is essential to
mention common rules entrusted to trading, giving up the idea of recourse of war and
promoting the pursuit of justice through dialogue, valuing peace and solidarity in the
future of humanity.
*This text has been reproduced ipsis verbis from the original version. No corrections
have been made.
1
This is not the student’s real name.
112
Anexo 29
Unit Plan: Families today – An intercultural perspective
Theme: The media and consumerism
Level: 11th grade
Number of students: 24
Teacher: Drª. Marília Franco
General Aims:
1) To reflect upon a social phenomenon as objectively as possible.
2) To observe a social phenomenon diachronically and cross-culturally.
3) To identify and reflect upon how families are depicted on North American and
Portuguese television.
4) To form and express opinions about many family-related issues.
5) To analyse different genres of written text.
6) To promote critical thinking.
7) To recognise and argue different points-of-view.
8) To promote dialogue and interaction between two generations.
9) To practice field-work skills and data collection.
113
Anexo 30
Lesson 1: The good ol’days.
Subsidiary Aims
To describe a
photograph.
To interpret
photographs.
Procedures
The teacher projects image of a “loving” family from the 1950s (Image
1).
a) The students are asked to write a sentence describing this
family.
b) The teacher asks a few students to share their sentences with
the class.
Interaction
Pattern
Individual student
work
Teacher  Class
Aids and
Materials
Image of a “loving”
family from the
1950s.
Time
10 min.
Image of my family
on my wedding day.
* I suspect that some of them will use such words as: loving, happy,
caring, etc.
The teacher then projects an image of her family on her wedding day
(Image 2).
c) The students are asked whether or not this family looks happy.
Teacher  Class
The teacher then shares the following fact: Three days after that photo
was taken, her father left her and her family without saying goodbye
and she hasn’t seen him for over 8 years. In all reality, it isn’t the
picture of a happy family. Pictures can only tell us so much. We have
to try to be as objective as possible.
d) The students are asked to consider the purpose of this brief
exercise.
Teacher  Class
PURPOSE: To come to the realization that photographs may be
misleading. That it is important to look at social phenomena from
different angles to get a better appreciation for what is going on. That
we should try to be as objective as possible in order to make well-
114
informed conclusions.
To formulate and
present different
definitions for the
term “family”.
The teacher asks her students to define the word “family”.
a) The students write their definitions.
Individual student
work
b) The students share their definitions.
Teacher  Class
Blackboard /
whiteboard
10 min.
Audio-file of Robert
J. Brym’s lecture on
“Families today”.
20 min.
* The teacher may decide to write some of these definitions on the
board.
* I expect that there will be a variety of definitions.
To identify terms that
can be used to
describe different
types of families.
To formulate and
negotiate definitions
for some terms
related to families.
To discuss some of
the issues presented
in Robert J. Brym’s
lecture on families.
In order to delve into this unit it will be important to have good working
definitions.
a) The students will listen to an excerpt of Robert J. Brym’s
lecture on Families (January 16th, 2001).
Individual student
work
b) The students jot down all family-related words they hear.
(Exercise 1 of the worksheet).
Individual student
work
c) The students share their answers with the class and the
teacher writes them on the board. The purpose of this is so
that all students have the necessary vocabulary to complete
Exercise 2.
Teacher  Class
d) The students are asked to write definitions for the terms:
 extended family
 common-law couple
Individual student
work
e) The teacher solicits their definitions.
Blackboard /
whiteboard.
Teacher  Class
115
f)
The teacher asks the following discussion questions.
1) In your own words, what’s the difference between a “nuclear
family” and a “traditional nuclear family”?
Teacher  Class
2) Do you believe that the “traditional nuclear family” was a
“traditional” family type? Why? Why not?
3) What do advocates for “family values” believe is the cause
of many social problems like drug use, crime and poverty?
The answers to the questions will be discussed as a class. The
students will be encouraged to share their opinions, not just repeat
what they heard in the audio-file.
To explain and
exemplify homework
assignment.
Teacher explains that each student will receive a piece of paper with
the name of an American TV series. They will have to look up that
show on the internet and collect the following data.
1) The year the show first aired on TV.
2) The name of the family or families depicted.
3) Identify the members that constitute the family.
4) Classify the family according to the definitions discussed in
Teacher  Class
Blackboard /
whiteboard.
15 min.
Computer, internet
connection, projector
and screen.
class.
*If a series has more than one main family, the students should
account for them.
Next, the teacher exemplifies the assignment.
The teacher looks up The Simpsons TV series. For this assignment
Wikipedia can be a useful resource. The teacher projects the web
page and asks her students to help her find the required information.
116
POSSIBLE ANSWERS:
1) 1989
2) The Simpsons
3) mother, father, 2 daughters and 1 son.
4) A traditional nuclear family. Marge is a stay at home mom.
Homer works at the nuclear power plant.
Pieces of paper are handed out with the name of an American TV
series.
To talk about the
similarities between
parents and their
children or between
relatives.
To interpret and
discuss a poem.
To make
associations
between the themes
presented in a poem
and in a sonnet.
The teacher asks the students if they share any physical or behavioural
similarities with any family member.
5 min.
a) The students are given a few minutes to talk with their
partners.
Student  Student
b) The students share some of their comments. It may be
interesting to note down what types of similarities they share
with their relatives.
Teacher  Class
The teacher hands out a copy of Owen Sheers’ poem “Not Yet My
Mother.
“Not Yet My Mother”
by Owen Sheers.
c) The students are asked to read the poem in silence and
consider the message of the poem.
Individual student
work
d) The students are asked to share their ideas about the poem
with their partners.
Student  Student
e) The students are asked to share their ideas with the class. The
teacher may decide to ask some questions to help them along
with their interpretation of the text.
25 min.
William
Shakespeare’s
“Sonnet XVII”.
Teacher  Class
117
Next, the teacher hands out Shakespeare’s Sonnet XVII.
f)
The students are asked to read the text in silence. This text is
not easy to read, but the students should take advantage of
the editor’s notes. Reading footnotes and endnotes is very
important and should be encouraged. They can be useful and
help us interpret a text.
g) The teacher asks the students what this sonnet has in
common with the poem they have previously interpreted.
Individual student
work
Teacher  Class
h) The students discuss the sonnet with their partners.
Student  Student
i)
The teacher asks the students if there are any parts that are
terribly confusing and addresses them as this time.
Teacher  Class
j)
The teacher guides the students in their interpretation of the
text.
Teacher  Class
*Both poems deal with physical similarities between offspring and their
progenitors. In Owen Sheers’ poem the poetic self sees him / herself in
the image of his / her mother even before she was a mother. In
Shakespeare’s sonnet procreation, the passing on of someone’s
physical traits is seen as a way of achieving immortality.
To summarize the
content of the
lesson.
Teacher  Class
Blackboard /
whiteboard.
5 min.
118
Anexo 31
Image 1
Image 2
119
Anexo 32
Tapescript: “Families Today”
Robert J. Brym (January 16th, 2001, University of Toronto)
Today, when people talk about the decline of the family, they are not just talking about the
erosion of the nuclear family unit, that is, a co-habitating man and woman with at least one
child, but rather the traditional nuclear family, with its male bread-winner and female
homemaker.
In the 1940s and 1950s, in the United States, the traditional nuclear family was considered the
most common and efficient family form; however, studies have since shown that only a
minority of North Americans actually lived in a traditional nuclear family.
*…+
It is common belief that families today are disintegrating, but that is because they are often
compared to the idealized family of the 1950s; nonetheless, a broader historical view shows
that problems in family life are not new.
In the 19th century, for example, working class parents typically worked much longer and
harder and childcare was minimal. A fifth of children lived in orphanages. Furthermore, family
disruption rates were even higher than they are today; however, this was due to death rather
than divorce.
The recent call for a return to “family values” evokes a problem free past. Deviations from the
traditional nuclear family, that is, the immergence of single-parent households, blended
families and gay and lesbian couples raising infants are held responsible for many social
problems. The advocates for “family values” thus want to outlaw abortion, same-sex marriages
and cut funding for public daycare.
These arguments falsely assume that there is only one type of family that can adequately raise
children.
*…+
120
Anexo 33
“Families Today”
Robert J. Brym (January 16th, 2001, University of Toronto)
1. Listen to the audio-file. Write down all of the family-related words you hear.
nuclear family
2. Fill in the gaps with an appropriate word or term. Use the terms you wrote down in
exercise 1.
Different family types.
a) ______________________ consists of a married couple and their biological child or children.
b) _____________________ includes at least one step-parent, stepsiblings, and/or halfsiblings. A step-parent is the spouse of the child's biological parent but is not the child's
biological parent.
c) _____________________ marriage or partnership between two persons of the same
biological sex or gender identity.
d) _____________________ refers to a parent not living with a spouse or partner and is
responsible for raising the child or children.
e) _____________________ a married couple that is raising its biological children. The father is
the provider, while the mother works at home and is responsible for childcare and domestic
work.
3. Try to define the following terms. They were not mentioned in the audio-file.
a) extended family: _____________________________________________________________
_____________________________________________________________________________
d) common-law couple: _________________________________________________________
_____________________________________________________________________________
121
Anexo 34
List of American TV series.
The Cosby Show
I Love Lucy
Leave it to Beaver
Ozzie and Harriet
The Fresh Prince of
Bell Air
Modern Family
Married with Children
Full House
The Brady Bunch
Family Guy
The Sopranos
Family Ties
The Nanny
Two and a Half Men
The Flintstones
The Partridge Family
The Jeffersons
The New Normal
Gilmore Girls
Growing Pains
George Lopez
Seventh Heaven
Party of Five
Who’s the Boss
122
Anexo 35
Not Yet My Mother
by Owen Sheers
Yesterday I found a photo
of you at seventeen,
holding a horse and smiling,
not yet my mother.
The tight riding hat hid your hair,
and your legs were still the long shins of a boy’s.
You held the horse by the halter,
your hand a fist under its huge jaw.
The blown trees were still in the background
and the sky was grained by the old film stock,
but what caught me was your face,
which was mine.
And I thought, just for a second, that you were me.
But then I saw the woman’s jacket.
nipped at the waist, the ballooned jodhpurs,
and of course the date, scratched in the corner.
All of which told me again,
that this was you at seventeen, holding a horse
and smiling, not yet my mother,
although I was clearly already your child.
123
Anexo 36
Who will believe my verse in time to come,
If it were filled with your most high deserts?
Though yet heaven knows it is but as a tomb
Which hides your life, and shows not half your parts.
If I could write the beauty of your eyes,
And in fresh numbers number all your graces,
The age to come would say 'This poet lies;
Such heavenly touches ne'er touched earthly faces.'
So should my papers, yellowed with their age,
Be scorned, like old men of less truth than tongue,
And your true rights be termed a poet's rage
And stretched metre of an antique song:
But were some child of yours alive that time,
You should live twice, in it, and in my rhyme.
William Shakespeare
Shakespeare, W. (2007) Shakespeare’s Sonnets. Ed. Duncan-Jones, K.
London: The Arden Shakespeare.
124
Anexo 37
Lesson 2: The way we never were.
Subsidiary Aims
Procedures
To present the
collected through the
completion of the
homework
assignments.
[bridge with previous lesson] The teacher takes up homework with the
class.
To reflect upon and
analyse the data that
was collected.
The teacher verifies that the students know the difference between a
“traditional nuclear family” and a “nuclear family”.
To present and
sustain conclusions
as objectively as
possible.
Interaction
Pattern
Aids and
Materials
Blackboard /
whiteboard.
Time
45 min.
The teacher writes the following headings on the blackboard: traditional
nuclear family, nuclear family, single-parent, blended family, same-sex
marriage / partnership and extended family.
e) In random order, the teacher asks the students to describe the
family / families that are depicted in the TV series they were
allotted.
f)
The teacher writes the names of the families on the board, as
well as, the name of the series and date in brackets. * It will be
interesting to see what patterns we will be able to establish.
Teacher  Class
Teacher  Class
Student  Student
g) Once all of the students have presented their findings the
teacher asks them to discuss, in pairs, the information that is
now in displayed in front of them. They may want to calculate
the percentage of the families that are nuclear families,
traditional nuclear families, etc. They may want to look at the
dates of the series and see if they can establish any patterns,
etc.
Teacher  Class
h) The teacher asks the students to share their conclusions.
Teacher  Class
125
POSSIBLE CONCLUSIONS:
 The depiction of same-sex marriages /partnerships on TV
is a relatively recent phenomenon.
 The majority of these families are traditional nuclear
families. This is not representative of our reality. *Nor was
it ever.
 Just because a family is a traditional nuclear family doesn’t
necessarily mean it’s a functional family.
 There are very few African American families and Latino
families depicted in the TV series that were selected for
this assignment, etc.
To reflect on the title
of an article and
make predictions
about what it might
be about.
To present their
ideas to the class.
To scan the text for
specific information.
To interpret an
i)
The teacher may decide to question their conclusions.
Students will have to refer to the data to prove their point.
j)
EXTRA ACTIVITY: The teacher suggests that the students
perform a similar exercise with Portuguese TV shows.
Of the Portuguese shows that depict families, how many of
them depict single-parents, nuclear families etc.?
Teacher  Class
Teacher  Class
The teacher erases the board and writes the words “The way we
weren’t.”
c) In pairs, the students are asked to reflect on the meaning of
this statement.
d) The students share their answers with a class.
5 min.
Photocopy of
academic paper “The
way we weren’t: the
myth and reality of
30 min.
Student  Student
Teacher  Class
The teacher hands out an excerpt of Staphanie Coontz’s article “The
way we weren’t: the myth and reality of the "traditional" family.”
e) The students are asked to read the text carefully and complete
Blackboard /
whiteboard.
Individual student
126
academic paper.
To verify that the
students have
completed the
worksheet correctly
and address any
problems with the
material that they
may be dealing with
at this time.
To express their
opinions about the
content of the text
To summarize the
content of the
lesson.
exercise 1 and 2 of the worksheet. For this exercise they have
to find sentences that express similar meanings and make
associations between words from the text and their definitions.
f)
The students verify their answers with their partner.
g) The teacher takes up the exercise with the class by soliciting
answers from random students.
work
Student Student
Teacher  Class
h) The teacher asks if they have any questions about the text and
addresses any questions the students may have at this time.
Teacher  Class
i)
In pairs, the students attempt to resolve the last two exercises.
Student  Student
j)
As a class, the teacher and students discuss possible answers
for the last two questions. The goal here is to negotiate and
refine their answers.
Teacher  Class
b) The students are asked whether they agree with Stephanie
Coontz’s opinion.
the "traditional"
family” by Stephanie
Coontz.
Blackboard /
whiteboard.
Teacher  Class
Teacher  Class
5 min.
Blackboard /
whiteboard.
5 min.
127
Anexo 38
Ozzie and Harriet
Year: 1952
Family: The Nelsons
mother, father and 2
sons.
traditional nuclear
family
128
Anexo 39
The way we weren’t: the myth and reality of the
"traditional" family.
by Stephanie Coontz
[…]
The 1950s Family
At the end of the 1940s, after the hardships of the
Depression and war, many Americans revived
the nuclear family ideals that had so disturbed
5 commentators
during
the
1920s.
The
unprecedented postwar prosperity allowed young
families to achieve consumer satisfaction and
socio-economic mobility that would have been
inconceivable in earlier days. The 1950s family
10 that resulted from these economic and cultural
trends, however, was hardly "traditional." Indeed,
it is best seen as a historical aberration. For the
first time in 100 years, divorce rates dropped,
fertility soared, the gap between men’s and
15 women’s job and educational prospects widened
(making middle-class women more dependent on
marriage), and the age of marriage fell - to the
point that teenage birth rates were almost double
what they are today.
20
Admirers of these very nontraditional 1950s
family forms and values point out that household
arrangements and gender roles were less diverse
in the 1950s than today, and marriages more
25 stable. But this was partly because diversity was
ruthlessly suppressed and partly because
economic and political support systems for
socially-sanctioned families were far more
generous than they are today. Real wages rose
30 more in any single year of the 1950s than they
did in the entire decade of the 1980s; the
average thirty-year-old man could buy a medianpriced home on 15 to 18 percent of his income.
The government funded public investment, home
35 ownership, and job creation at a rate more than
triple that of the past two decades, while 40
percent of young men were eligible for veteran’s
benefits. Forming and maintaining families was
far easier than it is today.
Most victims of incest, such as Miss America of
1958, kept the secret of their fathers’ abuse until
55 the 1970s or 1980s, when the women’s
movement became powerful enough to offer
them the support denied them in the 1950s.
The Post-1950s Family
60 […]
In 1964, after fourteen years of unrivaled family
stability and economic prosperity, the poverty
rate was still 19 percent; in 1969, after five years
of civil rights activism, the rebirth of feminism,
65 and the institution of nontraditional if relatively
modest government welfare programs, it was
down to 12 percent, a low that has not been seen
again since the social welfare cutbacks began in
the late 1970s. In 1965, 20 percent of American
70 children still lived in poverty; within five years,
that had fallen to 15 percent. Infant mortality was
cut in half between 1965 and 1980. In 1963, 20
percent of Americans living below the poverty line
had never been examined by a physician; by
75 1970 this was true of only 8 percent of the poor.
Family Stress
[There has been] an accumulation of stresses on
families, alongside some important expansions of
80 personal options. Working couples with children
try to balance three full-time jobs, as employers
and schools cling to policies that assume every
employee has a "wife" at home to take care of
family matters. Divorce and remarriage have
85 allowed many adults and children to escape from
toxic family environments, yet our lack of social
support networks and failure to forge new values
for sustaining intergenerational obligations have
let many children fall through the cracks in the
90 process.
40
Yet the stability of these 1950s families did not
guarantee good outcomes for their members.
Even though most births occurred within wedlock,
almost a third of American children lived in
45 poverty during the 1950s, a higher figure than
today. More than 50 percent of black marriedcouple families were poor. Women were often
refused the right to serve on juries, sign
contracts, take out credit cards in their own
50 names, or establish legal residence. Wifebattering rates were low, but that was because
wife-beating was seldom counted as a crime.
Meanwhile, young people find it harder and
harder to form or sustain families. According to
an Associated Press report of April 25, 1995, the
95 median income of men aged twenty-five to thirtyfour fell by 26 percent between 1972 and 1994,
while the proportion of such men with earnings
below the poverty level for a family of four more
than doubled to 32 percent. The figures are even
100 worse for African American and Latino men. Poor
individuals are more as likely to divorce as more
affluent ones and to have children out of wedlock.
129
As conservatives insist, there is a moral crisis as
105 well as an economic one in modern America. […]
America needs more than a revival of the narrow
family obligations of the 1950s, whose (greatly
exaggerated) protection for white, middle-class
110 children was achieved only at tremendous cost to
the women in those families and to all those who
could not or would not aspire to the Ozzie and
Harriet ideal. We need a concern for children that
goes beyond the question of whether a mother is
115 waiting with cookies when her kids come home
from school. We need a moral language that
allows us to address something besides people’s
sexual habits. We need to build values and social
institutions that can reconcile people’s needs for
120 independence with their equally important rights
to dependence, and surely we must reject older
solutions that involved balancing these needs on
the backs of women. We will not find our answers
in nostalgia for a mythical "traditional family."
1. Identify a phrase in the text that means the same as:
a) The nuclear family had not been popular in the 1940s.
b) Men and women had very strict gender roles.
c) People made more and more money with each passing year.
d) Men had an easier time supporting their family economically than they do today.
e) Domestic abuse wasn’t always considered a crime.
f) Poverty was and continues to be a problem for the family.
2. Identify the meaning of the following words. (The definitions below were
uploaded from the Macmillan Free Online Dictionary.)
1) hardship (line 2) ____
a) willing to make other people suffer so that you can
achieve your aims.
2) unprecedented (line 6) ____
b) not often.
3) aberration (line 12) ____
c) a reduction in something such as the amount of money
available to spend.
4) ruthlessly (line 26) ____
d) a situation in which life is very difficult, usually because
you do not have enough money.
5) ownership (line 35) ____
e) something that you must do for legal or moral reasons.
6) seldom (line 52) ____
f) something that is not normal or not what you would
usually expect.
7) cutbacks (line 78) ____
g) the amount of money that you make.
8) obligations (88) ____
h) legal possession of something, usually something big
and valuable.
9) earnings (line 97) ____
i) the process of becoming active, successful, or popular
again.
10) revival (line 107) ____
j) to find a way to make ideas, beliefs, needs etc that are
opposed to each other capable of existing together.
11) reconcile (line 119) ____
k) never having happened or existed before.
130
3. What do you think the following statements could mean?
a) expansions of personal options (lines 79-80)
____________________________________________________________________________
____________________________________________________________________________
b) a moral crisis (line 104)
_____________________________________________________________________
_____________________________________________________________________
4. Explain the following in your own words:
a) to have children out of wedlock (line 102)
_____________________________________________________________________
_____________________________________________________________________
131
Anexo 40
Lesson 3: Job switching – Gender roles
Subsidiary Aims
To correct the
homework
assignment.
To present and
analyse the
collected.
To reflect upon how
gender roles are
presented in a 1950s
TV series.
Procedures
[bridge with last class] The teacher solicits the answers from random
students and takes up exercises 3 and 4 from the worksheet.
Interaction
Pattern
Teacher  Class
Aids and
Materials
Worksheet “The way
we weren’t.”
The teacher asks the students if were able to collect data on
Portuguese TV shows and asks them to share their findings.
Teacher  Class
Blackboard /
whiteboard.
The teacher informs the students that they will be viewing a 20 min.
episode of the 1950s TV series I Love Lucy.
Teacher  Class
The teacher writes down the name of the episode on the board. “Job
switching” and asks the students what they think this episode is going
to be about and what they expect is going to happen.
Teacher  Class
“Job switching”
episode of I Love
Lucy, computer,
projector and screen.
a) The students note down how men and women are depicted in
this episode.
b) The students confirm their hypothesis.
c) The students are asked to share their opinions of the episode.
To revise the rules
and procedures of a
debate.
The teacher informs the students that next class they will be
performing a debate. The teacher revises the rules and procedures
involved in holding a debate.
To debate whether
or not the concept of
“family values” and
RULES:
1. One student will be selected to give a brief introduction to the
question under debate.
2. Following the introduction, there will be a minute statement by the
Time
15 min.
30 min.
Individual student
work
Individual student
work
Teacher  Class
40 min.
Teacher  Class
132
the traditional
nuclear family
should be revived,
etc.
first team outlining their point-of-view.
3. This will be followed by a minute cross-examination by the second
team. This is an opportunity for the second team to clarify points made
by the first team. This time is only for clarification, not for the actual
debate.
4. The Second team then gives their minute statement. Ideally, they
will anticipate some of what the first team has to say and will have
enough data researched to be able to show the flaws and problems
with the first team's point-of-view.
5. The first team will then have an opportunity for a minute cross
examination of the second team's argument. This time is also only for
clarification.
6. A minute second team rebuttal.
7. A minute first team rebuttal.
8. A minute second team rebuttal
9. A minute first team rebuttal
10. Questions from the judges and the audience
A panel of judges (Marília and I) will decide which team was more
successful in presenting and defending their point-of-view.
*It may be a good idea to have these procedures printed out or
projected on to the board so that the students know exactly what is
going on.
(The rules were adapted from:http://www.entsoc.org/student-debaterules-and-procedures)
The students will be debating the following issue:
The traditional nuclear family is the best family form.
Other family types are not suitable for childrearing.
To summarize the
content of the
lesson.
The students are given 30 min. to work in class and organize their
arguments.
Group work
Teacher  Class
Blackboard /
whiteboard.
5 min.
133
Anexo 41
Lesson 4: Yay and nay
Subsidiary Aims
To revise vocabulary
and expressions that
are typically used in
formal debates.
To prepare for a
debate.
To revise the rules
and procedures of a
debate.
Procedures
Interaction
Pattern
The teacher hands out a worksheet with vocabulary and phrases that
are typically used in formal debates.
a) The students fill in the blanks with the words and phrases that
are projected on to the board.
Individual student
work
b) The teacher takes up the exercise with the class.
Teacher  Class
c) The students perfect their arguments with some of the
vocabulary learned.
Group work
Aids and
Materials
Debate Language
worksheet, a
computer and a
projector.
Time
20 min.
The desks in the classroom are rearranged so as to form two groups
that are face-to-face.
The teacher will play the role of mediator.
To debate whether
or not the concept of
“family values”
should be revived,
etc.
a) The teacher revises the rules and procedures involved in
holding a debate.
Teacher  Class
65 min.
RULES:
1. 3-4 students will be selected to give a brief introduction to the
question under debate.
2. Following the introduction, there will be a minute statement by the
first team outlining their point-of-view.
3. This will be followed by a minute cross-examination by the second
team. This is an opportunity for the second team to clarify points made
by the first team. This time is only for clarification, not for the actual
debate.
4. The Second team then gives their minute statement. Ideally, they
134
will anticipate some of what the first team has to say and will have
enough data researched to be able to show the flaws and problems
with the first team's point-of-view.
5. The first team will then have an opportunity for a minute cross
examination of the second team's argument. This time is also only for
clarification.
6. A minute second team rebuttal.
7. A minute first team rebuttal.
8. A minute second team rebuttal
9. A minute first team rebuttal
10. Questions from the judges and the audience
A panel of judges (Marília and I) will decide which team was more
successful in presenting and defending their point-of-view.
*It may be a good idea to have these procedures printed out or
projected on to the board so that the students know exactly what is
going on.
(The rules were adapted from:http://www.entsoc.org/student-debaterules-and-procedures)
The students will be debating the following issue:
The traditional nuclear family is the best family form.
Other family types are not suitable for childrearing.
(The rules were adapted from: http://www.entsoc.org/student-debaterules-and-procedures).
b) The debate is held.
To summarize the
content of the
lesson.
Group  Group
Teacher  Class
Blackboard /
whiteboard.
5 min.
135
Anexo 42
Fill in the blanks with a word or expression from the board.
1. to order a sequence of arguments
firstly - secondly - finally
Essentially, the problem is ...
_______________________________
to top it all
first of all - and also
basically
let me begin by pointing out - and besides
besides
in addition to this
above all
furthermore / moreover
what is more
2. to express one's personal opinion
In my opinion / view …
_______________________________
To my mind …
I rather think that …
It seems to me that … (> tentative)
I am sure that …
I feel / think / believe that … (> neutral)
I am convinced that …(> strong)
I have the feeling / the impression that …
certainly / surely / possibly
3. to state something as a fact
There can be no doubt that …
Everyone knows that …
It is a fact that …
indeed / actually
4. to express and qualify one's argument
That is a very important point.
admittedly / admitting this
I couldn't agree more.
This can only / not be accepted if / on
That seems reasonable.
condition that / in case / unless …
5. complete agreement
I agree.
That's exactly what I think.
I agree completely / entirely.
That's just what I was thinking.
________________________________
Yes, definitively.
I think so, too.
That's right.
I don't think so, either.
136
6. qualified agreement
maybe / perhaps (not)
To a certain degree …
I see your point.
That seems reasonable.
______________________________
7. to express one's disagreement or doubt
I don't quite agree here.
I cannot share this view.
I cannot accept your view that …
8. qualified or polite disagreement
That seems obvious.
although
Do you really think so?
nevertheless / still
I wouldn't say so.
even so
I don't know.
yet
I'm not quite so sure.
however
9. definite disagreement
I don't think so.
That's not how I see it.
______________________________
I disagree (completely).
I can't agree, I'm afraid.
I don't agree at all.
10. to discuss the pros and cons
on the one hand - on the other hand
Some people think … - Others say …
_____________________________
however
An argument for this would be …
yet
- Others against it are …
but
11. to summarize one's arguments
To conclude…
To sum up…
In conclusion…
so
It follows from this that…
therefore
137
12. making suggestions and recommendations
I'd like to hear your ideas on this. It might
Do any of you have any suggestions?
be a good idea to …
Have you thought of ... +gerund / noun
Any suggestions? I think we should …
What do you recommend / suggest? I see
no alternative but to …
13. to give reasons
The reason for this is that …
since
There is no reason why …
as
____________________________
14. to interrupt someone
If I could just make a point here.
Could I make a suggestion?
Sorry to interrupt, but I'd just like to say
that …
15. to give in gracefully
I suppose you're right somehow.
I guess you are right.
There's something in what you say, I
It's just that I was thinking of.
guess.
16. to apologize
I am terribly / awfully / very / really sorry
I hope you will excuse /forgive me for (not)
that …
… +gerund / noun
I sincerely apologize for (not) … +gerund /
_______________________________
noun
I greatly / deeply regret …
Adapted from: http://silvia-nulle.com/resources/Debating+-+Useful+Phrases.pdf
138
Anexo 43
Lesson 5: Mona Lisa Smile
Subsidiary Aims
To reflect on the
statement “Mona
Lisa Smile” and
present their ideas to
the class.
Procedures
Interaction
Pattern
The teacher writes the following movie title on the board, “Mona Lisa
Smile.”
The blackboard, a
computer, a projector
and screen.
a) In pairs, the students are asked to briefly discuss the meaning
of the phrase.
Student  Student
b) The teacher projects an image of Leonardo Da Vinci’s Mona
Lisa and discusses the painting with the class.
Teacher  Class
c) The students share their ideas with the class.
Aids and
Materials
Time
85 min.
Photocopies of the
guidelines.
Teacher  Class
The teacher informs the students that they will be watching a movie
called Mona Lisa Smile. The class will be divided into 6 groups of 4
students and each group will be observing different characters /
aspects of the movie. They will have to try to be as objective as
possible and pay close attention to what is factual information and what
are their opinions.
*Each group will receive a list of guidelines to help them with the task
at hand.
d) The students read over the guidelines. If they have any
questions about the task, they should ask them at this time.
e) The students begin watching the movie and take notes.
To summarize the
content of the
lesson.
Teacher asks the students what they did in the lesson and writes the
summary on the board.
Teacher  Class
Individual student
work
Teacher  Class
Blackboard /
whiteboard.
5 min.
139
Anexo 44
Image 1
140
Anexo 45
Group 1: Public Image versus Private
Reality
Group 2: The importance of the
“traditional” nuclear family.
Group 3: Betty Warren
Betty Warren is a very interesting
character. She is highly opinionated and
voices her opinions throughout the
movie.
Throughout the movie we see
characters that try to hide who they are
and what is actually going on in their
private lives.
Name some of the people / institutions
that defend this type of family.
Identify some of these characters and
explain exactly which realities they are
trying to hide.
How do they try to keep it alive?
How does she do this? *Pay attention to
the editorials she writes, etc.
*Please pay close attention to the
courses these young women are
enrolled in, the practices of Wellesley
College, etc.
How does she feel about the
“traditional” nuclear family in the
beginning? What are her plans? How
does she imagine her life?
How are those that don’t follow this
path treated? Look at Katherine
Watson, Giselle Levy, etc.
Why does she change her opinion?
What are they trying to hide?
How do they voice their opinions?
How do they do this?
What happens once they reveal their
secrets?
*Please note that it is not just the
female characters that do this. Most, if
not all, the characters are involved in
some kind of charade.
How does her family react to her
decision to leave her husband?
Why do you think they do this?
141
Group 4: The World of Art
Group 5: Adam’s Rib
Group 6: Katherine Watson
Katherine Watson decides to change the
syllabus of the course she’s teaching.
The girls of Wellesley College have a
secret society called Adam’s Rib. What’s
the importance of its name?
Betty Warren, in her last editorial,
describes Katherine Watson as "an
extraordinary woman who lived by
example and compelled us all to see the
world through new eyes."
Why does she do this?
What type of art does she decide to
explore with her students?
Why is this important?
What is her goal?
*Take note of some of the artists she
discusses in her classes. Why are they
important?
*When she presents her students to a
Jackson Pollock painting, what is her
students’ initial reaction? What does
she ask them to do?
What do they do at their meetings?
Do they behave differently at these
gatherings? How?
What do they discuss?
What do they do?
How does she do this?
How did she live by example?
What did she teach her students?
How did she change their lives?
* It’s important to note that she also
learned a lot from her students. What
do you think she got out of this
experience? What choices did she make
as a result of her experience at
Wellesley College?
Personal opinion
142
Anexo 46
Lesson 6: Mona Lisa Smile
Subsidiary Aims
To watch and
analyse a movie.
To summarize the
content of the
lesson.
Procedures
a) The students continue to watch the movie and take notes.
Interaction
Pattern
Individual student
work.
Teacher  Class
Aids and
Materials
Time
Movie “Mona Lisa
Smile”, projector,
screen and
notebooks.
85 min.
Blackboard /
whiteboard.
5 min.
143
Anexo 47
Lesson 7: Mona Lisa Smile / Generation Gap
Subsidiary
Aims
To present their
findings and
share their ideas
about the movie.
To make
associations
between a movie
and what we
have been
studying in class.
Procedures
Interaction
Pattern
Aids and
Materials
Time
45 min.
a) The groups present their findings to the class.
Group work
b) Other groups will be encouraged to share their own opinions about the
data collected.
Group  Class
c) The students are asked to relate the movie to what we had been studying
in class.
Teacher  Class
Notes taken
throughout the
viewing of the
movie.
5 min.
POSSIBLE ANSWER: The movie depicts the 1950s from several perspectives. It
specifically plays with how different people managed their public image. We saw
married life that was anything but perfect and that women had to deal with many
conflicting ideals and norms, etc.
In order to get a better appreciation of a social phenomenon it is best to decentre
ourselves, observe it from a different perspective, reflect on it and then formulate
conclusions.
To formulate a
hypothesis.
To prepare
questions for an
interview.
Notebooks.
a) The students are asked to consider how their grandparents’ families were.
How were they different from their own? How were they similar?
35 min.
b) The students will write their hypothesis in their notebook.
The teacher informs the students that they will be involved in fieldwork research.
c) They will be interviewing a grandparent so as to test the hypothesis they
made in class.
The students will have to come out with a series of questions to ask their
grandparent (these questions can be written in Portuguese), conduct the
144
interview and then reflect on his / her findings.
d) In pairs, the students work together to help each other formulate their
questions.
* Once the students have conducted the interview with their grandparent it will be
important that they reflect on their own family dynamics.
The students will be introduced to The Autobiography of Intercultural Encounters
website and encouraged to reflect on this experience and fill in the document.
Document downloaded from:
http://www.coe.int/t/dg4/autobiography/Source/AIE_en/AIE_autobiography_en.pdf.
The students will also present their conclusions to the class. It will be important to
mention what they learned and how they felt about the process.
To summarize the
content of the
lesson.
The teacher asks the students what they did in the lesson and writes the summary
on the board.
Teacher  Class
Blackboard /
whiteboard.
5 min.
145
Anexo 48
Generation Gap Assignment: The History of a Family
By Telmo Pãozinho
**This following has been reproduced ipsis verbis from
the original version. No corrections have been made.
** Student’s name has been changed so as to assure his
anonymity.
Who I am
How would you define yourself?
Think about things that are especially important to you in how you think about
yourself and how you like others to see you.*
My name is Telmo, but people usually call me "Pãozinho" because it's my last name and also because they
think that it's a funny name.
I was born in Torres Vedras, a city 40 km from Lisbon, Portugal, on the 27th November 1996, so, nowadays,
I have 16 years old. I've been the first and the only son that my parents had together.
Part of my life I've lived only with my parents in the house that they've built together, until they got
divorced, when I was only 7 years old and then I started living in my grandmothers house with my mother
and with my stepfather.
My mother works as a secretary of a producer of turkeys and my father works as a house-builder, while my
stepfather works as a cooker in a Hotel.
There are some interesting facts about me, like the fact of people usually think that I'm sneezing when, in
fact, I'm coughing and also the fact that people think that I don't even leave home in the weekend, because
I'm a good student, which isn't the reality.
The Encounter
Description
What happened when you met this person / these people?
We sat down and talked about her big family and her extremely difficult life, because of the fact that she
was the oldest one in a group of 5 brothers and sisters.
Time
When did it happen?
Saturday, 25 May th, 2013
Location
Where did it happen? What were you doing there?
In my grandmother’s house in Atalaia, Lourinhã, were I also live with my mother and my stepfather.
Who else was involved?
My grandmother.
Write something about them…
What was the first thing you noticed about them? What did they look like? What clothes were they wearing?
146
My grandma was wearing a brown sweater, black pants and black shoes without socks. She was ironing and
was studying when we started the conversation, like in many conversations that we have after my school
day.
Were they were male/female, or older / younger than you, or did they belong to a different nationality or religion or
region, or any other thing you think is important about them?
My grandma is obviously a woman and older then I am and belongs to the same religion of mine, that is
Catholic Christian, as well as to the same country (Portugal) and football club, that is Benfica.
Using comparisons to understand
People often compare things in other groups or cultures with similar things in their own.
Did you do this? Did it help you to understand what was happening?
My grandma and I have many things in common. We both enjoy having our house very organized and also
very clean. We also enjoy buy things to make our house a more comfortable place, obviously in certain
limits.
We both like to save some money for the times that are coming, so we can have some financial security.
We both never gone more far from our country than into Spain and I would like to go visiting some African
countries, as well as some European ones and also the Portuguese islands of the Azores and Madeira with
her and also with my mother and my stepfather.
My grandmother grew up in a traditional nuclear family. My great grandmother never worked outside of
the home, unless when she would help my great grandfather in the agriculture.
My grandma had my mother when she was 33 years old. My mother is an only child, so as I am. They both
never wanted to have another child.
When my parents got divorced, it wasn't easy for my grandmother to swallow it and it was very
complicated because she didn't believe in divorce, she believe in marriages of a life time and, after all this
years, she still asks me: "Why did they get divorced?", but she has now accepted better my mother's
decision and everyone lives better now.
Thinking back and looking forward
If, when you look back, you draw conclusions about the experience, what are they?
I liked the experience because it gives the teens the possibility to write some things that are trapped inside
of us and that needed to get out.
I also enjoyed this experience because it allowed me and others to know much better how were our
ancestors and also how they lived.
147
Anexo 49
ESCOLA SECUNDÁRIA
ENGLISH WRITTEN TEST – 11th Grade – February / 2013
TEST A
NAME: _____________________________________________ NUMBER: _________ CLASS: _____
TEACHER: ____________________________________ EVALUATION: ________________________
==============================================================================
ACTIVITY A
A. Do you remember the different types of families we discussed in class?
Read the following texts and fill in the blanks with the different family forms (ex. nuclear family,
etc.)
1. When more than two generations live together we say that
they’re an ___________________________.
2. Rebecca and Marissa are in a stable relationship and have
recently
gotten
married.
They
are
a
___________________________.
3. Victor’s father has just gotten remarried. Now he has a new
step-mother
and
step-brother.
His
family
is
a
___________________________.
4. Melissa and her boyfriend Eric have lived together for 5 years. They aren’t married and don’t
have any children. They’re a ___________________________.
5. Tania had a baby boy last year. She has never been married. She’s a _______________________.
6. Robert and Ana are married with children. Robert works in a factory and Ana stays home and
looks after the kids. Their family is a ___________________________.
7. Carmen has been married to her husband José for 15 years. They have two lovely children
together. She’s a lawyer and Jeff is a doctor. They have a ___________________________.
148
ACTIVITY B
A.
Read the following text carefully and do the tasks below.
The pros and cons of “sharenting” – Are “sharents” doing their children harm?
They have been dubbed "sharents" – the mums and
dads who blog, tweet and post pictures from their
children's lives – often simultaneously. If you're not one
yourself, you've probably come across one.
Mostly aged 35 and upwards, they were early adopters
of social media who quickly became comfortable sharing
their thoughts with strangers. Now, as they enter
parenthood, it seems natural to take everyone along
with them, every step of the way. On “STFU, Parents”, a blog that "mocks examples of parental overshare",
photographs of a child's vomit ("This is what I had to clear up today!") and a mother showing off her own
placenta almost make one nostalgic for the days of chain mail.
But how will this parental sharing affect children as they grow up? That photo of your son playing the baby
Jesus in the school play might be cute when he's four but will he be bullied about it a few years later? "The
problem with digital footprints," says Tony Anscombe of the internet security firm AVG, "is that it's difficult
for an individual to control that information once it's out there. When it comes to our children, we're
making the decision to put things out on their behalf, and what seems appropriate now may not be
appropriate in ten years' time."
The medium too is something of a problem. In person, it may be possible to explain to a grown-up child
that their birth was a shock but was not something you regretted – reading a public post written at the
time and detailing strong emotions is a rather different task.
But opting out altogether is not that easy, as Natalie Lisbona, who lives in north London, knows. She is one
of only two parents she knows who does not share information about their children online. But she caved
in and put up a couple of photos a few months ago. "I suppose I just wanted to prove I'm a good mum," she
says. "I worry that by not mentioning my kids, people will think I'm not interested in them and don't do
things with them. I put up a photo of them and it got 30 'likes' … I couldn't help feeling proud. But I'm trying
to avoid posting anything else. I think the girls will respect me for it when they're older and still have their
privacy."
Others feel that the advantages of sharenting far outweigh any negatives. In an increasingly fragmented
society, social media allows us to stay connected to friends and family, and get support that for many is not
easily accessible. Blogging was a lifesaver for Sophie Walker when her daughter, Grace, now 11, was
diagnosed with Asperger's syndrome. Feeling isolated, she started writing at courage-is.blogspot.co.uk "to
make sense of what was happening to us, to give my daughter a voice and to find out if anyone else could
offer advice or at least a sense of solidarity".
1. Say who or what the words in bold refer to.
1.1 they ______________________________________________________
1.2 she _________________________________________________________
1.3 it _________________________________________________________
149
2. Find words / expressions that mean the same as the following (paragraph 5).
2.1 is aware of ____________________________________
2.2 guess _________________________________________________
2.3 fear (v.) __________________________________________________
3. Go through the text (paragraph 6) and find:
3.1 an adjective __________________________________________
3.2 a verb in the Past Simple ________________________________________________________
4. Are these statements TRUE or FALSE? Quote from the text to support all your answers.
4.1 Almost everyone knows a ―sharent‖.
_________
____________________________________________________________________________________________
____________________________________________________________________________________________
4.2 Some parents post inappropriate photos and information about their children.
_________
____________________________________________________________________________________________
__________________________________________________________________________________________
4.3 It is relatively easy to control the information we post online.
_________
____________________________________________________________________________________________
____________________________________________________________________________________________
4.4. Natalia Lisbona has never posted images of her children online.
_________
____________________________________________________________________________________________
____________________________________________________________________________________________
5. Complete the following sentences according to information given in the text.
5.1 A ―sharent‖ is ________________________________________________________________
___________________________________________________________________________________________
5.2 Some of the advantages associated with ―sharenting‖ are________________________________________
__________________________________________________________________________________________
6. Go through the text and answer the following question in your own words.
6.1 Do parents share too much information about their children’s lives? What things should be kept
private? What are the dangers of ―oversharing‖? Explain your opinion.
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
___________________________________________________________________________________________
_________________________________________________________________________________________
150
B. 1. Rewrite the following sentences starting them with the words below.
1.1 They created support groups for single mothers.
Support groups __________________________________________________________________________
1.2 Mike asked Jane to move in with him.
Jane_______________________________________________________________________________________
1.3 The government rejected a petition to legalise same-sex marriages.
A petition to legalise same-sex marriages________________________________________________________
1.4 Everyone expects that more and more marriages will end in divorce.
More and more marriages ___________________________________________________________________
1.5 Someone has sent Betty a wedding invitation.
Betty ______________________________________________________________________________________
2. Complete the following sentences using the double comparative.
… the, the …
2.1 __________________________ she finds herself a boyfriend, ___________________________ she will
be. (soon/ happy)
2.2 ___________________________ people get, __________________________ they demand from the
people around them. (old / much)
2.3 _________________________ I am, _________________________ I get. (tired / impatient)
… and …
2.4 Her daughter is becoming ______________________________________________________. (beautiful)
2.5 His job is becoming _______________________________________________. (challenging)
2.6 Angie is getting _______________________________________________. (smart)
ACTIVITY C
Write about 100-120 words on the following topic: The Traditional Nuclear Family
Is the traditional nuclear family the best family form. Why? Why not? Explain your point of view using
concrete examples.
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
151
Good luck! Marília and Brigitte
Anexo 50
Examples of students’ responses to Activity C of the Test.
*The following answers have been transcribed ipsis verbis.
“The not best family form because yes.”
Miguel
-----------------------------------------------------------------------------------------------------------------------------The traditional nuclear family is formed by two parents which the mom stays at home and the
father is the breadwinner and their children. In my personal opinion, this type of family is the best
because it was the type I grew up in. Nowadays I look at other kids who grew up in nuclear families and
other types of families and it seems that they are all very spoiled and self-centered. That is a
consequence of bad parenting and an unstable home. When growing within a traditional nuclear family,
kids are properly raised with the presence of their mom that gives them the confidence and the wellbeing that they need. That is my personal opinion about the theme in question.
João
-----------------------------------------------------------------------------------------------------------------------------A traditional nuclear family is not the common type of family anymore. In the past, the mother
didn’t work so that se could stay home and looked after the kids. Only the father worked and so less
money entered at home.
Nowadays, women is an independent being; she works, takes care of children, does the
homeworks and lots of other things. And what about men? He does exactly the same! There aren’t
gender roles today, both women and men help eachother.
To conclude, it’s clear that for me, a traditional nuclear family isn’t the best family form. I
defend the nuclear family as the best family form. Jennifer
-----------------------------------------------------------------------------------------------------------------------------In my personal opinion, I think that the traditional nuclear family it’s not the best family form
because of 2 different facts.
The first one is that in a traditional nuclear family, there is less money entering in the house,
because the man is the only provider and the woman stays at home watching for the house and the
children.
The second is the there is a unbalanced relation between the mother and her children and the
father and the children because the provider (man) needs do work a lot more the when the both work,
so, the children establish a much stronger relation with the mother, that us always at home then with
the father, that us always working and comes home when the children are already sleeping and goes to
work when they’re still sleeping. Telmo
-----------------------------------------------------------------------------------------------------------------------------In my opinion the traditional nuclear family isn’t the best family form because I think that the
husband can’t be the only one working with the economy. Of our days every little help you can get is
useful. Children don’t need a parent always protecting them, they have to learn with their mistakes; if
they fall they will learn to get back up. The traditional nuclear family has positive things like having
always someone to take care of the house, although it’s not sustainable to maintain that lifestyle now a
days the parents need to work so that they can put food in the table. Bruno
152
Anexo 51
Unidad Didáctica: El mundo laboral
Tema: El trabajo y las profesiones
Curso: 11º
Número de alumnos: 8
Profesora: Drª. Isabel Santos
Objetivos generales:
1) Repasar las profesiones más comunes y reflexionar sobre profesiones menos
conocidas, menos populares o polémicos.
2) Reflexionar sobre los requisitos y responsabilidades asociados a las varias
profesiones.
3) Analizar el mundo laboral de hoy. La crisis económica y como esta se refleja en
el mundo laboral.
4) Repasar las construcciones comparativas y usarlas para describir la actualidad.
5) Formular hipótesis a través del visionado de imágenes.
6) Formular, expresar y justificar sus opiniones sobre una variedad de asuntos
relacionados con el mundo laboral.
7) Reflexionar sobre el futuro del trabajo y el papel que los alumnos tendrán
como profesionales.
8) Simular una entrevista de trabajo.
153
Anexo 52
Sesión 1: Entrar en el mundo laboral
Objetivos
Procedimientos
Organización
Material y otros
recursos
Temporalización
El mundo laboral puede ser menospreciado por algunos
jóvenes, pero debemos y, creo que tenemos que,
concienciarlos pronto sobre la actualidad y sobre su papel en
el futuro de nuestra sociedad.
Para empezar el profesor escribe en la pizarra enunciados: 16
años, tienda de moda íntima, La vie en Rose.
Introducir el tema del
mundo laboral.
a) Los alumnos tienen que adivinar su significado.
La pizarra, tarjetas
y recuadro.
el grupo
10 min.
*Las palabras tienen que ver con a la primera experiencia que el
profesor tuvo con el mundo del trabajo.
Negociar y discutir los
significados de varios
vocablos y
categorizarlos como
siendo negativos,
positivos o neutros.
En seguida el profesor da a grupos de 4 alumnos unas tarjetas
que contienen vocabulario que tiene que ver con el mundo
laboral.
a) Los alumnos tendrán que negociar y dividir el
vocabulario en 3 grupos:
1) Vocabulario positivo
2) Vocabulario negativo
3) Vocabulario neutro
grupos de 4
alumnos
Supongo que algún vocabulario va a ser claramente positivo o
negativo y que otro va a ser más ambiguo, pero lo importante
es que los alumnos negocien entre ellos.
*Puede haber vocabulario que los alumnos no conocen o no
154
recuerdan del curso anterior; en este caso deben ser animados
a buscar los significados en sus diccionarios.
*Actividad adaptada de Aula Internacional 4, página 146.
Presentar sus
conclusiones al grupo y,
si fuese necesario,
defenderlas.
b) Un grupo presenta sus conclusiones al grupo.
Brevemente se compara los resultados con los demás.
La idea no es que tengan los mismos resultados al final,
sino que consigan defender su posición.
grupos de 4
alumnos
Tarjetas y
recuadro.
20 min.
Trabajo individual
Tarjetas con
imágenes de
profesiones.
Ordenadores y
proyector.
30 min.
El profesor da a cada alumno 4 o 5 tarjetas que tienen una
imagen de una profesión y su nombre.
Elaborar descriptores
para 4 o 5 profesiones
c) Los alumnos tienen que preparar unos descriptores
para estas profesiones sin utilizar sus nombres. Deben
usar los vocablos de la tarea anterior y aún otros.
10 min.
El profesor puede ayudar a los alumnos escribiendo otros
vocablos en la pizarra como: aburrido, agresivo, autónomo,
creativo, organizado, monótono, experiencia, etc. o dejar que
los alumnos busquen las palabras por ellos.
Presentar su trabajo al
grupo.
d) Los alumnos presentan sus profesiones al grupo y los
demás tienen que adivinar la profesión como en el
juego Tabú. Los demás deben pasar para sus cuadernos
las profesiones que se escriben de una manera distinta
al portugués.
El grupo
*Mientras los grupos presentan sus profesiones, el profesor
155
pasa unas dispositivas con imágenes de las profesiones.
*Es importantísimo que los alumnos estén atentos a las
presentaciones de los otros grupos para después participar en
la próxima tarea.
Recordar los nombres
de las profesiones
presentados y
estudiados en clase.
Reflexionar sobre y
resumir los contenidos
de la sesión.
e) Los alumnos juegan a un juego para repasar las
profesiones.
grupos de 4
alumnos
Tarjetas y tabla de
mesa.
15 min.
el grupo
La pizarra y un
rotulador.
5 min.
El profesor proyecta las reglas para el juego. Los alumnos las
leen y el profesor pregunta si está todo claro.
La reglas del juego son:
1) Los alumnos posicionan sus peones en la casilla de salida.
2) Al caer en una casilla numerada, el jugador coge una carta, la
lee en voz alta y dice el nombre de la profesión a que se refiere.
Si la respuesta es correcta, el jugador permanece en la casilla.
Caso contrario, vuelve al lugar anterior.
3) Al caer en las casillas con frases, el jugador debe hacer lo que
le es indicado.
4) Gana quien primero concluya el camino del tablero.
*Juego adaptado de
http://marcoele.com/descargas/3/baretta-profesiones.pdf
y
http://marcoele.com/descargas/3/baretta-profesiones2.pdf
El profesor pide a los alumnos que reflexionen sobre lo que han
hecho a lo largo de la sesión y escribe el temario en la pizarra.
156
Anexo 53
Tarjetas y recuadro para la tarea (a).
el sueldo
el horario flexible
las dietas
la conciliación
las vacaciones
las comisiones
la competitividad
el aumento del
sueldo
las horas extras
la formación
el estrés
la desigualdad
laboral
los colegas
el contrato fijo
un ascenso
la paga extra
el jefe
la promoción
profesional
el despido
echar a la calle
157
Anexo 54
vocabulario
positivo
vocabulario
neutro
vocabulario
negativo
158
Anexo 55
Tarjetas para la tarea (c).
cantante
sastre
maniquí
ama de casa
bombero
enfermera
albañil
periodista
actor
panadero
azafata
niñera
peluquero
cerrajero
campesino
camarero
alcalde
abogado
juez
mayordomo
159
barrendero
basurero
botones
carnicero
cocinero
dentista
electricista
dependiente
conductor
dibujante
mecánico
médico
cura
fontanero
joyero
arquitecto
policía
cartero
profesora
jubilado
160
Anexo 56
Tarjetas y tablero para la tarea (d).
Persona que
confecciona ropa y
adornos.
Persona encargada
de exhibir modelos
de ropa en desfiles
de moda.
Persona que se
dedica a cantar.
Persona que atiende
a los clientes en
bares y restaurantes.
Persona que se
dedica a los
quehaceres
domésticos de su
hogar.
Persona que apaga
los incendios.
Persona que ayuda a
los médicos a cuidar
de los enfermos.
Persona que
construye casas y
edificios.
Persona que escribe
artículos para
periódicos y revistas.
Persona que
representa
Persona que fabrica y
personajes en la tele,
vende pan.
en el cine o en el
teatro.
Persona que se
dedica a cuidar de
niños.
Persona que corta y
arregla el pelo.
Persona que hace y
arregla cerraduras y
llaves.
Persona que trabaja
en el campo,
cultivando la tierra.
Persona que atiende
a los pasajeros en el
avión.
Persona que dirige un
Persona que tiene
ayuntamiento o un autoridad para juzgar
distrito municipal.
y sentenciar.
Persona que se
dedica a defender a
los acusados en los
tribunales.
Persona que trabaja
como criado principal
de una casa.
161
Persona que barre las
calles y parques.
Persona que recoge
la basura.
Persona que lleva
recados y encargos
en hoteles.
Persona que conduce
un vehículo.
Persona que vende
carne.
Persona que se
dedica a preparar
comidas.
Persona que cura las
enfermedades de los
dientes y de la boca.
Persona que se
dedica a dibujar.
Persona que realiza y
repara instalaciones
eléctricas.
Persona que atiende
a los clientes en una
tienda.
Persona que cuida y
cura a los enfermos.
Persona que arregla
coches.
Persona que celebra
la misa en una iglesia.
Persona que instala y Persona encargada
Persona que enseña a
repara caños y
de mantener el orden
los alumnos.
tuberías.
público.
Persona que fabrica, Persona que proyecta
arregla y vende joyas.
casas y edificios.
Persona que reparte
las cartas de correo.
Persona que está
retirada del trabajo
por edad o por
enfermedad.
162
Anexo 57
Estás enfermo y
tendrás que faltar
al trabajo.
Quédate una vez
sin
jugar.
4
3
2
1
6
27
26
25
Fuiste dimitido.
Quédate aquí
hasta que alguien
pase por esta
casilla.
23
7
28
41
40
39
22
42
38
21
37
Llegaste
retrasado al
trabajo. Retrocede
hasta la casilla 9.
8
Terminaste tus
estudios en la
universidad.
Avanza hasta la
casilla 34.
9
30
43
Fuiste promovido.
Juega otra vez.
31
44
45
Fuiste imprudente
y ocasionaste un
accidente en tu
trabajo. Quédate
dos veces sin
jugar.
19
11
32
33
34
35
18
12
13
14
15
17
Tú y tus
compañeros de
trabajo están en
huelga. Vuelve a
la casilla 1.
163
Anexo 58
Sesión 2: Nimileuristas
Objetivos
Procedimientos
Organización
El profesor escribe en la pizarra o proyecta la palabra
“nimileurista” y dice a los alumnos que el término tiene que ver
con el mundo laboral.
Adivinar el significado
de un término.
a) En grupos de 4, los alumnos tienen que adivinar y
negociar el significado de la palabra.
Material y otros
recursos
Temporalización
Un ordenador, un
proyector, una
pizarra y un
rotulador.
grupos de 4
alumnos
10 min.
El profesor camina por el aula y escucha las varias hipótesis.
El profesor les presenta una serie de imágenes y algunas
preguntas para ayudarles a analizarlas.
*Imágenes bajadas de:
http://elpais.com/elpais/2012/03/06/album/1331033997_
805361.html#1331033997_805361_1331036251
Preguntas para analizar las imágenes:
1) ¿Qué tienen en común estas imágenes?
2) ¿Qué edades creéis que tienen los autores de los carteles?
3) ¿Creéis que tienen estudios superiores?
4) ¿Cuánto dinero creéis que ganan al mes?
5) ¿Creéis que ganan más que 1000 euros?
Analizar una serie de
imágenes y
presentarlas al grupo.
b) Los alumnos analizan las imágenes.
c) Un grupo presenta su análisis al grupo. Entre todos se
discute las varias hipótesis.
grupos de 4
alumnos
Fotocopias de
imágenes de los
“nimileuristas.
20 min.
10 min.
el grupo
164
El profesor les informa que el término es muy reciente y que
fue adaptado de un término inventado en 2005 que tiene que
ver con la actualidad del mundo laboral.
La pizarra y un
rotulador.
La palabra “nimileurista” es una palabra compuesta. El profesor
les pide a los alumnos para dividirla en sus constituyentes.
Analizar la palabra
“nimileurista” y
(re)formular sus
hipótesis sobre su
significado.
d) Los grupos dividen la palabra en sus constituyentes.
grupos de 4
alumnos
5 min.
ni – mil – eur – istas
e) Los alumnos analizan la palabra y, teniendo en cuenta
todo lo que han visto, intentan llegar su significado.
grupos de 4
alumnos
El profesor entrega a los alumnos una ficha de trabajo intitulada
«Generación ‘nimileurista’». Les pide para que lean el artículo
atentamente y que rellenen los huecos con las palabras que se
encuentran arriba.
5 min.
Ficha de trabajo
n.1.
*Texto bajado y adaptado de
http://politica.elpais.com/politica/2012/03/09/nimileurista
/1331312384_412362.html
f)
Los alumnos leen el artículo y rellenan los huecos.
g) Entre todos, se corrige el ejercicio.
Repasar las estructuras
comparativas.
trabajo individual
20 min.
el grupo
El profesor repasa las construcciones comparativas.
Ficha de trabajo n.2
165
Comparar el mundo
laboral español con el
portugués.
Comparar el mundo
laboral de hoy con el
del pasado.
Les pide traducir la siguiente frase:
Hoy hay más desempleados que en 2004.
(Hoje há mais desempregados do que em 2004.)
h) Se analiza la frase y el contraste que existe entre la
lengua materna y la extrajera y en conjunto se
completa la primera parte en la segunda ficha.
i)
Reflexionar sobre y
de la sesión.
Individualmente, los alumnos la completan. Lo que no
terminan en clase será Deberes.
el grupo
5 min.
trabajo individual
10 min.
el grupo
La pizarra y un
rotulador.
5 min.
166
Anexo 59
167
168
169
Anexo 60
Parte I: Lee atentamente el texto y rellena los huecos con las palabras del recuadro.
indignación
panorama
renovaciones
mercado
anecdóticos
perspectivas
retrocediendo
remunerados
precariedad
duración
preparado
generación
despidos
publicidad
extendida
Generación 'nimileurista'
Hace seis años, el mileurismo nació como un símbolo de precariedad. Ahora es una aspiración.
Miles de jóvenes sienten que caminan hacia atrás, víctimas de los excesos de otros
Carmen Pérez-Lanzac Madrid 9 MAR 2012 - 17:59 CET1400
Alejandra Suárez, 23 años. Estudiante de quinto de
Publicidad. Camarera en una cafetería, gana 320
euros al mes (por 12 horas semanales) con un
contrato indefinido. Relacionado con sus estudios ha
hecho prácticas sin remunerar en una agencia de
publicidad.
Hace seis años, en agosto de 2005, una joven catalana escribió una carta a este periódico.
Se titulaba ‗Yo soy mileurista‘, término que ella acuñó. Carolina Alguacil tenía entonces
27 años y se quejaba de la precariedad laboral de su generación: ―El mileurista es aquel
joven, de 25 a 34 años, licenciado, bien _________________, que habla idiomas, tiene
posgrados, másteres y cursillos. Normalmente iniciado en la hostelería, ha pasado grandes
temporadas en trabajos no _________________, llamados eufemísticamente becarios,
prácticos (claro), trainings, etcétera. Ahora echa la vista atrás, y quiere sentirse satisfecho,
porque al cabo de dos _________________ de contrato, le han hecho fijo (…) Lleva tres o
cuatro años en el circuito laboral, con suerte la mitad cotizados (...). Lo malo es que no
gana más de mil euros, sin pagas extras, y mejor no te quejes. No ahorra, no tiene casa, ni
coche, ni hijos, vive al día. A veces es divertido, pero ya cansa (...)‖. Releer hoy aquella
carta deja un sabor amargo. Porque evidencia que se ha _________________ . El
mileurismo ha dado paso a una versión aún más precaria de sí mismo, el nimileurismo.
―Antes éramos mileuristas y aspirábamos a más. Ahora la aspiración es ganar mil euros‖,
resume la propia Alguacil, que estudió Comunicación Audiovisual, es autónoma y se ha
mudado a Córdoba. ―Ni mucho menos me imaginaba yo entonces que la cosa iba a ir a
peor‖. Ella ya no es mileurista, pero no cree que gane lo que debería: ―No me conformo‖.
Desde 2005 las _________________ económicas han dado un vuelco. Ese año España
crecía a un cómodo 3,6% y soñaba con entrar en el G8. Los anuncios de venta de pisos
duraban poco en los balcones. Solo un puñado de iluminados —que después han dado
cientos de entrevistas— supieron ver que se avecinaba un tsunami financiero, una enorme
crisis que cuatro años después sigue tumbando fichas y que está dejando a Europa exhausta
y políticamente malherida. Grecia sigue al borde del abismo. Portugal e Irlanda han tenido
que ser rescatadas. Y España, ahogada por el paro, se zambulle de nuevo en la recesión con
otros 30.000 millones en recortes encima de la mesa.
170
El paro juvenil en España alcanza el 49,9%, según los datos de Eurostat
para enero de 2012. La media europea es del 22,4%
Ante este _________________, miles de jóvenes sienten que caminan hacia atrás. En 2005
el paro juvenil rondaba el 20%. Ahora araña el 50% y hace tiempo que duplicó la media
europea (22,4%). La _________________ mejor preparada tiene las peores perspectivas
desde la Transición y se siente víctima de los excesos de otros. El 15-M o las protestas
estudiantiles de las últimas semanas dan muestra de su _________________. Hasta ahora,
muchos de estos jóvenes han contado con la ayuda de sus padres. Pero a algunos se les ha
agotado ese colchón. ―Todos los indicadores han empeorado, todos‖, dice el sociólogo
Esteban Sánchez, experto en juventud y precariedad. ―Altísimo desempleo, alta
temporalidad y bajos salarios. Ha sido tremendo. No hay ni un dato que nos haga albergar
algún tipo de perspectiva positiva‖. ―La sensación _________________ es que no hay
futuro‖, resume Guillermo Jiménez, de 21 años, estudiante de Derecho y Políticas, de la
asociación de universitarios Juventud sin Futuro. […]
En su breve vida laboral, Pedro, un madrileño de 28 años, ha probado todas las formas de
_________________: paro, salarios nimileuristas o directamente _________________,
dinero en negro. Repasa la sucesión de empleos sin aspavientos. Para él, es lo normal.
Como todo hijo de vecino se estrenó siendo becario. Después llegó su primer contrato: 700
euros mensuales en una productora de publicidad; al año se lo subieron a 800 euros. ―En
2009 empezaron los _________________. Fue cayendo gente y cuando pensaba que me
había librado, me tocó a mí‖. Durante los seis meses que estuvo en paro aceptó la tarea de
publicar en una web a un euro la pieza. ―Al principio me curraba cada texto. Luego me
escribía lo de toda la semana en una tarde, total, por 20 euros al mes…‖. Hasta hace unas
semanas era el community manager de una compañía (el responsable de gestionar sus
redes sociales). Ganaba 940 euros, pero le acaban de despedir. Sus ingresos se reducen a
los 90 euros por día que le paga una agencia de _________________ cuando le necesita
como refuerzo. Se los dan en un sobre. ―Y menos mal que tengo eso‖, dice Pedro. ―Mi
planteamiento es muy sencillo: pillar trabajo de donde sea. Mis padres no lo entienden.
¿Pero estás buscando, has mirado bien? Y es que está la cosa fatal. En las pocas ofertas que
salen nos apuntamos 500. Que te llamen para la entrevista es ya un triunfo. Hay muchísima
gente con más experiencia, me siento en un limbo… La verdad es que no pensaba que la
crisis fuese a durar tanto. Este es el primer año en que tengo claro que no va a ser el último.
Ni el que viene, ni el siguiente‖.
La sobrecualificación afecta al 37% de los menores de 30 años con título
universitario o FP superior
En España viven 10.423.798 personas de entre 18 y 34 años. Al igual que Pedro, reman
contra los elementos y un _________________ laboral menguante mientras los ya viejos
problemas empeoran y se alimentan: salarios precarios, paro de larga _________________,
sobrecualificación, tardía emancipación, fuga de cerebros… Su ingreso medio neto
(incluyendo a los parados), es de 824 euros al mes. Y los que están trabajando, ganan de
media 1.318 euros mensuales (datos del Consejo de la Juventud de España). Profesiones
que parecían a salvo del mileurismo, ya no lo están. La Politécnica de Valencia siguió los
primeros pasos laborales de ingenieros y arquitectos que se licenciaron en 2008: uno de
cada cuatro no llegaba a mileurista. Y lo que es más grave: el nimileurismo había avanzado
un 8% respecto a los graduados un año antes. […]
171
Parte II:
Los comparativos:
Mira las palabras subrayadas.
Hay más alumnos que profesores.
Es menos trabajador que su hermano.
Habla tanto como trabaja.
Está más cerca que el hospital.
Se puede comparar: ______________, _______________, ______________ y
______________.
¿Qué estructuras usamos para formar los comparativos?
superioridad
inferioridad
igualdad
Comparativos irregulares y sus significados en portugués
Parte III:
Contesta a las siguientes preguntas.
1) ¿Qué significa ser “nimileurista? ¿Has adivinado su significado?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
2) ¿Cuál es la diferencia entre un “mileurista” y un “nimileurista”? Usa los
comparativos.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
3) Compara el mundo laboral de hoy con el de 2005.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
172
4) Compara el paro juvenil en España con el de Europa:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
5) Pedro cree que la crisis va a terminar este año. Verdadero o Falso. Coge del texto
una frase que te pueda ayudar a comprobar tu posición.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
6) Busca en el texto 5 palabras que tienen que ver con el mundo laboral y con la
formación profesional.
el mundo laboral
la formación profesional
7) Asocia cada de las siguientes palabras con sus significados (obtenidos del
Diccionario de la Real Academia Española-RAE).
a) (línea 15) aspiración ___
1) Acercar. Poner cerca o a menor distancia de lugar o
tiempo.
b) (línea 20) vuelco ___
c) (línea 22) balcón ___
d) (línea 23) avecinar ___
e) (línea 26) ahogar ___
f) (línea 46) becario ____
2) Acción y efecto de pretender o desear algún empleo,
dignidad u otra cosa.
3) Quitar la vida a una persona o a un animal,
impidiéndole la respiración, ya sea apretándole la
garganta, ya sumergiéndolo en el agua, ya de otro modo.
4) Movimiento con que algo se vuelve o trastorna
enteramente.
5) Persona que disfruta de una beca para estudios.
6) Hueco abierto al exterior desde el suelo de la
habitación, con barandilla por lo común saliente.
8) ¿Qué fue el 15-M? Haz una pequeña búsqueda para después compartir con el
grupo.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
173
Anexo 61
Sesión 3: Regreso al futuro
Objetivos
Corregir los deberes y
presentar los resultados
de las búsquedas
realizadas por los
alumnos.
Adivinar el significado
de un término.
Procedimientos
Organización
a) Entre todos, se corrige los deberes.
el grupo
b) Algunos alumnos presentan los resultados de sus
búsquedas sobre el 15-M.
alumnos
individuales
El profesor escribe en la pizarra o proyecta las palabras “los
serenos.”
c) En parejas, los alumnos adivinan posibles significados
para el término.
parejas
Material y otros
recursos
El ordenador y un
proyector para
proyectar posibles
imágenes del
15 –M.
Un ordenador, un
proyector y la
grabación “Vuelven
los serenos” bajada
de: rtve.es
Temporalización
20 min.
5 min.
El profesor proyecta una imagen de un sereno, así como las
siguientes palabras: profesión, nocturno, candidatos, oferta
laboral y Murcia.
Negociar y reformular
sus respuestas
anteriores y
presentarlas al grupo.
d) Los alumnos reformulan sus respuestas para dar cuenta
de las nuevas palabras. Escriben un texto muy breve
que debe incorporar todos los vocablos mencionados
arriba. Presentan sus conclusiones al grupo.
parejas
Un ordenador y un
proyector.
5 min.
174
Analizar una audición y
contestar a una serie de
preguntas.
El profesor informa a los alumnos que van a escuchar una
audición sobre “los serenos” y que van a contestar a una serie
de preguntas. Van a escuchar la audición dos veces. La primera
vez, van a contestar a las preguntas 1 - 7 que tratan aspectos
más informativos. La segunda vez, van a contestar a la pregunta
8 que tiene que ver con los falsos amigos.
e) Los alumnos escuchan el audio dos veces y contestan a
las preguntas propuestas en la ficha.
Ficha de trabajo y
grabación sobre los
serenos.
trabajo individual
30 min.
Fuente: Algunas de las preguntas fueron elaboradas por la
Profª. Beatriz Moriano durante el año lectivo 2010-2011.
Comparar, negociar y
/o cambiar sus
respuestas.
Debatir los pros y
contras de este tipo de
trabajo.
Reflexionar sobre y
de la sesión.
f)
Después de escuchar la audición dos veces, los alumnos
comparan sus respuestas con sus parejas.
g) En grupos de 4, los alumnos hablan sobre los pros y
contras de este tipo de trabajo y presentan sus
conclusiones al grupo.
hecho a lo largo de la sesión y juntos elaboran el temario.
parejas
Ficha de trabajo.
25 min.
grupos de 4
alumnos
el grupo
5 min.
175
Anexo 62
176
Anexo 63
"Vuelven los serenos"
http://www.rtve.es/radio/20110331/vuelven-los-serenos/421082.shtml
Escucha y anota:
1) ¿Qué método usaban las personas para llamar a un sereno?
_________________________________________________________________________
2) ¿Qué hacía / hace un sereno?
_________________________________________________________________________
3) ¿Qué zona de España ha recuperado esa figura? ¿Por qué?
_________________________________________________________________________
4) ¿Cuántos serenos había cuando se hizo esta grabación?
_________________________________________________________________________
5) ¿Cuáles son los requisitos necesarios para ser un sereno?
_________________________________________________________________________
6) ¿Cuáles son las herramientas que usan?
_________________________________________________________________________
7) ¿Cómo es la jornada laboral de un sereno?
__________________________________________________________________________
8) Completa el siguiente recuadro con palabras de la grabación.
portugués
gorjeta
século
desemprego
posto de trabalho
município
esplanada
español
177
Anexo 64
Sesión 4: Hacer el payaso
Objetivos
Procedimientos
Organización
El profesor proyecta unas imágenes del cortometraje «Clown»
de Stephen Lynch.
Reflexionar sobre una
profesión menos
conocida.
Un ordenador y un
proyector para
proyectar
imágenes del corto
«Clown».
a) En parejas, los alumnos hablan sobre las imágenes y
sobre esta profesión.
El profesor presenta las siguientes preguntas:
¿Qué veis en estas fotos?
¿Qué hace un payaso?
¿El payaso está contento?
Material y otros
recursos
Temporalización
25 min.
el grupo
¿Sabíais que en Estados Unidos hay escuelas donde se
puede aprender a ser payaso? ¿Qué se aprende en
estas escuelas?
El profesor les cuenta que van a ver el cortometraje de Stephen
Lynch, «Clown»
Hablar sobre lo que han
visto. Presentar sus
opiniones sobre la
profesión presentada.
b) Los alumnos ven el corto con atención y luego discuten,
en parejas, lo que han visto.
parejas
178
c) Los alumnos pasan para sus cuadernos las siguientes
preguntas. Ven de nuevo el corto y las contestan.
Trabajo individual
Un ordenador y un
proyector.
20 min.
1) ¿Cuál es el lema de la empresa “Los cobradores del circo”?
2) ¿Qué palabras relacionadas con dinero reconoces? Encuentra
al menos 5 en el corto.
9) ¿Qué palabras relacionadas con trabajo aparecen?
Encuentra al menos 5.
4) ¿Qué significa “no se le pueden pedir peras al olmo”?
Escucha la frase y deduce su significado por el contexto.
5) ¿Cómo se llama a una persona que no paga? Aparece varias
veces.
6) ¿Qué quiere decir “hacer el payaso”? ¿Puedes explicarlo con
tus palabras?
10) ¿Encuentras una frase hecha que equivale a “no tener
nada de dinero”?
11) Si una persona no es dura, fuerte de carácter, sino todo
lo contrario, decimos que es _____________.
12) ¿En qué ciudad se desarrolla la historia?
*Estas preguntas fueron elaboradas por la Profª. Beatriz
Moriano durante el año lectivo 2010-2011.
179
Corregir el ejercicio.
Disfrutar de un
momento de comedia.
d) Después de haber visionado el corto de nuevo y
contestado a las preguntas, se corrige el ejercicio entre
todos.
el grupo
Los alumnos visionan dos pequeños vídeos de la humorista Eva
Hache, «Profesiones con nombres raros» y «La crisis ha
el grupo
20 min.
Vídeos bajados de
Youtube.
20 min.
cambiado nuestra depresión post vacacional»
Se puede visionar estos videos en:
http://www.youtube.com/watch?v=ifQCpemujeI
y
http://www.youtube.com/watch?v=yA6QI6ME5o0
Reflexionar sobre y
de la sesión.
hecho a lo largo de la sesión y juntos elaboran el temario.
el grupo
5 min.
180
Anexo 65
Imágenes para la 1ª tarea:
181
Anexo 66
Sesión 5: Busco trabajo…
Objetivos
Formular y presentar
consejos.
Procedimientos
El profesor les informa que van a prepararse para una
entrevista de trabajo. Pide a los alumnos que, en parejas,
anoten algunos consejos para alguien que va a una entrevista
de trabajo.
a) Escriben consejos para una entrevista de éxito.
Organización
Material y otros
recursos
Temporalización
La pizarra y un
rotulador.
parejas
b) Los alumnos comparten sus consejos y el profesor
anota los mejores en la pizarra.
el grupo
c) Los alumnos ven un vídeo bajado de Youtube
(http://www.youtube.com/watch?v=C-IrKbqq_dQ) y
añaden aún otros consejos que pueden ser útiles para
una entrevista de trabajo a su lista.
trabajo individual
10 min.
Un ordenador, un
proyector y un
vídeo bajado de
Youtube.
Cada alumno escoge una profesión e imagina que va a
apuntarse a una oferta de empleo.
Los alumnos consultan la página 117 de El Ventilador.
Candidato
El candidato debe estar preparado.
Debe pensar qué información sobre sí y sobre su currículum va a
interesarle al entrevistador.
Debe buscar el vocabulario más apropiado y preciso.
Debe prever las preguntas para así responderlas con fluidez y con el
grado de formalidad necesario.
Entrevistador
1ª parte: Calentamiento
182
Información personal:
 Nombre y apellido
 Edad, fecha y lugar de nacimiento
 Nacionalidad, residencia
 Lengua materna, otras lenguas
 Estudios
 Profesión, ocupación
 Estado civil, familia
Información sobre el estudio del español:
 Tiempo total de estudio
 Lugares de estudio
 Niveles superados
 Contacto con el español
Tema específico para la plaza
 ¿Cuál es exactamente su experiencia profesional en este
campo?
 ¿Qué puede aportar a la empresa, en general, y a este puesto
en particular?
 ¿Cuál es su interés específico en este trabajo?
 ¿Tiene alguna pregunta o desea obtener alguna información
adicional?
*Actividad adaptada del manual El Ventilador, páginas 116-117.
Prepararse para y
simular una entrevista
de trabajo.
Reflexionar sobre y
de la sesión.
d) Individualmente o en parejas, los alumnos se preparan
para sus entrevistas. Tienen que está preparados para
ambos papeles (candidato y entrevistador).
trabajo individual
el grupo
30 min.
la pizarra y un
rotulador
5 min.
183
Anexo 67
Tarjeta 1
Candidato
El candidato debe estar preparado.
Debe pensar qué información sobre sí y sobre su
currículum va a interesar al entrevistador.
Debe buscar el vocabulario más apropiado y
preciso.
Debe prever las preguntas para así responderlas
con fluidez y con el grado de formalidad
necesario.
Tarjeta 2
Entrevistador
1ª parte: Calentamiento
Información personal:
 Nombre y apellido
 Edad, fecha y lugar de nacimiento
 Nacionalidad, residencia
 Lengua materna, otras lenguas
 Estudios
 Profesión, ocupación
 Estado civil, familia
Información sobre el estudio del español:
 Tiempo total de estudio
 Lugares de estudio
 Niveles superados
 Contacto con el español
2ª parte: Tema específico a la plaza
 ¿Cuál es exactamente su experiencia profesional en este
campo?
 ¿Qué puede aportar a la empresa, en general, y a este
puesto en particular?
 ¿Cuál es su interés específico en este trabajo?
 ¿Tiene alguna pregunta o desea obtener alguna
información adicional?
184
Anexo 68
Aportado de la página 116 de El Ventilador.
185
Anexo 69
PRUEBA DE EVALUACIÓN DE ESPAÑOL
2012/2013
Nombre y apellidos……………………………….…………………………………………….….Año……….Número…..…
Fecha (por extenso) ………………………………………………………………………….......................................................................................
Firma de la Profesora……………….…..…
Calificación……………………………
1. Escriba una frase adecuada a la siguiente imagen.
Use las palabras del recuadro.
DISTANCIA
TRABAJO
2. Complete el siguiente texto.
Use una sola palabra para cada hueco.
Escriba en su hoja de examen las letras y palabras correspondientes.
Hoy en día, cumplir ___A___ las obligaciones profesionales sin moverse ___B___
hogar y a través de un computador personal es una tendencia que está ___C___ auge. Y es
que internet y las tecnologías móviles permiten estar en permanente contacto con la oficina.
Esta modalidad es ___D___ mejor opción ___E___ quienes necesitan horarios de trabajo
flexible y concierne principalmente a los oficios relacionados con la informática, ___F___
diseño, la investigación, el mercado y la gestión administrativa, entre otros.
Gracias ___G___
desarrollo y acceso masivo a las Tic’s (Nuevas Tecnologías de la
Comunicación y la Información) se han generado una serie de herramientas ___H___ ofrecen
la posibilidad, para muchos profesionales, de no tener que desplazarse a un lugar en particular
para trabajar. A través de un computador personal ___I___ puede centralizar cualquier tarea
y, por canales seguros, se pueden transmitir los datos ___J___ información que sea necesaria.
www.eluniversal.com/2011 (adaptado)
(consultado en noviembre 2012)
186
3. Paca y Carmen son compañeras de trabajo. Un día, mientras toman un café, cotillean
sobre su amiga Gabi.
Rellene los huecos con las palabras más adecuadas. *No olvides las expresiones que hemos
visto en clase.
Paca - ¿Has visto a Gabi?
Carmen – No, ¿por qué? ¿Qué le ha pasado?
Paca – Se ha puesto como una _____A_____ Se ha engordado 20kg.
Carmen – ¡Qué va! ¿Estará enferma?
Paca – No es eso, es que ha sido un año terrible para ella. Primero, se ha divorciado de su
marido; después su madre se ha quedado enferma y ahora mismo ha sido informada de que va
para el paro.
Carmen - ¿Cómo pueden hacer eso?
Paca – Pues, no sé. Ella era como una _____B_____. Nunca paraba de trabajar y hacía todo lo
que le pedían. Pero su jefa es una _____C_____ , tiene un corazón helado. Solamente le
interesan los números y como Gabi no ha logrado vender mucho este trimestre, ¡aquel mal
_____D_____ le va a despedir!
Carmen – Pero, ¿no era la jefa su cuñada?
Paca – Sí, era y sigue siéndolo y creo que es por eso que le va a echar a la calle. No ha aceptado
el divorcio de su hermano. Cuando supo que Gabi le iba a dejar, la llamó una _____E_____ .
Carmen - ¡Qué rollo! Gabi tiene que coger el _____F_____ por los cuernos y ya está.
4.1 Lea con atención el siguiente texto y conteste a las preguntas que se hacen a
continuación.
Billete de ida ¿y vuelta?
“He estudiado en una universidad y en colegios públicos estupendos.
España se ha gastado un pastizal en mi educación y ahora que trabajo,
mis impuestos y la riqueza que produzco se quedan en Perú, un país
que no ha invertido ni un duro en mí. Es terriblemente incoherente, y
una pena”. Al otro lado del teléfono, la voz de Carlos Ríos delata su
indignación. Este arquitecto de 33 años ha encontrado en Lima lo que
había perdido en Madrid: la posibilidad de desarrollarse
profesionalmente y optar a un sueldo acorde con su formación.
Sara González, ingeniera de 26 años
que trabaja en Reino Unido.
Es uno de los miles de titulados superiores, miembros de la
generación más preparada de España, que están protagonizando “una fuga de talento
187
sin precedentes”, en palabras de la ministra de Empleo Fátima Báñez. Una huida de
cerebros que nadie contabiliza perjudica la posibilidad de transformar el sistema
productivo y vencer la recesión.
Casi el 40% de los españoles de entre 25 y 34 años son licenciados universitarios,
según datos publicados en 2010 por la Organización para la Cooperación y el
Desarrollo Económicos (OCDE). Un porcentaje que está por encima de la media de la
OCDE (37%) y de la Unión Europea (34%).
Pero no existen cifras oficiales sobre cuántos de estos titulados han emigrado a
consecuencia de la crisis económica. Y en esa falta de datos se ampara un debate
político sobre la dimensión y trascendencia de la fuga de cerebros.
Más allá de las estadísticas demográficas, otros datos ayudan a perfilar la fuga de
cerebros. Según un estudio de la empresa de recursos humanos Adecco, entre 2008 y
2010 se duplicó el número de españoles que buscaba trabajo en el extranjero. Eran en
su mayor parte hombres de entre 25 y 35 años, y altamente cualificados; sobre todo
ingenieros, arquitectos e informáticos. El último Eurobarómetro de la Comisión
Europea descubre que casi 7 de cada 10 jóvenes españoles estarían dispuestos a
marcharse, un 32% de ellos por un tiempo largo.
“¿Cuál es la alternativa? Quedarse en España significa, en muchos casos, no trabajar o
pasar a formar parte de ese 44% de titulados que están sobrecualificados para los
puestos de trabajo que desempeñan [la media de la OCDE es del 23%]. Viven
frustrados y no pueden hacer planes de futuro porque no tienen ingresos suficientes
después de pasarse años estudiando. Es lógico que acudan a países donde es posible
acceder a puestos de nivel”, explica el profesor de Economía José García Montalvo, de
la Universidad Pompeu Fabra.
Emigrar mejora la calidad de vida de los titulados, pero el balance de la fuga de
cerebros para España es claramente negativo, en opinión del catedrático Cochón.
“Quien trabaja fuera puede mandar remesas a su familia, pero esa no es la solución. Se
necesita un sistema empresarial competitivo, cosa que solo se logrará contando con el
personal mejor cualificado. Hemos invertido mucho en formar a los jóvenes, y ahora se
les está empujando hacia fuera”.
Según la Encuesta de Población Activa, en España hay un millón de licenciados en paro.
Profesionales a los que pueden tentar trayectorias como la de Sara González, una
ingeniera aeronáutica que habla cinco idiomas y que, a sus 26 años, ha conseguido
trabajo bien remunerado en una empresa puntera en Reino Unido. Pero hacer las
maletas no es sinónimo de firmar un contrato. “Cada vez llegan más españoles a
Londres. Creen que aquí están todas las oportunidades pero muchos acaban haciendo
camas o sin empleo”, advierte González. *…+
http://politica.elpais.com/politica/2012/03/19/nimileurista/1332188710_558945.html
(adaptado)
(consultado en noviembre 2012)
188
A) ¿Por qué se ha trasladado Carlos Ríos a Perú?
B) Busque en el texto una expresión que significa “una fuga de talento”.
C) En su opinión, ¿por qué es esta “fuga de talento” tan peligrosa?
D) Compare el número de españoles que estaban buscando trabajo en el extranjero entre
2008 y 2010.
E) ¿Qué puede pasar si estas personas deciden permanecer en España?
4.2 Conteste VERDADERO o FALSO a las siguientes afirmaciones.
A) Comparado con la media europea, hay menos licenciados universitarios en España.
B) Estas personas han emigrado debido a la crisis económica.
C) La emigración es siempre positiva.
D) Toda la gente que emigra consigue un buen empleo.
E) Por lo general, estas personas forman parte de la “Generación Nimileurista”.
4.3 Asocie cada una de las siguientes palabras a sus significados.
a) indignación ___
1) Dicho de un trabajador: Que está especialmente preparado
para una tarea determinada
b) desarrollarse ___
2) Persona que posee un título académico.
c) cualificado ___
3) Enojo, ira, enfado vehemente contra una persona o contra
sus actos.
d) marcharse ___
4) Emplear, gastar, colocar un caudal.
e) titulado___
f) invertir ___
5) Progresar, crecer económica, social, cultural o
políticamente.
6) Irse o partir de un lugar.
5. ¿Qué le gustaría hacer en el futuro? ¿Le gustaría ser sereno o un cobrador? Escriba un
pequeño texto sobre sus planes de futuro. (100-120 palabras aproximadamente)
189
Anexo 70
Unidad Didáctica: El arte y el sufrimiento
Tema: Las artes plásticas y literarias
Curso: 11º
Número de alumnos: 6
Profesora: Drª. Isabel Santos
Objetivos generales:
1) Reflexionar sobre los hábitos de los portugueses.
2) Definir el término “arte” y reflexionar sobre lo que se considera arte.
3) Analizar y comentar obras de arte.
4) Repasar los tiempos verbales y otras constituyentes.
5) Repasar las construcciones comparativas y usarlas para describir varias
realidades.
6) Reflexionar sobre varios momentos históricos que tuvieron un impacto en la
producción artística.
7) Formular, expresar y justificar sus opiniones sobre varios problemas sociales
como, por ejemplo, la pobreza, la enfermedad, etc.
8) Identificar varios tipos de sufrimiento.
9) Formular una propuesta para una acción social que podrá ser llevado a cabo en
el futuro.
190
Anexo 71
Sesión 1: ¿Qué es arte?
Objetivos
Identificar algunos de
los museos
portugueses.
Reflexionar sobre los
hábitos de los
portugueses respecto a
visitas a museos.
Procedimientos
Organización
El profesor pide a los alumnos que anoten los nombres de
algunos de los museos portugueses. Tienen 5 minutos para
realizar esta actividad.
f)
Los alumnos comparten sus respuestas con los demás.
Material y otros
recursos
Temporalización
Un ordenador, un
proyector y una
pantalla.
el grupo
15 min.
El profesor proyecta las siguientes preguntas en la pizarra:
De los museos que has nombrado, ¿cuáles has visitado?
¿Sueles ir a museos?
¿Cuándo visitaste un museo por última vez?
¿Cuál ha sido el museo más raro / distinto que has visitado?
¿Cuál ha sido el museo que te ha gustado más?
¿Has visitado el “Museu da Lourinhã”? ¿Qué hay ahí?
¿Crees que los portugueses, por lo general, suelen visitar los
museos?
g) Los alumnos contestan a las siguientes preguntas.
trabajo individual
h) Los alumnos comparten sus respuestas y se discute
algunos de los datos que han presentado.
el grupo
El profesor escribe en la pizarra el término “arte”.
la pizarra
Negociar y discutir el
significado del término
“arte”.
a) Cada alumno tiene que escribir un descriptor para el
término.
trabajo individual
Dar a conocer la RAE y
b) Los alumnos comparten sus descriptores con los demás.
el grupo
20 min.
191
su actividad.
Comparar las entradas
de diferentes ediciones
de la DRAE.
El profesor enseña a los alumnos el portal del Diccionario de la
Real Academia Española (DRAE).
c) Juntos se busca el término “arte” y se analiza la
segunda entrada.
el grupo
“2. amb. Manifestación de la actividad humana mediante
la cual se expresa una visión personal y desinteresada que
interpreta lo real o imaginado con recursos plásticos,
lingüísticos o sonoros.”
Definición bajada de: http://lema.rae.es/drae/?val=arte.
d) Juntos se discute el descriptor propuesto por el DRAE.
¿Qué quieren decir por “desinteresada”?
¿Cómo puede una visión ser “personal” y al mismo
tiempo “desinteresada”?
el grupo
El profesor enseña a los alumnos algunos de las herramientas
disponibles en el portal del DRAE, como por ejemplo, la de
conjugación verbal y los artículos enmendados.
e) Juntos se lee el artículo enmendado para el término
“arte” y se lo compara con la entrada anterior.
el grupo
“2. amb. Manifestación de la actividad humana mediante
la cual se interpreta lo real o se plasma lo imaginado con
recursos plásticos, lingüísticos o sonoros.”
Definición bajada de: http://lema.rae.es/drae/?val=arte.
192
El profesor da a cada alumno una ficha de trabajo con
citaciones sobre el arte.
a) Los alumnos leen las citaciones y eligen uno para
presentar al grupo.
b) Juntos se discute todas las citaciones.
Ficha de trabajo
“Hablando del
arte”.
20 min.
trabajo individual
el grupo
El profesor puede preponer las siguientes preguntas:
¿Qué relación establecen los autores entre el arte, la
verdad y la mentira?
¿Qué relación hay entre el arte y la innovación?
¿Qué escritor portugués también habla de la verdad y de la
mentira?
*Fernando Pessoa
O poeta é um fingidor.
Finge tão completamente
Que chega a fingir que é dor
A dor que deveras sente.
c) Los alumnos contestan a las preguntas.
Comentar obras de
arte.
El profesor prepone el análisis de dos obras de arte, una de su
autoría y otra de Salvador Dalí.
El profesor da a cada alumno una fotocopia de la primera obra
bajo análisis, “Starry night in T.O.” La ficha estará dividida en
dos o doblado. La razón por esto es que inicialmente se
pretende un análisis libre de la obra y luego un análisis más
orientado. Después los alumnos tendrán acceso a otros datos
el grupo
Fotocopias de las
obras “Starry night
in T.O.” de la
autoría de Brigitte
Antunes y “Niño
geopolítico
contemplando el
nacimiento del
30 min.
193
relevantes y a preguntas para guiar su análisis.
a) Los alumnos analizan la obra y escriben algunos
comentarios sobre ella en sus cuadernos.
trabajo individual
b) Los alumnos comparten sus comentarios con los demás.
el grupo
c) Los alumnos contestan a las preguntas que se
encuentran en seguida y profundizan su análisis de la
obra.
trabajo individual
d) Todos juntos se corrige la ficha y se comenta la obra.
el grupo
hombre nuevo”
(1932) de Salvador
Dalí.
El profesor da a cada alumno una fotocopia de la segunda obra
propuesta para análisis, “Niño geopolítico contemplando el
nacimiento del hombre nuevo.” Los procedimientos se repiten.
Reflexionar sobre y
de la sesión.
e) Los alumnos analizan la obra y escriben algunos
comentarios sobre ella en sus cuadernos.
trabajo individual
f)
el grupo
Los alumnos comparten sus comentarios con los demás.
g) Los alumnos contestan a las preguntas que se
encuentran en seguida y profundizan su análisis de la
obra.
trabajo individual
h) Todos juntos se corrige la ficha y se comenta la obra.
el grupo
el grupo
la pizarra y un
rotulador.
5 min.
194
Anexo 72
Hablando del arte
Vamos a discutir las siguientes citaciones.
Un pintor es un hombre que pinta lo
que vende.
Un artista, en cambio, es un hombre
que vende lo que pinta.
Picasso
El arte es la mentira
que nos permite
comprender la verdad.
Picasso
El arte necesita o soledad,
o miseria, o pasión.
Es una flor de roca, que
requiere el viento áspero
y el terreno duro.
Alejandro Dumas,
hijo
La belleza artística
no consiste en representar
una cosa bella, sino en
la bella representación
de una cosa.
Kant
El arte es plagiador
o revolucionario.
Paul Gauguin
Citaciones bajadas de:
http://www.buscabiografias.com/frasearte.htm.
195
Anexo 73
Análisis de obras de arte
Analiza la siguiente obra.
¿Qué ciudad está retratada?
_____________________________________________________________________________
¿El artista está dentro o fuera de la ciudad? ¿Por qué?
_____________________________________________________________________________
Describe el estilo del pintor. ¿La imagen está nítida? ¿Sí? ¿No?
_____________________________________________________________________________
¿Qué colores usó el pintor?
_____________________________________________________________________________
¿Esta obra te hace pensar en alguna otra obra? ¿Cuál?
_____________________________________________________________________________
¿Quién pintó la obra? ¿Consigues adivinar?
_____________________________________________________________________________
196
Anexo 74
Analiza la siguiente obra.
¿Quién pintó esta obra?
_____________________________________________________________________________
Esta obra tiene como título “Niño geopolítico contemplando el nacimiento del hombre nuevo”
y fue pintada en 1932. ¿Qué pasaba en el mundo en 1932? ¿Cuál es la importancia de esta
fecha?
_____________________________________________________________________________
¿Qué elementos puedes identificar?
_____________________________________________________________________________
¿Por dónde sale el hombre?
_____________________________________________________________________________
¿Dónde está su mano izquierda?
_____________________________________________________________________________
197
Anexo 75
Sesión 2: De Velázquez a Picasso
Objetivos
Trabajar un poco las
habilidades artísticas de
los alumnos.
Repasar las
preposiciones de lugar.
Procedimientos
Organización
El profesor prepone la siguiente actividad lúdica:
Material y otros
recursos
Fotocopia de Las
Meninas de
Velázquez, papel
“mágico” y
rotuladores.
Los alumnos trabajan en parejas. Uno va a ser el artista y
tendrá que dibujar todo lo que su compañero le describe.
Temporalización
10 min.
El otro alumno va a recibir una fotocopia de Las Meninas
Velázquez y tendrá que describirla a su compañero.
a) Los alumnos / artistas dibujan sus obras de arte.
el parejas
b) Los alumnos / artistas enseñan su trabajo a los demás.
el grupo
El profesor proyecta Las Meninas de Velázquez y luego Las
Meninas de Picasso. Será interesante comparar estas obras con
las obras creados por los alumnos.
Dar a conocer a un
pintor importante de la
cultura española.
El profesor informa a los alumnos que van a comparar dos
obras del pintor Diego de Velázquez.
Comparar dos obras de
arte de Diego de
Velázquez.
El profesor proyecta o escribe las siguientes preguntas en la
pizarra:
¿Qué tienen en común estos retratos?
¿Cómo son distintos?
Indica la pintura que mejor retrata la vida de la corte.
Repasar los tiempos
verbales, los
determinantes, los
pronombres, etc.
El profesor da a cada alumno una ficha de trabajo sobre Las
Meninas de Diego de Velázquez.
Fotocopias de “Las
meninas” y “Felipe
IV” de Diego de
Velázquez.
20 min.
Ficha de trabajo
sobre Las Meninas
de Diego de
Velázquez.
Vídeo sobre Las
Meninas.
198
a) Los alumnos rellenan los huecos con los verbos en el
tiempo más adecuado y con las palabras que faltan.
b) Los alumnos, mientras ven un vídeo sobre Las Meninas,
corrigen el ejercicio.
Texto y vídeo bajados de:
http://www.artehistoria.jcyl.es/v2/videos/222.htm.
DEBERES:
Los alumnos tienen que hacer una búsqueda sobre Las
Meninas. Tendrán que nombrar el museo donde se puede
encontrar esta obra, así como, elegir otra obra para presentar al
grupo la próxima lección.
Memorizar y nombrar
los elementos que
forman parte de El
Guernica de Picasso.
Contestar a preguntas
de comprensión
auditiva.
El profesor enseña a los alumnos El Guernica de Picasso y les
pide que memoricen los elementos que forman parte de la
obra.
Cuadernos, un
ordenador y un
proyector.
a) Los alumnos memorizan los elementos que forman
parte de la obra.
trabajo individual
b) Los alumnos escriben en sus cuadernos los elementos
que han memorizado.
trabajo individual
c) Los alumnos comparten sus respuestas con los demás.
el grupo
El profesor informa a los alumnos que van a ver un breve
reportaje sobre Picasso.
20 min.
Ficha de trabajo de
Comprensión
auditiva.
199
Entender un texto oral.
Reflexionar sobre y
de la sesión.
a) Los alumnos ven el video y contestan a las preguntas de
la ficha de trabajo.
trabajo individual
a) Entre todos se corrige el ejercicio.
el grupo
b) Se discute algunos de los datos presentados en el
reportaje.
el grupo
el grupo
35 min.
La pizarra y un
rotulador.
5 min.
200
Anexo 76
Las Meninas hecha por…..
*Los nombres de los alumnos han
sido cambiados para proteger su
identidad.
Las Meninas (1957), Pablo Picasso
Las Meninas (1656), Diego de Velázquez.
Las Meninas (2013), Guilherme Castro.
Las Meninas (2013), Martim Martinho
Las Meninas (2013), Inês Pereira
201
Anexo 77
Compara y contrasta las siguientes obras.
Las Meninas (1656), Diego de Velázquez.
Felipe IV (1626-1628), Diego de Velázquez.
202
Anexo 78
Las Meninas de Velázquez
Rellena los huecos con los
verbos
en
adecuados.
los
tiempos
Las Meninas es la obra más
famosa de Velázquez. Fue
pintada por el genial artista
sevillano en 1656 según Antonio
Palomino,
fecha
bastante
razonable si ______________
(tener)
en
cuenta
que
la
infanta
Margarita
______________ (nacer) el 12 de julio de 1651 y ______________ (aparentar) unos
cinco años de edad. Sin embargo, Velázquez aparece con la Cruz de la Orden de
Santiago en su pecho, honor que ______________ (conseguir) en 1659. La mayoría de
los expertos coincide en que la cruz fue pintada por el artista cuando ______________
(recibir) la distinción, apuntándose incluso a que ______________ (ser) el propio Felipe
IV quien lo ______________ (hacer).
La estancia en la que se desarrolla la escena sería el llamado Cuarto del Príncipe del
Alcázar de Madrid, estancia que ______________ (tener) una escalera al fondo y que
se______________ (iluminar) por siete ventanas, aunque Velázquez sólo pinta cinco de
ellas al acortar la sala. El Cuarto del Príncipe ______________ (estar) decorado con
pinturas mitológicas, realizadas por Martínez del Mazo copiando originales de Rubens,
lienzos que se pueden contemplar al fondo de la estancia.
En la composición, el maestro ______________ (presentarnos) a once personas, todas
ellas documentadas excepto una. La escena está presidida por la infanta Margarita y a
su lado se sitúan las meninas María Agustina Sarmiento e Isabel de Velasco. En la
izquierda se encuentra Velázquez con sus pinceles, ante un enorme lienzo cuyo bastidor
podemos observar. En la derecha ______________ (hallarse) los enanos Mari Bárbola y
Nicolasillo Pertusato, este último ______________ (jugar) con un perro de compañía.
Tras la infanta observamos a dos personajes más de su pequeña corte: doña Marcela
Ulloa y el desconocido guardadamas. Reflejadas en el espejo están las regias efigies de
Felipe IV y su segunda esposa, Mariana de Austria. La composición se cierra con la
figura del aposentador José Nieto.
Las opiniones sobre qué ______________ (pintar) Velázquez son muy diversas.
Soehner, con bastante acierto, considera que el pintor nos muestra una escena de la
corte. La infanta Margarita ______________ (llegar), acompañada de su corte, al taller
de Velázquez para ver como éste trabaja. Nada más llegar ______________ (pedir)
agua, por lo que María Sarmiento le ______________ (ofrecer) un búcaro con el que
paliar su sed. En ese momento el rey y la reina ______________ (entrar) en la
estancia, de ahí que algunos personajes detengan su actividad y saluden a sus
203
majestades, como Isabel de Velasco. Esta idea de tránsito se refuerza con la presencia
de la figura del aposentador al fondo, cuya misión era abrir las puertas de palacio a los
reyes, vestido con capa pero sin espada ni sombrero. La pequeña infanta estaba
mirando a Nicolasillo, pero se percata de la presencia de sus regios padres y mira de
reojo hacia fuera del cuadro. Marcela Ulloa no se ha dado cuenta de la llegada de los
reyes y continúa hablando con el aposentador, al igual que el enano, que sigue jugando
con el perro. Pero el verdadero misterio está en lo que no se ve, en el cuadro que está
______________ (pintar) Velázquez.
Rellena los huecos con una sola palabra.
Algunos autores piensan que ______________ pintor sevillano está haciendo un retrato
del Rey y de su esposa a ______________ formato, por lo que los monarcas reflejan
sus rostros en el espejo. Carl Justi considera ______________ nos encontramos ante
una instantánea de la vida en palacio, una fotografía de cómo se vivía en la corte de
Felipe IV.
Angel del Campo afirma que Velázquez hace en su obra una lectura de la continuidad
dinástica. Sus dos conclusiones más interesantes son las siguientes: las cabezas de los
personajes de la izquierda y las manchas de los cuadros forman un círculo, símbolo de
la perfección. ______________ el centro de ese círculo encontramos el espejo con los
rostros de los reyes, lo que asimila la monarquía a la perfección. Si unimos las cabezas
de los diferentes personajes se forma la estructura de la constelación llamada Corona
Borealis, ______________ estrella central se denomina Margarita, igual que la infanta.
De esta manera, la continuidad de la monarquía está en la persona de Margarita, en
aquellos momentos heredera de la ______________. Del Campo se basa para apoyar
estas teorías en la gran erudición de Velázquez, quien contaba con una de las
bibliotecas más importantes de su tiempo.
Jonathan Brown piensa que este cuadro fue pintado para remarcar la importancia de la
pintura como arte liberal, concretamente como ______________ más noble de las
artes. Para ello se basa en la estrecha relación entre el ______________ y el monarca,
incidiendo en la idea de que el lienzo estaba en el despacho de verano del rey, pieza
privada a lo que sólo entraban Felipe IV y sus más directos colaboradores.
En cuanto a la técnica con que Velázquez pinta esta obra maestra -considerada por Luca
Giordano "la Teología de la Pintura"- el primer plano está inundado por un potente foco
de luz que penetra______________la primera ______________ de la derecha. La
infanta es el centro del grupo y parece flotar, ya que no vemos sus ______________,
ocultos en la sombra de su guardainfante. Las figuras de segundo plano quedan en
semipenumbra, ______________ que en la parte del fondo encontramos un nuevo foco
de luz, impactando sobre el aposentador que recorta su silueta sobre la escalera.
La pincelada empleada por Velázquez no puede ser más suelta, trabajando cada uno de
______________ detalles de los vestidos y adornos a base de pinceladas empastadas,
que anticipan la pintura impresionista. Predominan las tonalidades plateadas de los
204
vestidos, al tiempo que llama ______________ atención el ritmo marcado por las notas
de color rojo que se distribuyen por el lienzo: la Cruz de Santiago, los colores de la
paleta de Velázquez, el búcaro, el pañuelo de la infanta y de Isabel de Velasco, para
acabar en la mancha roja del traje de Nicolasillo.
Pero ______________ que verdaderamente nos impacta es la sensación atmosférica
creada por el pintor, la llamada perspectiva aérea, que otorga profundidad a la escena a
través del aire que rodea a cada uno de los personajes y difumina ______________
contornos, especialmente las figuras del fondo, que se aprecian con unos perfiles más
imprecisos y colores menos intensos. También es interesante la forma de conseguir el
efecto espacial, creando la sensación de que la sala se continúa en el lienzo, como
______________ los personajes compartieran el espacio con los espectadores. Como
bien dice Carl Justi: "______________ hay cuadro alguno que nos haga olvidar
______________".
Texto
bajado
y
adaptado
de:
http://www.artehistoria.jcyl.es/v2/videos/222.htm.
205
Anexo 79
Comprensión auditiva: La mirada de Picasso
Vamos a ver el Informe Semanal del 4 de abril de 1998 titulado “La mirada de Picasso”.
Contesta a las siguientes preguntas.
1. El Guernica mide casi ______ metros de largo y ______ de alto.
2. No hay ningún ___________ en la obra.
a) caballo
b) coche
c) toro
d) niño
3. El Guernica simboliza el triunfo de la ____________ sobre la ____________ y se ha
convertido en el emblema universal del ______________________.
4. Picasso solamente pintaba.
Verdadero / Falso
5. Picasso se inspiraba en su vida amorosa.
Verdadero / Falso
6. Se murió a los ______ años.
7. La presencia de su obra en España es muy escasa.
Verdadero / Falso
8. En 1998 hubo una exposición muy importante en ____________________.
206
9. Según un dicho popular italiano, uno puede ser __________ como un __________ o
___________ como un ___________.
10. Durante la Guerra Civil, Picasso trabajó en la Dirección del Museo Reina Sofía.
Verdadero / Falso
11. Indica un elemento positivo y otro negativo que se puede encontrar en la obra.
_______________________________________________________________________
_______________________________________________________________________
12. La obra fue pintada en ______ para el pabellón español de la Exposición Universal de
París.
Verdadero / Falso
13. Según Eugenio Chicano, ¿por qué no volvió Picasso a su país?
_______________________________________________________________________
14. ¿Dónde nació Picasso? ______________________
15. En el museo Picasso de Barcelona podemos encontrar muchos de las obras que Picasso
produjo durante su _________________.
16. Se puede encontrar gran parte de su obra en Francia.
Verdadero / Falso
17. Picasso rechazó a los españoles y a su país.
Verdadero / Falso
18. ¿Cómo crees que era la mirada de Picasso?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Programa bajado de: http://www.rtve.es/alacarta/videos/informe-semanal/informe-semanalmirada-picasso1998/1347797/#aHR0cDovL3d3dy5ydHZlLmVzL2FsYWNhcnRhL2ludGVybm8vY29udGVudHRhY
mxlLnNodG1sP2N0eD0xNjMxJnBhZ2VTaXplPTE1Jm9yZGVyPSZvcmRlckNyaXRlcmlhPSZsb2Nhb
GU9ZXMmYWR2U2VhcmNoT3Blbj10cnVlJnRpdGxlRmlsdGVyPWxhJTIwbWlyYWRhJTIwZGUlMj
BQaWNhc3NvJm1vbnRoRmlsdGVyPSZ5ZWFyRmlsdGVyPSZ0eXBlRmlsdGVyPSZ1bmRlZmluZWQ
9dW5kZWZpbmVkJg==.
207
Anexo 80
Sesiones 3: El sufrimiento humano
Objetivos
Ver y comentar vídeos
sobre Las Meninas y El
Guernica.
Procedimientos
El profesor enseña a los alumnos unos vídeos sobra las obras
que han estudiado en clase.
Hacer hipótesis sobre el
tema de la película Mar
Adentro.
Ver y comentar una
película.
Formular preguntas
sobre la película.
Temporalización
20 min.
Cuadernos, un
ordenador y un
proyector.
35 min.
el grupo
La pizarra.
10 min.
20 min.
Películas de Alejandro Amenábar: Los otros, Abre los ojos,
Ágora.
el grupo
Cuadernos, la
película Mar
Adentro, de
Alejandro
Amenábar, un
ordenador y un
proyector.
El profesor enseña a los alumnos dos carteles que fueron
producidos para Mar Adentro y pide a los alumnos que
adivinen el tema de la película.
el grupo
el grupo
PRESENTACIÓN DE LOS DEBERES
d) Los alumnos presentan las obras que han elegido a
través de sus búsquedas. Pueden hablar un poco sobre
el artista y la obra de arte, así como explicar por qué la
han escogido.
Reflexionar sobre el
sufrimiento humano.
Material y otros
recursos
Vídeo sobre Las
Meninas y sobre El
Guernica.
a) Los alumnos ven los vídeos y los comentan.
Presentar obras de
arte.
Organización
El profesor escribe la palabra “sufrimiento” en la pizarra y pide
a los alumnos que anoten todas las formas que conocen de
sufrimiento humano.
El profesor informa a los alumnos que van a ver una película
titulada Mar Adentro de Alejandro Amenábar.
trabajo individual y
el grupo
El profesor pregunta a los alumnos si alguna vez han visto
alguna película de este director.
208
El profesor prepone la siguiente tarea a los alumnos. Mientras
ven la película tienen que formular cinco preguntas sobre el
mismo y anotar sus respectivas respuestas. Luego harán las
preguntas a sus compañeros y solicitarán las respuestas.
trabajo individual
c) Los alumnos ven la película y escriben sus preguntas y
respuestas.
Reflexionar sobre y
de la sesión.
el grupo
La pizarra y un
rotulador.
5 min.
209
Anexo 81
210
Anexo 82
Sesión 4: Mar Adentro
Objetivos
Formular preguntas
sobre la película.
Reflexionar sobre y
de la sesión.
Procedimientos
a) Los alumnos ven la película y escriben sus preguntas y
respuestas.
Organización
trabajo individual
el grupo
Material y otros
recursos
Cuadernos, la
película Mar
Adentro, de
Alejandro
Amenábar, un
ordenador y un
proyector.
La pizarra y un
rotulador.
Temporalización
85 min.
5 min.
211
Anexo 83
Sesión 5: Ramón Sampedro
Objetivos
Procedimientos
Organización
Comentar una película.
Contestar a preguntas.
Reflexionar sobre el
tema de eutanasia.
Analizar un poema de
Ramón Sampedro.
Leer y discutir la obra
literaria de Ramón
Sampedro.
a) Después del visionado de Mar Adentro, los alumnos
hacen las preguntas a sus compañeros.
el grupo
Juntos, se lee partes de los monólogos de Segismundo de La
vida es sueño de Calderón de la Barca y de Hamlet de la obra de
teatro Hamlet de William Shakespeare.
el grupo
Después de haber analizado estos monólogos, la profesora pide
a los alumnos que reflexionen sobre todo lo que hayan leído y
visto durante esta unidad y escriban una pequeña reflexión
sobre el tema de la eutanasia.
trabajo individual
El profesor escribe en la pizarra las palabras “semilla” y
“manzana” y pide a los alumnos que describan las
transformaciones que sufre una semilla antes de transformarse
en una manzana.
a) Los alumnos describen el ciclo de vida de una semilla.
Material y otros
recursos
Cuadernos, la
película Mar
Adentro, de
Alejandro
Amenábar, un
ordenador y un
proyector.
Cuadernos,
citaciones de La
vida es sueño y
Hamlet.
La pizarra y el
poema de Ramón
Sampedro,
“Cuando yo caiga”.
Temporalización
35 min.
20 min.
30 min.
el grupo
Posible respuesta:
semilla  agua + tierra + sol  un árbol  una manzana
El profesor pregunta a los alumnos qué puede ocurrir a la
manzana.
212
b) Los alumnos contestan a la pregunta.
el grupo
Posibles respuestas:
- la manzana es cogida y comida
- la manzana cae al suelo y se estropea.
- la manzana cae al suelo y de su semilla nasce un árbol.
El profesor da a cada aluno una fotocopia de un poema de
Ramón Sampedro. *En esta fotocopia no está indicado el
nombre del poeta.
c) Juntos se lee el poema y discutimos el tema.
el grupo
El profesor pregunta a los alumnos que adivinen el autor.
d) Los alumnos adivinan el autor.
el grupo
Los alumnos leen un artículo sobre la obra literaria de Ramón
Sampedro y completen un ejercicio de rellenar huecos.
e) Entre todos se corrige el ejercicio.
Reflexionar sobre y
de la sesión.
el grupo
el grupo
La pizarra y un
rotulador.
5 min.
213
Anexo 84
Cuando yo caiga
El poemario de
Ramón Sampedro,
reeditado en
Cuando yo caiga, como fruto maduro del árbol castellano
Traducción de Alicia Domínguez
de la vida,
dejadme allí mismo, donde yo caiga,
para que me abrace el sol y el viento y la luna,
que la vida me devore mordisco tras mordisco.
Que cada cual recoja el amor que me dio:
la luz, su luz; el agua, su agua,
la tierra, su ceniza; su espíritu, el viento.
Que coja cada cual lo que precise.
Pero que no me esconda la codicia humana
en el calabozo de los muertos, en una jaula
sagrada
aferrada a un recuerdo, llorando como un niño
que no quiere devolver lo que se le prestó.
De la semilla al fruto fui empujado por el
amor,
cuando vuelva al origen, derribado o caído,
amigo o enemigo, que no te cause espanto,
aunque te parezca que ya no tengo vida,
no es que esté muerto, me estoy recreando.
No me cubras de tierra, ni me metas en un
nicho.
Si no quieres verme, llévame a campo abierto,
déjame mirando al cielo para irme esparciendo
entre todo lo que quiera llevarse de mí algo.
Un gusano, una mosca, un pájaro cualquiera...
hasta que me consuman por amor regalado
para empujar la vida soñando pero libre,
que cada uno recoja lo que me dio prestado.
Así, cuando caiga, dejadme caído
para retornar a la vida allí donde yo caiga.
MADRID.- El libro de
poemas
__________
Ramón
Sampedro
escribió a lo largo de toda
su vida y en su lengua
materna, el __________,
ha sido traducido al
__________ y se titula „Cuando yo caiga‟
(mr ediciones). Además, esta edición cuenta
con el prólogo de Manuel Rivas y un epílogo
escrito por Javier Bardem, __________ ha
encarnado a su personaje en la película ‗Mar
adentro‘.
Sin sospechar que años __________ su
historia daría la vuelta al mundo, Ramón
Sampedro escribió, postrado en una cama a
causa de su tetraplejia, un __________ número
de poemas que expresaban sus sentimientos
más profundos. Al igual que hicieran con su
testimonio de ‗Cartas desde el infierno‘, sus
amigos y familiares más allegados organizaron
la publicación del poemario __________
‗Cando eu caia‘ (Xerais).
Ahora, aprovechando que la película que
recrea su personal odisea, ‗Mar adentro‘, es
candidata a los Oscar y máxima favorita a los
Premios Goya, ambos títulos han __________
reeditados.
La traducción al castellano de ‗Cuando yo
caiga‘, llevada a cabo por Alicia Domínguez,
ve la luz acompañado por las palabras del
escritor Manuel Rivas, quien fue un
__________ amigo de Ramón, y de Javier
Bardem, el actor que ha puesto cara y
__________ al entrañable recuerdo de
Sampedro.
Texto
bajado
de
:
http://www.elmundo.es/elmundolibro/2004/12/
14/poesia/1103026152.html.
214
Anexo 85
SEGISMUNDO - ¿Qué es la vida? Un frenesí.
¿Qué es la vida? Una ilusión,
una sombra, una ficción,
y el mayor bien es pequeño;
que toda la vida es sueño,
y los sueños, sueños son.
Calderón de la Barca, La vida es sueño
HAMLET:
¡Ser, o no ser, es la cuestión!—
¿Qué debe
más dignamente optar el alma noble
entre sufrir de la fortuna impía
el porfiador rigor, o rebelarse
contra un mar de desdichas, y afrontándolo
desaparecer con ellas?
Morir, dormir, no despertar más nunca,
poder decir todo acabó; en un sueño
sepultar para siempre los dolores
del corazón, los mil y mil quebrantos
que heredó nuestra carne, ¡quién no ansiara
concluir así! Morir... quedar dormidos...
Dormir... tal vez soñar!—¡Ay! allí hay algo
que detiene al mejor. Cuando del mundo
no percibamos ni un rumor, ¡qué sueños
vendrán en ese sueño de la muerte!
Shakespeare, Hamlet
215
Anexo 86
Tema: La eutanasia
Ejemplos de composiciones sobre el tema de la eutanasia
*Estos textos fueron transcritos ipsis verbis de los originales.
*Los nombres de los alumnos han sido cambiados para proteger su identidad.
Para mi, la eutanasia no es una cosa acertada y debia ser proibida en todo el mundo, porque la
muerte es algo que tiene que acontecer naturalmente, no porque la persona quiere morir, ni
hace sentido acabar así con la vida. Mismo que la persona no se sinta bien con su vida, la
muerte tiene su momento de llegada.
Guilherme Castro
_____________________________________________________________________________
La eutanasia es una opción que cada persona puede optar o no. Por ejemplo, una persona que
sufre mucho de una enfermedad y que sabe que no tiene cura y su familia concordar con la
persona enferma, yo pienso que los médicos deven hacer lo que las persona quiere.
Diogo Miguel
_____________________________________________________________________________
Yo creo que vivir es un derecho, pero morir también. Si la vida pierde su sentido, si vivir deja
de ser una oportunidad de sentir placer y felicidad, poner un fin a ella para huir de sufrimiento
que no acaba, no debe ser una decisión de cabezas ajenas. Ninguna institución nos debe
obligar a vivir.
Martim Martinho
216
Anexo 87
Escola Secundária Dr. João Manuel da Costa Delgado
Prova a Nível de Escola Equivalente a Exame Nacional
Prova Escrita de Espanhol - Continuação - 11.º Ano
(Decreto-Lei n.º 139/2012, de 5 de julho e Despacho nº 2007-B/2013, 1 de fevereiro)
Prova 847/1ª Fase
Duração da Prova: 120 minutos
2013
6
Págs.
Utilize apenas caneta ou esferográfica de tinta indelével, azul ou preta.
Pode utilizar dicionários unilingues ou bilingues, sem restrições nem especificações.
Não é permitido o uso de corretor. Em caso de engano, deve riscar de forma inequívoca aquilo que
pretende que não seja classificado.
Escreva de forma legível a identificação dos itens, bem como as respetivas respostas. As respostas
ilegíveis ou que não possam ser claramente identificadas são classificadas com zero pontos.
Para cada item, apresente apenas uma resposta. Se escrever mais do que uma resposta a um
mesmo item, apenas é classificada a resposta apresentada em primeiro lugar.
Responda aos itens pela ordem em que se apresentam, dado que cada um deles se integra numa
sequência que contribui para a realização da tarefa final. Contudo, não há penalização, caso
apresente as respostas noutra sequência.
As cotações dos itens encontram-se no final do enunciado da prova.
217
1. Escriba una frase adecuada a la siguiente imagen.
Use las palabras del recuadro.
el Guernica
el sufrimiento
http://www.elmundo.es/especiales/2011/10/cultura/guernica/
(consultado en mayo de 2013)
2. Complete el siguiente texto.
Use una sola palabra para cada hueco.
Escriba en su hoja de examen las letras y las palabras correspondientes.
Cuando, justo antes ____A____ fallecer, a Pablo Picasso ____B____ trajeron la bandeja con
la comida a la cama, apartó sus pinceles y los dejó a un lado. Estaba a punto ____C____
morir, pero seguía trabajando, como había hecho toda ____D____ vida. Se calcula que el
malagueño tiene ____E____ producción de unas 30.000 piezas. Su obra, comenzada cuando
sólo ____F____ un niño, es tan vasta ____G____ es difícil escoger ejemplos que recorran
____H____ sus épocas. Pedimos a Rosario Peiro, jefa de colecciones ____I____ Museo
Reina Sofía, que nos haga una selección cronológica y nos dé ____J____ detalles sobre las
obras escogidas.
http://www.elmundo.es/especiales/2013/cultura/picasso/su-obra/(adaptado)
218
3. Lea el siguiente texto.
El Guernica: Connotaciones políticas
La obra de Picasso traspasa con creces lo artístico. Encargado por la II República, el
'Guernica' se convirtió en un espejo del salvajismo de la guerra, recorrió el mundo para denunciar
lo que podía hacer el fascismo y se instaló definitivamente en España de la mano de la democracia
y la estabilidad política.
En enero de 1937, el Gobierno de Juan Negrín pidió a Picasso una obra de grandes
dimensiones para la Exposición Internacional de París. El momento era dramático: la Guerra Civil
machacaba España y la II Guerra Mundial estaba a las puertas de asolar Europa.
Cuentan los libros de Historia que el último presidente republicano lo tuvo claro: «Si
tenemos a Picasso en cuerpo y alma, el impacto será mayor que una batalla ganada en el frente a
los fascistas». Tenía razón.
El Guernica se convirtió en emblema contra la barbarie. Picasso lo pintó en mayo de 1937,
después de que la Legión Cóndor alemana lanzase sobre Gernika el primer ataque aéreo contra
población civil. Ocurrió en España, pero podía ser cualquier rincón del mundo sometido a los
ejércitos. En junio lo llevó a París y, tras desmontarse la Expo y con la guerra del lado nacional, se
convirtió en propaganda itinerante al servicio de la República. Durante décadas, el cuadro,
reproducido hasta el extenuación en círculos de izquierdas, sirvió para agitar conciencias. José Luis
Sert, uno de los diseñadores del Pabellón de París, describió así su influencia: «La gente desfilaba
ante él en silencio, como si se diesen cuenta de que era una premonición de lo que después hizo la
guerra mundial. Un grito de un pueblo que lucha por su libertad, por su dignidad y por sus
derechos».
Las interpretaciones que se le han dado hielan la sangre: mujeres quemándose y huyendo, la
humanidad impotente ante lo que contempla, el toro como símbolo fascista, la paloma que refleja
la paz oprimida... Y es que aunque el artista nunca habló de la simbología del cuadro, sí dejó claras
sus intenciones al gestarlo: «En mis obras recientes expreso mi execración de la casta que ha
hundido a España en un océano de dolor y de muerte», dijo el malagueño cuando lo estaba
pintando.
En 1938, el Guernica fue incluido en una muestra que viajó al norte de Europa. Después se
mostró en Inglaterra, donde fue requerido por el Comité de Ayuda a los Refugiados Españoles, y
embarcó más tarde hacia Nueva York en el barco Normandie —el mismo en el que se marchó
Negrín—, adonde llegaría el 1 de mayo. Picasso había recibido la propuesta de los Comités de Ayuda
de que lo enviase a América para recaudar fondos. Él mismo costeó los gastos. En EEUU, el cuadro
giró por Los Ángeles, San Francisco, Chicago, Boston... hasta que se instaló en el MoMA en 1942, de
donde sólo salió para exposiciones puntuales —fue utilizado como instrumento contra la
intervención en Vietnam—. Hasta su regreso a España.
A finales de los 60, Franco decidió que esta obra tan incómoda debía volver a casa. Se
iniciaron unas gestiones que no dieron frutos hasta 1981, con la democracia consolidada y el
caudillo muerto. Y es que aunque el Guernica era una bofetada para su Régimen, el primero en
oponerse al regreso era el autor. «Solamente volverá con la República», había dicho y, en
noviembre de 1970, él mismo escribió una carta al MoMA incidiendo en que no lo devolviesen hasta
que se hubiesen restablecido «las libertades públicas». El 21 de febrero de 1981, su abogado,
Roland Dumas, firmó la conformidad para la repatriación. Dos días después, el golpe de Estado
ponía en entredicho nuestra madurez política, pero la actuación del Rey disipó las dudas. El
Guernica llegó el 10 de septiembre. Como miles de republicanos, vivió casi medio siglo de exilio.
Picasso no llegó a verlo en casa: había fallecido en abril de 1973.
http://www.elmundo.es/especiales/2011/10/cultura/guernica/connotaciones.html
219
3.1. Identifique los párrafos del texto que corresponden a las afirmaciones siguientes.
Escriba en su hoja de examen las letras y las respuestas correspondientes.
a) La razón por la cual Picasso produjo la obra.
b) Simbología de la pintura.
c) El Guernica por el mundo.
d) El traslado de El Guernica a su país.
3.2. Transcriba una palabra o expresión del texto que corresponda a cada una de las siguientes
definiciones.
a) símbolo.
b) arruinar/ arrasar.
c) un presentimiento.
d) en dirección a
3.3. Presente un sinónimo para cada una de las palabras subrayadas en las siguientes expresiones
del texto.
a) ―la Guerra Civil machacaba España‖ (2º párrafo)
b) ―para recaudar fondos‖ (6º párrafo)
c) ―Él mismo costeó los gastos.‖ (6º párrafo)
d) ―Él mismo escribió una carta al MoMA incidiendo en que no lo devolviesen […]‖(7º párrafo)
4. Respecto a algunas causas del sufrimiento humano, relacione cada palabra de la columna A con
una sola definición de la columna B.
Escriba en su hoja de examen las letras y los números correspondientes.
Utilice cada número y cada letra solamente una vez.
COLUMNA A
(a) hambre
(b) depresión
(c) enfermedad
(d) guerra
(e) muerte
(f) aburrimiento
(g) agotamiento
COLUMNA B
(1) En el pensamiento tradicional, separación del cuerpo y el alma.
(2) Fastidio originado generalmente por disgustos o molestias, o por
no contar con algo que distraiga y divierta.
(3) Falta de verdad en lo que se dice, hace, cree, piensa o discurre.
(4) Síndrome caracterizado por una tristeza profunda y por la
inhibición de las funciones psíquicas, a veces con trastornos
neurovegetativos.
(5) Sensación de bienestar, resultado de una perfecta salud o de la
administración de medicamentos o drogas.
(6) Desavenencia y rompimiento de la paz entre dos o más potencias.
(7) Escasez de alimentos básicos, que causa carestía y miseria
generalizada.
(8) Acción voluntaria de matar o herir gravemente a alguien.
(9) Cansancio extremo.
(10) Alteración más o menos grave de la salud.
220
5. El pasado abril se cumplieron 76 años del bombardeo y destrucción de la villa de Guernica
(Vizcaya).
Escriba en su hoja de examen las letras y las formas verbales correspondientes.
Una serie
(convertir)
guerra, un
durante los
conjunto de
de circunstancias ____A____
en mito esa operación de
mito que se ha desvanecido
últimos decenios gracias a un
investigadores.
¿Y qué ____B____ (pasar) en Guernica el 26 de
abril de 1937? Por supuesto un bombardeo
aéreo, a cargo sobre todo de la Legión Cóndor
alemana, aunque también con participación de los italianos de la Aviazione Legionaria. El
bombardeo ____C____ (formar) parte de la ofensiva iniciada el 31 de marzo anterior sobre la
provincia de Vizcaya. El mando de la Legión Cóndor ____D____ (reclamar) una actuación más
agresiva y, en ese marco, ____E____ (ordenar) el bombardeo del puente de Rentería de la villa
vizcaína, único punto de paso para el material pesado que se retirase del nordeste de la provincia,
ante la presión de la ofensiva nacional.
Diversas circunstancias –viento, falta de precisión de los sistema de bombardeo, humo- ____F____
(hacer) que parte de las bombas ____G____ (caer) sobre edificios, originando un fuego que, al cabo
de varias horas, ____H____ (destruir) una parte considerable de la población. Dentro de ésta se
derrumbaron dos refugios, lo que ____I____ (causar) un número de víctimas mayor que el producido
directamente por el bombardeo. En total ____J____ (morir) 126 personas.
La actuación alemana, sin embargo, ____K____ (ser) clave para que el Gobierno vasco, el Gobierno
del Frente Popular y la opinión anglosajona organizasen una campaña de propaganda que exageró
los hechos, hasta el punto de afirmar que los muertos ____L____ (superar) los 1.500. Al mismo
tiempo, el bando nacional ____M____ (mentir) al atribuir la destrucción de la villa a la actuación
de dinamiteros y negar la existencia del bombardeo. Esta mentira ____N____ (deberse) al temor
del general Franco de irritar a sus imprescindibles aliados alemanes –lo que fue protestado por
Mola-, aunque también sorprendió el alcance de la destrucción, muy superior al producido en otras
poblaciones que ____O____ (padecer) bombardeos similares. El cuadro de Picasso para la
Exposición de París de ese año -titulado Guernica por razones de oportunidad, aunque en él no hay
ningún símbolo que haga referencia a la villa- completó el alcance del mito. […]
http://www.telemadrid.es/?q=blogs/post/guernica-el-bombardeo-la-historia-frente-al-mito
221
6. Escriba un pequeño texto (40-50 palabras) presentando su opinión sobre la relación que existe
entre el arte y el sufrimiento.
7. Escriba un texto (180-200 palabras) sobre la importancia del arte para la condición humana,
indicando las expresiones artísticas que más valora.
Atención: no firme el texto.
FIM
COTAÇÕES
1. …………………………………………………………………………………………………….
2. …………………………………………………………………………………………………….
3.
3.1. …………………………………………………………………………………………….
15 pontos
20 pontos
20 pontos
3.2. …………………………………………………………………………………………….
20 pontos
3.3. …………………………………………………………………………………………….
20 pontos
4. ……………………………………………………………………………………………………..
10 pontos
5. ……………………………………………………………………………………………………..
15 pontos
6. ……………………………………………………………………………………………………..
20 pontos
7. ……………………………………………………………………………………………………..
60 pontos
222
Anexo 88
Prova a Nível de Escola Equivalente a Exame Nacional
Prova Escrita de Espanhol - Continuação - 11.º Ano
(Decreto-Lei n.º 139/2012, de 5 de julho e Despacho nº 2007B/2013, 1 de fevereiro)
Prova 847/1ª Fase
2013
Duração da Prova: 120 minutos
7
Págs.
COTAÇÕES
1. …………………………………………………………………………………………………….
15 pontos
2. …………………………………………………………………………………………………….
20 pontos
3.
3.1. …………………………………………………………………………………………….
20 pontos
3.2. …………………………………………………………………………………………….
20 pontos
3.3. …………………………………………………………………………………………….
20 pontos
4. ……………………………………………………………………………………………………..
10 pontos
5. ……………………………………………………………………………………………………..
15 pontos
6. ……………………………………………………………………………………………………..
20 pontos
7. ……………………………………………………………………………………………………..
60 pontos
223
A classificação da prova deve respeitar integralmente
os critérios gerais e os critérios específicos a seguir apresentados.
CRITÉRIOS GERAIS DE CLASSIFICAÇÃO
A classificação a atribuir a cada resposta resulta da aplicação dos critérios gerais e dos critérios
específicos de classificação apresentados para cada item e é expressa por um número inteiro,
previsto na grelha de classificação.
As respostas ilegíveis ou que não possam ser claramente identificadas são classificadas com zero
pontos. No entanto, em caso de omissão ou de engano na identificação de uma resposta, esta pode
ser classificada se for possível identificar inequivocamente o item a que diz respeito.
Se o examinando responder a um mesmo item mais do que uma vez, não eliminando
inequivocamente a(s) resposta(s) que não deseja que seja(m) classificada(s), deve ser considerada
apenas a resposta que surgir em primeiro lugar.
Todos os itens apresentam critérios específicos de classificação organizados por níveis de
desempenho. A cada um desses níveis é atribuída uma única pontuação.
Para a generalidade dos itens, são considerados de um a três níveis (N3, N2 e N1); para a tarefa
final, são considerados cinco níveis (N5, N4, N3, N2 e N1) em cada parâmetro – competência
pragmática e competência linguística. Qualquer resposta que não corresponda ao nível mais
elevado descrito é integrada num dos outros níveis, de acordo com o desempenho observado. Estão
previstos níveis de desempenho intercalares não descritos. Sempre que uma resposta revele um
desempenho que não se integre em nenhum de dois níveis descritos consecutivos, deve ser-lhe
atribuída a pontuação correspondente ao nível intercalar que os separa. É classificada com zero
pontos qualquer resposta que não atinja o nível 1 de desempenho.
Qualquer resposta que contenha elementos não previstos nos critérios específicos de classificação,
mas que seja cientificamente válida e adequada ao solicitado, é classificada segundo
procedimentos análogos aos previstos nos descritores apresentados.
Nos itens de seleção, qualquer resposta indicada de forma equívoca, por exemplo, fornecendo mais
elementos do que o(s) pedido(s), é classificada com zero pontos. No caso dos itens constituídos por
várias alíneas, a classificação é feita de acordo com o nível de desempenho observado na sua
totalidade.
Nos itens de construção, é atribuída a classificação de zero pontos a respostas que não
correspondam ao solicitado, independentemente da qualidade do texto produzido, nomeadamente
na tarefa final, onde a competência linguística só é avaliada se o examinando tiver tratado o tema
proposto e se tiver obtido, pelo menos, a classificação mínima na competência pragmática.
224
CRITÉRIOS ESPECÍFICOS DE CLASSIFICAÇÃO
Escreve uma frase adequada à imagem, utilizando as palavras dadas.
Escreve com correcção linguística.
N3 Exemplo de resposta: El Guernica es la obra de Pablo Picasso que mejor
retrata el sufrimiento humano.
15
1.
Nota – Não se exige que o examinando utilize exactamente os mesmos termos
do exemplo de resposta apresentado.
N2
N1 Escreve uma frase adequada à imagem utilizando pelo menos uma das palavras
dadas. Escreve com incorrecções não impeditivas da compreensão
2.
Faz 8 a 10 completamente correctos.
Chave: a) - de
f) – era
b) – le
g) - que
N3
c) – de
h) - todas
d) – su / la
i) - del
e) – una
j) – los / algunos
N2
N1 Faz 2 ou 3 completamente correctos.
N3
3.1.
N2
N1
3.2.
Identifica claramente os 4 parágrafos que contêm a informação referida.
Chave: a) – 2º párrafo
b) – 5º párrafo
c) – 6º párrafo
d) – 7º párrafo
Identifica correctamente 2 parágrafos que contêm a informação referida. Erra
ou omite os restantes.
Faz 4 correspondências correctas.
Chave: a) – emblema
N3
b) – asolar
c) – una premonición
d) – hacia
N2
N1 Faz 2 correspondências correctas.
10
5
20
14
8
20
14
8
20
14
8
225
3.3.
N3 Apresenta 4 explicações correctas.
Exemplo de resposta:
a) – destrozaba, destruía, arruinaba
b) – reunir, recoger
c) – pagó
d) – insistiendo
20
Nota – Não se exige que o examinando utilize exactamente os mesmos termos
do exemplo de resposta apresentado.
4.
5.
N2
N1 Apresenta 2 explicações correctas.
14
8
Faz 6 ou 7 associações correctas.
N3 Chave: (a) – (7); (b) – (4); (c) – (10); (d)- (6); (e)- (1); (f) – (2); (g)- (9)
N2
N1 Faz 2 associações correctas.
10
7
4
Faz 12 a 15 completamente correctos.
Chave:
a) – han convertido / convirtieron
b) – pasó
N3
c) –formaba
d) – reclamaba
e) – ordenó
f) –hicieron
g) – cayesen / cayeran / hayan caído
h) - destruyó
N2
N1 Faz 3 a 6 completamente correctos.
i) – causó
j) – murieron
k) - fue
l) – habían superado
m) - mintió
n) – se debió
o) – habían padecido
N3 Escreve um texto conforme solicitado. A função prevista está bem definida (dar
opinião). Escreve com correção linguística. As interferências da língua materna
são pontuais e irrelevantes.
Exemplo de resposta: En mi opinión… / Creo que… / Para mí… / A mi modo de
ver… / Desde mi punto de vista…/ Me parece que… / yo diría que…
15
10
5
20
Nota – Não se exige que o examinando utilize exatamente os mesmos termos do
exemplo do descritor apresentado.
6.
N2
N1 Escreve 3 ou 4 frases pouco estruturadas, nas quais aparece razoavelmente
definida a função prevista. Escreve com incorreções linguísticas. As
interferências da língua materna são recorrentes.
OU
Escreve 1 ou 2 frases em que aparece bem definida a função prevista. Escreve
com correção linguística. As interferências da língua materna são pontuais e
irrelevantes.
14
8
226
N5
N4
N3
7.
N2
N1
N5
N4
N3
7.
N2
N1
Competência Pragmática
Escreve um texto sobre o tema proposto e no registo adequado ao contexto e aos
destinatários.
O discurso é coerente e coeso; utiliza os conectores adequados.
A informação é ordenada a partir de um esquema ou plano.
As funções previstas estão bem definidas (desenvolver uma ideia e argumentar).
O texto tem informação suficiente e respeita o limite de palavras indicado.
35
28
Escreve um texto sobre o tema proposto, embora possa não respeitar o registo
adequado ao contexto.
O discurso é coerente, ainda que com recurso a um número limitado de mecanismos de
coesão.
A informação, embora nem sempre relevante, está articulada de maneira linear.
Algumas funções previstas estão definidas de maneira razoável.
O texto pode não ter informação suficiente, mas respeita o limite de palavras indicado.
21
14
Escreve um texto no qual se refere superficialmente ao tema proposto e que não
respeita o registo adequado.
O discurso é confuso, com ideias repetidas e/ou pouco claras, com muitos desvios e
repetições.
A informação não aparece ordenada a partir de um esquema ou plano, apresentando
pormenores pouco ou nada relevantes.
As funções previstas não estão bem definidas.
O texto não tem informação suficiente nem respeita o limite de palavras indicado.
Competência Linguística
Emprega recursos linguísticos adequados para redigir o tipo de texto solicitado.
Usa, de forma apropriada, os recursos lexicais e discursivos necessários para retomar a
informação.
Utiliza com correção vocabulário elementar, adequado ao nível de referência.
Revela geralmente bom domínio gramatical. Revela geralmente bom domínio da
ortografia e da pontuação.
As interferências da língua materna são pontuais, revelando-se apenas em estruturas de
uso menos frequente.
7
25
20
Emprega recursos linguísticos suficientes para redigir um texto simples.
Usa os recursos lexicais e discursivos suficientes para retomar a informação, embora
com algumas repetições.
Utiliza vocabulário pouco variado, mas consegue suprir algumas limitações com recurso
a circunlocuções e a outras estratégias de substituição.
O controlo gramatical é suficiente para permitir a compreensão do que se pretende
comunicar.
A ortografia e a pontuação são suficientemente precisas para não afetarem a
inteligibilidade do texto.
As interferências da língua materna são notórias.
15
10
Emprega recursos linguísticos básicos, com padrões frásicos elementares.
Não faz um uso adequado dos recursos lexicais e discursivos.
Utiliza um repertório vocabular limitado e repetitivo.
O controlo gramatical é insuficiente, revelando erros sintáticos e morfológicos.
Os erros ortográficos são persistentes e a pontuação nem sempre é adequada.
As interferências da língua materna são frequentes e sistemáticas.
5
227
Anexo 89
Gestor de Atividades e Recursos Educativos
Agrupamento de Escolas da Lourinhã
Designação da atividade
Dia Internacional do Livro
Escola
Tipologia
Promoção do Livro e da Leitura
Data de início
23-04-2013
Data de término
23-04-2013
Departamentos
Línguas Estrangeiras
Grupos de
Recrutamento/Disciplinas
330 - Inglês
350 - Espanhol
Outras Estruturas
Bibliotecas Escolares
E-Twinning
Dinamizadores
Brigitte Antunes; Filipa Silva; Isabel Santos; Marília Franco
Proponente
Prof. Isabel Damaso Santos
Público-Alvo
11º A / 11º B / 11º C / 11º D / 11º E / 11º F / 11º G
Breve Descrição
Pretende-se com esta atividade dar a oportunidade aos alunos da Escola
Secundária Dr. João Manuel da Costa Delgado de estabelecer um contacto
direto com uma jovem escritora, que publicou o seu primeiro livro muito
recentemente. Visto que este livro foi desenvolvido quando a escritora era ainda
adolescente, consideramos pertinente, dado o público-alvo, não só apresentar
um livro que é dirigido, sobretudo a jovens adolescentes, como também um
exemplo de sucesso de alguém que, muito cedo, perseguiu o sonho de se tornar
escritora, algo que só agora foi tornado possível.
Objetivos
Fomentar o hábito e o gosto pela leitura.
Incrementar a escrita criativa.
Dinamizar a Biblioteca escolar.
Refletir sobre os hábitos de leitura.
No âmbito do Dia do Livro decidimos lançar um desafio aos nossos alunos. A
partir de dois excertos da obra “Portas Mágicas” de Marta Teixeira Pinto
pretende-se que os alunos redijam um conto. Os finalistas irão receber um livro
oferecido pela Consejería de España en Portugal e pelas professoras
estagiárias.
Observações
Estimativa de custos
Estado
Desde Novembro de 2012 que a Escola Secundária Dr. João Manuel da Costa
Delgado está inscrita na plataforma e-Twinning, uma rede de escola europeias
onde se pretende fomentar o intercâmbio entre professores e alunos, a criação
de projetos interdisciplinares e transversais ao currículo, bem como disseminar a
ideia de uma identidade europeia una, com as suas especificidades.
Aproveitando o Dia Internacional do Livro, um data assinalada em todos os
estados-membros, e com a finalidade de promover momentos / exercícios de
expressão oral, em inglês e em espanhol, pensamos em, junto dos nossos
alunos, solicitar o seu contributo para esta data especial, criando um vídeo de
curta duração no qual falam dos seus autores / livros favoritos, para depois ser
publicado na referida plataforma com a escola anfitriã, neste caso, CFA Jacint
Verdaguer, Castelldefels, Catalunha, Espanha.
0.00 €
Proposta
228
Anexo 90
Artigo que saiu no jornal Olhar(es) sobre o Dia Internacional do Livro e a visita da escritora Marta
Teixeira-Pinto à nossa escola.
No dia 23 de Abril celebra-se o Dia Internacional do Livro. É um dia relembrado
de várias formas, consoante a cultura onde nos inserimos. É o dia de
Shakespeare e Cervantes, de Romeu e Julieta y de Dom Quixote. Entre espadas,
cavaleiros, princesas e guerreiros, estes dois grandes nomes da literatura
universal, deixaram-nos personagens intemporais, que nos acompanham e dão
vida às folhas de papel.
Da mesma forma que as paisagens e as personagens imortalizaram quer
Shakespeare quer Cervantes, também a escritora Marta Teixeira Pinto decidiu,
inspirada nestes e em tantos outros autores, publicar uma história, a sua
história de adolescente, escrita na adolescência onde os quês e os porquês
agitam a vida e as vivencias de todos aqueles por essa fase da vida passaram ou
ainda passam.
A vinda de Marta Teixeira Pinto, para apresentação de seu livro Portas Mágicas
pintou com tons suaves mas mágicos, o auditório da nossa Escola. No meio de
tanta magia, as palavras desta jovem escritora, por certo deixaram curiosas as
pessoas que assistiram à sua conversa com os alunos, professores e
funcionários, que se disponibilizaram para recebê-la. Nunca é de mais trazer
para junto dos adolescentes, exemplos vivos de quem, desde sempre, perseguiu
os seus sonhos, no meio de
espinhos, pedras e outros
obstáculos
maiores.
A
oportunidade
de
conhecer
alguém que, também já hesitou
perante o futuro, dividida entre
as opções, as oportunidades, o
sonho e a realidade, são importância suma para jovens a quem
ausência de modelos de referência e de muitas interrogações
sobre os passos a dar, pode dar algum alento e esperança.
Não foi possível perceber se a Marta que ali esteve era a
psicóloga, ou a professora, ou a mãe, ou a Sara, a personagem
principal para quem, no meio de tantas feridas, encontrou o
poder da cura através de umas Portas Mágicas. A única coisa
que nos foi possível entender é que a combinação de tantas
Martas inspirou uma sala e deixou em muitos de nós uma
semente de curiosidade só possível de saciar após a leitura do
primeiro livro de uma trilogia cujo fim só será alcançável,
transpondo as inúmeras portas e trilhando os vestígios
mágicos, por entre duendes e outras criaturas fantásticas.
229
Anexo 91
Gestor de Atividades e Recursos Educativos
Agrupamento de Escolas da Lourinhã
Designação da atividade
Escola
Tipologia
Dia das Línguas Estrangeiras
Atividade Cultural
Data de início
9-05-2013
Data de término
9-05-2013
Departamentos
Línguas Estrangeiras
Grupos de
330 - Inglês
Recrutamento/Disciplinas 350 - Espanhol
Dinamizadores
Brigitte Antunes; Filipa Silva; Isabel Santos; Marília Franco
Proponente
Prof. Isabel Damaso Santos
Público-Alvo
6º A / 6º B / 6º C / 6º D / 6º E / 6º F / 6º G / 9º A / 9º B / 9º C / 9º D / 2º A - CEF A
/ 2º B - CEF J / 10º A / 10º B / 10º C / 10º D / 10º E / 10º F / 10º G / 10º H / 10º I /
10º J / 10º K / 11º A / 11º B / 11º C / 11º D / 11º E / 11º F / 11º G / 12º A / 12º B /
12º C / 12º D / 12º E / 12º F / 12º G / Professores
Breve Descrição
A elaboração do Teste de Cultura Hispana e Anglófona é um convite
endereçado à comunidade escolar e um desafio aos conhecimentos sobre as
culturas dos países cujas línguas oficiais são o inglês e o espanhol. Na
organização deste jogo de carácter lúdico, estão os alunos dos 10º e 11º anos,
que, através de algumas pesquisas, vão construir um questionário que abrange
aspetos vários, que englobam a cultura, a história e a geografia.
Jugamos al Español é uma iniciativa das professoras estagiárias que, neste dia
dedicado à Europa e às línguas europeias, desejam promover, junto dos alunos
da escola Dr. Afonso Rodrigues Pereira, a cultura e língua espanholas,
especialmente com os alunos dos 6º e 9º anos.
Objetivos
Permitir que a comunidade escolar comungue e partilhe de conhecimentos de
vários âmbitos, relacionados com a cultura hispana e anglófona.
Promover o ensino / aprendizagem da língua espanhola junto de alunos em
transição de ciclo.
Estimativa de custos
Estado
0.00 €
Proposta
230
Anexo 92
Dia da Europa / Dia das Línguas Estrangeiras
Exemplos de diapositivos produzidos pelos alunos das turmas 11ºB e 11ºD.
231
Anexo 93
Dia da Europa / Dia das Línguas Estrangeiras
Jogos interactivos sobre a cultura anglófona e
hispana preparados pelos alunos do 11º Ano.
Escola Básica 2, 3 Dr. Afonso Rodrigues Pereira
Aula interactiva de espanhol com duas turmas
do 5º Ano.
Os alunos exploraram o sítio Centro Virtual
Cervantes e o jogo Mi mundo en palabras.
232

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