O PROFESSOR PDE E OS DESAFIOSDA ESCOLA PÚBLICA PARANAENSE

2009

Produção Didático-Pedagógica

Versão Online ISBN 978-85-8015-053-7Cadernos PDE

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SECRETARIA DE ESTADO DA EDUCAÇÃO SUPERINTENDÊNCIA DA EDUCAÇÃO

PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE UNIVERSIDADE ESTADUAL DE LONDRINA – UEL

AUTORA: MARCIA SPLENDOR BATISTA

PDE- LÍNGUA ESTRANGEIRA MODERNA

ORIENTADORA: Profª Ms. MICHELE SALLES EL KADRI

LONDRINA 2009/2010

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PEDAGOGICAL BOOK

" We are all so different largely because we have different combinations of intelligences. If we recognize this, we will have a better chance of dealing appropriately with the many

problems that we face in the world. "

Howard Gardner

Apresentação Este caderno pedagógico tem como finalidade a contribuição para o ensino de língua inglesa no 1º ano do Ensino Médio e tem como foco atividades diversificadas de leitura, contemplando as inteligências: musical, corporal-cinestésico, naturalista e interpessoal predominantes nos alunos envolvidos neste trabalho. Este material foi elaborado de acordo com a Teoria das Inteligências Múltiplas, desenvolvida pelo Dr. Howard Gardner que afirma que os seres humanos são dotados de oito tipos de inteligências, sendo que as mesmas se manifestam de forma diferente em cada ser. Segundo ele, o propósito da escola deveria ser o de desenvolver as inteligências e ajudar as pessoas a atingirem objetivos de ocupação e passatempo adequados ao seu espectro particular de inteligências. As pessoas que são ajudadas a fazer isso, acredita Gardner, se sentem mais engajadas e competentes e, portanto, mais inclinadas a servirem à sociedade de uma maneira construtiva. Na visão de Gardner, a escola ideal de futuro baseia-se em duas suposições: 1ª.) nem todas as pessoas têm os mesmos interesses e habilidades e nem todas aprendem da mesma maneira e; 2ª.) atualmente, ninguém pode aprender tudo o que há para ser aprendido. Além disso, este material tem em vista o perfil sócio-econômico-cultural dos alunos da escola pública da cidade de Ibiporã - PR. Este caderno é composto por três unidades temáticas distintas, cujos textos trazem assuntos da atualidade. As unidades estão assim dispostas:

• Unit 1: Bullying / Cyberbullying • Unit 2: Recycling • Unit 3: Multiple Intelligences

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INDICE

UNIT 1: Textos: “Bullying” ........................................................................................................ 5 “Anti-bullying strategies: Don’t be cruel”.........................................................12 “Bullies ruined my life” ...................................................................................14 UNIT 2: Textos: Recycling........................................................................................................18 Cartoon: “Down with pollution” ......................................................................18 Reuse, Recycle, Reduce ..................................................................................21 Song: 3Rs.......................................................................................................22 UNIT 3: Textos: Multiple Intelligences Theory ..........................................................................25 Eight styles of learning ...................................................................................26 Biography of Howard Gardner.........................................................................28 Career areas for Multiple Intelligences ............................................................31 REFERENCES...............................................................................................................................37 ANNEXES ....................................................................................................................................38

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UNIT 1 Tema: Textos: “What is bullying?” Preparação para a leitura do texto: I) Answer these questions:

1) What is bullying for you? Write four words which you associate with the idea. You can answer in Portuguese or in English!

2) In pairs, discuss the meaning of the word “bullying”. Is there a portuguese word for “bullying”? 3) Do you know someone who is being bullied? Tell us.

4) Who are the victims: men or women? II) Vocabulary: A) Tick the characteristics of bullying: ( ) ignoring someone ( ) sad ending ( ) acts of suicide ( ) anxiety ( ) teasing ( ) hair pulling ( ) making bad gestures ( ) sad ending ( ) anxiety ( ) happy ending ( ) acts of suicide ( ) hobbies ( ) high self-esteem ( ) using the Internet or e-mails to hurt others B) Match the columns: (a) hurts ( ) provocação (b) weaker ( ) menos (c) teasing ( ) bater em, tocar em, (d) hitting ( ) alguém (e) someone ( ) machuca (f) less ( ) mais fraco III) Read the text again and do this exercise: 1) Encontre no 1º. parágrafo: “What is bullying?” os lugares que podem ocorrer o “bullying.”

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2) Encontre no 5º parágrafo: “How can bully hurt you.” As expressões equivalentes a: a) baixa auto-estima b) transtornos alimentares c) ansiedade d) pensamentos e atos suicidas e) notas baixas

IV) Find in the text the following information: a) Os problemas mais graves que a vítima de “bullying” pode sofrer. b) Os problemas de saúde que as vítimas de “bullying” podem apresentar. c) Três motivos pelos quais as garotas praticam o “bullying.” d) O porquê de algumas pessoas serem vítimas de bullying mais do que outras. e) Três problemas que o agressor /provocador de bullying pode sofrer. V) Write (T) for True and (F) for False according to the text: ( ) There are many types of bullying. ( ) Bullying can happen only at school. ( ) Bullies are more likely to get into fights and steal. ( ) If you are being bullied tell the bully to stop. ( ) Adults can’t help end the bullying.

Text 1 Bullying

What is bullying? Bullying is when one person or a group of people repeatedly hurts someone else. Bullying involves hurting someone who is often weaker or less confident. There are many types of bullying, and for young women, bullying usually involves more teasing and less hitting. Bullying is often done on purpose and it can happen anywhere, such as at school, in the park, on a sports team, or even at home. Often the person being bullied has a hard time defending herself. Bullying can be:

� Leaving out someone from group activities on purpose, such as being part of a clique and not letting others join.

� Ignoring someone or giving them the "silent treatment" � Using the Internet, instant messenger, and/or e-mail to hurt others

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� Making faces and/or bad gestures with your hands to someone � Making faces and/or bad gestures with your hands to someone � Using friends to get something you want, such as making friends with someone who is smart

just so they can do your homework for you � Making fun of someone for being "different" � Forcing someone to do something embarrassing or dangerous in order to join a sports team or

social group (also called hazing) � Hitting, punching, and shoving � Hair pulling, biting, and pinching � Threatening and scaring others � Name-calling, teasing, and gossiping

Young women bully:

� Because others are doing it � To become more popular � To gain respect � To get what they want � To get attention � To feel better about themselves � To boost their confidence � They think it is fun to hurt others' feelings � To punish people they are jealous of

So why do certain people get bullied? And why are they bullied more than others? Often, bullies target people they are jealous of or people they know will not fight back. Also, bullies pick on people who seem "different" from themselves or their friends. Many times, young women want so badly to fit in with the popular crowd, that they do not tell on bullies when they are picked on or made fun of. How can bullying hurt you? Not only can bullying hurt someone's feelings, it can have other more serious effects. Some problems can even last until you are an adult! Bullying can play a role in: Sadness, hurt feelings, loneliness, and even depression

� Poor body image, low self-esteem and even eating disorders, especially when teased about weight

� Skipping school, bad grades, and being afraid to go to school � Headaches, stomach aches, and anxiety � Trouble sleeping � Thoughts and acts of suicide, in very bad cases

Remember - Bullying others or being bullied can hurt someone both physically and emotionally and affect you long after you become an adult! Can being the bully hurt you? Did you know that being a bully can also cause serious problems? Young women who bully are more likely to drop out of school, have poor grades, use drugs, shoplift, and be involved in cliques at school.

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Bullies are just more likely to get in trouble, especially when they are caught bullying others. Would you want to always get in trouble, have bad grades, and hurt other people? Probably not! If youÕre still not convinced that bullying is bad, keep reading to learn more interesting facts.

� Childhood bullies are much more likely to commit a crime by age 24 � Often, childhood bullies are violent when they are older � Bullies take part in many bad things, such as drug and alcohol use, and smoking � Childhood bullies may not change and may be bullies as adults � Bullies are more likely to get into fights and steal

What can you do if you see someone being bullied? Although you may not be directly involved in bullying, there may be times when you see others being bullied. If this is the case, you can help! Here's how you can make a difference:

� Don't join in on bullying. If you see someone being bullied, don't join in. If the bully tries to get you to help, refuse and walk away.

� Stop the rumors. Don't help spread rumors about another person. You wouldn't want rumors spread about you, so don't do it to someone else! If someone gossips to you, let it end with you don't pass it on to others. You can even tell that person you're not interested.

� Tell an adult. Don't just stand there and watch, especially if someone is being hurt physically. Tell an adult about the bully and what's going on. If you feel uncomfortable or unsafe telling an adult, ask the adult to keep your comments private.

� Offer help. When the bully is gone, try and help the person who was bullied and make sure he or she is okay. Encourage her to talk to an adult and stick up for herself.

� Each time you help someone who is bullied and don't bully others, you are making a positive impact on someone's life and your own.

What can you do if you are being bullied? You think you're a good person and you don't make anyone mad, at least not on purpose. So what do you do if you are bullied? Should you let it happen? Here are tips on what you can do if you are being bullied:

� Tell an adult. Many young women fear telling an adult because they don't want to look like a snitch or seem weak. However, adults can help end the bullying. Also, it may make you feel better to tell an adult.

� Stand up for yourself. Believe it or not, this will help you gain respect from others. Practice what you might say to a bully with a friend, your mirror, or an adult. Practice saying it in a firm, confident voice. You may even encourage others to protect themselves from bullying, too.

� Tell the Bully to stop. Calmly walk away. Believe in yourself and tell others how you feel and what you think. You will gain respect from others. Also, by leading the way and showing others that you can't be bullied, you can help prevent bullying in the future. You can also encourage others to protect themselves from bullying.

� Do not fight back! It's hard to do, but walk away from a bully and ignore them. If you give in to a bully and fight back, you could end up getting in trouble instead of the bully! If someone is hurting you physically, try to call for help or get away fast and get help from an adult.

� Lighten the air! Make a joke to lighten up the mood. Say something funny to distract the people involved.

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� Make new friends and get involved. Making friends, and having interests and extracurricular activities, will make you feel better about yourself and the bullying situation. It will introduce you to people who share similar interests. When making friends, make sure you have positive friendships that are fun and free of bullying.

� DonÕt blame yourself. It's important for you to know that it's not your fault. No one deserves to be treated this way. If you're being bullied, try to stop it either by yourself or with help from an adult.

� Be strong! Bullies like to upset people, particularly those who can't stand up for themselves. Be in control so that the bully wonÕt feel in control. It's important to feel confident and have good self-esteem. Even if you don't feel it at the moment, acting like you do will help. You may find that you are pretty good at handling a bully after all, and the next time you won't have to fake the confidence.

What can you do to prevent being bullied?

� Avoid bullies when you can � Walk to school and eat lunch with a friend � Act confident � Stay near adults � Believe in yourself

Remember, "You are the Rhythm of the Universe." You set the tone for how life goes on around you. Speak up for yourself and what's good for you. What can you do if you are a bully? Many people may be bullies and not even know it! Once you realize that you are bullying others there are things you can do to stop. Here are tips so you can make a change and be a better person.

� Recognize and admit that you are a bully, and that your bullying actions are hurting people. � Put yourself in their shoes. How do you think being bullied would make you feel? Try to

understand how your actions make them feel. � Make a change! Change your actions and be friendly to others. � Form healthy relationships. Form positive relationships with people your age, as well as adults.

Look within yourself. Find better ways to deal with anger and be happy such as keeping physically active, getting involved in extracurricular activities, developing positive friendships, and talking with an adult.

� Talk to an adult that you trust. If you want to change your bullying behaviors and become a nicer person, talk with an adult or a school counselor to learn how to ditch your bullying ways. You may need to talk with someone several times to help you as you grow out of bullying. Don't worry about getting into trouble. Adults would be proud of you for wanting to change your ways.

� If you find yourself wanting to bully others, stop and think about it. Look within yourself and try to figure out why you want to do this. Do you really want to get in trouble and make someone feel bad? The answer is likely no. So, find something else to make you happy like getting involved with a sport or a hobby.

From: www.safeteens.org/bullying_text.html Acesso em 16 jun.2010.

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O texto que você acabou de ler tem qual função? ( ) de informar / alertar ( ) de divertir ( ) de vender algo A) Individual activity: “Bingo with words” Após a leitura do texto: “Bullying”, faça uma cartela, no seu caderno, com 12 espaços. Escolha do quadro abaixo 12 (doze) palavras e copie-as no seu caderno. Marque com um círculo, a palavra que o professor ler.

ignoring / hair pulling / name calling / making faces / biting / hurt others

bad gestures / depression / bullies / problems / bullying / violent / drug / alcohol

physically / emotionally / bad grades / low self-esteem / eating disorders / skipping

school / headaches / stomach aches / anxiety / trouble sleeping / loneliness / sadness

B) Pair work activity: Em pares, discutam o seguinte: Enumere quatro ações que vocês consideram mais importantes para se evitar o comportamento de “bullying”. Diga o porquê e depois discuta as idéias com a turma toda. C) Group work activity: “Wireless telephone I” Em pé, faça uma fila em frente ao quadro. Você, primeiro aluno da fila, vai ouvir do professor, a palavra “ trouble sleeping” , por exemplo e você vai falar, em voz baixa, essa palavra somente para o segundo aluno da fila e assim sucessivamente até o último da fila. D) Whole class activity: “Organize the song”: Help” The Beatles Ouçam esta música e coloquem as tirinhas dos versos na ordem correta.

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And now my life has changed in oh so many ways, My independence seems to vanish in the haze. But every now and then I feel so insecure, I know that I just need you like I've never done before Help, I need somebody, Help, not just anybody, Help, you know I need someone, help. Help me if you can, I'm feeling down And I do appreciate you being round. Help me, get my feet back on the ground, Won't you please, please help me? Help me if you can, I'm feeling down And I do appreciate you being round. Help me, get my feet back on the ground, Won't you please, please help me? When I was younger, so much younger than today, I never needed anybody's help in any way. But now these days are gone, I'm not so self assured, Now I find I've changed my mind and opened up the doors. Help me if you can, I'm feeling down And I do appreciate you being round. Help me, get my feet back on the ground, Won't you please, please help me. And now my life has changed in oh so many ways, My independence seems to vanish in the haze. But every now and then I feel so insecure, I know that I just need you like I've never done before

Help me if you can, I'm feeling down And I do appreciate you being round. Help me, get my feet back on the ground, Won't you please, please help me, help me, help me, oh.

When I was younger, so much younger than today, I never needed anybody's help in any way. But now these days are gone, I'm not so self assured, Now I find I've changed my mind and opened up the doors

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Critical reading: 1. Qual é a sua opinião sobre o texto? Você concorda com ele? 2. Como você acha que podemos evitar o bullying na escola? 3. O que podemos fazer para mudar esta situação? 4. O que você sugere para contornar o que a Internet trouxe de ruim para nossas vidas?

Atividades de Inteligências Múltiplas: Musical: em grupos de cinco, façam uma apresentação com acompanhamento musical adequado sobre uma pessoa que está sendo vítima de bullying.

Corporal: em grupos de cinco, crie uma mímica ou uma sequência de movimentos para demonstrar três formas de bullying. Naturalista: organize uma entrevista com uma turma de 1ºEM da sua escola, sobre casos recentes de vítimas de bullying. Depois relate os resultados para sua turma.

Interpessoal: individualmente, faça um levantamento com os pais, tios, avós e outras pessoas de diferentes faixas etárias sobre as dificuldades de relacionamento que tiveram durante o tempo de escola.

Pergunte a eles: a) Quais eram os apelidos mais comuns naquela época? b) Pergunte se elas foram vítimas de bullying e como lidaram com isso? O que fizeram

para superar essa dor?

Text 2: “Anti-bullying strategies” Preparação para a leitura do texto: Answer these questions before reading the text: I) Match the columns: a) to pick on ( ) perdedor, derrotado b) loser ( ) maçante, enfadonho c) gossip ( ) criticar, punir alguém d) sort of stuff ( ) engajar-se, envolver-se em algo útil e) boring ( ) algo melhor f) something better ( ) tipo de coisas g) to pitch in ( ) fofoca II) Read this: “Don’t be cruel! 9 better ways to spend your time”. The title suggests: ( ) uma recomendação ( ) um convite ( ) um conselho ( ) dicas III) Observe the sentences: a) Smile at everyone you make eye contact. b) Join a volunteer organization.

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Estas frases estão no IMPERATIVO, na forma afirmativa. Nós sabemos que o Imperativo é utilizado para dar ordens, instruções, dizer o que fazer, ou como fazer algo, dar conselhos, sugestões, etc... Nas sentenças acima, qual é sua função? c) Localize uma frase no texto que tenha valor de negação. IV) In pairs, discuss the three most important things to avoid bullying.

Don't Be Cruel 9 Better Ways to Spend Your Time

Nine better things to do than pick on someone else

1. Study for your SATs or PSATs with the smart-but-quiet kid from your class -- study in the school library then go out for pizza afterwards and get to know what that person is really like. Smile at everyone you make eye contact with -- even the kids that have been labeled "losers."

2. Next time you hear a stupid or cruel rumor, roll your eyes and say something like, "This sort of

stuff gets more boring everytime I hear it, there has got to be something better to talk about!" 3. Go play a game; organize a noon hour game of co-ed touch football and make sure that it is clear

ANYONE is welcome to play. 4. Join a volunteer organization and convince your friends to go along; try working at a soup kitchen,

crisis center or food bank so that you can get some perspective about what really matters in a human being.

5. Go environmental; make your school obey the three R's of recycling and get all the kids in your school to pitch in.

6. Do your homework well before it is due; organize study clubs and put people who don't normally hang out together in the various groups.

7. If you hear about something that is really out of hand, or see it happening, go to an adult who can intervene and help.

NEVER spread any gossip about ANYONE!

From: http://www.teenadvice.about.com/library/weekly/aa053101c.htm. Acesso em 17 jun.2010. After reading the text: I) Now, you have to choose one thing above to do at home, at neighborhood, or at school, etc. II) Find in the text the following expressions:

a) ser humano b) obedecer c) grupos de estudo d) nunca e) contato visual

Atividades de IMs

Musical: “Qual é a música?” Formem grupos de cinco alunos. Ouçam a palavra pronunciada pelo professor, tentando

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lembrar-se da(s) letra(s) musical(is) em que essa palavra aparece. Anotem no quadro o nome de sua equipe, fazendo um placar.Ganhará pontos o grupo que conseguir cantarolar um trecho da música.

Interpessoal:relatem os depoimentos de sua pesquisa sobre as dificuldades de relacionamento na época escolar, dando “feedback” para a turma. Corporal-cinestésico: formem pequenos grupos e elaborem uma lista de ações para se evitar o bullying na escola. Organizem a lista e apresente-a para a turma toda.

Naturalista: em pequenos grupos, montem um mural com dicas sobre o que fazer se você vir uma pessoa sendo vítima de “bullying”.

Text 2: “Bullies ruined my life” Preparação para a leitura do texto: I) Answer these questions before reading the text: a) The sentence: “I have been bullied” means: ( ) Eu fui enganada ( ) Eu cometi uma gafe ( ) Eu fui vítima de bullying b) Match the words with their meaning: a) lasses ( ) razão, motivo b) endure ( ) fazer alguém sofrer c) reason ( ) pesadelo, sonho assustador d) against me ( ) garotas e) nightmare ( ) contra mim f) victimize ( ) suportar, sofrer com paciência Joelle was victimised by a gang of bullies...

Like many of the people who write on this site, I have been bullied.

I went through a whole year of hell at my secondary school and was only stopped because I was actually attacked by 5 lasses outside of my school. After that the teachers couldn't ignore what was going on anymore.

I endured hours of torment, both mental and physical, for absolutely no reason. You might be reading this and thinking "she must have done something to get bullied" but I honestly didn't. One girl, Sian, used to be one of my really good friends. I used to go round her house and that when we were younger. But she turned on me, and not only that, she turned other girls against me. I couldn't understand what I'd done to make her hate me so much, it was terrifying.

Answer these questions: a) Why did Joelle say: “a whole year of hell”? What did it happen? b) What did she do to be bullied? c) What did Sian, Joelle’s good friend, do to her?

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Everyday was a nightmare “You're a nasty slag” They were everywhere, and there was nothing they wouldn't do to make me miserable. I felt so victimised and so alone. I would get texts every day telling me I was a slag. "You think you're so great but you're a nasty little slag and everyone knows it," one text said. Notes were left on my chair at school which were very scary and threatening. "You're dead," one of them said. They rang my house all the time... Our phone would ring late at night, and when my dad answered there was no one there. I knew it was those girls and it made me sad to think that my parents were getting bound up in what was going on. "Is everything OK at school pet?" my mum would ask. "Everything's fine," I'd lie. "It's just some friends messing about." It broke my heart to have to lie to her, but I couldn't tell her what was going on. She just wanted me to be happy. Why me? I tried to understand why I was the one that was targeted by the bullies. “I stood out...” One main thing is that I'm quite new to the area and I came to the school quite late, so it was difficult to make friends. I'm also a twin and I think that has made me stand out as well. Sure, I always have boyfriends, but there's no way I'm a slut! I think that some girls are probably a bit jealous of me. They surrounded me, then attacked... I was almost getting used to the daily texts, emails and phone-calls. "Things can't get any worse," I thought. I was wrong. One day after school five girls came up to me outside the gate. Sian was with them. "What have you been saying about me bitch?" she shouted. I didn't even have time to defend myself because at that moment they all launched themselves at me, scratching, punching and kicking. I was screaming and trying to fight back. I just wanted to get out of there. I heard shouts and one of my teachers started to break up the group. I just ran home, crying all the way. “I tried to fight back...” The girls got suspended, but they'll be back and nothing's been sorted. I've thought about asking to change schools but why should I let them scare me away. Somehow, since the attack, I've felt stronger and angrier. That's why I wrote this story. I just want people to know how bad bullying can affect people. It's still not over... I'm lucky, I've got my family and my twin sister to support me. I don't know how any kid being bullied and being on their own survives because I so nearly didn't. I would like to tell the people who bullied me that I hate them soo much and they deserve everything that comes to them for making my life such a misery!! Thank you for listening xxxxxx

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PS Bullying HAS to be stopped!!

From: http://www.bbc.co.uk./switch/slink/iloveme/reallifestory/bully.shtml Acesso em 18 jun.2010.

I) Answer these questions: a) Who is Joelle? b) Why did she say: “a whole year of hell”? What did it happen? b) What did she do to be bullied? c) What did Sian, Joelle’s good friend, do to her? d) Who started the bully? How did it happen? II) Find out the meanings of the given words bellow from the dictionary, within 10 minutes! a) nightmare b) chewing gum c) pop d) miserable e) alone f) scary g) threatening h) dead III) Find in the text the following information:

a) os lugares onde Joelle era agredida pelas garotas b) quantos (as) irmãos(ãs) Joelle tem

c) o motivo pelo qual ela diz que é difícil fazer amigos

IV) In two teams, choose any part of this text and mime it. Both teams have to identify each other’s miming. Your team has to express feelings, thoughts, or information about Joelle’s story to the other team. V) What kind of text is this? ( ) narração ( ) descrição ( ) dissertação Critical reading: 1) Você acha que o “bullying” é um problema sério em nosso país? 2) Como você acha que poderia colaborar para amenizar o problema de bullying”, no seu bairro, na sua escola e na sua cidade? 3) Você já sofreu algum tipo de “bullying”? Atividades de IMs

Musical: escolham uma música, relacionando-a aos sentimentos de uma vítima de “bullying” e apresente-a para a turma.

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Interpessoal: discutam entre vocês a experiência de “Joelle” ter sido vítima de uma gangue de “bullies” e, depois, entrevistem o restante da turma sobre essa história. Selecionem um colega para registrar e relatar os resultados. Corporal-cinestésico: ensaiem um comercial (com ou sem palavras) alertando os adolescentes sobre como o bullying afeta a vida das pessoas. Naturalista: se vocês pudessem demonstrar a sensação de uma vítima de bullying, como vocês representariam baseando-se em um animal ou uma planta? Represente através de

desenhos. Depois, façam seus comentários sobre isso. Did you know how to avoid bullies online? Don’t give out private information such as password, pins, name, address, phone number, school name, or family and friend’s names. This information can be used by bullies and other harmful people on the Internet. Don’t even reveal your password to your friends. They might reveal it or use it against you in a fight.

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UNIT 2: RECYCLING Preparação para a leitura do cartoon: Answer these questions before reading the cartoon: 1) The sentence “Down with pollution” is about… ( ) money ( ) travel ( ) fashion ( ) environment 2) Na fala: “All of us should fight against pollution!” The word: “should” expresses: ( ) an advice ( ) an obligation ( ) a necessity ( ) a recommendation 3) Match the columns: (A) should ( ) contra (B) world ( ) arrumar, fazer faxina (C) against ( ) lutar, combater (D) clean up ( ) deveria (E) fight ( ) mundo

http://www.turmadamonica.com.br/comics/tirinhas.htm. Acesso em 3 maio.2010. And now, answer these questions: a) Jimmy Five shows to his mother a sign. What is it about? b) Does his mother like it or not? If yes, say why. c) In the first sign, his mother gives him an advice. Which one? d) Jimmy Five’s bedroom is in a mess. In your opinion, who should clean up the bedroom? e) The main point of the cartoon is:

( ) to increase awareness of one’s own attitudes toward pollution. ( ) to show that mothers are lazy. ( ) to increase awareness of individual actions that can help to protect the environment.

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Atividades sobre IMs

Musical: cantem um rap ou canção que explique que tipos de lixo devemos separar na cozinha e no quintal das casas. Incluam a importância da reciclagem. Interpessoal: quais objetos recicláveis podemos perceber no quarto do Jimmy Five?

Marque as opções com um “x”. ( ) used paper ( ) broken objects ( ) dry leaves ( ) glue tube ( ) rest of food ( ) crisp packet ( ) cartons of yogurt ( ) used cans ( ) toys Agora, compartilhe suas respostas com o colega.

Corporal-cinestésico: usem a mímica para mostrar como vocês acham que o Jimmy Five agiria nesta situação se fosse na sua sala de aula? Naturalista: percebemos vários objetos espalhados no quarto do Jimmy Five. Dê um conselho a ele sobre como podemos transformar o lixo que vemos no quarto dele.

Paper: Plastic: Glass: Clothes: Metals: A) Individual activity: “How green are you?”

Take the quiz and find out. Give each item a number from 1 to 5. 1= never 2=hardly ever 3=sometimes 4=often 5=always

DO YOU…?

1. avoid throwing things away if they can be reused, repaired, or recycled …… 2. use recycled paper …... 3. donate old clothes …… 4. throw garbage in the streets …… 5. separate the garbage in your home …... 6. avoid buying overpackaged products …… 7. avoid using more water than you need …… 8. turn off the lights when you leave a room …… 9. wash cartons of yogurt and milk items before you throw them to recycle …… 10. recycle glass …… B) 1. Pair wok activity: In pairs, do a Word search box ( if possible in a computer and print it). After that, you have to change the word search box among yourselves to find the solution. B) 2. pair work activity: Compare your answers to the quiz. Do you and your partner do the same things? Who is more “green”? Discuss these questions:

� What do you think is the most important thing to do listed in the quiz? � What do you think is the least important thing?

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C) 1. Group work outside the classroom: Miming In groups of five students you have to mime the actions, for eg., separating and donating old clothes, separating the garbage in the kitchen, collecting the garbage… etc. You have to observe the miming and try to “read” all of this body language! C) 2. Group work outside the classroom : “ Caça ao tesouro” In an ecologic way, in groups you have to pick up garbage, empty bottles, cans, all kind of plastic that are in the school. If your group collects a lot of objects, you will be the winner.

D) Whole class activity: Let’s play a game! Stand up and move around the classroom. Ask your colleagues the questions on the sheet. If he/she answers Yes, you have to write the person’s name in the appropriate box. When you get five different names (across or down), you should call out “Bingo!” The first five people to do so will be the winners!

The 3R’s bingo

Do you turn off the lights when

you leave a room?

Do you turn off the faucet while

brushing your teeth?

Do you recycle newspapers?

Do you avoid using more water than you need?

Does recycling reduce pollution?

Do you pick up litter you see in

the street?

Have you ever donate old clothes?

Do you take your own ecological bag

to the store?

Do you share your books or

magazines with another person?

Do you use cloth towels instead of

paper ones?

Do you grow your own vegetable

garden?

Have you ever received a recycled

gift?

Do you use rechargeable batteries?

Do you avoid using a bag if you’re buying

only one item at a store?

Do you use recycled paper?

Do you use old grocery bags for

garbage?

Do you reuse old glass containers?

Do you reuse old plastic containers?

Do you recycle glass bottles?

Do you give old clothes to the people of your

family?

Do you reduce the amount of the

garbage?

Does recycling save trees?

Do you return all plastic bottles to the store for the

deposit?

Do you use exactly the amount of

wrapping paper you need?

Does recycling save energy?

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Preparação para a leitura do texto: Word prediction: predicting topic from given vocabulary I) Read these words and answer the questions:

containers paper plastic reuse glass clothes

pollution products recycled garbage reduce donation metal plastic bottles nature plastic bags

a) What do you think this text is it about? ( ) shopping ( ) environment ( ) recycling ( ) tourism b) What do you know about it? II) Match these words: a) both sides ( ) latas de alumínio b) cloth towels ( ) loja, depósito c) aluminum cans ( ) ambos os lados d) garbage ( ) toalhas de tecido e) store ( ) adubo f) compost ( ) lixo

Reuse, Recycle, Reduce When we reuse containers, batteries, paper, and other things, we can reduce the amount of garbage we create. When we recycle things like newspaper, glass, and plastics, we reduce the amount of garbage and provide materials for making other products. Here are some of the things we can do. PAPER Use both sides of a piece of paper. Use cloth towels instead of paper towels. PLASTIC Recycle soda bottles by returning them to the store. GLASS Reuse or recycle glass bottles and jars. CLOTHES Give clothes to the people of your family, or donate used clothes. METAL Recycle aluminum cans. These symbols can help you to remember what to do with the garbage:

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REUSE containers and products.

REDUCE the containers and products.

RECYCLE use recycled materials and compost.

Adapted from www.epa.gov

From: http:// www.t4tenglish.ufsc.br Acesso em 5 maio. 2010. After the reading: III) Find in the text three things we can do to reduce the amount of clothes, plastic and paper. IV) Complete the blanks according to the text: a) REDUCE ....................................................................................... b) REUSE.......................................................................................... c) RECYCLE ...................................................................................... V) How can we reduce the amount of garbage at home? VI) The text: “REUSE, RECYCLE, REDUCE” is a/ an: ( ) offer ( ) invitation ( ) recommendation ( ) offer Critical reading: a) Como você acha que poderia colaborar para amenizar o problema da reciclagem na sua cidade? b) O que você tem feito em sua casa para conscientizar a sua família sobre a separação correta do lixo? D) Whole class activity: Song: The 3Rs (Jack Johnson) Listen to the song 3 Rs and check in the parentheses the correct word.

3 Rs

(Jack Johnson) Fonte: http://www.opala.org/keiki.html#song (adapted) From: http://www.t4tenglish.ufsc.br Acesso em 6 maio 2010. Three! ( ) Free! ( ) ( ) Bee! That’s the ( ) classic number ( ) magic number ( ) logical number

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Yes it is. It’s a ( ) classic number ( ) magic number 2 times 3 is 6 … And 3 times 6 is 18 … And the 18th ( ) letter ( ) better in the alphabet is “R”. ‘Cause 3 Rs we’re gonna talk about ( ) away ( ) today ( ) OK We got to ( ) turn ( ) learn to reduce! reuse! recycle! reduce! reuse! recycle! reduce! reuse! recycle! reduce! reuse! recycle! If you’re going to the ( ) market ( ) basket to buy some juice, ( ) bring ( ) think your own ( ) bags ( ) flags, and you’ll learn to reduce your waste. You got to reduce your waste! And if your brother or your sisters’ got some ( ) fool clothes ( ) cool clothes, Try them on before you buy some more of those. Reuse! You got to learn to reuse! And if the ( ) thirst ( ) first 2 Rs don’t work out, And if you got to ( ) make ( ) bake ( ) take some trash, don’t throw it out… Recycle! You got to learn to recycle! You got to learn to… reduce! reuse! recycle!

reduce! reuse! recycle! reduce! reuse! recycle! reduce! reuse! recycle!

‘Cause ( ) Three! ( ) Bee! ( ) Free! That's the ( ) classic number ( ) logical number ( ) magic number Yes it is. It’s a ( ) classic number ( ) logical number ( ) magic number

Atividades de IMs:

Musical: façam uma paródia da música “What a wonderful world”, escrevendo sobre as mudanças no lugar onde vocês vivem, por exemplo: “I see a plastic bag in the street, many glasses, too...”

Corporal-cinestésico: “Caça ao tesouro” Fora da sala de aula, encontrem dez objetos recicláveis:caixinhas de papel e de plástico,

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latinhas, vidros, metais, etc, com o objetivo de conscientização da higiene e limpeza contribuindo com a natureza.

Interpessoal: Façam uma campanha de conscientização sobre a importância da separação correta do lixo,confeccionando caixas para coletar papel, na sua própria sala de aula. Depois, procurem um especialista no assunto junto à Prefeitura Municipal para fazer uma palestra sobre o assunto para a sua turma.

Naturalista: Pesquisem sobre o sistema de coleta seletiva de lixo em Ibiporã. Montem um calendário informando os nomes dos bairros e os dias da semana em que a coleta é feita.

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UNIT 3 – MULTIPLE INTELLIGENCES Preparação para a leitura do texto: I) Discuss with your colleague: a) Are you intelligent? b) What’s intelligence for you? c) Do you think that there are different types of intelligences? II) Match these words with their translation: a) smart ( ) caminho, trilha b) word ( ) talento, habilidade c) self-reflection ( ) grande, importante d) nature ( ) palavra e) gift ( ) inteligente f) major ( ) natureza g) challenge ( ) auto-reflexão h) pathways ( ) desafio Now, read the text bellow: The theory of multiple intelligences was developed in 1983 by Dr. Howard Gardner, professor of education at Harvard University. It suggests that the traditional notion of intelligence, based on I.Q. testing, is far too limited. Instead, Dr. Gardner proposes eight different intelligences to account for a broader range of human potential in children and adults. These intelligences are:

*Linguistic intelligence ("word smart"): *Logical-mathematical intelligence ("number/reasoning smart") *Spatial intelligence ("picture smart") *Bodily-Kinaesthetic intelligence ("body smart") *Musical intelligence ("music smart") *Interpersonal intelligence ("people smart") *Intrapersonal intelligence ("self smart") *Naturalist intelligence ("nature smart")

Dr. Gardner says that our schools and culture focus most of their attention on linguistic and logical-mathematical intelligence. We esteem the highly articulate or logical people of our culture. However, Dr. Gardner says that we should also place equal attention on individuals who show gifts in the other intelligences: the artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich the world in which we live. Unfortunately, many children who have these gifts don't receive much reinforcement for them in school. Many of these kids, in fact, end up being labelled "learning disabled," "ADD" (attention deficit disorder), or simply underachievers, when their unique ways of thinking and learning aren't addressed by a heavily linguistic or logical-mathematical classroom.

The theory of multiple intelligences proposes a major transformation in the way our schools are run. It suggests that teachers be trained to present their lessons in a wide variety of ways using music, cooperative learning, art activities, role play, multimedia, field trips, inner reflection, and much more. The good news is that the theory of multiple intelligences has grabbed the attention of many educators around the country, and hundreds of schools

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are currently using its philosophy to redesign the way it educates children. The bad news is that there are thousands of schools still out there that teach in the same old dull way, through dry lectures, and boring worksheets and textbooks. The challenge is to get this information out to many more teachers, school administrators, and others who work with children, so that each child has the opportunity to learn in ways harmonious with their unique minds. The theory of multiple intelligences also has strong implications for adult learning and development. Many adults find themselves in jobs that do not make optimal use of their most highly developed intelligences (for example, the highly bodily-kinaesthetic individual who is stuck in a linguistic or logical desk-job when he or she would be much happier in a job where they could move around, such as a recreational leader, a forest ranger, or physical therapist). The theory of multiple intelligences gives adults a whole new way to look at their lives, examining potentials that they left behind in their childhood (such as a love for art or drama) but now have the opportunity to develop through courses, hobbies, or other programs of self-development.

How to Teach or Learn Anything: 8 Different Ways

One of the most remarkable features of the theory of multiple intelligences is how it provides eight different potential pathways to learning. If a teacher is having difficulty reaching a student in the more traditional linguistic or logical ways of instruction, the theory of multiple intelligences suggests several other ways in which the material might be presented to facilitate effective learning. Whether you are a kindergarten teacher, a graduate school instructor, or an adult learner seeking better ways of pursuing self-study on any subject of interest, the same basic guidelines apply. Whatever you are teaching or learning, see how you might connect it with

• words (linguistic intelligence) • numbers or logic (logical-mathematical intelligence) • pictures (spacial intelligence) • music (musical intelligence) • self-reflection (intrapersonal intelligence) • physical experience (bodily-kinesthetic intelligence) • a social experience (interpersonal intelligence) •experience in the natural world. (naturalist intelligence)

For example, if you're teaching or learning about the law of supply and demand in economics, you might read about it (linguistic), study mathematical formulas that express it (logical-mathematical), examine a graphic chart that illustrates the principle (spatial), observe the law in the natural world (naturalist) or in the human world of commerce (interpersonal); examine the law in terms of your own body [e.g. when you supply your body with lots of food, the hunger demand goes down; when there's very little supply, your stomach's demand for food goes way up and you get hungry] (bodily-kinesthetic and intrapersonal); and/or write a song (or find an existing song) that demonstrates the law (perhaps Dylan's "Too Much of Nothing?").

You don't have to teach or learn something in all eight ways, just see what the possibilities are, and then decide which particular pathways interest you the most, or seem to be the most effective teaching or learning tools. The theory of multiple intelligences is so intriguing because it expands our horizon of available teaching and learning tools beyond the conventional linguistic and logical methods used in most schools (e.g. lecture, textbooks, writing assignments, formulas, etc.). To get started, put the topic of whatever you're interested in teaching or learning about in the center of a blank sheet of paper, and draw eight straight lines or "spokes" radiating out from this topic. Label each line with a different intelligence. Then start brainstorming ideas for teaching or learning that topic and write down ideas next to each intelligence (this is a spatial-linguistic approach of brainstorming; you might want to do this in other ways as well, using a tape-recorder, having a group brainstorming session, etc.)."

(adapted from a text by Thomas Armstrong)

From: http://www.educador.brasilescola.com/orientaçoes/inteligencias-multiplas Acesso em 7 maio.2010.

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II) Answer these questions: a) What does the Theory of Multiple Intelligences suggest us? b) How many intelligences does Dr. Gardner propose? Describe them. c) What does he criticize? III) Find in the text the following information: a) A Teoria das Inteligências Múltiplas dá aos adultos uma maneira totalmente nova de olhar para suas vidas, analisando potenciais que eles deixaram para trás em sua infância. b) Muitos adultos se encontram em profissões nas quais eles não otimizam suas inteligências mais desenvolvidas. c) A noção tradicional de inteligência com base nos testes de QI é muito limitada. IV) Do you know what the cognate words are? Look at the examples: different - diferente; infection – infecção. Circle the cognate words that are in the text. Critical reading: a) Você já havia ouvido falar sobre Múltiplas Inteligências? b) Qual sua opinião sobre o texto? c) Que tipo de pessoa estaria interessada em ler esse texto? Atividades sobre IMs

Musical: Em duas grandes equipes, façam uma apresentação ao vivo cantando e tocando algum instrumento musical usando o poema: The intelligence Rap by Shawna Munson.

The eight intelligences are really cool.

We all have them so no one is a fool.

Linguistic deals with writing and with words.

We have language – we’re not like animals or birds. Logical-mathematical doesn’t need to be a shock.

If you study real hard, you’ll be smarter than Spock!

Spatial involves seeing, drawing, and art,

Creating different things and taking them apart.

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In case you didn’t know, kinesthetic is P.E.

Get fit and coordinated athletically!

Naturalists are collectors of animals and plants. They

like to press flowers and count little ants.

All of these so far are really neat,

But I like musical ‘cause it has a beat.

Sometimes, I feel lonely, without any friends,

But interpersonal skills put that to an end.

Intrapersonal skills are when you want to reflect.

For yourself, you should always have respect.

Now, I’ve come to the end of my rap.

Learn in many ways and you’ll never be a sap.

From: CAMPBELL, L. Ensino e aprendizagem por meio das inteligências múltiplas na sala de aula. 2.ed.,Porto Alegre, Artes Médicas Sul, 2000.

Corporal-cinestésico: Em duas grandes equipes, façam movimentos criativos para uma dança usando o poema: The Intelligence Rap. Interpessoal: em duplas, ensinem a alguém mais sobre as Inteligências Múltiplas. Naturalista: em grupos, expliquem como uma espécie de planta ou animal se assemelha às características das oito inteligências.

Let’s know something more about Dr. Howard Gardner!! Preparação para a leitura do texto: I) Match the words with their meanings: a) honors ( ) sem fins lucrativos b) honorary degrees ( ) centenas c) best known ( ) avaliado d) several hundred ( ) títulos honoríficos e) assessed ( ) mais conhecido f) non-profit ( ) honras, homenagens BIOGRAPHY OF HOWARD GARDNER

Howard Gardner is the John H. and Elisabeth A. Hobbs Professor of Cognition and Education at the Harvard Graduate School of Education. He also holds positions as Adjunct Professor of Psychology at Harvard University and Senior Director of Harvard Project Zero. Among numerous honors, Gardner received a MacArthur Prize Fellowship in 1981. He has received honorary degrees from 26 colleges and universities, including institutions in Bulgaria, Chile, Greece, Ireland, Israel, Italy, and

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South Korea. In 2005 and again in 2008, he was selected by Foreign Policy and Prospect magazines as one of the 100 most influential public intellectuals in the world. The author of 25 books translated into 28 languages, and several hundred articles, Gardner is best known in educational circles for his theory of multiple intelligences, a critique of the notion that there exists but a single human intelligence that can be adequately assessed by standard psychometric instruments.

During the past two decades, Gardner and colleagues at Project Zero have been involved in the design of performance-based assessments; education for understanding; the use of multiple intelligences to achieve more personalized curriculum, instruction, and pedagogy; and the quality of interdisciplinary efforts in education. Since the middle 1990s, in collaboration with psychologist Mihaly Csikszentmihalyi and William Damon, Gardner has directed the GoodWork Project--a study of work that is excellent, engaging, and ethical. More recently, with long time Project Zero colleagues Lynn Barendsen and Wendy Fischman, he has conducted reflection sessions designed to enhance the understanding and incidence of good work among young people. With Carrie James and other colleagues at Project Zero, he is also investigating the nature of trust in contemporary society and ethical dimensions entailed in the use of the new digital media. Among new research undertakings are a study of effective collaboration among non-profit institutions in education and a study of conceptions of quality, nationally and internationally, in the contemporary era. In 2008 he delivered a set of three lectures at New York's Museum of Modern Art on the topic "The True, The Beautiful, and The Good: Reconsiderations in a post-modern, digital era.

From: http://www.howardgardner.com/bio Acesso em 2 jul.2010

Howard Earl Gardner (born July 11, 1943 in Scranton, Pennsylvania) is an American developmental psychologist who is John H. and Elisabeth A. Hobbs Professor of Cognition and Education at Harvard Graduate School of Education at Harvard University. He is best known for his theory of multiple intelligences.[1]

From: http://e.wikipedia.org/Howard_Gardner Acesso em 3 jul.2010. Now, complete this chart using the information from the texts above: NAME: .......................................................................................... OCCUPATION:............................................................................... DATE OF BIRTH: .......................................................................... PLACE OF BIRTH:.......................................................................... 1981: ............................................................................................ 2005 AND 2008: .......................................................................... AUTHOR OF ………….. books translated into ………….…. languages BEST KNOWN……………………………..for his .................................. Individual activity: What are you good at? From: http://www.teachingenglish.org.uk Acesso em 5 jul.2010.

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I) Match the definitions to Dr. Gardner’s intelligences. Make a drawing related to them! Intelligence good at… your drawing 1. Linguistic ( ) controlling the body and handling objects 2. Spatial ( ) being sensitive to feelings of others and responding well 3.Bodily-kinesthetic ( ) understanding our own feelings and controlling our own behaviour 4.Interpersonal ( ) being sensitive to words and sounds and the use of language 5.Intrapersonal ( ) recognizing and classifying flora and fauna 6.Logical-mathematic ( ) hearing and making sounds and rhythm in music 7.Musical ( ) understanding the visual world and responding well to it 8.Naturalist ( ) seeing number patterns and following an argument Did you know?

Dr. Howard Gardner developed the theory of “Multiple Intelligences”. He says that there are eight kinds of intelligence, not just one. People are intelligent in different ways and therefore they learn things in different ways.

We should see all the different types of intelligences as important and valuable. Education should help people to learn in different ways.

From: http://www.teachingenglish.org.uk/sites/teacheng/files/intelligence_plan.pdf Acesso em 7 jul.2010.

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Individual activity: Read and then answer this Multiple Intelligences Inventory. Find out what your learning style is!! My intelligence is ……………………………….so I’m a / an …………………. learner.

Career Areas for Multiple Intelligences

Interpersonal Intelligence:

• teacher - therapist - travel agent/counselor • business person - chess player • child care worker - clergyman - coach • community organizer - consumer service advocate • counselor - homemaker - manager - mediator - nurse • politician - probation officer - psychologist • psychotherapist - public relation promoter - receptionist • recreation assistant - religious leader - salesperson - waiter/waitress • secretary - social leader - social director - social worker

Intrapersonal Intelligence:

• entrepreneur - consultant - counselor - creative writer • guru - leadership trainer - philosopher - psychiatrist • psychologist - psychotherapist - researcher - sage • self employed people - spiritual counselor - therapist • writer

Linguistic Intelligence:

• lawyer– legal assistant – comedian – editor – historian • interpreter – journalist – lawyer – librarian • manager – novelist – orator – philosopher • playright – poet – politician – proof reader • psychotherapist – public speaker • public relations person – reporter – sales people • secretary – social scientist – story teller • supervisor – talk show host – teacher • technical writer – translator – writer

Logical-mathematical Intelligence:

• accountant - bookkeeper - analyst - banker • investment broker - lawyer/para-legal - logician • biologist - chemist - microbiologist - pharmacist - physician • chess player - computer programmer • economist - city planner • engineer - financial service - inventor

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• investment broker - lawyer/para-legal - logician • mathematician - mechanic/mechanical engineer - technologist • programmer - records clerks - researcher • scientist - statistician - tax accountant

Spatial Intelligence:

• photographer - graphic designer • advertiser - architect - artist - builder - carpenter • cartographer - chess player - coach - commercial artist • computer specialist - craftsperson - decorator - dentist • draftsperson/drafting engineer - engineer • fashion designer - film editor/director • furniture restorer - geographer - geometrician • industrial design - interior designer - inventor • landscape architect/designer - makeup artist • mechanic - navigator - outdoors guide - painter • pilot - sailor - sculptor - seamstress • set designer - sign painter - surgeon - surveyor • tailor - urban planner

bodily-kinesthetic Intelligence:

• acrobat - dancer - aerobic teacher - coach • physical education teacher - athlete - ballet dancer • actor - actress - drama coach • jockey - rodeo rider - equestrian • assembler - building trade person • carpenter - choreographer - clown • massage therapist – gymnast - pianist • commercial artist - construction worker - craftsperson • inventor - juggler - magician - manual laborer • mechanic - mime - physical therapist • sculptor - stunt people - surgeon - trainer - architect

Musical Intelligence:

• conductor - composer - band member - choir director • critic - dancer - disc jockey - figure skater • instrumentalist - instrumental instructor • music critic - musical performer - music teacher • music therapist - professional performer • recording technician - rock group - singer - song writer • sound engineer - teacher - violinist

Naturalist Intelligence:

• biologist - botanist - chef - environmentalist

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• landscape artist - navigator - park ranger - sailor • veterinarian - weather tracking specialist • zoo keeper - animal handler - anthropologist - astronomer

From: http://www.casacanada.com/career.htm Acesso em 5 maio.2010. I) Match the columns: KIND OF INTELLIGENCES: a) Bodily-kinesthetic b) Interpersonal c) Intrapersonal d) Linguistic e) Logical-mathematical f) Musical g) Naturalist JOBS/ OCCUPATIONS: ( ) teacher, travel agent, public relation promoter ( ) chess player, engineer, computer programmer ( ) reporter, teacher, journalist, lawyer ( ) sound engineer, disc jockey, singer, song writer ( ) ballet dancer, choreographer, surgeon, mechanic ( ) zoo keeper, sailor, environmentalist, biologist ( ) photographer, decorator, fashion designer ( ) psychotherapist, spiritual counselor, researcher. A) Individual activity: What’s your style of learning? How is the best way for you to learn? Read the text: Eight styles of learning and find out your style of learning. Discuss it with a friend! After that tell this to the whole class!

Eight Styles of Learning

Linguistic Learner • likes to: read, write and tell stories. • is good at: memorizing names, places, dates and trivia. • learns best by: saying, hearing and seeing words.

Logical/Mathematical Learner

• likes to: do experiments, figure things out, work with numbers, ask questions and explore patterns and

relationships.

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• is good at: math, reasoning, logic and problem solving. • learns best by: categorizing, classifying and working with abstract patterns/relationships.

Spatial Learner

• likes to: draw, build, design and create things, daydream, look at pictures/slides, watch movies and play with

machines. • is good at: imagining things, sensing changes, mazes/puzzles and reading maps, charts. • learns best by: visualizing, dreaming, using the mind's eye and working with colors/pictures.

Musical Learner

• likes to: sing, hum tunes, listen to music, play an instrument and respond to music. • is good at: picking up sounds, remembering melodies, noticing pitches/rhythms and keeping time. • learns best by: rhythm, melody and music.

Bodily/Kinesthetic Learner

• likes to: move around, touch and talk and use body language. • is good at: physical activities (sports/dance/acting) and crafts. • learns best by: touching, moving, interacting with space and processing knowledge through bodily sensations.

Naturalistic Learner

• likes to: be outside, with animals, geography, and weather; interacting with the surroundings . • is good at: categorizing, organizing a living area, planning a trip, preservation, and conservation. • learns best by: studying natural phenomenon, in a natural setting, learning about how things work.

Interpersonal Learner

• likes to: have lots of friends, talk to people and join groups. • is good at: understanding people, leading others, organizing, communicating, manipulating and mediating conflicts. • learns best by: sharing, comparing, relating, cooperating and interviewing.

Intrapersonal Learner

• likes to: work alone and pursue own interests. • is good at: understanding self, focusing inward on feelings/dreams, following instincts, pursuing interests/goals

and being original. • learns best by: working alone, individualized projects, self-paced instruction and having own space.

From:http:// www.ldrc.ca/projects/miinventory/miiventory.php Acesso em 4 maio. 2010. B) Pair work activity: According to the Theory of MI that you have studied, choose a job/ profession that is related to your personality. Make a research about it and describe it in a paragraph. Tell what kind of intelligence it is!!

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C) Group work activity: In groups of five, make a research about the main characteristics of the professions bellow. You can choose them or not according to your type of intelligence. Your group has to make a presentation to the whole class about it. a) Interpersonal intelligence: receptionist / religious leader b) Intrapersonal intelligence: psychiatrist / self employed people c) Linguistic intelligence: poet / sales people d) Logical-mathematical intelligence: banker / mechanic e) Spatial intelligence: photographer / fashion designer f) Bodily-kinesthetic intelligence: athlete / magician g) Musical intelligence: band member / music teacher h) Naturalist intelligence: biologist / weather tracking specialist

D) Whole class activity: Find someone Who & Multiple Intelligences Bingo Let’s play a game! Stand up and circulate through the classroom to find classmates who match the descriptions bellow. Write their names in the boxes. When you have a row of five across or down, shout “Bingo”! Likes to work alone

Has lots of friends Likes to be outside

Likes to move around

Likes to listen to music

Likes to draw

Works with numbers

Reads a lot Learns best by working alone

is good at understanding people

Interacts with the surroundings

Uses body language

Plays an instrument

Is good at reading maps

Is good at logic and problem solving

Is good at memorizing names

Learns best by individualized projects

Is good at mediating conflicts

Is good at planning a trip

Learns best by touching, moving

Learns best by melody and music

Likes to design and create things

Likes to work with abstract patterns

Learns best by seeing words

Learns best by cooperating and interviewing

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Atividades de IMs: Musical: em grupos de cinco alunos, expliquem como a letra de uma canção é semelhante aos oito tipos de inteligências. Interpessoal: Vire-se para a pessoa que está perto de você e compartilhe uma pergunta sobre o que eu acabei de apresentar.

Corporal-cinestésico: em grupos de cinco, escolham uma profissão para ser transformada em uma dramatização criativa.

Naturalista: cuide de plantas e/ou animais para aprender mais sobre a profissão de zoo keeper e um botanist. Faça um desenho e depois mostre-o para a sua turma.

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REFERENCES: AMORIM, V.; MAGALHÃES, V. Cem aulas sem tédio:sugestões práticas, dinâmicas e divertidas para o professor de língua estrangeira. Porto Alegre:Instituto Padre Reus, 1998. ANTUNES, C. Jogos para a estimulação das múltiplas inteligências. 10.ed. Petrópolis: Vozes, 2002. ARMSTRONG, T. Inteligências múltiplas na sala de aula. 2.ed. Porto Alegre: Artmed, 2001. CAMPBELL, L.; CAMPBELL, B. and DICKINSON, D. Ensino e aprendizagem por meio das inteligências múltiplas na sala de aula. 2.ed. Porto Alegre: Artmed, 2000. GARDNER, H. Estruturas da mente:a teoria das inteligências múltiplas. Porto Alegre: Artes Médicas, 1994. __________. Inteligências múltiplas: a teoria na prática. Porto Alegre: Artmed, 2000. HOWARD GARDNER. Disponível em:<http://e.wikipedia.org/Howard_Gardner.>. Acesso em 2 maio 2010.

http://www.bbc.co.uk./switch/slink/iloveme/reallifestory/bully.shtml Acesso em 18 jun.2010.

http://www.casacanada.com/career.htm Acesso em 5 maio.2010 http://www.educador.brasilescola.com/orientaçoes/inteligencias-multiplas Acesso em 7 maio.2010. http:// www.ldrc.ca/projects/miinventory/miiventory.php Acesso em 4 maio. 2010. http:// www.safeteens.org/bullying_text.html Acesso em 16 jun.2010 http://www.teachingenglish.org.uk Acesso em 5 jul.2010 http://www.teachingenglish.org.uk/sites/teacheng/files/intelligence_plan.pdf Acesso em 7 jul.2010. http://www.teenadvice.about.com/library/weekly/aa053101c.htm. Acesso em 17 jun.2010.

http://www.t4tenglish.ufsc.br Acesso em 6 maio 2010. http://www.turmadamonica.com.br/comics/tirinhas.htm. Acesso em 3 maio.2010. MUNHOZ, R. Inglês instrumental: estratégias de leitura. Módulos I e II. São Paulo. Textonovo, 2001. PARANÁ. Secretaria de Estado da Educação. Departamento de Educação Básica. Diretrizes Curriculares da Educação Básica. Curitiba, 2008. STEMPLESKI, S. Linking the classroom to the world: the environment and EFL. In: ENGLISH TEACHING FORUM. Creative classroom activities. 1989-1993.Washington, D. C. Office of English Language Program. 1995.

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ANNEXES

LISTA DE VERIFICAÇÃO PARA AVALIAR AS INTELIGÊNCIAS MÚLTIPLAS DOS ALUNOS

Nome do aluno: ________________________________________________________

Assinale os itens que se aplicam:

Inteligência Linguística:

___escreve melhor do que o normal para a idade.

___ inventa histórias extraordinárias ou conta piadas e histórias.

___ tem boa memória para nomes, lugares, datas ou fatos.

___ gosta de jogos de palavras.

___ gosta de ler livros.

___soletra as palavras corretamente (ou, se na pré-escola, “soletra” progressivamente de forma avançada para a idade)

___ aprecia trocadilhos, trava-línguas, etc.

___ gosta de ouvir a linguagem falada (histórias, comentários no rádio, leituras de livros, etc.)

___ tem um bom vocabulário para a sua idade.

___ comunica-se com os outros de forma predominante verbal.

Outras capacidades linguísticas:

Inteligência Lógico-Matemática:

___ faz muitas perguntas sobre como as coisas funcionam.

___ resolve problemas de aritmética mentalmente, com rapidez ( ou, se na educação infantil, apresenta conceitos matemáticos avançados para a idade).

___ gosta das aulas de matemática (ou, se na educação infantil, gosta de contar e de fazer outras atividades com números)

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___ acha interessantes os jogos matemáticos de computador (ou, se não tem acesso a computadores, gosta de outros jogos de matemática ou de contar)

___ gosta de jogar xadrez, damas ou outros jogos de estratégia (ou, se na educação infantil, de jogos de tabuleiro que envolvem contar quadrados)

___gosta de resolver enigmas lógicos ou quebra-cabeças (ou, se na educação infantil, gosta de ouvir absurdos lógicos como em Alice no País das Maravilhas)

___ gosta de colocar as coisas em categorias ou hierarquias

___ gosta de experimentar, de uma maneira que evidencia processos cognitivos de pensamento de ordem superior

___ pensa em um nível mais abstrato ou conceitual do que seus colegas

___tem uma boa noção de causa-efeito para a sua idade.

Outras Capacidades Lógico-Matemáticas:

Inteligência Espacial:

___ relata imagens visuais claras.

___ lê mapas, gráficos e diagramas mais facilmente do que textos (ou, se na educação infantil, gosta mais de olhar para eles do que para os textos.

___ “sonha acordado” mais do que os colegas.

___ gosta de atividades artísticas.

___ desenha figuras que são avançadas para a sua idade.

___ gosta de ver filmes, slides, ou outras apresentações visuais

___ gosta de quebra-cabeças, labirintos, “Onde está Wally?” ou outras atividades visuais semelhantes

___ faz interessantes construções tridimensionais para a sua idade (por exemplo, montagens de LEGO)

___ extrai mais das figuras do que das palavras quando lê

___ rabisca em livros de exercício, folhas ou outros materiais da aula

Outras Capacidades Espaciais:

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Inteligência Corporal-Cinestésica:

___ destaca-se em um ou mais esportes (ou, se na educação infantil, demonstra habilidade física avançada par a sua idade)

___ agita-se, sacode-se, tamborila os dedos ou fica inquieto quando permanece sentado por muito tempo no mesmo lugar

___ imita habilmente os gestos ou costumes dos outros

___ adora desmontar coisas e montá-las novamente

___ tem de colocar as mãos naquilo que vê

___ gosta de correr, pular, lutar ou de atividades semelhantes (ou, se mais velho, mostrará interesses de maneira mais “contida” _ por exemplo, brincar de socos com um amigo, correr para a sala de aula, pular por cima de uma cadeira)

___ demonstra habilidade em um ofício (por exemplo, marcenaria, costura, mecânica) ou boa coordenação motora fina de outras maneiras

___ tem força de expressão ao se manifestar

___ relata sensações físicas diferentes enquanto está pensando ou trabalhando

___ gosta de trabalhar com argila ou de outras experiências táteis (por exemplo, pintar com os dedos)

Outras Capacidades Corporal-Cinestésicas:

Inteligência Musical:

___ diz quando sons musicais estão fora de tom ou são dissonantes

___ lembra melodias de canções

___ tem uma boa voz para cantar

___ toca um instrumento musical ou canta em um coral ou em outro grupo (ou, se na educação infantil, gosta de tocar instrumentos de percussão e/ou de cantar em grupo)

___ tem uma maneira rítmica de falar e/ou mover-se

___ cantarola inconscientemente para si mesmo (a)

___ tamborila ritmicamente na mesa ou na classe, enquanto trabalha

___ é sensível a ruídos ambientais (por exemplo, chuva no telhado)

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___ reage favoravelmente quando é colocada uma música

___ canta canções que aprendeu fora da sala de aula

Outras Capacidades Musicais:

Inteligência Interpessoal:

___ gosta de socializar com os colegas.

___ parece ser um líder nato

___ aconselha os amigos que têm problemas

___ parece ter uma sabedoria “das ruas”

___ pertence a clubes, comitês ou outras organizações (ou, se na educação infantil, parece ser parte de um grupo social regular)

___ gosta de ensinar informalmente as outras crianças

___ gosta de brincar/ jogar com outras crianças

___ tem dois ou mais amigos íntimos

___ tem um bom senso de empatia ou preocupação com os outros

___ os outros procuram a sua companhia

Outras Capacidades Interpessoais:

Inteligência Intrapessoal:

___ demonstra senso de independência ou forte vontade própria

___ tem uma percepção realista das próprias forças e fraquezas

___ sai-se bem quando é deixado para brincar ou estudar sozinho

___ possui seu próprio ritmo em relação ao seu estilo de vida e de aprendizagem

___ tem um interesse ou passatempo sobre o qual não fala muito

___ tem um bom senso de autodirecionamento

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___ prefere trabalhar sozinho a trabalhar com outros

___ expressa com exatidão como se sente

___ é capaz de aprender com seus fracassos e sucessos na vida

___ tem alta auto-estima

Outras Capacidades Intrapessoais:

Inteligência Naturalista:

___ fala muito sobre seu (s) bichinho(s) de estimação ou sobre seus lugares preferidos na natureza, nos momentos de relato para a turma

___ gosta de sair para passear ao ar livre com a turma, de ir ao zoológico ou ao museu de história natural

___ demonstra sensibilidade a formações naturais (por exemplo, nos passeios ao ar livre com a turma, nota montanhas, nuvens; ou, se num ambiente urbano, mostra esta sensibilidade em relação a “formações” culturais como marcas de tênis ou de automóveis)

___ gosta de regar e de cuidar das plantas da sala de aula

___ gosta de ficar por perto da gaiola do porquinho-da-índia, do aquário ou do terrário da sala de aula

___ entusiasma-se quando estuda temas como ecologia, natureza, plantas ou animais

___ defende em sala de aula os direitos dos animais ou a preservação do planeta

___ gosta de fazer projetos que envolvam a natureza, como observar pássaros, colecionar borboletas ou insetos, estudar árvores ou criar animais.

___ traz para a escola insetos, flores, folhas de árvores e arbustos ou outros elementos da natureza para mostrar aos colegas e à professora

___ sai-se bem em temas escolares que envolvam sistemas vivos (por exemplo, assuntos de biologia em ciências, assuntos de ecologia em estudos sociais)

Outras Capacidades Naturalistas:

From: ARMSTRONG, T. Inteligências Múltiplas na sala de aula. 2.ed., Porto Alegre: Artmed, 2001.