Aula 1: Produção Escrita - Introdução
ATIVIDADE 1
Acesse o link http://www.youtube.com/watch?v=Zt40xor8wrQ para ver o vídeo “Writing Better Paragraphs”. O autor indica e
explica, de forma mais reduzida e simples, três passos para se escrever um
parágrafo. Após ver o vídeo, escreva, em inglês, o nome desses 3 passos
(Step 1, Step 2, Step 3):
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Step 1 = Topic sentence
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Step 2 = Develop
●
Step 3 = Support
ATIVIDADE 2
Acesse o link http://www.youtube.com/watch?v=Zt40xor8wrQ para ver, novamente, o vídeo “Writing Better Paragraphs”.
Entretanto, desta vez, você deve prestar atenção à sentença indicada pelo autor do vídeo para cada um dos passos (Steps).
No quadro abaixo,
relacione cada passo (Coluna 1) com a sentença correspondente (Coluna 2).
Coluna 1
|
Coluna 2
|
Step 1
(Topic
sentence)
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(a) For example, they are not tied to
a timetable and can travel to their destination at whatever time or pace they
choose. (Step 3)
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Step 2
(Develop)
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(b) In many countries, people prefer
to travel in their own vehicles rather than use public transport. (Step 1)
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Step 3
(Support)
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(c) This is often because buses and
trains can be expensive, but also because people find their own car to be
more convenient. (Step 2)
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Aula 2: Produção escrita - Partes da Sentença
ATIVIDADE 1
Indique a classe gramatical
de cada uma das partes da sentença abaixo.
He is an
extremely intelligent boy.
He (B)
is (C)
(an) extremely
(E) intelligent (D)
boy (A)
a. Noun (substantivo)
b. Pronoun (pronome)
c. Verb (verbo)
d. Adjective (adjetivo)
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e. Adverb (advérbio)
f. Preposition (preposição)
g. Conjunction (conjunção)
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ATIVIDADE 2
As sentenças a seguir indicam atividades
diárias. As partes da sentença estão misturadas. Você deve organizá-las na ordem correta.
Para auxiliá-lo na
organização das sentenças, fornecemos um quadro com perguntas. Entretanto,
lembre-se que nem todas as perguntas de cada quadro precisam ser respondidas:
tudo vai depender de cada sentença.
| a. TV |
Anna
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in the
evenings watches
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b. Mary
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at home
|
a hot bath takes
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c. Paul
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English
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now is
studying
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d. is sitting
|
Raphael
|
on the sofa
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e. write
|
I
|
emails in
the mornings
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f. video games in the afternoon Daniel plays
quem?
|
ação?
|
o quê?
|
quando?
|
onde:
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A-
Ana watches TV in the evenings.
B-
Mary takes a hot bath at home.
C-
Paul is studying English now.
D-
Raphael is setting on the sofa.
E-
I write emails in the mornings.
F-
Daniel plays video games in the
afternoon.
Aula 3: Produção escrita - Tempos Verbais
ATIVIDADE 1
As fotos abaixo estão na sequência certa. Elas mostram a rotina diária (Daily Routine) de uma pessoa. Combine cada foto com uma das cinco sentenças da rotina diária que a descreve.
1. He brushes his teeth. B
2. He goes to work. E
3. He has breakfast.D
4. He gets dressed.C
5. He takes a shower. A
1. He brushes his teeth. B
2. He goes to work. E
3. He has breakfast.D
4. He gets dressed.C
5. He takes a shower. A
ATIVIDADE 2
Complete os trechos abaixo com a opção correta para formar sentenças.
1. Every morning, I get ( d )
2. I brush my teeth and take a shower ( a )
3. I have ( f )
4. After breakfast, I go ( c )
5. I get back from work at 19.00 and ( b )
6. After dinner, I watch TV and then I go ( e)
a. at 7.30 A.M.
b. have dinner.c. to work by bus, at 8.30.
d. up at 7.00 o’clock.
e. to bed.
f. breakfast at 8.00 o’clock
f. breakfast at 8.00 o’clock
Leia o texto abaixo, sobre a rotina diária da Leslie. Em seguida, a partir da informação que consta no texto, combine as perguntas com as respostas.
Lesley is an ESOL teacher at Hackney Colege in London. On weekdays she always gets up at about 7 o’clock. She has a shower and then she has breakfast with her husband and daughter. After breakfast she brushes her teeth and gets dressed and then she takes her daughter to school. She goes to college by bicycle at 8:30 and she starts work at 9 o’clock. At about 1:30 she usually has lunch. She has a sandwich and some fruit in hel office. She finishes work at 5 o’clock and picks up her daughter from her after-school club. She usually has dinner at about 7 o’clock and then she has a cup of coffee. In the evening she watches television or sometimes she listens to the radio. She likes listening to music. She usually goes to bed at about 11:30.
Then she reads her book for about half an hour. She goes to sleep at midnight.
Then she reads her book for about half an hour. She goes to sleep at midnight.
Perguntas (Questions)
1. What does Leslie do? ( i )
2. Where does she work? ( e )
3. What time does she get up on weekdays? ( h )
4. Does she have breakfast with her family? ( a )
5. What time does she start work? ( g )
6. What does she have for lunch? ( b )
7. What time does she finish work? ( c )
8. What does she do in the evening? ( f )
9. Does she go to bed at 9.30? ( j )
10. What does she do before going to sleep? ( d )
Respostas (Answers)
a. Yes, she does. She has breakfast with her husband and daughter.
b. She has a sandwich and some fruit for lunch.
c. She finishes work at 5.00 o’clock.
d. She reads her book for about half an hour.
e. She works at Hackney College in London.
f. She watches televisiono r sometimes she listens to the radio.
g. She starts work at 9.00 o’clock.
h. On weekdays, she always gets up at 7.00 o’clock.
i. Leslie is an ESOL teacher.
j. No, she doesn’t. She usually goes to bed about 22.30.
b. She has a sandwich and some fruit for lunch.
c. She finishes work at 5.00 o’clock.
d. She reads her book for about half an hour.
e. She works at Hackney College in London.
f. She watches televisiono r sometimes she listens to the radio.
g. She starts work at 9.00 o’clock.
h. On weekdays, she always gets up at 7.00 o’clock.
i. Leslie is an ESOL teacher.
j. No, she doesn’t. She usually goes to bed about 22.30.
Aula 4 - Produção Escrita: tipos de sentenças
ATIVIDADE 1
As sentenças a seguir são Topic Sentences (sentenças tópico). Você deve ler as sentenças tópico, em seguida ler os parágrafos e, depois, escolher um dos quatro números para cada parágrafo.
As Topic Sentences são:
1. I lived in a small town when I was a child.
2. When I have my own children, I want to move to a small town.
3. The town I live is very small.
4. There are two main advantages of living in a small town.
Paragraph A: Topic sentence ( 4 )
First, you know everyone and everyone knows you. This helps you to feel safe, and it is friendlier. Secondly, it is quiet and there are fewer cars. This means there is less pollution than in a big town or city.
Paragraph B: Topic sentence ( 1 )
It was a very nice place to live then. Now it is much bigger than before. More people live there and some big businesses opened offices there. My parents still live there but they say it was better in the past.
Paragraph c: Topic sentence ( 2 )
I don’t want my children to live in a big city because a big city is not as friendly or as safe as a village. I want to move to the village where my grandparents live. The children can play in the street there and everyone knows each other
Paragraph D: Topic sentence ( 3 )
There are only a few food shops and one school here. Most people go to the big city to go shopping for clothes and gifts. There is a doctor’s but there isn’t a hospital. Again, you need to go to the city if you need the hospital. However, our town is very nice and it has a beautiful park.
ATIVIDADE 2
A seguir, combine as sentenças (Sentences) da lista numerada com suas respectivas funções (Function) nas alternativas de a a d:
Function
1. Topic sentence
2. Supporting sentence(s)
3. Concluding sentence
Sentences
a. ( 1) Studying abroad has two main benefits.
b. (2 ) Firstly, people who study abroad can get a better job when they return to their home country. This is because their qualifications and experience mean that they tend to get jobs that are higher paid, and they can also gain promotion quickly.
c. ( 2) Another advantage of studying abroad is the independence students can gain. For example, students have to cope with the challenges of living alone and meeting new people from diferente cultures. As a consequence, they will become more confidente in their life and in their relationship with others.
d. (3 ) All in all, it is clear that studying abroad is a benefical experience.
Aula 5: Produção escrita - parágrafo (Parte I)
Atividade 1
1. Leia, no quadro abaixo, um parágrafo que explica o que é: uma sentença tópico (topic sentence); uma sentença de apoio, ou de desenvolvimento (supporting sentence); e uma sentença de conclusão (concluding sentence) de um parágrafo.
O parágrafo abaixo é composto por cinco sentenças. Elas estão desorganizadas. Então, você deve organizá-las conforme o que já foi abordado, nesta e em aulas anteriores, sobre como esses três tipos diferentes de sentença (tópico, de desenvolvimento e de conclusão) devem ser organizadas na composição de um parágrafo.
How to write a paragraph
| |
After proving the claim or claims in the topic sentence, present a transitional sentence that leads readers to the main idea in the next paragraph.
|
(1) Topic sentence
(2) Supporting sentence 1
(3) Supporting sentence 2
(4) Supporting sentence 3
(5) Concluding sentence
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Present the third supporting fact and explain how the fact helps prove the claim or claims in the topic sentence.
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(1) Topic sentence
(2) Supporting sentence 1
(3) Supporting sentence 2
(4) Supporting sentence 3
(5) Concluding sentence
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Present the first supporting fact and explain how the fact helps prove the claim or claims in the topic sentence.
|
(1) Topic sentence
(2) Supporting sentence 1
(3) Supporting sentence 2
(4) Supporting sentence 3
(5) Concluding sentence
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Present the second supporting fact and explain how the fact helps prove the claim or claims in the topic sentence.
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(1) Topic sentence
(2) Supporting sentence 1
(3) Supporting sentence 2
(4) Supporting sentence 3
(5) Concluding sentence
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Present a topic sentence that identifies the main claim or claims that you will prove in the paragraph.
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(1) Topic sentence
(2) Supporting sentence 1
(3) Supporting sentence 2
(4) Supporting sentence 3
(5) Concluding sentence
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Atividade 2
1. A partir do que você leu e fez na Atividade 1, acima, organize as sentenças que constam no quadro abaixo para que formem um parágrafo. Ao organizá-lo, procure observar os conectores, pois eles estão presentes no início da maior das sentenças e vão ajudá-lo na organização do parágrafo.
Writing is very important; therefore, students who learn how to write well will earn better grades.
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(1) Topic sentence
(2) Supporting sentence 1
(3) Supporting sentence 2
(4) Supporting sentence 3
(5) Concluding sentence
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For instance, teachers of undergraduate courses usually require students to take composition classes.
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(1) Topic sentence
(2) Supporting sentence 1
(3) Supporting sentence 2
(4) Supporting sentence 3
(5) Concluding sentence
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Finally, as all students will be required to compose a large number of texts within their academic life, it is important that they learn how to write well.
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(1) Topic sentence
(2) Supporting sentence 1
(3) Supporting sentence 2
(4) Supporting sentence 3
(5) Concluding sentence
|
Because of the importance of writing, teachers usually ask students to write a variety of texts as part of their assignments.
|
(1) Topic sentence
(2) Supporting sentence 1
(3) Supporting sentence 2
(4) Supporting sentence 3
(5) Concluding sentence
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Another example refers to teachers of graduate courses who also require students to write essays, summaries, and even papers.
|
(1) Topic sentence
(2) Supporting sentence 1
(3) Supporting sentence 2
(4) Supporting sentence 3
(5) Concluding sentence
|
Atividade 3
1. Agora, você deve escrever um parágrafo sobre a importância da escrita. Se quiser, você pode usar o texto acima, da atividade 2, como um exemplo. Você pode fazer isso:
● apenas substituindo algumas palavras (usar dicionário para buscar sinônimos) e/ou
● excluindo ou modificando partes de sentenças e/ou
● mudando uma ou mais sentença de desenvolvimento (Supporting sentence) e/ou
● mudando a sentença de conclusão (Closing sentence) do parágrafo.
Se preferir, elabore o seu próprio parágrafo completo. Ao escrevê-lo, procure seguir a sequência correta das sentenças (ou seja, (1) sentença tópico; (2) sentença de apoio/de desenvolvimento; (3) sentença de conclusão) na formação do parágrafo.
Writing is very important; therefore, students who learn how to write well will earn better grades. Because of the importance of writing, teachers usually ask students to write a variety of texts as part of their assignments. For instance, teachers of undergraduate courses usually require students to take composition classes. Another example refers to teachers of graduate courses who also require students to write essays, summaries, and even papers. Finally, it is important for students to write as many texts in the course of his academic life.
Aula 6: Produção de texto - parágrafo (parte II)
Escreva os conectores da caixa azul abaixo na coluna correspondente à função que ele exerce na sentença.
Contrastar
ideias
|
Acrescentar
detalhes
|
Ilustrar ou
exemplificar
|
Mostrar
sequência
|
However
Although
On the other hand
|
Further more
More over
Also
|
For example
To ilustrate
For instance
|
Firslty
Secondly
Finally
|
Atividade 2
Ainda utilizando os conectores da caixa azul da Atividade 1, complete as sentenças a seguir. Preste atenção na função que o conector terá na sentença.
1. The Geography class today is about the environment. For example, we are going to talk about the rivers in the Amazon area.
2. In our History classes, the teacher always uses PowerPoint presentations. For instance, last week he showed some slides about Ancient Egypt.
3. His Math teacher explains geometry very well. However , he is not able to complete the exercises.
4. Although my sister studied hard for the test, she got a very low score.
5. We had a busy day at school yesterday. We had classes, watched a video, read books at the library and met with the director. At 3pm, we finally went home.
Atividade 3
Sublinhe todos os pronomes dessa historia sobre a manhã do dia de Natal.
When the two children woke up on Christmas day, they were very excited to find their presents. The night before they heard a long story their grandfather had told them about Santa Claus. So, very early in the morning they sat up, rubbed their eyes and looked around. Then, they ran to the Christmas tree. Their father was sitting by the tree waiting for them.
Jane, the oldest daughter, opened her gift to find a beautiful doll she wanted so much. Tom, the youngest son, could not find his gift. His father told him to go outside. Tom ran out to the garden and found his new bike waiting for him. After that, everyone sat at the kitchen table, where they had breakfast together. Everybody was happy that morning!
Aula 7: Produção escrita - Composição de texto
Atividade 1
Um dos grandes problemas que enfrentamos em nossa vida é o gerenciamento de tempo (time management). Saber gerenciar o tempo que temos é uma habilidade (skill) que precisamos ter (ou aprender a ter) para tudo o que fazemos, como estudar, trabalhar, curtir a nossa família e amigos e descansar.
Veja, abaixo, um texto sobre esse tema, isto é, a importância de se usar habilidades de gerenciamento de tempo. Nesta primeira atividade, você deve ler cada parágrafo, na Coluna A, e indicar qual sentença melhor resume a ideia central de cada parágrafo, na Coluna B.
COLUNA A
|
COLUNA B
|
It is extremely important that you know how to manage your time. However, if you do not know how to manage it, you need to learn how to do it. Therefore, it is fundamental to develop effective strategies for managing your time to balance the time you spend for studying, working, being with your family and friends, and relaxing.
|
(a) The importance of managing time
(b) The relevance of managing life
(c) Time management is something we do not learn
|
Sometimes, you may find difficult to manage your time and feel that there is not enough time to do everything you need to. Consequently, this can lead you to build up of stress. For example, when you have to combine the pressures of intensive work and finding time to study and to spend with your family and friends, you may get confused with time management. Therefore, it is essential that you learn how to manage your time effectively, adjusting your routine to reduce any time-related stress in your life.
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(a) Good management of your time may be difficult; therefore, you need to learn how to manage it effectively
(b) It is impossible to manage time
(c) You will always be stressed with time management; so, it is better not to learn how to do it
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Texto adaptado de “How to manage your time effectively”. Disponível em: <http://www4.csudh.edu/Assets/CSUDH-Sites/TLC/docs/time-management.pdf>.
Atividade 2
A partir do tema abordado na atividade anterior, procure refletir sobre como você gerencia o seu tempo. Você pode simplesmente colocar tudo o que vem em sua mente no papel, ou em um arquivo em word, a respeito do tema (brainstorming), como sugerimos no início deste módulo e, depois, procurar organizar as suas ideias, fazer um esboço e, por último, escrever um parágrafo sobre como você gerencia o seu tempo. Uma boa opção para que tenha ideias adicionais pode ser pesquisar sobre o tema na Internet.
Esta é uma atividade livre. Portanto, não tem gabarito. Entretanto, para que você tenha um apoio adicional, inserimos, abaixo, uma forma inicial de organizar a sua rotina e que possa auxiliar você na organização inicial do seu processo de escrita sobre o tema proposto. Para facilitar o trabalho, sugerimos a organização do tempo em apenas um dia.
Chamamos essa organização, em inglês, de timeline (linha do tempo). Fazer uma linha do tempo pode facilitar a visualização do que você faz usualmente em sua rotina (diária, semanal, mensal, anual), pois, quando você faz uma representação gráfica de um processo (como, por exemplo, do gerenciamento de tempo em sua rotina), você consegue visualizar como disponibiliza as suas ações sequencialmente no tempo que tem disponível.
Making a timeline to organize your writing about the time management in your daily routine (Fazendo uma linha de tempo para organizar a escrita sobre o gerenciamento de tempo em sua rotina diária)
I wake up at 6:30 o’clock. I have a shower at 7 A.M. After breakfast, at 7:30, I brush my teeth and get dressed and then I go to work until at 5:00 P.M. At about 13:30 P.M I have lunch. At 6:00 P.M I have dinner at home. At 8:00 P.M I study for UNIVESP, read a book and go to bed at 10:00 P.M.
Referências
How to manage your time effectively. Why use time management skills? Careers and employability services. University of Kent Careers and Employability Service. Disponível em: <http://www4.csudh.edu/Assets/CSUDH-Sites/TLC/docs/time-management.pdf>.
LYNN, S. Skills for Success. Reading and Writing 1. Oxford University Press, 2011.
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