UNIVERSIDADE ESTADUAL DE LONDRINA
CCH - DEPARTAMENTO DE LETRAS ESTRANGEIRAS MODERNAS
REGINA CÉLIA REIS ZACARIAS
UNIDADES DIDÁTICAS:
1. TASTE AND FOOD
2. CELEBRATIONS
Londrina
2008
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INTRODUÇÃO
A elaboração dessa unidade didática procurou contemplar a
habilidade de leitura em Língua Inglesa centrada em textos e atividades diferentes
daquelas de apenas extração de informações, mas que colaborem para que o aluno
tenha a possibilidade de se auto-observar e se posicionar criticamente no mundo e
reconhecer as atitudes e intenções do autor ao escrever o texto.
Conforme as Diretrizes Curriculares de Língua Estrangeira Moderna
– DCEs (PARANÁ, 2008), o princípio da pedagogia crítica que a sustenta valoriza a
escola como um espaço social democrático, que provê aos alunos meios
necessários para que não assimilem o saber apenas como um resultado, mas
apreendam o processo de sua produção, bem como suas transformações.
Um dos princípios educacionais que orientam a escolha do ensino
de uma língua é o de proporcionar o respeito à diversidade lingüística e cultural, bem
como seus benefícios para o desenvolvimento cultural do país, justamente para
facilitar o acesso a outras culturas, outros modos de pensar o mundo, pois com o
texto trazido em inglês, podem-se gerar discussões e comentários sobre os
problemas e situações de outros países. Com isso, nosso aluno ficará mais
preparado para acessar e processar as informações sobre o mundo.
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Fonte: www.corbis.com.br
Questions
a) What kind of typical dishes are there in our country?
b) Are they known in other countries?
c) Do you know any typical Japanese food?
d) Do you think people have the same eating habits in all countries?
e) Does everybody eat bacon and eggs at the breakfast in England?
f) Does everybody eat bread and butter at the breakfast in Brazil?
d) List some descriptions of food from other countries you know.
Game
Now the teacher puts on the board the name of the countries: BRAZIL, BRITAIN,
GERMANY, ITALY and JAPAN. So he/she divides the students into two groups.
Then pass on a box containing pieces of paper with the names of food from different
countries. Each student picks out a piece of paper and he/she says the name of the
country the food is from. The group who guess which the right country, scores a
point. If they guess wrong, the other team scores a point.
BRAZIL
Rice and beans
Feijoada
barbecue
BRITAIN
Lamb
Roast beef
Roast pork
Roast potatoes
Fish and chips
Yorkshire pudding
GERMANY
Apple strudel
Eisbein
Sauerkraut
ITALY
Spaghetti
Pizza
Ravioli
JAPAN
Sashimi
Sukiyaki
Yakisoba
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Fonte: www.corbis.com.br
Read the text about eating habits:
“As you can see, food habits vary from country to country. All the food wasted in a
society of some kind is not allowed in another one. They are related to cultural
aspects, like the American belief that “time is money” or related to other issues, like
climate and economic conditions.
The most important meal in Brazil is lunch, a meal eaten at noon with the family. For
Americans and British, the most important meal is dinner, which is also a hot meal
eaten with the family, but in the late afternoon.
Food isn’t only a nutrition rise. We can see society organization being constructed
from things that people eat.
As every society has a language, it establishes its own media looking forward
people’s relationship.
Meal constitutes a cultural layer that happens to be a ritual and adds the nutritional
function. The menu’s choice, the plate’s disposition, the dishes and cover used, show
the individual’s relations and values that share the food and can symbolize social
status or can be used as a group identity encoding.
The fact is that, in Brazil, because of globalization our habits have been changing.
Few people nowadays can go home for lunch. Sometimes it is cheaper and easier to
have a hotdog in a place near work. Unfortunately, we are importing a very bad
foreign habit: substituting a balanced meal for a snack full of empty calories ( a lot of
calories and few nutrients) – and causing obesity and its effects.”
Fonte: Língua Estrangeira Moderna – Espanhol e Inglês, vários autores, Curitiba, SEED/PR, 2006.
Unit 5 – Healthy Food and Junk Food.
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According to the text, mark T (true) or F (false) for the sentences:
( ) Os hábitos alimentares tem relação com os aspectos culturais de cada país.
( ) A refeição mais importante para o brasileiro é o almoço, pois neste momento ele
se reúne com sua família.
( ) Para os americanos e ingleses a refeição mais importante é o café da manhã.
(
) Uma família é reconhecida culturalmente através de seus hábitos alimentares.
Questions:
a) A refeição tem relação com o status social da família e pode ser utilizada para
identificar o grupo ao qual ela pertence? Por quê?
b) O que está acontecendo com os hábitos alimentares brasileiros?
c) Os brasileiros estão dando maior importância aos nutrientes de uma refeição ou
não estão se preocupando com isso? Por quê?
É comum ouvir que nos
EUA e na Inglaterra, o
café da manhã é
geralmente uma
refeição reforçada. Já o
almoço costuma ser
uma refeição muito
leve: um sanduíche,
salgadinhos ou uma
sopa. A refeição
principal corresponde
ao nosso jantar, sendo
feita à noite ou no final
da tarde.
Em geral, as escolas
européias têm restaurantes,
onde os alunos almoçam
por um preço mínimo, ou
até de graça. Essas
refeições são chamadas de
school meals e consistem
em sopa, legumes,
verduras, carne ou peixe,
batatas e ovos.
A typical
school meal
from Britain is
fish and chips
and peas.
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Fonte: www.corbis.com.br
Em casa, como homework, faça uma pesquisa sobre os hábitos alimentares,
envolvendo países da Ásia, da África, da Oceania e da Europa, como Itália, França,
Inglaterra, Portugal, Alemanha, Espanha e da América como o Brasil, EUA, México
entre outros. A seguir, faça um quadro para demonstrar o que você encontrou de tão
curioso para contar aos seus colegas:
Country
Breakfast
At lunch
In the evening
At dinner
Discuss with your partner these questions.
a) Have you ever had meals with people from another country?
b) Where were they from?
c) What different eating habits or table manners have you seen? How different are
they from yours?
d) Which table manners or eating habits are considered unacceptable in our culture?
a) Have you ever eaten food from another country?
b) If you have, what kind of food have you eaten?
c) Where did you have it?
d) How did you like it?
a) Can you recognize what influences you the eating habits when you eat?
b) What could it be? From television? Friends? Family habits? Social habits? Why?
c) Does advertising influence your choices of food?
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Fonte: www.corbis.com.br
Em pares, organizem um cardápio para uma lanchonete que receberá visitantes de
vários países para um evento internacional na cidade, podem inserir pratos de
alguma origem bem diferente. Ah, vocês podem aproveitar dados da pesquisa que
fizeram no exercício anterior. Aqui estão algumas sugestões de pratos e bebidas:
French fries
Cheeseburger
Chocolate mousse
Lemon mousse
Spaghetti
Green salad
Vegetable soup
Potato salad
Fish and Chips
Cakes
Strawberry pie
Milk shakes
Beer
Hot dog
Ice cream
Snacks
Coke
Orange juice
Mineral water
Cheese and ham
sandwich
Feita a seleção, organizem os itens do cardápio de acordo com as categorias
abaixo, caso desejarem podem ilustrar com fotos ou desenhos(trazer revistas).
MENU
SALADS
SANDWICHES
MAIN
COURSES
DESSERTS
DRINKS
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Faça uma pesquisa na classe. Pergunte a um (a) colega o que acha dos alimentos
do quadro. São gostosos? São saudáveis?
What do you think about spinach? Is it healthy or not?
I like it, and I think it is healthy.
What’s your opinion about chewing gum?
I love it, but I think it is not healthy.
CLASSMATE’S NAME
What do you
think about
Spinach
Tomato
Cabbage
Chicken
Meat
Chips
Lettuce
Chewing gum
Beans
Ice-cream
Chocolate
Mayonnaise
Rice
Hamburgers
Egg
Likes
Healthy
Dislikes
Not healthy
Fonte: English Clips, 5, Mariza T. Ferrari e Sarah G. Rubin. Ed. Scipione. São Paulo, 2001
Compare sua lista com as de seus colegas. Quais foram os três alimentos mais
preferidos? E quais foram os três considerados mais saudáveis?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Let’s try?
Você lê a palavra principal e vai associando a ela outras palavras, em ingles, ligadas
ao assunto.
BREAKFAST
DINNER
MEAL
LUNCH
TEA
Fonte: www.corbis.com.br
YOU DID A GOOD WORK!!!
GOOD LUCK FOR YOU!!!
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Fonte: www.corbis.com.br
Answer these questions about you:
a)
b)
c)
d)
e)
f)
Have you ever been to any kind of party?
What kind of party was it?
What did you do there?
What did you eat there?
Did you wear any special clothes?
Is there any difference between a party and a celebration? Which?
The teacher puts some pictures about celebrations on the board and asks the
students some questions about them.
Valentine’s day
Mother’s day
New Year
Carnival
Halloween
Easter
Christmas
Guy Fawkes
The teacher gives the students some key words and they fix them on the board
around the celebrations.
TURKEY – BALLOON – GIFTS – CHAMPAGNE – CHOCOLATE – EGGS – MASK
WITCH – LOVE CARDS – RABBIT – WHITE CLOTHES - TREE – PARADE
TREAT – BONFIRE – BELLS – BUNCH OF FLOWERS – FIREWORKS
FANCY DRESS BALL – PUMPKIN – SAMBA SCHOOL – DUMMY.
After this activity the teacher can explain some aspects related to celebration.
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Fonte: www.corbis.com.br
Wherever you live there are festivals, times for celebrations: Christmas, Carnival, etc.
All societies have festivals at special times of the year.
What festivals do you know?
Name three and compare it with your friend’s.
Christmas: a Christian festival
One of the best-known and the most widely celebrated festivals is Christmas, on
December 25th. It celebrates the birth of Jesus Christ. According to the Bible, Christ
was born in a stable in Bethlehem, because his parents Joseph and Mary could not
find a room to stay in the town. Some of the Christmas customs such as holding
banquets and exchanging presents come from the Romans. Other traditions like
exchanging cards and decorating Christmas trees are more recent.
Halloween: a Celtic festival
Halloween is an ancient Celtic festival. The Celtic New Year fell on November 1st.
They believed that ghosts and demons would come to Earth from the underworld on
the last day of the year. So, on October 31st, people lit great bonfires to frighten them
away. In many places of Britain and Ireland, the traditions of ghosts and witches,
games and bonfires continued and spread to the USA, and more recently to some
places in Brazil as well. One of the most popular Halloween games is the “trick or
treat”, in which children knock on doors to ask for a treat and sometimes play a trick if
they do not get a treat.
Purim: a Jewish festival
Purim is a Jewish festival that is celebrated every year in March at the time of the full
moon. The story of Purim goes back to 500 BC. It tells how Esther, a young Jewish
girl, was made queen of the Persian Empire and bravely saved her people from
destruction. Purim is similar to carnival. People wear costumes, masks and play
tricks. The purpose of the festival is to feel the joy of being saved. The story of Esther
is in the Old Testament in the Bible.
Tanabata: a Japanese festival
In China and Japan people have a story about two stars that lie on each side of the
Milky Way. They say that these stars are two lovers who are separated from each
other by the Heavenly River. But once a year, in the seventh month, they are allowed
to cross the river to meet each other. This day is called Tanabata by the Japanese.
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They hold parties to celebrate it. Children decorate bamboo branches in the garden
with coloured paper and the little bells. When it gets dark, rockets shoot up into the
sky and fireworks are lit to celebrate the reunion of the lovers.
Fonte: Inglês para o Ensino Médio: volume único, Mariza Tiemann Ferrari, Sarah Giersztel Rubin, São
Paulo, Scipione.
Form groups of four students and then help each other to fill the grid with the
information about all the festivals:
PURIM
TANABATA
HALLOWEEN
CHRISTMAS
Origin
Month
Celebration
Story summary
Custom/tradition
Fonte: Inglês para o Ensino Médio: volume único, Mariza Tiemann Ferrari, Sarah Giersztel Rubin, São
Paulo, Scipione.
Fonte: www.corbis.com.br
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Fonte: www.corbis.com.br
There are different sorts of parties and festivals happening all year round all over the
world. Most festival mark special occasions or events that people want to remember.
They give everyone a chance to celebrate!!! The teacher gives to each student a
chart in piece of paper like this. Now you have to look for some information in order to
complete the chart.
CELEBRATION
When is it?
Brazil
Easter
Mother’s Day
Halloween
Carnival
Valentine’s Day
Christmas’ Day
Christmas’ Eve
New Year’s Day
New Year’s Eve
Guy Fawkes
Festas Juninas
Thanksgiving
May day
You choose
the country
What does it mean?
What do usually
people do?
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For the teacher: Possible answers for the chart:
CELEBRATION
When is it?
Brazil
Easter
March
April
Mother’s Day
2nd
Sunday,
May
October
31st
Halloween
Carnival
Valentine’s Day
Christmas’ Day
Christmas’ Eve
New Year’s Day
New Year’s Eve
Guy Fawkes
Festas Juninas
February
or March
What does it
mean?
United
Brazil and United
Kingdom
Kingdom
March or
Christ’s
April
Resurrection No
school! Good
Friday is a
holiday.
4th
The
most
Sunday in important person
Lent
in the family
October
In the past, to
31st
remember
the
dead.
What do usually
people do?
Children make
themselves sick
with chocolate
eggs
We have parties,
and frighten
ourselves with
ghost stories
July
or In fact, carnival
August
means “goodbye
to meat”
BR: everywhere
UK: Nothing Hill
th
It’s a lovers’ day
June 12
February
14th
December December Christ’s birth.
We give and we
25th
25th
get
presents.
Some people eat
too much and
make themselves
sick!
December December Santa Claus’ Day We prepare our
24th
24th
presents
and
dinner
together
with the family
January
January
It’s the beginning We make good
1st
1st
of a new year.
resolutions
December December Lots of parties!
31st
31st
November He was the leader Some kids burn
5th
of a gang who themselves every
plotted to blow up year
King James and
the
English
parliament nearly
400 years ago.
Fireworks!
June and
Great parties with
July
many
specific
foods
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Thanksgiving Day
May day
May 1st
November Thanks for all the
22nd
year
st
May 1
No school again!
Worker day
Fonte: www.corbis.com.br
a) What do you think about the information you found in your research? Anything
interesting or different?
b) Do you agree that everybody who lives in a specific country celebrate the
festivals?
c) Is there considerable much difference between Brazil and the country you
searched?
d) And about Italy, Portugal, France, German, Mexico and others, do you find out
some interesting festival at these countries?
e) Now, thinking about the traditions in your family. Ask your parents or relatives
about traditions that you keep in your family.
The following items may help you get the information for your work:
a) your name and nationality
b) your city of origin
c) nationality of your parents, grandparents and great-grandparents
d) a typical dish prepared at your home
e) a typical dress (outfit) in your family
f) a typical song, poem or story about your family
g) a festival celebrated by your family
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According to the explanation about many different celebrations that exist in our
planet, now you can write a small paragraph related to these pictures, you can use
the words that you learned during your research:
Fonte: www.corbis.com.br
Fonte: www.corbis.com.br
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REFERÊNCIAS
FERRARI, Mariza Tiemann; RUBIN, Sarah Giersztel . English clips: 5. São Paulo:
Scipione, 2001.
______. Inglês para o ensino médio: volume único. São Paulo: Scipione, 2002.
GIMENEZ, Telma. Eles comem cornflakes, nós comemos pão com manteiga:
espaços para reflexão sobre cultura na aula de língua estrangeira. Boletim
NAPDATE, UEL, Londrina, agosto/2006.
______. Halloween, dia das bruxas e ensino de inglês. Boletim NAPDATE, UEL,
Londrina, dezembro/1998.
PARANÁ. Secretaria de estado da educação. Superintendência da educação.
Diretrizes curriculares de língua estrangeira moderna para educação básica.
Curitiba SEED, 2008.
PARANÁ. Secretaria de estado da educação. Superintendência da educação.
Língua estrangeira moderna – espanhol e inglês/vários autores. Ensino Médio.
Curitiba, SEED, 2006.
Gravuras. Disponível em:www.corbis.com.br. Acesso em 16 dez. 2008.
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APÊNDICE