Teaching Learning Portuguese Through Folk Tales Powepoint
-
Upload
anaisabelcmendes -
Category
Documents
-
view
214 -
download
0
Transcript of Teaching Learning Portuguese Through Folk Tales Powepoint
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 1/17
53rd Annual Northeast Conference on the Teaching of Foreign Languages
New York, March 30 – April 2, 2006
Teaching / Learning Portuguese
Through Folk Tales of the
Portuguese-speaking World
Ana Mendes e Land
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 2/17
• Unity and diversity in Portuguese language
• Traditional literature of expression and oral
transmission: folk tales
• Portuguese, folk tales and the five Cs: a unit
plan
Agenda:
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 3/17
PL “occupies a discontinuous
space, spread over every
continent, containing two
national variants (from
Portugal and Brazil),subdivided into dialects with
only slight differences; having
a national variant in embryo
(Galicia) and other variants indevelopment (Africa)”
(CASTRO, 1991: 19).
Unity and Diversity in
Portuguese Language
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 4/17
Unity and Diversity in
Portuguese Language
“ (…) this impossibility
of drawing clear
borders between its
continental dialects isone of the reasons
that allow one to state
that Portuguese is a
rather unitarylanguage” (FARIA,
1996: 498).
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 5/17
Traditional Literature of Expression and
Oral Transmission: Folk Tales
Agenda:
• Origins
• Definition
• Cycles
• Functions & “Sequência”
• Language Remarks
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 6/17
Origins
• People?
• Mythical or epic
narrations?
UNCERTAIN
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 7/17
Definition
“O conto popular é uma narrativa de pequenaextensão, com um número reduzido de personagens,sem qualquer fundo histórico, e cuja acção se situanum espaço indeterminado e num tempo passado
indefinido. A intervenção do maravilhoso ocorre emalguns dos contos, mas não na sua generalidade. Sobo ponto de vista histórico, considera-se que os contospopulares assentam em crenças e mitos primitivosque se foram progressivamente adaptando a novos
cenários.”
In http://ciberduvidas.sapo.pt/php/resposta.php?id=7846&palavras=conto+popular
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 8/17
Cycles
Animais (Animals)
A Bela e o Monstro (Beauty and theBeast)
Cristo e São Pedro (Christ and Saint
Peter)
Enigmas (Enigmas)
Entes sobrenaturais (SupernaturalBeings)
Entre Marido e Mulher (Between Husbandand Wife)
Facécias (Jests/Jokes)
A Gata Borralheira (Cinderella)
Heranças (Inheritances)
Instrumentos maravilhosos
(Wonderful Tools)
Nossa Senhora (Our Lady)
Pecados Mortais (Mortal Sins)
O Pedro das Malas-Artes (Peter’s
Wrong Doings)
O Sabor dos Sabores (The Flavor of
the Flavors)
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 9/17
Functions & “Sequência
There is a LACK of something.
This forces the hero to go on aQUEST to eliminate the lack.
On the quest, the heroencounters a MAGICAL
HELPER.(S)he is subjected to one or more
TESTS. This may be dividedinto two: an initial, qualifyingtest necessary to secure the
helpers’ help, and additionaltests related to the questitself.
After passing the test, (s)heachieves his/her REWARD.
Situação Inicial
Perturbação
Transformação
Resolução
Situação final
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 10/17
Language Remarks
• the folk tales are told in the past (Pretérito Imperfeito and/or Perfeito
do Indicativo, Imperfeito do Conjuntivo, etc.);
• expressions like “Era uma vez…”, “Num reino muito distante…”, “Há
muitos, muitos anos…” can be found in the beginning, demonstrating
the unknown time and space;
• sometimes colloquial words/expressions can exist, since folk taleswere and are transmitted by word of mouth;
• there can be found several elocution verbs, e.g., “dizer, afirmar,
perguntar, interrogar, responder, replicar, negar, contestar, exclamar,
bradar, pedir, solicitar, mandar, ordenar”, etc.;
• the folk tales are a good source for learning vocabulary because thestory remits to only one setting (usually summarized in the title) , e.g.,
“reino, rainha, rei, princesa, torre”, “bode, onça, papo, mato, caçar,
madeira”. In many cases, there can be established a relationship
between the folk tale’s space and the place where the folk tale is told.
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 11/17
Portuguese, Folk Tales and the
Five Cs: a Unit Plan
Below will be described several activities for learning
Portuguese Language and Culturewhile targeting the Five Cs’ standards:
Focus, therefore, on the macro (national standards) and
micro (lesson/unit plan) levels.
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 12/17
Communication
Communicate in Portuguese
The student:
- asks a person from a Portuguese-speaking country to tellhim/her a folk tale from the origin country;
- writes that story down/tapes it or simply learns it by heart;
-tells/plays that same story in the classroom.
Standards 1.1 through 1.3 are targeted here, although theemphasis is placed on standards 1.2 and 1.3.
If there is no opportunity for the student to learn a folk tale from a Portuguese-
speaking country, the teacher can tell the class a folk tale, or ask thestudents to write one from guidelines provided (see Build the Folk Tale).
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 13/17
Cultures
Gain Knowledge and Understanding of
Portuguese Speaking Cultures
The student:
- collects folk tales from two or three PortugueseSpeaking Countries (Angola, Brazil, Cape Verde,Guinea Bissau, Mozambique, Portugal, São Toméand Príncipe, Timor);
- compares vocabulary (geography, fauna, flora, etc.);
- tries to establish a relationship between the data(vocabulary) and the folk tales’ country;
- presents the results in class.
Standards 2.1 and 2.2 are the focus of this activity.
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 14/17
Connections
Connect with Other Disciplines and
Acquire InformationUsing the folk tales obtained in 1, the student:
- analyzes the stories separately, as to its mainconstituent parts, using the template worksheet (seeTemplate Worksheet).
Standard 3.1 is targeted here, since the student will
have to use knowledge acquired in theLiterature/Literary Analysis classroom. Also, standard3.2 is involved in this activity because there existdifferences in the main constituent parts of a narrativetext in English (plot, point of view, setting, character,style and theme) and in Portuguese (narrador,personagens, acção, tempo e espaço).
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 15/17
Comparisons
Develop Insight into the Nature of
Language and CultureFrom the results obtained in activity 2, the student:
- draws a table where he/she writes the words
pertaining to a certain semantic field (e.g., fauna) /
expressions / sentences, and writes the same
words / expressions / sentences in another language
(it can be the student’s native language, the
language in which the class is taught, etc.);
- will then determine which ones are more and less
similar to the compared language/culture.
Standards 4.1 and 4.2 are the focus of this activity.
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 16/17
Communities
Participate in Multilingual Communities
at Home & Around the World The Portuguese teacher helps the students with:
- finding an adequate occasion to perform (in Portuguese)one of the folk tales learned;
- creating a folk tale time calendar to take place either at
the school library or at a public library. In this case, thestudent can tell the folk tales in English, after providinga simple explanation about the relation of the folk taleand the Portuguese-speaking country.
Standards 5.1 and 5.2 are the focus of these suggestedactivities.
8/14/2019 Teaching Learning Portuguese Through Folk Tales Powepoint
http://slidepdf.com/reader/full/teaching-learning-portuguese-through-folk-tales-powepoint 17/17