{"id":718,"date":"2021-06-08T13:31:21","date_gmt":"2021-06-08T16:31:21","guid":{"rendered":"https:\/\/raple.fclar.unesp.br\/ingles\/?page_id=718"},"modified":"2021-06-08T13:31:21","modified_gmt":"2021-06-08T16:31:21","slug":"superhero-2","status":"publish","type":"page","link":"https:\/\/raple.fclar.unesp.br\/ingles\/superhero-2\/","title":{"rendered":"Superhero"},"content":{"rendered":"\n
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Autoria: Profa. Rafaela Haynes<\/strong><\/p>\n\n\n\n

Atualizado por Pedro Marinelli de Carvalho<\/strong><\/p>\n\n\n\n

N\u00edvel: <\/strong>A2<\/p>\n\n\n\n

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Objetivos:<\/strong><\/p>\n\n\n\n

  • Apresentar aos alunos as frases de opini\u00e3o;<\/li><\/ul>\n\n\n\n
    • Exercitar o verbo can<\/em> no contexto de super-her\u00f3is.<\/li><\/ul>\n<\/div>\n\n\n\n
      \n

      Materiais:<\/strong><\/p>\n\n\n\n

      • Projetor para exibir os textos e imagens contidos no corpo do plano de aula;<\/li>
      • Texto sobre o Batman;<\/li>
      • A tabela de de frases no final da Etapa 1 pode ser impressa para conveni\u00eancia dos alunos.<\/li><\/ul>\n<\/div>\n<\/div>\n\n\n\n

        Etapa 1<\/strong><\/p>\n\n\n\n

        <\/strong>Para iniciar a aula, o professor vai exibir o seguinte texto e pedir para que alguns alunos leiam.<\/p>\n\n\n\n

        Batman is one of the most popular superheroes ever made, if not the most popular \u2014 ranging from games to movies, one does not need to read comics to know the vigilante of Gotham. He fights crime, beats up thieves and\u2026 that\u2019s it? If you stop and think about it, Batman really does not do much to help Gotham at all. Bruce Wayne is rich and spends thousands if not millions of dollars in every piece of technology he uses to fight crime \u2014 under the moonlight, he wipes the street of low life thief and fills every single jail cell, alongside with sending all the criminally insane to Arkham. If his methods were effective, why is there so much crime on Gotham? It is always said that Gotham politicians are corrupt and don\u2019t care about the population, which in turn results in low quality of life and eventually high crime rates. So why doesn\u2019t Batman beat up the ruling class then? I don\u2019t think Batman\u2019s method works<\/strong>. In most media, he\u2019s shown to be acting in Gotham for years, if not decades, to the point of being part of the city\u2019s folklore, and yet the Joker keeps blowing up buildings every weekend and Mr Freeze makes entire hospitals hostages. I think that Batman is useless, and just serves to make people of all ages afraid of going out at night<\/strong> (except criminals, apparently). Some people defend Bruce Wayne saying he puts millions in public programs and rehabilitation centers, going as far as even hiring former criminals to his enterprise. If this does happen, then I agree with Batman\u2019s methods and if this keeps up Gotham will only get better<\/strong>.<\/em><\/p>\n\n\n\n

        Destaque ao alunos no texto quando o eu-l\u00edrico d\u00e1 sua opini\u00e3o<\/strong>, quando ele concorda com uma opini\u00e3o<\/strong> e quando ele discorda de uma opini\u00e3o<\/strong>. Em seguida, entregue ou projete a seguinte tabela de frases:<\/p>\n\n\n\n

        Giving your opinion<\/strong><\/td>Agreeing with an opinion<\/strong><\/td>Disagreeing with an opinion<\/strong><\/td><\/tr>
        In my opinion\u2026<\/td>I agree<\/td>I don\u2019t think so<\/td><\/tr>
        In my view\u2026<\/td>I couldn\u2019t agree more<\/td>I disagree<\/td><\/tr>
        Well, I\u2019d say\u2026<\/td>That\u2019s true<\/td>I wouldn\u2019t say so<\/td><\/tr>
        Let me put it this way\u2026<\/td>That\u2019s exactly how I see it<\/td>I\u2019m afraid I can\u2019t agree with you\/your opinion<\/td><\/tr>
        I think\/feel\/believe\u2026<\/td>Precisely<\/td>I\u2019m not convinced that\u2026<\/td><\/tr>
        My point of view is that\u2026<\/td>I\u2019m all in favor of what you\u2019ve been saying<\/td>I have my doubts about that<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

        Etapa 2<\/strong><\/p>\n\n\n\n

        <\/strong>Para fixar a tabela apresentada, os alunos v\u00e3o ler o seguinte texto que trata da vis\u00e3o do Superman e depois responder a algumas perguntas:<\/p>\n\n\n\n

        Superman\u2019s super vision:<\/strong><\/p>\n\n\n\n

        By focusing his vision, Superman can see through any volume of matter<\/strong>, except lead. He can <\/strong>see things behind a solid, opaque object as if it were not there and can <\/strong>focus this ability to “peel back” layers of an object, allowing hidden image or inner workings to be observed. Superman’s enemies have attempted to use lead to hide things from his vision, mistakenly believing that anything with that material is somehow invisible to him. On the contrary, lead’s opaqueness to his X-ray vision makes the material easy to spot with a wide-angle scan and allows Superman to narrow his search to those opaque objects. He can <\/strong>even intensify his X-Ray vision to the extent that he could use it at a Gamma level to short out a Space Station’s electrical engine. (Fonte: Wiki do Superman)<\/em><\/p>\n\n\n\n

        O professor ent\u00e3o vai perguntar aos alunos se a super-vis\u00e3o do Superman seria \u00fatil nas seguintes situa\u00e7\u00f5es, que variam de problemas corriqueiros a at\u00e9 crimes. As perguntas n\u00e3o possuem todas uma resposta correta, o prop\u00f3sito \u00e9 que os alunos todos expressem sua opini\u00e3o.<\/p>\n\n\n\n

        Could Superman find a man\u2019s lost wallet?<\/strong><\/p>\n\n\n\n

        <\/strong>Could Superman find the thief of a diamond necklace in a shop full of people?<\/strong><\/p>\n\n\n\n

        <\/strong>Could Superman cheat in a game of domino?<\/strong><\/p>\n\n\n\n

        <\/strong>Could Superman cheat in a game of cards?<\/strong><\/p>\n\n\n\n

        <\/strong>Could Superman find a defect in an Airplane before it takes flight?<\/strong><\/p>\n\n\n\n

        <\/strong>Could Superman find a tumour in a hospitalized patient?<\/strong><\/p>\n\n\n\n

        <\/strong>Could Superman read a book without opening it?<\/strong><\/p>\n\n\n\n

        Etapa 3<\/strong><\/p>\n\n\n\n

        <\/strong>A atividade final ter\u00e1 os alunos divididos entre grupos, evitando grupos com um n\u00famero menor de participantes que os demais. O professor ent\u00e3o vai exibir problemas sociais como polui\u00e7\u00e3o e queimadas, e os grupos ter\u00e3o que escolher um tema \u2014 o ideal \u00e9 que cada tema seja escolhido por dois grupos para a discuss\u00e3o que ser\u00e1 promovida posteriormente, ent\u00e3o se h\u00e1, por exemplo, seis grupos, o professor deve apresentar apenas tr\u00eas op\u00e7\u00f5es.<\/p>\n\n\n\n

        A proposta \u00e9 que o grupo crie um super her\u00f3i para combater o problema escolhido, utilizando o verbo modal can<\/em> \u2014 isso \u00e9 a primeira fase da atividade, ent\u00e3o os integrantes do grupo ainda n\u00e3o precisam revelar as suas ideias para o resto da classe. Na segunda etapa \u00e9 que o professor vai escolher os grupos para que apresentem seu super her\u00f3i e os poderes dele e grupos para que opinem, criticando ou aplaudindo as ideias.<\/p>\n\n\n\n

        Sugest\u00f5es de problemas\/desafios:<\/p>\n\n\n\n

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        Poverty<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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        \"\"
        Forest fires<\/figcaption><\/figure>\n<\/div>\n\n\n\n
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        Prejudice<\/figcaption><\/figure>\n<\/div>\n<\/div>\n<\/div>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":19,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-718","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/raple.fclar.unesp.br\/ingles\/wp-json\/wp\/v2\/pages\/718","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/raple.fclar.unesp.br\/ingles\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/raple.fclar.unesp.br\/ingles\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/raple.fclar.unesp.br\/ingles\/wp-json\/wp\/v2\/users\/19"}],"replies":[{"embeddable":true,"href":"https:\/\/raple.fclar.unesp.br\/ingles\/wp-json\/wp\/v2\/comments?post=718"}],"version-history":[{"count":4,"href":"https:\/\/raple.fclar.unesp.br\/ingles\/wp-json\/wp\/v2\/pages\/718\/revisions"}],"predecessor-version":[{"id":722,"href":"https:\/\/raple.fclar.unesp.br\/ingles\/wp-json\/wp\/v2\/pages\/718\/revisions\/722"}],"wp:attachment":[{"href":"https:\/\/raple.fclar.unesp.br\/ingles\/wp-json\/wp\/v2\/media?parent=718"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}