Leitura e Redação em Lingua Inglesa - Aula_01

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LEITURA E REDAÇÃO EM LINGUA INGLESA 
 
 
Introduction 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
Conteúdo Programático desta aula 
 Define what “Reading” is 
 Recognize your role as a reader; 
 Discuss the purposes of reading; 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 
The following issues will be discussed: 
 
- The importance of reading and writing texts in the English 
Language 
 
- How your studies in this subject will be essential to help you 
succeed in all other subjects throughout your course. 
 
- Do you agree that your academic improvement depends on 
how efficient you are as a reader or a writer? 
 
-And if you think you are not so skillful in the art of comprehending 
and reading texts in the English language? 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
-You will find out that you can learn strategies and basic 
concepts which deal with the process of 
reading and writing and consequently leads you to 
become more proficient and independent as 
readers and writers. 
 
-When we read, we do not only want to identify and 
decode words; we have a purpose. 
 
-We will highlight the concept that when we read something, all we 
Want is to produce meaning. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 
 
 
1 - Apresentação do filme “The Fantastic Flying Books of Mr. Morris 
Lessmore 
 
 
 A wonderful film about the importance of reading will be presented and 
then I’d like to discuss some aspects about Reading and Writing with you. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2 - Activity 1 
Now that you have already watched the film “ The Fantastic Flying 
Books of Mr Morris Lessmore”, take a look at these questions and 
choose the right options. I´ll help you with the questions and options by 
giving you a brief explanation of them in Portuguese: 
 
 
1 - When the film starts Mr Littlemore is peacefully writing 
a book but there was a strong wind and: 
 
 a - all books were taken away 
 b - Mr. Lessmore got very happy with the destruction of 
the books 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2 - Activity 1 
Now that you have already watched the film “ The Fantastic Flying 
Books of Mr Morris Lessmore”, take a look at these questions and 
choose the right options. I´ll help you with the questions and options by 
giving you a brief explanation of them in Portuguese: 
 
 
1 - When the film starts Mr Littlemore is peacefully writing 
a book but there was a strong wind and: 
 
 a - all books were taken away 
 b - Mr. Lessmore got very happy with the destruction of 
the books 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2 - Then, Mr. Lessmore could see 
a-birds in the sky 
b-flying books in the sky 
 
3 - Mr. Lessmore goes to a 
a-library 
b-bookstore 
 
4 - Humpty Dumpty, the character which follows Mr.Lessmore during 
His days, plays the piano and we can see that the books bring to 
Mr.Lessmore 
a-Sadness 
b-Happiness 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2 - Then, Mr. Lessmore could see 
a-birds in the sky 
b-flying books in the sky 
 
3 - Mr. Lessmore goes to a 
a-library 
b-bookstore 
 
4 - Humpty Dumpty, the character which follows Mr.Lessmore during 
His days, plays the piano and we can see that the books bring to 
Mr.Lessmore 
a-Sadness 
b-Happiness 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2 - Then, Mr. Lessmore could see 
a-birds in the sky 
b-flying books in the sky 
 
3 - Mr. Lessmore goes to a 
a-library 
b-bookstore 
 
4 - Humpty Dumpty, the character which follows Mr.Lessmore during 
His days, plays the piano and we can see that the books bring to 
Mr.Lessmore 
a-Sadness 
b-Happiness 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2 - Then, Mr. Lessmore could see 
a-birds in the sky 
b-flying books in the sky 
 
3 - Mr. Lessmore goes to a 
a-library 
b-bookstore 
 
4 - Humpty Dumpty, the character which follows Mr.Lessmore during 
His days, plays the piano and we can see that the books bring to 
Mr.Lessmore 
a-Sadness 
b-Happiness 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
5 - The metaphor of the flying books means that 
a-books and the lessons they teach us can 
be with us during all our lives 
b-books can really make us fly 
 
6 - People are affected by what they read and they can try 
all sorts of emotions 
a-False 
b-True 
 
7 - When Mr. Lessmore gets old and finishes to write his 
own book, he is able to: 
a-prove books are unnecessary 
b-leave his ideas, desires, knowledge to other generations. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
5 - The metaphor of the flying books means that 
a-books and the lessons they teach us can 
be with us during all our lives 
b-books can really make us fly 
 
6 - People are affected by what they read and they can try 
all sorts of emotions 
a-False 
b-True 
 
7 - When Mr. Lessmore gets old and finishes to write his 
own book, he is able to: 
a-prove books are unnecessary 
b-leave his ideas, desires, knowledge to other generations. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
5 - The metaphor of the flying books means that 
a-books and the lessons they teach us can 
be with us during all our lives 
b-books can really make us fly 
 
6 - People are affected by what they read and they can try 
all sorts of emotions 
a-False 
b-True 
 
7 - When Mr. Lessmore gets old and finishes to write his 
own book, he is able to: 
a-prove books are unnecessary 
b-leave his ideas, desires, knowledge to other generations. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
5 - The metaphor of the flying books means that 
a-books and the lessons they teach us can 
be with us during all our lives 
b-books can really make us fly 
 
6 - People are affected by what they read and they can try 
all sorts of emotions 
a-False 
b-True 
 
7 - When Mr. Lessmore gets old and finishes to write his 
own book, he is able to: 
a-prove books are unnecessary 
b-leave his ideas, desires, knowledge to other generations. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
3 - Two definitions of Reading 
 
-Reading is considered , at a first glance (relance), a 
concrete, observable task which employs certain 
functions and faculties proper to human beings in 
general. 
 
-Reading , is a complex activity, which can be 
developed in multiple ways, depending on its 
purposes. 
 
-Kern (2000) presents a definition of “literacy”, which brings 
in itself, the notions I believe to be essential for the 
understanding of reading as a social act.. 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
For Richard Kern, "literacy" in a second language means much more than 
the Separate abilities to read and write; rather, it is a complex concept of 
familiarity with language and its use in context--primarily written 
language, but by extension also spoken communication. It requires "a 
broader discourse competence that involves the ability to interpret and 
critically evaluate a wide variety of written and spoken texts" (p. 2). It 
covers cultural knowledge and pragmatic and linguistic awareness as well 
as basic knowledge of lexis and grammatical structure. It is promoted 
through an interaction of reading and writingactivities, and through the 
discussion of language in use in communicative contexts. And for Kern, 
literacy provides a unifying, overarching concept describing what 
it is that he is trying to achieve in language teaching, and what it is that 
will enable second language learners to function adequately in a literate 
foreign society 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
Tradução da citação 
 
Para Richard Kern, o letramento em uma segunda língua significa muito 
mais do que as habilidades de ler e escrever separadamente; mais do que 
isto, é um conceito complexo de familiaridade com o uso da língua em 
contexto- primeiramente a língua escrita e depois a falada. O letramento 
requer uma “ competência discursiva mais abrangente que envolve a 
habilidade de interpretar e avaliar de maneira crítica uma grande 
variedade de textos escritos e falados” (p.2). Ela cobre conhecimento 
cultural e pragmático e consciência lingüística assim como conhecimento 
básico do léxico e da estrutura gramatical. Ela é promovida através da 
interação de atividades de leitura e escrita, e através da discussão da 
língua em uso em contextos comunicativos. E para Kern, o letramento 
oferece um conceito unificador e direto que descreve o que se pretende 
alcançar em relação ao ensino da língua, e o que permite aos aprendizes 
da língua funcionar adequadamente em uma sociedade onde acontece o 
letramento em língua estrangeira. 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
4 - Look at the following text and complete the ideas which can 
summarize the concept of literacy? 
Kern states that literacy in a second language involves a competence to 
interpret and critically evaluate a large variety of written and spoken 
texts in cultural, pragmatic and interactional contexts. I expect that the 
process of reading may reveal readers who perform an active role and that 
recognize that they are responsible to build meanings in communicative 
contexts. They should also have the ability to understand cultural 
differences and be able to function adequately in a literate foreign society. 
But do not forget that as an efficient reader, you should be able to do that 
in an autonomous way 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
• Readers should evaluate.................................................... 
 
• Readers should perform..................................................... 
 
• Readers should be responsible............................................. 
 
• Readers should be able to function....................................... 
 
• Readers should behave...................................................... 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
• Readers should evaluate texts in cultural, pragmatic and 
interactional contexts 
 
• Readers should perform an active role 
 
• Readers should be responsible to build meanings in communicative 
contexts 
 
• Readers should be able to function adequately in a literate foreign 
society 
 
• Readers should behave in an autonomous way 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
5- What about your role as a reader? 
 
Let´s consider that each reader owns knowledge and previous experiences 
which are employed to build new meanings when reading new texts. As a 
consequence, we can infer that when a group of people read a text, this 
reading may convey different interpretations. They have different 
interpretations from the same text due to their individual knowledge and 
experiences, but it is crucial that these interpretations have a determined 
logical inner line found either in the text or in the context. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 You should understand, then, that your role as a reader is 
determined either by your purposes to read a text or by the 
previous knowledge of the information you are going to find in it. 
When the author starts writing a text, he/she assumes that the 
reader may either know very little about what he/she is going to 
read or that the reader has sufficient information to interact with 
the text. 
 
 In the first case, authors give a lot of details about what they 
are writing; in the second, they can give implicit information 
because they expect the reader to be well informed about the 
subject they are writing about. They expect readers to behave in 
an active way using the knowledge they have to fill up the gaps in 
relation to the text. 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
6- In the research entitled “ Reading for understanding: toward a 
research and development program in reading comprehension” 
(SNOW-p.13), the author states that 2m 
 “a reader must have a wide range of capacities and abilities. 
These include cognitive capacities (e.g., attention, memory, 
critical analytic ability), motivation ( a purpose for reading, an 
interest in the content being read, self-efficacy as a reader) 
and various types of knowledge (vocabulary, domain and topic 
knowledge, linguistic and discourse knowledge, knowledge of 
specific comprehension strategies. Of course, the specific 
cognitive, motivational, and linguistic capacities and the 
knowledge base called on in any act of reading comprehension 
depend on the texts in use and the specific activity in which 
one is engaged”. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
Tradução 
 
 “ um leitor deve ter um extenso número de capacidades e 
habilidades. Isso inclui capacidades cognitivas (e.g., atenção, 
memória, habilidade de análise crítica, inferência, habilidade 
de visualização), motivação ( um propósito para ler, um 
interesse no conteúdo sendo lido, prática como leitor) e vários 
tipos de conhecimento ( vocabulário, conhecimento de 
estratégias específicas de compreensão). É claro, as 
capacidades cognitivas específicas, motivacionais e linguísticas 
e conhecimento básico requerido em qualquer ato de 
compreensão de leitura depende dos textos em uso e das 
atividades específicas nas quais alguém está envolvido” 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 7- What are the purposes for reading? 
 
 In general, readers may have two main purposes to read: reading 
for entertainment or reading to get some information. Within 
these two purposes, it is possible to have more specific ones. What 
is important for you to perceive is that when you read something, 
it does not matter what, you build meaning or you obtain some 
information. 
 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
Look at the symbols below and think about the 
meanings you produce when reading them: 
 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
8- You can even read when you do not want to. It happens when you are 
reading a magazine and you just look at the words of an ad, quickly, 
without paying close attention to it. Doing so you still have an implicit 
purpose to read. 
Look at this magazine cover for some time and 
check the amount of information you can get 
from it : 
 
1. natural solutions for your health and 
beauty 
2. horoscope 
3. the colors of summer 
4. how to get thinner even when you eat 
bread and pasta 
5. a recipe ( how to make a “Bobó de 
camarão) 
6. sales 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 9 - You can also read to entertain yourself for some minutes, or as a 
pastime while you wait for the bus or walk round. Although, you do nothave a predetermined intention to read, and the action of reading is 
not conscious, when you are standing at the bus stop, looking at a 
billboard, you will still build meaning or get information. You will, 
certainly, either remember the whole message, or any of the words you 
have read, the layout or who knows a drawing or a brand afterwards. 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 10- The general purposes for reading 
mentioned before can happen in different 
contexts: inside or outside schools .Outside 
schools, the purposes to read may vary a lot: 
you can read a book written by your favorite 
author; to deepen your knowledge about a 
subject you are personally interested in; to 
deal with some new equipment; to know 
about the rules of a game or the functioning of 
a toy, to pass your time; to prepare a new 
recipe; to find out where you can buy 
something you want to and how much it costs; 
to know about the climate the next day. You 
are free to choose what you want to read, if 
you want to go through the reading or if you 
want to stop reading .Thus, you read for 
pleasure. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
The Rules of Chess for Kids 
 
Chess is a game played by two players. 
Each player moves one set of pieces, 
one set being called 'white' and the 
other set called 'black'. 
 
To start the game, the players place 
their pieces on the board as follows: 
 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 11- On the other hand, at school, the purposes of reading are 
established by teachers. Your purposes will probably be to study 
for a test, to write an article, to answer questions about a text, to 
reach conclusions about a specific subject, to find relevant 
information, to know about the results of a research, to make 
summaries. You know that you will be evaluated for your ability of 
building meanings or getting information. This ability will 
determine if you can be considered a good reader or not. 
 
 To reach your purposes of reading and be considered good readers, 
next class, you will study about the most common textual genders. 
You will also analyze the processing of texts during the reading act 
and finally what you can and cannot do as readers. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 12 – Activity 
 
 We are going to watch a video ( Ler devia ser proibido) and read 
two extracts from Wolfgang Iser and Karen LeFreve. Either the 
video and the extracts point out the importance of Reading and 
Writing as social acts which stimulate interaction. Watch the 
video, read the extracts and then be ready to choose the best 
definitions for the proposed statements 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 Extracts 
 
 Wolfgang Iser's The Act of Reading, (1978) mediates between the 
extreme positions of the text as an object and as a stimulus of 
individual consciousness. His idea of "repertoire" refers to extra-
textual realities readers and writers bring to texts. These realities 
exist outside of texts, but they are stimulated by features inside of 
texts. 
 
 Karen LeFevre's Invention as a Social Act (1987) argues that 
composition is inherently social. Everything we write--be it a diary 
or an essay--is socially "inventive": 
 
 Invention often occurs through the socially learned process of an 
internal dialogue with an imagined other, and the invention 
process is enabled by an internal social construct of audience, 
which supplies premises and structures of beliefs that guide the 
writer. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 Choose the option which best suits the statements below: 
 
 1- In the video, the author shows you reasons why people should 
read: 
 
 a- Reading develops a critical comprehension of the world. 
 
 b- Reading is only important to understand what the author 
describes as a universal truth. 
 
 c- Reading is not important at all. 
 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 Choose the option which best suits the statements below: 
 
 1- In the video, the author shows you reasons why people should 
read: 
 
 a- Reading develops a critical comprehension of the world. 
 
 b- Reading is only important to understand what the author 
describes as a universal truth. 
 
 c- Reading is not important at all. 
 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2 - By reading the extract written by Wolfgang Iser: 
 a- you can conclude that only individual consciousness matters 
in relation to the act of reading 
 
 b- you can find a way to link realities which exist outside the 
texts with the information you find in them 
 
 c- you can only refer to the “repertoire” inside your minds. 
 
3- The writer should be guided 
 
a- by an internal social knowledge of the beliefs of her/his 
audience 
b- by internal dialogues 
C- by his/her own premises 
 
 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2 - By reading the extract written by Wolfgang Iser: 
 a- you can conclude that only individual consciousness matters 
in relation to the act of reading 
 
 b- you can find a way to link realities which exist outside the 
texts with the information you find in them 
 
 c- you can only refer to the “repertoire” inside your minds. 
 
3- The writer should be guided 
 
a- by an internal social knowledge of the beliefs of her/his 
audience 
b- by internal dialogues 
C- by his/her own premises 
 
 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2 - By reading the extract written by Wolfgang Iser: 
 a- you can conclude that only individual consciousness matters 
in relation to the act of reading 
 
 b- you can find a way to link realities which exist outside the 
texts with the information you find in them 
 
 c- you can only refer to the “repertoire” inside your minds. 
 
3- The writer should be guided 
 
a- by an internal social knowledge of the beliefs of her/his 
audience 
b- by internal dialogues 
C- by his/her own premises 
 
 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
13- Vídeo: A importância do ato de ler segundo Paulo Freire 
(You tube) 
 
After listening to Paulo Freires’s video about the importance of 
reading, mark the most suitable options: 
 
1- When you read texts in a critical way, 
 
a- you can read other texts 
 
b- you can read the words in the texts 
 
c-you can read different books 
 
d- you can read the world 
 
e- you can read books appointed by your teachers 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
13- Vídeo: A importância do ato de ler segundo Paulo Freire 
(You tube) 
 
After listening to Paulo Freires’s video about the importance of 
reading, mark the most suitable options: 
 
1- When you read texts in a critical way, 
 
a- you can read other texts 
 
b- you can read the words in the texts 
 
c-you can read different books 
 
d- you can read the world 
 
e- you can read books appointed by your teachers 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2- The cooperative reader 
a- is able to understand what is written and what is not written in 
the text 
b- does not care if he understands what the author wants to say 
c- all the words in the text 
d- has a subjective interpretation of the texts 
e- always misunderstands what is written in the texts 
 
3 - For Paulo Freire, the concept that words are 
representationsof reality is 
 a- not important for reading 
 b- misunderstood by readers 
 c- clear for everyone 
 d- must be avoided by readers. 
 e- is essential in the act of reading. 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2- The cooperative reader 
a- is able to understand what is written and what is not written in 
the text 
b- does not care if he understands what the author wants to say 
c- all the words in the text 
d- has a subjective interpretation of the texts 
e- always misunderstands what is written in the texts 
 
3 - For Paulo Freire, the concept that words are 
representations of reality is 
 a- not important for reading 
 b- misunderstood by readers 
 c- clear for everyone 
 d- must be avoided by readers. 
 e- is essential in the act of reading. 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
2- The cooperative reader 
a- is able to understand what is written and what is not written in 
the text 
b- does not care if he understands what the author wants to say 
c- all the words in the text 
d- has a subjective interpretation of the texts 
e- always misunderstands what is written in the texts 
 
3 - For Paulo Freire, the concept that words are 
representations of reality is 
 a- not important for reading 
 b- misunderstood by readers 
 c- clear for everyone 
 d- must be avoided by readers. 
 e- is essential in the act of reading. 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 14- Segundo Solé, as estratégias que devem ser utilizadas “antes 
da leitura” podem ser realizadas através das seguintes ações: 
motivar, estabelecer objetivos, revisar e atualizar os 
conhecimentos prévios, bem como estabelecer previsões do 
texto e formulação de perguntas sobre ele. (1998, pg 89), 1. 1 – 
 
 1 - Motivação: Implica em criar sentido para a leitura, ou seja, 
consiste em “saber” o que deve fazer “, ou seja, conhecer os 
objetivos, para que se possa sentir-se capaz de fazer e assim 
encontrar o interesse”. 
 
 2 - Objetivos: Estes podem ser variados e são responsáveis pela 
interação com o texto e na seleção de estratégias necessárias para 
a sua compreensão.Podem ser dirigidos para: 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
• a) Obter informação precisa: Trata-se de uma leitura seletiva, 
que despreza o que é irrelevante.Ex: consulta de dicionário, lista 
telefônica... 
 
• b) Seguir instruções: Trata-se de uma leitura na qual é necessário 
o controle da compreensão.Ex: ler as instruções de um jogo 
receita... 
 
• c) Obter uma informação geral: Trata-se de uma leitura muito 
usada na escola, essencial para o desenvolvimento da “leitura 
crítica” Ex: leitura de acordo com os objetivos do leitor. 
 
• d) Por prazer: Leitura pessoal que cada um sabe como a obtém, os 
critérios são elaborados pelo leitor que seleciona, avalia, critica o 
que vai ler. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 e) Para comunicar um texto a um auditório: tem a finalidade de 
compreender a mensagem que será emitida, portanto requer a 
compreensão de quem a lê, implica em entonação, respeito à 
pontuação, clareza na dicção. 
 
 f) Praticar leitura em voz alta: trata-se de uma leitura muito 
utilizada na escola, busca clareza, rapidez e fluência. 
 
 g) Verificar o que se compreendeu: Ao ler deve-se dar conta da 
sua compreensão, respondendo a perguntas sobre o texto ou 
recapitulando através de qualquer técnica. 
 
 h) Ler para aprender: Será este o foco deste estudo e tem a 
finalidade de ampliar os conhecimentos de que dispomos a partir 
da leitura de um texto.Neta leitura o leitor se auto-interroga sobre 
o que lê, estabelece relações com o que já sabe, anota, sublinha, 
realiza sínteses. 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 2 - Revisão e ativação dos conhecimentos prévios 
 
 Há algumas ações que favorecem a revisão e ativação dos 
conhecimentos prévios, uma vez que não é possível unificar os 
saberes.Dentre elas, destaca-se: 
 - Oferecer uma explicação geral sobre o texto, indicar o tema e 
permitir aos alunos estabelecerem as relações com sua 
experiência pessoal. 
 
 - Auxiliar os alunos a prestar atenção a determinados aspectos 
do texto tais como: título, subtítulo, figuras etc... 
 
 - Incentivar o aluno a expor o que já sabe sobre o tema, a sua 
maneira. 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
3- Estabelecer previsões sobre o texto 
 Embora as previsões e hipóteses são realizadas a todo o momento, 
torna-se necessário estabelecê-las antes da leitura propriamente 
dita, através da leitura de título, sub título, ilustrações etc. 
 Tanto nas atividades de leitura individual ou compartilhada as 
estratégias que devem ser desenvolvidas e incentivadas durante a 
leitura são: 
 - Formular previsões e perguntas sobre o texto lido; 
 - Esclarecer possíveis dúvidas e resumir as idéias principais do 
texto; 
 Desta forma espera-se do leitor que tenha uma atitude 
ativa frente ao texto e que possa construindo à 
compreensão à medida que o lê. 
 Igualmente necessária é a identificação de dificuldades 
na compreensão, bem como pensar nas possibilidades de 
solução. Pois é através desta tomada de consciência e 
busca de solução, que se obtém a regulação da 
compreensão. 
 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 As estratégias que devem ser desenvolvidas e incentivadas depois 
da leitura com o objetivo de favorecer a aprendizagem e 
compreensão são: 
 
 - Identificar a idéia principal do texto. 
 - Elaborar um resumo. 
 - Encontrar as respostas das perguntas previstas. 
 
 Para identificar a idéia principal de um texto e realizar 
um resumo, será necessário estabelecer relações entre 
os objetivos da leitura, e os conhecimentos prévios do 
leitor.Pois quando não ocorre esta relação, o texto não 
passa de um conjunto de frases e não há a compreensão 
global do mesmo. 
 
 Portanto, o texto é uma estrutura porosa que depende 
do trabalho cognitivo do leitor para construir sentidos. 
O que não significa que o leitor esteja livre para atribuir 
qualquer sentido ao que lê. O material para ler regula a 
atividade interpretativa à medida que fornece indícios 
que orientam quem lê. A prática de leitura se realiza 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 Para compreender, o leitor vai ajustar os seus conhecimentos ao 
seu horizonte de expectativas anteriores, mostrando familiaridade 
com a linguagem que se usa para escrever, ao seu maior ou menor 
domínio acerca do assunto tratado, aos seus valores e crenças, aos 
objetivos que orientam a atividade. 
 
 Para Kleiman (2002), a capacidade de estabelecer objetivos na 
leitura é considerada uma estratégia de controle e regulamento do 
próprio conhecimento e uma atividade que contribui para o leitor 
fazer hipóteses e testá-las à medida que lê. Outro aspecto 
importante é que o leitor quando formula hipóteses exerce 
controle do que está compreendendo. Durante a leitura, é a 
compreensão do texto que permite ao leitor regular sua própria 
atividade. 
 
 
INTRODUCTION – AULA1 
Leitura e Redação em Lingua Inglesa 
 Pode-se concluir, dessa forma, que as estratégias metacognitivas 
desempenham importante papel na compreensão leitora. A 
universidade tem que estar voltada para a formação e o 
desenvolvimento da leitura em seus alunos e o papel do professor 
é, pois, fundamental para que o ato de ler se torne significativo e 
prazeroso para o aluno. 
 
 
 
INTRODUCTION – AULA1 
Leitura e Redação em LinguaInglesa 
 REFERÊNCIAS BIBLIOGRÁFICAS 
 
 FREIRE, Paulo. A importância do ato de ler: em três artigos que se 
completam. São Paulo: Autores Associados: Cortez, 1983. 
 
 KATO, Mary Aizawa. O aprendizado da leitura. 6ª ed., São Paulo: 
Martins Fontes, 2007. 
 KOCH,