PRODUCTION OF ENGLISH LANGUAGE READING DIDACTIC MATERIAL THROUGH PROVERBS

Abstract

The present work aims to describe the organization of English language reading didactic material through proverbs. The research is theoretically based on the notions of reading, didactic material and proverb as a phraseological unit, as a textual genre and an object of language teaching. The methodology is descriptive and qualitative. At the first moment, four English textbooks of first year of High School were analyzed to identify the grammatical contents and the respective sequences established in these books, which served as the basis for the elaboration of a grammatical sequence that functioned as a parameter for selection and sequential ordering of ten proverbs that make up the material. As for the preparation of the material, each proverb is explored in a didactic unit through explanations and questions that involve prior knowledge of the proverb, vocabulary, grammar, verification of acquired knowledge on the proverb at the end of the didactic unit and reflection on learning. The material produced was applied with students from the second year of High School Integrated to the Technical Education in Building at Federal Institute of Paraíba (IFPB) Campus Catolé do Rocha. Finally, the material was evaluated by the students and later revised. The students reported that the material is productive, helping them to learn many words and expressions in English and reflecting on the meaning of proverbs, learning life lessons expressed by these sentences. As a textual genre of short duration, proverbs demonstrate that they are quite effective in learning both language and life lessons.