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1 a SÉRIE<br />
ENSINO MÉDIO<br />
Caderno do Aluno<br />
Volume 1<br />
INGLÊS<br />
Linguagens
GOVERNO DO ESTADO DE SÃO PAULO<br />
SECRETARIA DA EDUCAÇÃO<br />
MATERIAL DE APOIO AO<br />
CURRÍCULO DO ESTADO DE SÃO PAULO<br />
CADERNO DO ALUNO<br />
INGLÊS<br />
ENSINO MÉDIO – 1 a SÉRIE<br />
VOLUME 1<br />
Nova edição<br />
2014-2017<br />
São Paulo
Governo do Estado de São Paulo<br />
Governador<br />
Geraldo Alckmin<br />
Vice-Governador<br />
Guilherme Afif Domingos<br />
Secretário da Educação<br />
Herman Voorwald<br />
Secretário-Adjunto<br />
João Cardoso Palma Filho<br />
Chefe de Gabinete<br />
Fernando Padula Novaes<br />
Subsecretária de Articulação Regional<br />
Rosania Morales Morroni<br />
Coordenadora da Escola de Formação e<br />
Aperfeiçoamento dos Professores – EFAP<br />
Silvia Andrade da Cunha Galletta<br />
Coordenadora de Gestão da<br />
Educação Básica<br />
Maria Elizabete da Costa<br />
Coordenadora de Gestão de<br />
Recursos Humanos<br />
Cleide Bauab Eid Bochixio<br />
Coordenadora de Informação,<br />
Monitoramento e Avaliação<br />
Educacional<br />
Ione Cristina Ribeiro de Assunção<br />
Coordenadora de Infraestrutura e<br />
Serviços Escolares<br />
Ana Leonor Sala Alonso<br />
Coordenadora de Orçamento e<br />
Finanças<br />
Claudia Chiaroni Afuso<br />
Presidente da Fundação para o<br />
Desenvolvimento da Educação – FDE<br />
Barjas Negri
Caro(a) aluno(a),<br />
Nesta nova fase de sua vida escolar, você vai ter a oportunidade de rever alguns temas<br />
e estruturas apresentados em anos anteriores, enquanto aprofunda seus conhecimentos e<br />
entra em contato com novos assuntos. Você já deve ter percebido que a língua inglesa é<br />
um excelente meio de aprender sobre outros povos e sua cultura, ao mesmo tempo em que<br />
podemos utilizar os nossos conhecimentos sobre o idioma para transmitir informações<br />
sobre nosso país e nossa cultura.<br />
O idioma também é muito importante em situações de trabalho, especialmente em<br />
grandes empresas multinacionais e no setor de serviços, para atendimento a turistas. Este<br />
volume vai lhe mostrar como o trabalho voluntário pode lhe garantir uma experiência inicial<br />
importante para seu currículo, além de lhe proporcionar momentos significativos de<br />
enriquecimento pessoal. Também vai mostrar como jornais e suas diversas seções são organizados,<br />
além de apresentar alguns termos específicos e lhe proporcionar as ferramentas<br />
para produzir seus próprios textos jornalísticos. No trabalho conjunto com seus colegas,<br />
você pode desenvolver a capacidade de trabalhar em grupo, construindo coletivamente<br />
os textos, tendo sua produção revisada por outros grupos e sugerindo correções para os<br />
trabalhos deles. Essas atividades, além de melhorar o seu conhecimento do idioma, visam<br />
a prepará-lo para atuar no mundo fora do ambiente escolar, em especial em atividades<br />
profissionais.<br />
Lembre-se de que os Cadernos trazem dicas de sites, músicas e filmes que podem ajudá-<br />
-lo a aprender mais sobre o conteúdo estudado. Você também tem as seções que lhe permitem<br />
sistematizar o estudo do vocabulário e da gramática, além de fazer sua autoavaliação<br />
em relação às metas de aprendizagem propostas. Guarde com carinho cada Caderno. Todas<br />
essas seções contêm informações que podem ser úteis em outras séries e até mesmo<br />
quando já tiver concluído o Ensino Médio.<br />
Equipe Técnica de Inglês<br />
Área de Linguagens<br />
Coordenadoria de Gestão da Educação Básica – CGEB<br />
Secretaria da Educação do Estado de São Paulo
LEARNING TARGETS<br />
Neste Caderno, você fará atividades relacionadas a dois temas: 1) English around the<br />
world: cultural interactions e 2) Newspapers – Part I. Essas atividades vão ajudá-lo a:<br />
1. Descobrir em que países a língua inglesa é falada como língua oficial.<br />
2. Compreender por que a língua inglesa é considerada uma língua internacional.<br />
3. Reconhecer o gênero de um texto.<br />
4. Localizar informações específicas em um texto.<br />
5. Levantar hipóteses sobre o assunto de um texto e verificá-las a partir da leitura.<br />
6. Identificar palavras cognatas ou emprestadas da língua inglesa para compreender um texto.<br />
7. Escrever um texto informativo sobre um programa de estudos interculturais.<br />
8. Trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.<br />
9. Reconhecer o uso do tempo verbal presente simples.<br />
10. Reconhecer o uso do tempo verbal passado simples.<br />
11. Reconhecer os usos de algumas preposições em contexto, por exemplo: go to, stay with,<br />
presentations about.<br />
12. Reconhecer o uso das palavras during, since e ago.<br />
13. Relacionar os nomes das seções de um jornal em língua portuguesa aos nomes, em língua<br />
inglesa, dessas mesmas seções.<br />
14. Relacionar conteúdos e manchetes às respectivas seções em um jornal.<br />
15. Identificar o gênero de um texto por meio da apreensão de sua organização geral e comparar<br />
gêneros distintos, identificando suas características.<br />
16. Fazer inferências apoiadas em palavras cognatas.<br />
17. Inferir significados não explícitos em um texto.<br />
18. Identificar a opinião do autor com base em pistas verbais presentes no texto.<br />
19. Produzir um anúncio, uma nota de correção e uma manchete, observando suas características<br />
de organização.<br />
20. Deduzir uma regra gramatical com base na análise de exemplos e aplicar essa regra em situações<br />
de uso.<br />
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Inglês – 1 a série – Volume 1<br />
TH<strong>EM</strong>E 1<br />
ENGLISH AROUND THE WORLD: CULTURAL INTERACTIONS<br />
?<br />
!<br />
SITUATED LEARNING 1<br />
WHERE ENGLISH IS SPOKEN: FACTS AND FIGURES<br />
1. Work in groups and study the following flags (they all represent countries where English is<br />
spoken as a first language). Then discuss this question in Portuguese: Do you know their names?<br />
© Claudio Ripinskas<br />
a) b)<br />
c) d)<br />
e) f)<br />
g)<br />
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Inglês – 1 a série – Volume 1<br />
2. Read the table quickly. What is it about?<br />
Countries<br />
Population<br />
(million)<br />
English<br />
English and Portuguese in the world<br />
% of native<br />
speakers<br />
Native<br />
speakers<br />
Countries<br />
Portuguese<br />
Population<br />
(million)<br />
% of native<br />
speakers<br />
Native<br />
speakers<br />
United<br />
States<br />
286 86 246 Brazil 175 100 175<br />
United<br />
Kingdom<br />
59 97 57 Portugal 10 100 10<br />
Canada 32 63 20 Angola 13.5 60 8.1<br />
Australia 20 85 17 Mozambique 18.6 20 3.7<br />
New<br />
Zealand<br />
4 95 3.8<br />
Ireland 4 95 3.8<br />
TOTAL 405 347.6 TOTAL 217.1 196.8<br />
Fonte: SCHÜTZ, Ricardo. O inglês e o português no mundo. English made in Brazil. Dados de 2002. Disponível em: . Acesso em: 17 maio 2013.<br />
3. Read the table again. Complete the following information:<br />
a) Total of native speakers of English:<br />
b) Percentage of native speakers of English in Canada:<br />
c) Country with the highest percentage of English native speakers:<br />
d) Country with the lowest percentage of native speakers of English:<br />
e) Countries where the whole population has only one native language:<br />
Nota: o quadro indica que 100% da população, tanto do Brasil quanto de Portugal, são<br />
falantes da língua portuguesa. Esse dado desconsidera o fato de que, no Brasil, se estima que<br />
haja pelo menos 180 línguas indígenas. Em Portugal, o mirandês, falado no norte do país, foi<br />
reconhecido como língua em 1999.<br />
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Inglês – 1 a série – Volume 1<br />
4. Work in groups. In Portuguese, discuss the following questions.<br />
a) What is the other language Canadians speak? Do you know why?<br />
b) Why don’t all the people in the USA speak English?<br />
c) Do you know any countries where English is spoken as a second language?<br />
d) Why is English considered an international language?<br />
e) What are the differences between American and British English varieties?<br />
5. Read the following text to find out if your answers to the questions in Activity 4 are right. You<br />
may not find all the answers.<br />
The international language: English!<br />
English is present in our daily lives. If you have access to the internet, most of the<br />
information there is in English: if you like listening to pop songs, lots of them are in<br />
English; if you go to the cinema, most film productions are in English; in other words, we<br />
are in contact with English all the time.<br />
There are about 700 million speakers of English around the world. In some countries<br />
it is the first language, like in the USA and the United Kingdom. In Canada, for example,<br />
people speak English and French as official languages. In other countries, like South<br />
Africa, Pakistan and India, it is the second official language. And we cannot forget people<br />
who need to speak the language for professional reasons: the world of science and business<br />
uses English as a means of communication. In this sense, English is considered a lingua franca.<br />
But is the language the same in all these contexts of use? Of course not. There are many<br />
different kinds of English. For example, a British person would call a taxi to go home, but an<br />
American would call a cab; a student at school in the USA uses an eraser, whereas a school boy<br />
in England uses a rubber. And an American inside a bank waits in line, whereas a British waits<br />
in a queue.<br />
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Inglês – 1 a série – Volume 1<br />
HOMEWORK: FOCUS ON LANGUAGE 1<br />
1. Study the table. Then read the situations and choose the correct answer.<br />
American x British English: Vocabulary Varieties<br />
© Claudio Ripinskas<br />
American English<br />
British English<br />
elevator<br />
lift<br />
faucet<br />
tap<br />
cookies<br />
biscuits<br />
stove<br />
cooker<br />
check<br />
bill<br />
refrigerator<br />
fridge<br />
movie theater<br />
cinema<br />
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Inglês – 1 a série – Volume 1<br />
a) My stepfather Mike is from New York, US. He loves going to the movie theater.<br />
His favorite<br />
genres are comedy and thriller.<br />
b) Peter and I were born in London, UK. We live in a small flat downtown. The building is<br />
not high, so it doesn’t have a<br />
. We don’t like climbing up the<br />
stairs very much.<br />
c) Jeremy is staying with his cousins in California, US. The eldest one asked him this morning,<br />
“Would you like some<br />
?” and he said, “Yes, of course. I prefer<br />
the chocolate ones.”<br />
d) Debbie is from Liverpool, England, but now she lives in Florida, US. At the beginning it<br />
was difficult for her to understand some words American people use. In restaurants, for<br />
instance, Americans always ask for the<br />
when they want to<br />
pay for the meal and go home.<br />
e) Tommy is going to get married soon. His American friends wrote to him asking what present<br />
he would prefer: a or a .<br />
2. Study the code and break it to discover 5 (five) names of countries where English is an official<br />
language.<br />
I = M = ¥ = = = <br />
= = J = € N = # R = ? = = <br />
= = = O = + S = ¿ = <br />
= = L = © = = = <br />
a) # <br />
India<br />
b) ¿ # + ? <br />
) € ¥ <br />
) © <br />
) ¿ ¥ + <br />
) © # ¿<br />
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3. Study the chart to understand how to make questions in English.<br />
Yes/No<br />
questions<br />
Information<br />
questions<br />
Question word Auxiliary verb Subject Information<br />
----- Do you<br />
speak any foreign<br />
languages?<br />
Why<br />
don’t<br />
all the people in<br />
the USA<br />
speak English?<br />
Yes/No<br />
questions<br />
Information<br />
questions<br />
Question word Verb to be Subject Information<br />
----- Are you from Jamaica?<br />
What<br />
How old<br />
is<br />
are<br />
the other<br />
language<br />
your mom and<br />
dad?<br />
Canadians<br />
speak?<br />
XXX<br />
Now choose the correct alternative to complete the rules:<br />
a) Yes/No questions begin with ( ) a question word. ( ) a verb.<br />
b) Information questions begin with ( ) a question word. ( ) a verb.<br />
4. Make questions using the following given words. Pay attention to punctuation.<br />
a) Linda/German/does/speak<br />
Does Linda speak German?<br />
b) languages/Peter/do/how many/speak/and/Tom<br />
c) you/why/from California/move/did<br />
d) Monica’s husband/French/study/does<br />
e) Steven/how old/Mark/and/are<br />
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Inglês – 1 a série – Volume 1<br />
LITERARY MOMENT<br />
“I know nothing more imposing than the view which the Thames offers during the ascent from<br />
the sea to London Bridge.” ENGELS, Friedrich. The conditions of the working class in England.<br />
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Inglês – 1 a série – Volume 1<br />
?<br />
!<br />
SITUATED LEARNING 2<br />
INTERCULTURAL STUDIES 1<br />
1. Study the text “Youth Ambassadors Program”. What is it about? Where was it taken from?<br />
Youth Ambassadors Program<br />
The Youth Ambassadors Program is an initiative of social responsibility of the U.S.<br />
Embassy in Brazil, in partnership with public and private organizations. Among our key<br />
collaborators are the National Council of State Secretaries of Education – CONSED, the<br />
Brazilian Ministry of Education – MEC, and the large network of U.S.-Brazil Binational<br />
Centers. […]<br />
Created in 2002, this program targets Brazilian students who are examples in their<br />
communities – in terms of proven leadership, positive attitude, proven social consciousness,<br />
academic excellence, and English language ability. The Program’s main goal is to value and<br />
promote the strengthening of public education through these students, transforming them<br />
in models to their colleagues and communities.<br />
The winners of this contest travel in January to a three-week program in the United<br />
States. During the first week, they visit the U.S. Capital and its main landmarks, participate<br />
in meetings in public and private sector organizations, visit schools and social projects,<br />
and take a course on youth protagonism. After that first week in Washington D.C., they<br />
are divided into smaller groups that go to different states in the U.S., where they stay with<br />
host families, attend classes in local high schools and interact with Americans of their same<br />
age, take part in cultural and social responsibility activities in the community and deliver<br />
presentations about Brazil.<br />
The experience of being a Youth Ambassador gives these outstanding students the<br />
opportunity to expand their horizons at the same time as they help us strengthen the ties<br />
of friendship, respect and collaboration between Brazil and the United States.<br />
Disponível em: . Acesso em: 17 maio 2013.<br />
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Inglês – 1 a série – Volume 1<br />
2. Read the text quickly. Where can you find information about:<br />
a) the benefits of the Youth Ambassadors Program to students?<br />
b) when the Program started?<br />
c) the organizations that collaborate with the Program?<br />
d) what Youth Ambassadors do in the USA?<br />
3. Match the ideas in A with the items in B.<br />
A<br />
a) public and private organizations<br />
b) model students<br />
c) study<br />
d) relationship with the U.S.A.<br />
B<br />
( ) school, course, classes<br />
( ) leadership, social consciousness<br />
( ) friendship, respect, collaboration<br />
( ) Ministry of Education, Binational Centers<br />
4. Now, read the text carefully. Answer the questions in Portuguese.<br />
a) What are the objectives of the Youth Ambassadors Program?<br />
b) What are the requirements to be a Youth Ambassador?<br />
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Inglês – 1 a série – Volume 1<br />
c) Mention five activities that Youth Ambassadors do in the United States.<br />
5. Study the sentences taken from the text. Complete the gaps.<br />
a) “a three-week program the United States”<br />
b) “smaller groups that go different states in the U.S.”<br />
c) “they stay host families”<br />
d) “deliver presentations Brazil”<br />
e) “collaboration Brazil and the United States”<br />
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Inglês – 1 a série – Volume 1<br />
HOMEWORK: FOCUS ON LANGUAGE 2<br />
1. Go back to the third paragraph of the text in Situated Learning 2, Activity 1. Follow the<br />
instructions.<br />
a) Find in the text the noun for the verb “to organize”.<br />
organization<br />
b) Find in the text a word in English for “concurso”.<br />
c) Find in the text the noun for the verb “to present”.<br />
d) Find in the text a synonym for “equal”/“identical”.<br />
e) Find in the text the opposite of “before”.<br />
f) Find in the text the noun for the verb “to win”.<br />
2. Read the text and fill in the gaps with the correct preposition. Refer to the Instant language<br />
section for help.<br />
“When I first arrived in Australia to learn English, I was afraid (a) of making mistakes<br />
or not having friends. I was interested (b) the culture and habits of Australians<br />
but, you know, I was alone and I had never been abroad before. My first classes at school<br />
were cool and I think I succeeded (c) making myself understood, even with my<br />
poor English. Now, after two weeks, I guess I’m good (d) making conversation<br />
with all my classmates and I am never, never tired (e) starting a good chat with<br />
anybody I meet. Learning a foreign language depends a lot (f) our own effort!”<br />
(Elisa, 15)<br />
3. Study the uses of -ing in the Instant language section. Then read the following sentences and<br />
circle the correct form.<br />
a) Michael would love to travel/traveling to South Africa to learn English.<br />
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Inglês – 1 a série – Volume 1<br />
b) Sandra doesn’t want to stay/staying away from home for a long time. She is staying in Belize<br />
for only a month.<br />
c) I am looking forward to meet/meeting new people in my intercultural exchange program<br />
in Canada. I’m sure it will be exciting.<br />
d) There were lots of options to choose from, but Kelly chose to go/going to the United<br />
Kingdom to learn English.<br />
e) When Betsy has time to travel, she always goes to warm places because she can’t stand be/<br />
being in cold places.<br />
4. Complete the sentences with the -ing or the infinitive form of the verbs in parentheses. Refer to<br />
the Instant language section for help.<br />
a) John refused to change (change) his host family. They were incredible and treated<br />
him very well.<br />
b) When Carol was away studying German, her family missed (talk) to her<br />
every day.<br />
c) Why did you give up (work) at the International School of Languages?<br />
d) Henry can’t afford (study) abroad. He needs a scholarship.<br />
e) If you decide to travel around Germany, I want you to promise (call)<br />
every week.<br />
LITERARY MOMENT<br />
“Be not afraid of greatness: some are born great, some achieve greatness, and some have<br />
greatness thrust upon them.” SHAKESPEARE, William. Twelfth night.<br />
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Inglês – 1 a série – Volume 1<br />
?<br />
!<br />
SITUATED LEARNING 3<br />
INTERCULTURAL STUDIES 2<br />
1. Read the text about the Youth Ambassadors program. Answer the questions in Portuguese.<br />
Presenting the 45 public school students representing Brazil in the 2012<br />
Youth Ambassadors Program<br />
São Paulo, October 28, 2011 – The U.S. Embassy in Brazil announced today the 45<br />
students from Brazilian public schools who have been selected to participate in the threeweek<br />
cultural exchange program, “Youth Ambassadors 2012” in the United States.<br />
To celebrate the program’s 10th anniversary, the U.S. Embassy and the Department of<br />
State have selected 45 students, ten more than in previous years. Young people representing<br />
26 Brazilian states and the Federal District will participate in the program in January. […]<br />
To further celebrate the 10th anniversary of the program, former Brazilian and American<br />
Youth Ambassadors have also been selected to participate as mentors to the 2012 students<br />
during the first part of the exchange program in Washington, D.C.<br />
[…]<br />
This year, more than 7,000 students from every Brazilian state competed for placement<br />
in the 2012 program, which involved 64 partner institutions throughout the country. Since<br />
its inception in 2002, 249 public school students have represented Brazil in the United<br />
States as Youth Ambassadors.<br />
The 117 semi-finalists not selected to travel to the U.S. in January 2012 will be invited<br />
by the U.S. Embassy to attend an English language and American culture immersion<br />
course in July 2012.<br />
[…]<br />
Disponível em: .<br />
Acesso em: 17 maio 2013.<br />
a) How many Brazilian students were selected to be Youth Ambassadors?<br />
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Inglês – 1 a série – Volume 1<br />
b) “Youth Ambassadors 2012” was also a celebration of the 10th anniversary of the program.<br />
What was done to celebrate the anniversary?<br />
c) How many other Brazilian students were Youth Ambassadors in the past?<br />
d) Who is going to do an immersion course? Why?<br />
2. Work in groups. In Portuguese, discuss the following statement: “We relate to each other because<br />
we are similar. We learn from each other because we are different.”<br />
3. Complete the following sentences using verbs from the text.<br />
a) “The U.S. Embassy in Brazil today the names of the Youth Ambassadors 2012.”<br />
b) “Thousands of Brazilian students for a position in the program.”<br />
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Inglês – 1 a série – Volume 1<br />
c) “The 2012 program dozens of institutions all over the country.”<br />
d) “Unfortunately, 117 semi-finalists were not<br />
to go to the U.S.”<br />
4. Complete the gaps using the present simple or past simple form of the verbs in parentheses.<br />
From<br />
To<br />
Subject<br />
Hi, My name _____ (be) Silvia and I am learning English in Guyana,<br />
South America. I _______ (come) to this country with the help of my family,<br />
and I’m enjoying the visit a lot. I __________ (arrive) two weeks ago and at<br />
first it _________ (be) difficult because I _______ (feel) unhappy without<br />
my friends and family near me. But I quickly ________ (make) friends and<br />
people here _______ (be) so nice and friendly. I __________ (study) English<br />
every day and __________ (help) my host family. I _______________ (not<br />
speak) English fluently, but I ________ (want) to learn it. It is a great experience<br />
for me!<br />
Best wishes,<br />
Silvia<br />
5. Read the following sentences. Underline the correct option.<br />
a) I’ve been learning English in Guyana since/ago May.<br />
b) The results of the program were announced one week since/ago.<br />
c) I missed my friends and my family during/since the trip.<br />
d) This cultural exchange program started during 10 years/10 years ago.<br />
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Inglês – 1 a série – Volume 1<br />
HOMEWORK: FOCUS ON LANGUAGE 3<br />
1. Fill in the gaps in the dialogues with the words in the box. They are all taken from the text in<br />
Situated Learning 3, Activity 1.<br />
since – during – former – youth – attend – immersion<br />
a) Sam: Do you know why English is spoken in India?<br />
Vicky: I don’t know... Maybe because India is a former British colony.<br />
b) Tim: Joey, have you and Ann been friends for a long time?<br />
Joey: Yeah, very long,<br />
2001, I think. Our parents are neighbors.<br />
Tim: Really? So you know her well. Hum, does she have a boyfriend?<br />
c) Glenn: Was it your first time in Paris, Sue?<br />
Sue: No, I’d been there a couple of times before. My first time in Paris was<br />
the 1990s, when I was a student.<br />
d) Robbie: I’d prefer to hire teenagers for this job.<br />
Paul: Why?<br />
Robbie: Because their<br />
gives them energy and enthusiasm to learn the job.<br />
e) Zac: You must be excited about the trip to Japan, Laureen.<br />
Laureen: Yes, I really am but also kind of worried.<br />
Zac: Worried about what?<br />
Laureen: You know, it’s a language<br />
many other activities.<br />
course, so I’ll have lots of classes and<br />
f) Joe: What are your responsibilities as an exchange student?<br />
Laura: Well, I have to<br />
in a sustainability project.<br />
school, help with the housework and participate<br />
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Inglês – 1 a série – Volume 1<br />
2. Study the sentences. Match the beginnings of the sentences in column A with the endings in<br />
column B. Refer to the item Linking words in the Instant language section for help.<br />
A B<br />
a) First I reviewed all the activities ( ) if you need extra activities.<br />
b) The car crash was awful!<br />
c) Have a safe return! Let me know<br />
d) Talk to your teacher<br />
e) We tried to call you several times.<br />
f) Intercultural exchange programs are<br />
good opportunities to grow up.<br />
( ) However, we didn’t get any answer.<br />
( ) and then I took the test and did it well.<br />
( ) when you get back home.<br />
( ) In addition, students learn spoken language<br />
skills very fast.<br />
( ) Fortunately, nobody was hurt.<br />
3. Read the e-mail and fill in the gaps with the past simple form of the verbs in parentheses.<br />
From<br />
To<br />
Subject<br />
alextin_44@hit.com<br />
phoebbe_liu@engels.com<br />
intercultural studies<br />
Hi, Phee!<br />
Hope you are well.<br />
My trip to Mexico (a) was (be) fantastic. I (b) (come) back home<br />
last Saturday and everybody was really eager to see me. I also (c)<br />
(miss)<br />
them a lot while I was in Guadalajara, so now it’s time for the family. My cousin Elvis<br />
(d)<br />
(call) me yesterday and started talking in Spanish. I (e)<br />
(speak) fluently with him and I (f)<br />
(get) really happy with myself.<br />
Write me soon.<br />
Take care!<br />
Alex<br />
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Inglês – 1 a série – Volume 1<br />
4. Read the sentences and circle the correct auxiliary verb.<br />
a) Luke: Do/Did you see Emily at the disco last night?<br />
Adam: No, I don’t/didn’t. I think she was not around when I got there.<br />
b) The undergraduate students at university don’t/doesn’t need to leave the campus in order to<br />
have lunch. They can use the university restaurant.<br />
c) When I was a child I don’t/didn’t use to eat fruit and vegetables, but now I do/did.<br />
d) Why doesn’t/don’t Becky stay with us? We have a spare room for her at home. It will be nice<br />
to have her in.<br />
e) Michael: How many bottles of fizzy water did/does Alison get at the market?<br />
Hope: About 4 or 5. Why?<br />
Michael: We need a lot more than that. Didn’t/Don’t you tell her?<br />
LITERARY MOMENT<br />
“The best-laid schemes o’ mice an’ men gang aft agley.” BURNS, Robert. To a mouse.<br />
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?<br />
!<br />
SITUATED LEARNING 4<br />
AN INTERCULTURAL STUDY PROGRAM IN BRAZIL<br />
1. Imagine the following situation: you work for the Brazilian Embassy in the United States<br />
and have to write in English about our country for their website. You will need to create a<br />
section about the advantages of coming to Brazil to study Portuguese! Think about learning<br />
opportunities, people’s culture, habits, etc. Write a list with your ideas.<br />
2. Now, get into small groups and compare your lists. Organize the ideas into topics and write<br />
them down in the following lines.<br />
PEOPLE<br />
LANGUAGE<br />
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Inglês – 1 a série – Volume 1<br />
HABITS<br />
TRADITIONS<br />
OTHER<br />
3. First draft: still in groups, compare your notes and put your ideas together to complement the<br />
description. Example:<br />
In Brazil, people are very nice. You can make lots of friends and learn a lot of different things!<br />
Because the country is so big, there are several cultural traditions. In the north, there is a festival<br />
called bumba meu boi or boi-bumbá.<br />
draft = rascunho<br />
Write your draft in the lines that follow. Then ask your teacher to check it!<br />
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Inglês – 1 a série – Volume 1<br />
4. Editing: can you correct the mistakes your teacher indicated? Are there any other changes you<br />
can make to improve your text?<br />
5. Now produce the final version of your text. Remember that it should look like a web page! Use<br />
illustrations or photos from your city and from Brazil. After your text is finished, show it to your<br />
classmates or have a school exhibition.<br />
An intercultural study program In Brazil<br />
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Inglês – 1 a série – Volume 1<br />
LEARN MORE<br />
Para aprender mais sobre os conteúdos do primeiro tema (English around the world: cultural<br />
interactions), sugerimos uma lista de músicas (songs), sites e filmes (films) com os quais você pode<br />
ampliar suas oportunidades de aprender inglês.<br />
Songs<br />
Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e a<br />
palavra lyrics em seu site de busca preferido.<br />
Sites<br />
Films<br />
Englishman in New York (Sting, 1987).<br />
Beautiful day (U2, 2000).<br />
Orinoco flow (Enya, 1988).<br />
Língua Estrangeira . Acesso em: 17 maio 2013.<br />
<br />
en.wikipedia.org/wiki/List_of_countries_where_English_is_an_official_language>.<br />
Acesso em: 17 maio 2013.<br />
na<br />
English Made in Brazil . Acesso em: 17 maio 2013.<br />
Espanglês (Spanglish). Direção: James L. Brooks. EUA, 2004. 131 min. Comédia. 12<br />
anos. Trata das dificuldades de comunicação e do conflito cultural entre uma recém-chegada<br />
aos EUA, falante do espanhol, e seu patrão, um estadunidense vivido por Adam Sandler. Esta<br />
comédia oferece muitas passagens interessantes para refletir sobre a comunicação entre falantes<br />
de línguas diferentes e a possibilidade de intercompreensão.<br />
O terminal (The terminal). Direção: Steven Spielberg. EUA, 2004. 129 min. Comédia. 12<br />
anos. Neste misto de drama e comédia, Tom Hanks é um europeu que mora em um país<br />
fictício na Europa oriental e fala uma língua estranha. Ao viajar para os EUA, sem falar inglês,<br />
vive a situação incômoda de ter de morar em um aeroporto, em virtude de problemas<br />
com sua entrada no país. Você pode fazer boas reflexões sobre como podemos (e tentamos)<br />
nos comunicar mesmo sem falar fluentemente uma língua estrangeira.<br />
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Inglês – 1 a série – Volume 1<br />
TH<strong>EM</strong>E 2<br />
NEWSPAPERS – PART 1<br />
?<br />
!<br />
SITUATED LEARNING 5<br />
NEWS AND NEWSPAPER SECTIONS<br />
1. Newspapers – online or printed – are organized in different sections. Below you have the names, in<br />
English, of some of these sections. Get together in groups, leaf through a local printed newspaper<br />
(written in Portuguese) and see if you can find the corresponding sections in it. Then answer: Are<br />
there any other sections in the newspaper you analyzed whose names are not on the list?<br />
Front page<br />
Classifieds: jobs<br />
Classifieds: real estate<br />
Science & technology<br />
Classifieds: autos<br />
Sports<br />
Local news<br />
Letters to editors<br />
Entertainment<br />
Editorial<br />
World news<br />
NEWSPAPER<br />
Economy<br />
2. Now decide which newspaper section listed in Activity 1 you should read in order to find:<br />
a) the main news articles in a newspaper<br />
b) market and economic trends<br />
c) the newspaper opinion on a recent debate<br />
d) readers’ opinions on a recent debate<br />
e) cars for sale<br />
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Inglês – 1 a série – Volume 1<br />
f) houses/apartments to let or for sale<br />
g) job offers<br />
h) an accident involving a bus and a truck on a local highway<br />
i) a diplomatic agreement between two foreign countries<br />
j) the result of a soccer match<br />
k) a movie review and the movie theater where the film is playing<br />
l) recent research on DNA sequencing<br />
3. Study the following sentences. Notice the use of the relative pronouns. Can you infer the rule?<br />
a) An anchor is a person ________________ who/that presents TV news programs.<br />
b) A newsstand is the place ________________ where you can buy newspapers.<br />
c) The weather forecast is the newspaper content ________________ which/that you read to know<br />
whether it will rain or not.<br />
d) Early morning is the time ________________ when newspapers are distributed.<br />
4. The following text is an interview published in a local Miami newspaper about Vitor Costa, 20<br />
years old, a Brazilian waiter working in a well-known restaurant in the city. Read it and then do<br />
the activities.<br />
Reporter: You speak English very well. How long have you been in the USA?<br />
Vitor: I’ve been here for almost 2 years. I’ve got a scholarship and I’m taking a course in hotel<br />
administration at Johnson & Wales University. I got this summertime job to make some money.<br />
Reporter: Where exactly are you from, in Brazil?<br />
Vitor: I’m from a small town in São Paulo state, Southeastern region. I studied in a public<br />
state school and attended a one-year English course at CEL – Centro de Estudos de Línguas –,<br />
which is a language center for public school students in São Paulo. Also I took part in a Program<br />
created by the U.S. Embassy in Brazil in 2002, called Youth Ambassadors. I was one of the<br />
winners in 2009 and I had the opportunity to come to the U.S. for a three-week stay with a host<br />
family. We visited Washington, D.C. and the White House.<br />
Reporter: And why did you decide to come back to study here?<br />
Vitor: I wanted to go on improving my English and make my dream come true: I want to be an<br />
international chef and open my own restaurant here in the U.S.<br />
Reporter: And you will, for sure! Good luck!<br />
Vitor: Thank you!<br />
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I. In what newspaper section would you probably find this interview? Circle the correct alternative.<br />
a) Science & technology. b) Sports.<br />
c) Local news. d) Classifieds.<br />
II. Mark the alternative that is not true about Vitor.<br />
a) He studied at a state school in Brazil.<br />
b) He comes from a small town in São Paulo state.<br />
c) His dream is to become an international chef.<br />
d) Although he has been in the U.S. for 2 years, he doesn’t speak English very well.<br />
III. Discuss with your colleagues: Is it a good idea to have an experience abroad? Why?<br />
5. Based on the information presented in the interview, complete the following report.<br />
Miami News talked to Brazilian student Vitor Costa. Vitor is _________ years old and he is taking<br />
a course in ___________ at ____________ University. He comes from a _________ in the state<br />
of ___________, in the _____________ region of Brazil. This is not his first time in the U.S.<br />
In ______ he came to the United States as a Youth Ambassador. He stayed with a _________<br />
family for _________ weeks. He had the opportunity to visit _________, D.C. and the<br />
________________.<br />
He told Miami News that he had decided to come ____________ to the United States because he<br />
wanted to go on ___________ his English and make __________ dream come _________: to<br />
become an _________________ ___________ and open his ______ restaurant. At present, he<br />
is working as a __________________ to make some ______________ during his summer break.<br />
6. Discuss the following questions with your colleagues:<br />
a) Is it common for a university student in Brazil to take holiday jobs? What kind of job are they?<br />
b) Have you ever had a summertime job? What kind?<br />
c) Do you get some pocket money to do small jobs at home for your familiy? Or is it part of<br />
your obligations?<br />
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HOMEWORK: FOCUS ON LANGUAGE 5<br />
1. Circle the correct option to complete the sentences.<br />
a) A traffic warden is someone who/where makes sure that cars drive correctly in the streets<br />
and are not parked who/where they should not be.<br />
b) The painting which/when was stolen is worth $1,000,000!<br />
c) The 7 th of September is the day who/when we celebrate Brazilian independence.<br />
d) John was offered two jobs. He took the one which/where is closer to his house.<br />
e) Look over there! Isn’t that the actress who/when played the captain’s girl in the movie we<br />
saw last night?<br />
2. Put the two sentences together using who/that or which/that. Follow the example.<br />
a) They chose the magazines. They wanted to read the magazines.<br />
They chose the magazines which/that they wanted to read.<br />
b) We ate the cake. Jane made the cake.<br />
c) She is the Portuguese teacher. She will teach our class next year.<br />
d) He is that teen singer of Ya-all. The girls in our school love him.<br />
e) I’m writing a paper on the history of Krenak indians in Brazil. I have to hand in the paper<br />
on the history of Krenak indians in Brazil tomorrow.<br />
f) I saw a strange woman. The strange woman tried to sell her cell phone to me.<br />
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Inglês – 1 a série – Volume 1<br />
3. Complete these two news articles with when, where, that, who or which.<br />
Several people were seriously injured this morning<br />
(a)<br />
a truck<br />
(b) was carrying concrete poles skidded and<br />
hit four cars. The accident on Highway 5 caused a huge traffic jam and people<br />
(c) were in their cars traveling to work were held there for<br />
over two hours. Ambulances could not reach the site<br />
(d) the<br />
accident happened, so a helicopter was used to transport the paramedics.<br />
The police are after four suspects<br />
(e) stole jewels and<br />
money from the National Bank. The robbery happened between 2 and 2:15 a.m.<br />
(f) the noise of an explosion was heard in a disco near the<br />
bank.<br />
LITERARY MOMENT<br />
“It is because humanity has never known where it was going that it has been able to find<br />
its way.” WILDE, Oscar. Intentions.<br />
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?<br />
!<br />
SITUATED LEARNING 6<br />
FINDING WHAT YOU NEED<br />
1. The following texts were taken from a newspaper. Read them quickly and answer in English:<br />
Which newspaper section each text was taken from?<br />
TEXT A<br />
Kancil 850 EZ, 2001 model. Metallic gold.<br />
Single owner. Used by pensioner. New paint<br />
work. Reasonable price. 8543-20918.<br />
Nissan Cefiro 3.0 Sedan (yr 2002), Lady<br />
owner, good condition, low mil, regist numb<br />
TAC 13. 2348-50493.<br />
CHEVY Silverado, 2004, 1500 4x4 w/ ext<br />
cab, excel. $18,900. Call 503-432-12.<br />
FORD - Escort LX, 1991. 4 cyl., low mil,<br />
runs great. Good, no dents. $950 cash. 4332-<br />
10349.<br />
SATURN - SL2, 1992, AUTO, all power, AC,<br />
nice running cond., w/ radio&CD player.<br />
$1900 cash. 503-266-7625.<br />
TEXT B<br />
Apart at Bandar Botanic – 900sf, 3r 2b, Brand<br />
New and Vacant. Quality built by Gamuda. 1<br />
Allocated car park. 9843-1234.<br />
Hse to let – 3 bd, 2 ba, bonus rm, laundry,<br />
fenced yd, AC, stove/fridge. $800/mo + dep.<br />
541-977-3302. NO PETS!<br />
3 BD, 2 BA hse – 1700 sqft +/-, close to<br />
schools, pets OK, fenced & landscaped back<br />
yd. $850/mo. 541-788-9027.<br />
Single Hse for sale – Taman District 3+1<br />
rooms 1 Bath+1Toilet 2 min to Silk Highway<br />
5 min to KTM Commute. 524-30980.<br />
WARM AND COZY – 2 bd, 1 ba w/fireplace,<br />
lg fenced yd, animals OK w/deposit. $675/mo.<br />
Call Victoria 475-7953.<br />
2. The texts that follow are extended versions of two of the ads in Activity 1. Which ones?<br />
a) I am the owner of a house and would like to let it. It is a comfortable house, with central<br />
air conditioning. There are three bedrooms, two bathrooms and a bonus room where a<br />
studio can be set up. There is also a laundry, and the kitchen is equipped with a stove and<br />
a fridge. The yard is fenced, so the house is isolated and safe. The only restriction I make<br />
concerns pets – they are not allowed. The rent is $800 per month, and you will be asked to<br />
make an initial deposit. If you are interested, you can call me at 541-977-3302.<br />
b) I am interested in selling my car. It is a vehicle called Chevy Silverado, with an extended<br />
cabin. It is a 2004 model with a 1500 engine. It has traction on the four wheels. It is in<br />
excellent condition and I am selling it for only $18,900. If you are interested, you can call<br />
me at 503-432-12.<br />
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Inglês – 1 a série – Volume 1<br />
3. Compare the extended texts in Activity 2 and the ads in Activity 1. Tick ( ) the correct option to<br />
complete the following table.<br />
Have longer sentences<br />
Have abbreviations<br />
Present key information only (i.e., are concise texts)<br />
Present information and also opinions and explanations<br />
Extended versions<br />
Ads<br />
Now answer in Portuguese: Why do ads have these characteristics?<br />
4. Read the texts in Activity 1 again and figure out what the following abbreviations stand for:<br />
a) yr 2002 f) w/ radio&CD player<br />
b) low mil g) 1700 sqft +/-<br />
c) regist numb h) 2 min<br />
d) 4 cyl i) w/fireplace<br />
e) running cond j) lg fenced yd<br />
5. Crop (shorten) the text to write an ad. Remember to use abbreviations!<br />
I have an apartment and I would like to sell it. It is a small but comfortable place, within<br />
5 minutes distance from the city center. It has two bedrooms with built-in wardrobes, one<br />
bathroom and a toilet. The kitchen is equipped with a stove, a fridge and a freezer. I am selling<br />
it for $80,000 and I accept a 2006 car as part of the payment. If you are interested, you can call<br />
me at 9757-4302.<br />
6. Now think of something you would like to sell. Write an ad and then pass it around the class to<br />
see if your friends can understand it!<br />
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HOMEWORK: FOCUS ON LANGUAGE 6<br />
1. Read the tips. Then match the numbers on the left to how they are spoken on the right. Finally,<br />
practice saying these numbers.<br />
Tip 1: Telephone numbers are usually read one by one.<br />
0 = “zero” or “oh”.<br />
Twice the same number = double + number (33 = double three).<br />
Tip 2: Addresses and years are usually read in two halves (1545 = fifteen forty-five).<br />
Tip 3: Dates are usually “month + day + year” (March 20 th , 1919 = 3/20/1919).<br />
a)<br />
b)<br />
Call 553-0122<br />
Call 543-0098<br />
( ) two million, four hundred and fifty thousand, nine hundred<br />
and eighty-seven<br />
( ) seven sixty-eight<br />
c)<br />
3513 Park Avenue<br />
( ) April the fifth, nineteen eighty-seven<br />
d)<br />
768 Spike Lane<br />
( ) five – four – three – double oh – nine – eight<br />
e)<br />
4/5/1987<br />
( ) thirty-five thirteen<br />
f)<br />
5/4/1878<br />
( ) one hundred and fifty thousand, three hundred and twenty<br />
g)<br />
150,320<br />
( ) double five – three – oh – one – double two<br />
h)<br />
2,450,987<br />
( ) May the fourth, eighteen seventy-eight<br />
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Inglês – 1 a série – Volume 1<br />
2. Find the words to label the parts of the house.<br />
© Claudio Ripinskas<br />
(g)<br />
(b)<br />
(c)<br />
(a)<br />
(e)<br />
(d)<br />
(f)<br />
LITERARY MOMENT<br />
C W A F G H J K L O<br />
K I T C H E N X I V<br />
Z Q T E R T G B V X<br />
E A I Q X S W C I W<br />
D Z C N H Y B M N Z<br />
J U K I L O E P G B<br />
P L M L U R D B R J<br />
Y J B A T H R O O M<br />
W S C U R F O Z O S<br />
R F V N N Y O P M E<br />
C D T D B H M N P G<br />
A S D R F G H Q K L<br />
M N B Y A R D V C P<br />
“Tyger, Tyger, burning bright<br />
In the forests of the night,<br />
What immortal hand or eye<br />
Could frame thy fearful symmetry?”<br />
BLAKE, William. Songs of experience.<br />
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?<br />
!<br />
SITUATED LEARNING 7<br />
NEWSPAPER READERS<br />
1. In a news article entitled “Women: go back to where you belong”, published in the Opinion<br />
section of a newspaper, the columnist firmly stood up for his argument that violence among<br />
teenagers is a domestic problem, and the solution for it can only be achieved if women take<br />
over their role as mothers and caretakers who stay at home educating their children instead of<br />
competing against men in a game that both sides are fated to lose. After reading this article, two<br />
readers sent letters to the newspaper.<br />
Read the following letters and answer: Who supports the ideas presented by the author? Who is<br />
against them? What evidence in both texts helped your answer?<br />
To the editor<br />
I want to congratulate you for publishing such an insightful article. It is time we went<br />
back to traditional values, and it seems that, on account of what is “politically correct”,<br />
people have been hiding the truth about what has been making our society fall apart. I<br />
totally agree with every single line I read and I want to say it loud and clear.<br />
Johanne Sushbeck, 40<br />
To the editor<br />
When I read the article “Women: go back to where you belong”, I was totally shocked.<br />
In a society which is struggling hard to guarantee and protect the rights not only of women<br />
but also of several minority groups – or maybe I should call them priority groups –, it is<br />
outrageous to find people who still think like this. It was a shame to see that all the gains in<br />
the field of social democracy and equity were totally disregarded by the author.<br />
Kean Smashfield, 53<br />
2. Read the letters to the editor again and answer in Portuguese:<br />
a) Kean Smashfield suggests an alternative term for minority groups. What is it? Why do you<br />
think he makes this suggestion?<br />
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Inglês – 1 a série – Volume 1<br />
b) Johanne Sushbeck calls for a return to traditional values. What do you think these values are?<br />
HOMEWORK: FOCUS ON LANGUAGE 7<br />
1. Study the following sentences. Then copy them in the correct place in the table.<br />
I’d say the exact opposite.<br />
I couldn’t agree with you more.<br />
That’s so true.<br />
That’s not always true.<br />
I don’t think so.<br />
You’re absolutely right.<br />
I’m afraid I disagree with you.<br />
That’s exactly what I think.<br />
I agree with you 100 percent. I have a different opinion!<br />
Expressing agreement<br />
Expressing disagreement<br />
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2. Read the following statements. Do you agree or disagree with each of them? Use sentences from<br />
Activity 1 to express your opinion.<br />
In my opinion, men<br />
and women have similar<br />
social roles and should<br />
have the same rights.<br />
If you want my honest<br />
opinion, I think people<br />
should only get a driving<br />
license when they are 21.<br />
The way I see it,<br />
men tend to be more<br />
successful than women<br />
in their professional life!<br />
As far as I’m concerned,<br />
a 16-year-old person is<br />
responsible enough to<br />
drive!<br />
I believe television is just<br />
like a drug. The more<br />
you watch it, the more<br />
addicted you become.<br />
If you ask me, I think<br />
television is great not only for<br />
entertainment but also for<br />
educational purposes!<br />
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Inglês – 1 a série – Volume 1<br />
3. The following sentences have factual mistakes. Follow the example to correct them.<br />
a) Pedro Álvares Cabral discovered America.<br />
Pedro Álvares Cabral didn’t discover America. He discovered Brazil.<br />
b) The Berlin Wall came down in 1998.<br />
c) The first atomic bomb exploded during World War I.<br />
d) The First Industrial Revolution took place in Germany.<br />
e) Shakespeare wrote Great expectations.<br />
LITERARY MOMENT<br />
“Every generation laughs at the old fashions, but follows religiously the new.” THOREAU,<br />
Henry David. Walden.<br />
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Inglês – 1 a série – Volume 1<br />
?<br />
!<br />
SITUATED LEARNING 8<br />
HEADLINES<br />
1. Read the following headlines and decide which newspaper section they were taken from. Write<br />
P for Politics, S for Sports, IN for International News and LN for Local News.<br />
( ) President intervenes to cease commotion.<br />
( ) 9 indicted for human trafficking in China.<br />
( ) Two killed in chemical explosion downtown.<br />
( ) High-altitude ban stays in football.<br />
( ) Celtics win 7 th straight.<br />
( ) 17 UN staffers killed in Algiers bombings.<br />
( ) False doctor gets 30 years for running illegal pharmacy.<br />
2. Read the headlines in Activity 1 again paying attention to how they are written. Decide whether<br />
the following statements are true (T) or false (F).<br />
Headlines…<br />
( ) are concise and direct.<br />
( ) include extra adjectives and adverbs to characterize the news story.<br />
( ) are written in the present.<br />
( ) bring only enough information to give an impression of the entire story.<br />
( ) bring details about the news story.<br />
( ) always bring the full name of the people they refer to.<br />
3. Study how the following facts became news and then headlines.<br />
Fact: Two people were killed in a chemical explosion that occurred downtown last night.<br />
News: Two people are killed in a chemical explosion downtown.<br />
Headline: Two killed in chemical explosion downtown.<br />
Fact: The Celtics won the seventh game in a row on Sunday.<br />
News: The Celtics win the seventh game in a row.<br />
Headline: Celtics win 7 th straight.<br />
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Inglês – 1 a série – Volume 1<br />
Now match the beginning of the sentences to their endings to find the explanations:<br />
(a) The fact is in the<br />
(b) The news is in the<br />
(c) The headline is in the<br />
( ) present (reduced passive or active) with only key information.<br />
( ) past tense (passive or active) because it is about something<br />
that has already happened.<br />
( ) present (passive or active) to emphasize the relevance of the<br />
fact as an updated piece of news.<br />
4. Language study: passive voice x active voice.<br />
a) Study these pairs of sentences.<br />
Somebody KILLED two teenagers last night. (past, active)<br />
Two teenagers WERE KILLED last night. (past, passive)<br />
They MAKE paper out of wood. (present, active)<br />
Paper IS MADE out of wood. (present, passive)<br />
The man IS BUILDING a house. (present continuous, active)<br />
A house IS BEING BUILT. (present continuous, passive)<br />
They WILL DISCUSS this topic in the staff meeting. (future, active)<br />
This topic WILL BE DISCUSSED in the staff meeting. (future, passive)<br />
b) Now tick the correct options to complete the rules.<br />
The passive voice is formed by:<br />
the auxiliary verb ( ) to be + the main verb in the ( ) infinitive.<br />
( ) to have ( ) gerund.<br />
( ) to do ( ) past participle.<br />
In the passive voice, the verb tense is indicated by the:<br />
( ) auxiliary verb.<br />
( ) main verb.<br />
c) Go back to the headlines in Activity 1. Which ones are in the passive voice? Which ones are<br />
in the active voice? Why?<br />
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HOMEWORK: FOCUS ON LANGUAGE 8<br />
1. Passive or active? Choose the correct option to complete the sentences.<br />
a) The song Imagine was written/wrote by John Lennon.<br />
b) Several people were seen/saw the accident.<br />
c) English is spoken/speaks in several countries.<br />
d) These electronic devices are made/make in India.<br />
e) VW is manufactured/manufactures cars in different countries.<br />
f) They have been sold/have sold all the tickets for the show.<br />
g) Brian has been sent/has sent 1,000 letters to the Congress.<br />
2. Fill in the blanks with the correct form of the verbs in parentheses. Use the passive voice.<br />
a) Six people (kill) in the accident yesterday.<br />
b) The telephone (invent) by Alexander Graham Bell.<br />
c) Ten houses (build) by this company everyday.<br />
d) This product (use) for cleaning silver.<br />
e) Two accidents (cause) by drunken drivers since last Tuesday.<br />
f) Only one theft (report) in the school since last year.<br />
g) In 2002 the graduation ceremony and the party<br />
(organize) by all the students in class.<br />
h) We don’t have a coach, so the school soccer team<br />
(train) by a volunteer for the time being.<br />
i) The recommendations (send) tomorrow.<br />
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Inglês – 1 a série – Volume 1<br />
3. Use the verbs in the box to complete this news story.<br />
were sheltered has announced are sending<br />
had to leave<br />
increased<br />
Millions of reais worth of damage in the South of Brazil<br />
Due to prolonged rain in Santa<br />
Catarina, the level of water in several<br />
rivers<br />
(a), causing<br />
floods in both small and big cities in the<br />
last two weeks. Thousands of families<br />
(b) their homes and<br />
(c)<br />
in schools and government buildings.<br />
People from other regions of the country<br />
(d) food and<br />
clothes to help, and the federal government<br />
(e)<br />
the provision of financial aid to three hundred<br />
municipalities.<br />
LITERARY MOMENT<br />
“It is never too late to give up our prejudices.” THOREAU, Henry David. Walden.<br />
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?<br />
!<br />
SITUATED LEARNING 9<br />
HEADLINES FOR A CLASS OR SCHOOL NEWSPAPER<br />
1. You will now write headlines for the front page of a class or school newspaper. Follow steps a)<br />
to c).<br />
a) Class work – Part A:<br />
<br />
<br />
<br />
<br />
<br />
Sports, Entertainment, Local<br />
news, among others).<br />
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Inglês – 1 a série – Volume 1<br />
b) Group work:<br />
<br />
<br />
<br />
<br />
<br />
<br />
repetition – each group should get a different event;<br />
<br />
Situated Learning sections;<br />
<br />
c) Class work – Part B:<br />
<br />
<br />
<br />
<br />
your newspaper. Your teacher – or one of the students – should be the editor in chief, the<br />
professional in charge of organizing the meeting;<br />
<br />
page;<br />
<br />
in a facsimile of the front page! You may do it on the computer and then print copies<br />
of the front page or you may use kraft paper (wrapping paper) and produce one single<br />
large-sized front page of your newspaper!<br />
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Draft<br />
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Inglês – 1 a série – Volume 1<br />
LEARN MORE<br />
Para aprender mais sobre os conteúdos do segundo tema (Newspaper – Part I), sugerimos<br />
uma lista de músicas (songs), sites e filmes (films) com os quais você pode ampliar suas<br />
oportunidades de aprender inglês.<br />
Songs<br />
Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e a<br />
palavra lyrics em seu site preferido de busca na internet. As músicas a seguir estão ligadas ao tema<br />
notícias, não necessariamente a jornais, e podem gerar boas discussões.<br />
The news (Jack Johnson, 2001)<br />
No news is good news (New Found Glory, 2004)<br />
Sunday, bloody Sunday (U2, 1983)<br />
Sites<br />
No site BBC Learn English (acesso em:<br />
20 maio 2013), é possível selecionar notícias, artigos ou entrevistas em versões adaptadas, na<br />
seção News English, e para cada notícia selecionada há um pequeno glossário. É possível ouvir<br />
não só a notícia ou o artigo, mas também as palavras do glossário. Além desses recursos, você<br />
encontra ainda atividades com vocabulário e gramática, testes de conhecimento, vídeos e até<br />
uma pequena novela chamada The flatmates.<br />
A seguir estão os sites oficiais de algumas redes de televisão:<br />
<br />
<br />
CNN (acesso em: 20 maio 2013) – a versão deste site com notícias<br />
estritamente estadunidenses é acessada por um link na própria página.<br />
Fox News (acesso em: 20 maio 2013) – apresenta tanto notícias<br />
estadunidenses como internacionais.<br />
Alguns sites de jornais em língua inglesa:<br />
<br />
The Independent (acesso em: 20 maio 2013); The New<br />
York Times (acesso em: 20 maio 2013) e The Guardian (acesso em: 20 maio 2013).<br />
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Inglês – 1 a série – Volume 1<br />
Films<br />
<br />
<br />
<br />
Homem-Aranha (Spiderman). Direção: Sam Raimi. EUA, 2002. 121 min. Aventura. Livre.<br />
Homem-Aranha 2 (Spiderman 2). Direção: Sam Raimi. EUA, 2004. 127 min. Aventura. Livre.<br />
Homem-Aranha 3 (Spiderman 3). Direção: Sam Raimi. EUA, 2007. 139 min. Aventura. 12 anos.<br />
No primeiro filme da trilogia Homem-Aranha, Peter Parker, ainda adolescente, descobre<br />
que adquiriu poderes semelhantes aos de uma aranha. Quando sai da escola, acaba trabalhando<br />
como fotógrafo freelancer para um dos jornais da cidade, The Daily Bugle. No segundo<br />
filme, Parker já é um jovem em início de carreira, tentando conciliar o trabalho temporário<br />
como entregador de pizza com o trabalho no jornal, a faculdade e as várias tarefas de<br />
um super-herói. Nesse filme, há várias cenas que envolvem a rotina de um jornal, assim<br />
como no último filme da série, Homem-Aranha 3. Neste há ainda uma disputa por cargos<br />
entre Parker e Eddie Brock dentro do jornal.<br />
O preço de uma verdade (Shattered glass). Direção: Billy Ray. Canadá/Estados Unidos, 2003.<br />
95 min. Drama. 14 anos. Este filme é baseado em fatos reais e conta a história do jornalista<br />
Stephen Glass, que trabalhou por três anos na revista The New Republic. Aos 20 anos de<br />
idade, Glass já era considerado um dos principais jornalistas de seu país graças aos seus escritos.<br />
Surge então um grande problema, quando se descobre que aquilo que ele escrevia era<br />
completa ou parcialmente inventado.<br />
Uma vida em sete dias (Life or something like it). Direção: Stephen Herek. EUA, 2002.<br />
104 min. Comédia romântica. Livre. O filme conta a história de uma repórter que sonha ser<br />
âncora de jornal, tornando-se assim uma workaholic. No entanto, uma inesperada previsão<br />
a fará mudar sua forma de encarar a vida.<br />
<br />
Nunca fui beijada (Never been kissed). Direção: Raja Gosnell. EUA, 1999. 107 min. Comédia<br />
romântica. 12 anos. Comédia na qual uma jovem jornalista (Drew Barrymore) em<br />
início de carreira tem a oportunidade de tornar-se repórter fazendo uma matéria sobre o que<br />
está “na moda” entre os jovens do Ensino Médio. Para isso, ela se disfarça de estudante e se<br />
matricula novamente na escola que frequentou.<br />
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LEARN TO LEARN<br />
Using a bilingual dictionary<br />
Agora você vai aprender um pouco mais sobre como usar o dicionário para estudar inglês.<br />
Material necessário: vamos precisar de um dicionário bilíngue (inglês-português-inglês).<br />
Obs.: se você não tiver um dicionário, use o da biblioteca da sua escola ou peça um emprestado<br />
a um colega ou parente.<br />
1. Um verbete de dicionário contém várias informações, além dos significados de uma palavra:<br />
a classe gramatical à qual a palavra pertence, os diferentes contextos de uso e as formas<br />
flexionadas, entre outras. Estude os verbetes a seguir.<br />
work /w:rk/ 1 s [não contável] trabalho: to go to work ir para o trabalho 2 s obra: the<br />
complete works of Dante as obras completas de Dante 3 vi (pret, pp worked) trabalhar:<br />
to work as a clerk trabalhar como balconista 4 vi (mec) funcionar: the watch isn’t working o<br />
relógio não está funcionando 5 adj working de trabalho: working hours horário de trabalho.<br />
trabalho sm 1 work: trabalho pesado hard work 2 (emprego) job: tenho dois trabalhos<br />
I have two jobs trabalho bem pago well-paid job 3 (na escola) assignment,<br />
project: fazer um trabalho de História to do a History assignment/project.<br />
Agora, decida se as afirmações a seguir são verdadeiras ou falsas. Corrija as afirmações falsas.<br />
a) A palavra work só pode ser usada como verbo em inglês.<br />
b) Worked pode ser o pretérito e o particípio passado do verbo work.<br />
c) A frase “He has two works” equivale, em português, a “Ele tem dois trabalhos”.<br />
d) Em inglês, a palavra equivalente a “trabalho” no contexto escolar é diferente da palavra<br />
“trabalho” no sentido de emprego.<br />
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Inglês – 1 a série – Volume 1<br />
2. As variantes linguísticas dominantes do inglês (o inglês estadunidense e o inglês britânico)<br />
também aparecem indicadas em vários dicionários. Estude os verbetes a seguir.<br />
taxi /’tæksi/ 1 s (tb taxicab, esp USA cab) táxi 2 vi (part pres taxiing) (Aeronáut) taxiar.<br />
apartment /’partmnt/ (GB tb flat) s apartamento.<br />
Agora, complete:<br />
Na variante estadunidense, a palavra em inglês equivalente a “táxi” é .<br />
Na variante britânica, a palavra em inglês equivalente a “apartamento” é .<br />
3. Explore o dicionário. Procure as palavras indicadas a seguir e responda às perguntas:<br />
a) Procure a palavra checkers. O que ela significa? Há alguma indicação sobre a qual variante<br />
do inglês ela pertence?<br />
b) Procure a palavra move. Ela varia de classe gramatical? Há contextos de uso diferentes<br />
para essa palavra?<br />
Think about it!<br />
Você conhece palavras ou expressões que têm sentidos<br />
diferentes no português falado no Brasil e no<br />
português falado em Portugal?<br />
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Getting to know different kinds of dictionary<br />
Agora você vai aprender um pouco mais sobre diferentes tipos de dicionário. Ao conhecê-los,<br />
você poderá encontrar aquele que melhor atende a suas necessidades de estudo!<br />
4. Relacione os tipos de dicionário a seguir com suas definições:<br />
a) bilingual dictionary<br />
b) pocket dictionary<br />
c) thesaurus<br />
d) monolingual dictionary<br />
e) crossword dictionary<br />
f) rhyming dictionary<br />
g) etymological dictionary<br />
( ) A kind of dictionary that is small and portable; it is designed to be carried around. Also<br />
called mini-dictionary.<br />
( ) A kind of dictionary that uses the same language for the words and their definitions.<br />
( ) A kind of dictionary in which words are grouped together by their end sounds. When<br />
two words end with the same sound, they rhyme. It is used more frequently in poetry<br />
than in prose.<br />
( ) A kind of dictionary that brings words in two languages. Each language is grouped<br />
alphabetically in separate halves of the book, with translations into the other language.<br />
( ) A kind of dictionary that organizes words by categories and concepts, so synonyms and<br />
near-synonyms will be grouped together.<br />
( ) A kind of dictionary that traces the development of a word over time, giving historical<br />
examples to show changes.<br />
( ) A kind of dictionary that has words grouped together by the number of letters in them to<br />
help people find words of a certain length to complete their crossword puzzles.<br />
Resposta da questão 4: b; d; f; a; c; g; e.<br />
5. Agora leia os verbetes de dicionário a seguir e identifique o tipo de dicionário a que eles<br />
pertencem:<br />
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Inglês – 1 a série – Volume 1<br />
a) dictionary n (pl –aries) 1. a book that<br />
consists of an alphabetical list of words<br />
with their meanings.<br />
b) dictionary from Medieval Latin dictionarium,<br />
“collection of words and phrases”; from<br />
Classical Latin dictionarius, “of words”; from<br />
Classical Latin dictio, “word”; probably first<br />
English use in the title of a book was in Sir<br />
Thomas Elyot’s Latin Dictionary (1538).<br />
c) dictionary sm dicionário, vocabulário,<br />
glossário.<br />
d) d_ _ t_ _ _a_ _ (10 letters) – DEATH<br />
CHAIR/DEATH TRAPS/DENTAL<br />
CARE/DEUTOPLASM/DICTIONARY/<br />
DIETICIANS/DIETITIANS/<br />
DISTILLATE.<br />
e) dictionary – revolutionary, commentary,<br />
extemporary, nonmilitary.<br />
f) dictionary – synonyms: lexicon, wordbook;<br />
related words: glossary, thesaurus,<br />
vocabulary.<br />
6. Escolha uma palavra em inglês e pesquise-a em cada um dos sites a seguir. Veja quantas coisas<br />
você pode aprender cruzando as informações encontradas nos diferentes dicionários!<br />
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Inglês – 1 a série – Volume 1<br />
Há vários dicionários on-line gratuitos, além dos sugeridos a seguir. Faça sua<br />
própria busca usando as palavras “free + online + dictionary” e encontre aquele que<br />
você acha mais completo ou mais fácil de utilizar!<br />
<br />
<br />
index.php>. Acesso em: 20 maio 2013.<br />
Thesaurus: . Acesso em: 20 maio 2013.<br />
<br />
<br />
<br />
<br />
Think about it!<br />
Nesta seção, você acabou de conhecer alguns tipos de dicionário disponíveis para o<br />
estudo da língua inglesa. Você conhece dicionários semelhantes em língua portuguesa?<br />
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Inglês – 1 a série – Volume 1<br />
VOCABULARY LOG<br />
Aqui você vai registrar o vocabulário que aprendeu nas Situated Learning 1, 2, 3, 5, 6, 7 e 8.<br />
Escolha duas palavras ou expressões de cada situação e escreva cada uma delas no campo 1 (My word<br />
or expression). No campo 2 (Definition or translation), você anota uma definição ou tradução para a<br />
palavra. Depois, no campo 3 (Association, example or picture), escreva algo ligado à primeira palavra<br />
ou dê um exemplo; você também pode fazer uma ilustração nesse espaço. No campo 4 (Sentence<br />
from the text), você anota a frase em que a palavra apareceu no Caderno.<br />
Situated Learning 1<br />
Sentence<br />
from the text<br />
Situated Learning 1<br />
Sentence<br />
from the text<br />
Situated Learning 2<br />
Sentence<br />
from the text<br />
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Inglês – 1 a série – Volume 1<br />
Situated Learning 2<br />
Sentence<br />
from the text<br />
Situated Learning 3<br />
Sentence<br />
from the text<br />
Situated Learning 3<br />
Sentence<br />
from the text<br />
Situated Learning 5<br />
Sentence<br />
from the text<br />
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Inglês – 1 a série – Volume 1<br />
Situated Learning 5<br />
Sentence<br />
from the text<br />
Situated Learning 6<br />
Sentence<br />
from the text<br />
Situated Learning 6<br />
Sentence<br />
from the text<br />
Situated Learning 7<br />
Sentence<br />
from the text<br />
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Inglês – 1 a série – Volume 1<br />
Situated Learning 7<br />
Sentence<br />
from the text<br />
Situated Learning 8<br />
Sentence<br />
from the text<br />
Situated Learning 8<br />
Sentence<br />
from the text<br />
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INSTANT LANGUAGE<br />
Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em<br />
tabelas para auxiliá-lo em seu trajeto de aprendizagem da língua inglesa. Você pode usar essas tabelas<br />
como um material de referência e consultá-las mesmo quando estiver utilizando outros volumes e<br />
até estudando em outras séries do Ensino Médio!<br />
Some uses of -ING forms in English<br />
Progressive form of verbs:<br />
Verbs after prepositions:<br />
Adjective:<br />
Noun:<br />
You are working very hard.<br />
She is thinking about taking a trip to Germany.<br />
She looks forward to meeting you.<br />
Jamaica is an English-speaking country.<br />
Swimming is good for your health.<br />
Most verbs are followed by infinitives<br />
She wants to go home.<br />
He promised to talk to you.<br />
I need to see you.<br />
They chose to travel by train.<br />
She refused to see the doctor.<br />
They can’t afford to buy a new house.<br />
Some verbs are followed by -ING<br />
I enjoy travelling.<br />
She has given up smoking.<br />
They couldn’t help crying.<br />
I can’t stand listening to punk music.<br />
She feels like dancing.<br />
They won’t mind explaining the situation again.<br />
I miss talking to you.<br />
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Inglês – 1 a série – Volume 1<br />
Some verbs can be followed by -ING or infinitives with no<br />
significant difference in meaning<br />
She loves walking. (or) She loves to walk.<br />
I hate talking on the phone. (or) I hate to talk on the phone.<br />
They started fighting. (or) They started to fight.<br />
I like reading. (or) I like to read. (*)<br />
(*) Be careful! Would like is always followed by the infinitive: I would like to live abroad.<br />
Some verbs can be followed by -ING or infinitives with different meanings<br />
He stopped to count the stars. (He stopped the action he was performing to start doing<br />
something different.)<br />
He stopped counting the stars. (He stopped the action he was performing.)<br />
I remember going to a lot of parties. (It refers to the past, to things that I did.)<br />
I will remember to bring all your books back. (It refers to what I still have to do.)<br />
Collocations<br />
Adjectives + prepositions<br />
afraid of<br />
interested in<br />
good at<br />
tired of<br />
excited about<br />
worried about<br />
Verbs + prepositions<br />
depend on<br />
succeed in<br />
listen to<br />
belong to<br />
wait for<br />
thank for<br />
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Inglês – 1 a série – Volume 1<br />
Linking words<br />
Addition: and, in addition, what’s more<br />
Contrast: fortunately, unfortunately, however<br />
Consequence: so, as a consequence, thus<br />
Condition: if, whether<br />
Time: then, when, as soon as, since, ago, during<br />
Present simple<br />
Affirmative Negative Interrogative<br />
I work... I don’t work... Do I work...?<br />
You work... You don’t work... Do you work...?<br />
He works... He doesn’t work... Does he work...?<br />
She works... She doesn’t work... Does she work...?<br />
It works... It doesn’t work... Does it work...?<br />
We work... We don’t work... Do we work...?<br />
You work... You don’t work... Do you work...?<br />
They work... They don’t work... Do they work...?<br />
Past simple<br />
Affirmative Negative Interrogative<br />
I worked... I didn’t work... Did I work...?<br />
You worked... You didn’t work... Did you work...?<br />
He worked... He didn’t work... Did he work...?<br />
She worked... She didn’t work... Did she work...?<br />
It worked... It didn’t work... Did it work...?<br />
We worked... We didn’t work... Did we work...?<br />
You worked... You didn’t work... Did you work...?<br />
They worked... They didn’t work... Did they work...?<br />
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Relative pronouns and adverbs<br />
who/that – used to refer to a person or people<br />
where – used to refer to a place<br />
when – used to refer to time<br />
which/that – used to refer to a thing or things<br />
Numbers, figures and measurements<br />
100 – one hundred<br />
1,000 – one thousand<br />
1,000,000 – one million<br />
1,000,000,000 – one billion<br />
10.77 sq ft (square feet) = 1 m 2 (square meter)<br />
4 x 4 – four by four<br />
3 + 1 – three plus one<br />
1 mile = 1,609 meters<br />
Some verbs & phrases<br />
lower is/are due go back<br />
drop make sure hide the truth<br />
leaf through make a cake win three games in a row<br />
get together<br />
hand in<br />
hold the attention<br />
stand up for<br />
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Inglês – 1 a série – Volume 1<br />
Passive voice<br />
verb to be in the appropriate verb tense + main verb in the past participle<br />
Present simple: It is made of wood. They aren’t made of wood.<br />
Past simple: It was made in the 1970’s. Were they made in the 1970’s?<br />
Present continuous: It is being made now. Are they being made now?<br />
Past continuous: It wasn’t being made yesterday. They were being made yesterday.<br />
Present perfect: It has been made several times. They haven’t been made several times.<br />
Modal verbs: Can it be made? It should be made. It mustn’t be made.<br />
Future: It will be made next month. They won’t be made next month.<br />
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Some irregular verbs<br />
Base form Past simple Past participle<br />
be was, were been<br />
become became become<br />
build built built<br />
buy bought bought<br />
do did done<br />
drink drank drunk<br />
eat ate eaten<br />
fall fell fallen<br />
get got got, gotten<br />
give gave given<br />
go went gone<br />
grow grew grown<br />
have had had<br />
hear heard heard<br />
hold held held<br />
know knew known<br />
lead led led<br />
leave left left<br />
lose lost lost<br />
make made made<br />
meet met met<br />
read read read<br />
ride rode ridden<br />
see saw seen<br />
send sent sent<br />
spend spent spent<br />
take took taken<br />
tell told told<br />
wear wore worn<br />
write wrote written<br />
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Inglês – 1 a série – Volume 1<br />
Can-do Chart<br />
Competências/habilidades<br />
Consigo<br />
Consigo, mas<br />
com ajuda<br />
Ainda não<br />
consigo<br />
1. Leitura (organização macrotextual):<br />
reconhecer o gênero de um texto.<br />
2. Leitura: localizar informações específicas<br />
em um texto.<br />
3. Leitura (vocabulário): relacionar tópicos<br />
a vocabulário pertinente.<br />
4. Leitura: localizar informações explícitas<br />
em um texto.<br />
5. Leitura: levantar hipóteses sobre o assunto<br />
de um texto e verificá-las a partir<br />
da leitura.<br />
6. Leitura: identificar palavras cognatas<br />
ou emprestadas da língua inglesa para<br />
compreender um texto.<br />
7. Escrita: escrever um texto informativo<br />
sobre os benefícios de um programa de<br />
estudos interculturais.<br />
8. Leitura e escrita: trabalhar em equipe,<br />
assumindo funções e contribuindo para<br />
o trabalho em grupo.<br />
9. Reconhecer o uso do tempo verbal<br />
presente simples.<br />
10. Reconhecer o uso do tempo verbal<br />
passado simples.<br />
11. Leitura: reconhecer os usos de algumas<br />
preposições em contexto: go to, stay<br />
with, presentations about.<br />
12. Leitura: reconhecer o uso das palavras<br />
during, since, ago.<br />
65
Inglês – 1 a série – Volume 1<br />
13. Reconhecer, em um jornal em língua<br />
portuguesa, sua organização em seções.<br />
14. Relacionar os nomes das seções de um<br />
jornal em língua portuguesa aos nomes,<br />
em língua inglesa, dessas mesmas seções.<br />
15. Relacionar conteúdos e manchetes às<br />
suas respectivas seções em um jornal.<br />
16. Deduzir uma regra gramatical com base<br />
na análise de exemplos.<br />
17. Aplicar regras em situações de uso.<br />
18. Identificar o gênero de um texto por<br />
meio da apreensão de sua organização<br />
geral.<br />
19. Comparar gêneros distintos, identificando<br />
suas características.<br />
20. Identificar as características de organização<br />
de uma manchete.<br />
21. Escrever uma manchete, observando<br />
suas características de organização.<br />
22. Escrever manchetes para a primeira página<br />
de um jornal.<br />
23. Inferir significados não explícitos no<br />
texto.<br />
24. Identificar a opinião do autor com base<br />
em pistas verbais presentes no texto.<br />
66
CONCEPÇÃO E COORDENAÇÃO GERAL<br />
NOVA EDIÇÃO 2014-2017<br />
COORDENADORIA DE GESTÃO DA<br />
EDUCAÇÃO BÁSICA – CGEB<br />
Coordenadora<br />
Maria Elizabete da Costa<br />
Diretor do Departamento de Desenvolvimento<br />
Curricular de Gestão da Educação Básica<br />
João Freitas da Silva<br />
Diretora do Centro de Ensino Fundamental<br />
dos Anos Finais, Ensino Médio e Educação<br />
Profissional – CEFAF<br />
Valéria Tarantello de Georgel<br />
Coordenadora Geral do Programa São Paulo<br />
faz escola<br />
Valéria Tarantello de Georgel<br />
Coordenação Técnica<br />
Roberto Canossa<br />
Roberto Liberato<br />
Suely Cristina de Albuquerque Bomm<br />
EQUIPES CURRICULARES<br />
Área de Linguagens<br />
Arte: Ana Cristina dos Santos Siqueira, Carlos<br />
Eduardo Povinha, Kátia Lucila Bueno e Roseli<br />
Ventrela.<br />
Educação Física: Marcelo Ortega Amorim, Maria<br />
Elisa Kobs Zacarias, Mirna Leia Violin Brandt,<br />
Rosângela Aparecida de Paiva e Sergio Roberto<br />
Silveira.<br />
Língua Estrangeira Moderna (Inglês e<br />
Espanhol): Ana Paula de Oliveira Lopes, Jucimeire<br />
de Souza Bispo, Marina Tsunokawa Shimabukuro,<br />
Neide Ferreira Gaspar e Sílvia Cristina Gomes<br />
Nogueira.<br />
Língua Portuguesa e Literatura: Angela Maria<br />
Baltieri Souza, Claricia Akemi Eguti, Idê Moraes dos<br />
Santos, João Mário Santana, Kátia Regina Pessoa,<br />
Mara Lúcia David, Marcos Rodrigues Ferreira, Roseli<br />
Cordeiro Cardoso e Rozeli Frasca Bueno Alves.<br />
Área de Matemática<br />
Matemática: Carlos Tadeu da Graça Barros,<br />
Ivan Castilho, João dos Santos, Otavio Yoshio<br />
Yamanaka, Rodrigo Soares de Sá, Rosana Jorge<br />
Monteiro, Sandra Maira Zen Zacarias e Vanderley<br />
Aparecido Cornatione.<br />
Área de Ciências da Natureza<br />
Biologia: Aparecida Kida Sanches, Elizabeth<br />
Reymi Rodrigues, Juliana Pavani de Paula Bueno e<br />
Rodrigo Ponce.<br />
Ciências: Eleuza Vania Maria Lagos Guazzelli,<br />
Gisele Nanini Mathias, Herbert Gomes da Silva e<br />
Maria da Graça de Jesus Mendes.<br />
Física: Carolina dos Santos Batista, Fábio<br />
Bresighello Beig, Renata Cristina de Andrade<br />
Oliveira e Tatiana Souza da Luz Stroeymeyte.<br />
Química: Ana Joaquina Simões S. de Matos<br />
Carvalho, Jeronimo da Silva Barbosa Filho, João<br />
Batista Santos Junior e Natalina de Fátima Mateus.<br />
Área de Ciências Humanas<br />
Filosofia: Emerson Costa, Tânia Gonçalves e<br />
Teônia de Abreu Ferreira.<br />
Geografia: Andréia Cristina Barroso Cardoso,<br />
Débora Regina Aversan e Sérgio Luiz Damiati.<br />
História: Cynthia Moreira Marcucci, Maria<br />
Margarete dos Santos e Walter Nicolas Otheguy<br />
Fernandez.<br />
Sociologia: Alan Vitor Corrêa, Carlos Fernando de<br />
Almeida e Tony Shigueki Nakatani.<br />
PROFESSORES COORDENADORES DO NÚCLEO<br />
PEDAGÓGICO<br />
Área de Linguagens<br />
Educação Física: Ana Lucia Steidle, Eliana Cristine<br />
Budisk de Lima, Fabiana Oliveira da Silva, Isabel<br />
Cristina Albergoni, Karina Xavier, Katia Mendes<br />
e Silva, Liliane Renata Tank Gullo, Marcia Magali<br />
Rodrigues dos Santos, Mônica Antonia Cucatto da<br />
Silva, Patrícia Pinto Santiago, Regina Maria Lopes,<br />
Sandra Pereira Mendes, Sebastiana Gonçalves<br />
Ferreira Viscardi, Silvana Alves Muniz.<br />
Língua Estrangeira Moderna (Inglês): Célia<br />
Regina Teixeira da Costa, Cleide Antunes Silva,<br />
Ednéa Boso, Edney Couto de Souza, Elana<br />
Simone Schiavo Caramano, Eliane Graciela<br />
dos Santos Santana, Elisabeth Pacheco Lomba<br />
Kozokoski, Fabiola Maciel Saldão, Isabel Cristina<br />
dos Santos Dias, Juliana Munhoz dos Santos,<br />
Kátia Vitorian Gellers, Lídia Maria Batista<br />
Bomm, Lindomar Alves de Oliveira, Lúcia<br />
Aparecida Arantes, Mauro Celso de Souza,<br />
Neusa A. Abrunhosa Tápias, Patrícia Helena<br />
Passos, Renata Motta Chicoli Belchior, Renato<br />
José de Souza, Sandra Regina Teixeira Batista de<br />
Campos e Silmara Santade Masiero.<br />
Língua Portuguesa: Andrea Righeto, Edilene<br />
Bachega R. Viveiros, Eliane Cristina Gonçalves<br />
Ramos, Graciana B. Ignacio Cunha, Letícia M.<br />
de Barros L. Viviani, Luciana de Paula Diniz,<br />
Márcia Regina Xavier Gardenal, Maria Cristina<br />
Cunha Riondet Costa, Maria José de Miranda<br />
Nascimento, Maria Márcia Zamprônio Pedroso,<br />
Patrícia Fernanda Morande Roveri, Ronaldo Cesar<br />
Alexandre Formici, Selma Rodrigues e<br />
Sílvia Regina Peres.<br />
Área de Matemática<br />
Matemática: Carlos Alexandre Emídio, Clóvis<br />
Antonio de Lima, Delizabeth Evanir Malavazzi,<br />
Edinei Pereira de Sousa, Eduardo Granado Garcia,<br />
Evaristo Glória, Everaldo José Machado de Lima,<br />
Fabio Augusto Trevisan, Inês Chiarelli Dias, Ivan<br />
Castilho, José Maria Sales Júnior, Luciana Moraes<br />
Funada, Luciana Vanessa de Almeida Buranello,<br />
Mário José Pagotto, Paula Pereira Guanais, Regina<br />
Helena de Oliveira Rodrigues, Robson Rossi,<br />
Rodrigo Soares de Sá, Rosana Jorge Monteiro,<br />
Rosângela Teodoro Gonçalves, Roseli Soares<br />
Jacomini, Silvia Ignês Peruquetti Bortolatto e Zilda<br />
Meira de Aguiar Gomes.<br />
Área de Ciências da Natureza<br />
Biologia: Aureli Martins Sartori de Toledo, Evandro<br />
Rodrigues Vargas Silvério, Fernanda Rezende<br />
Pedroza, Regiani Braguim Chioderoli e Rosimara<br />
Santana da Silva Alves.<br />
Ciências: Davi Andrade Pacheco, Franklin Julio<br />
de Melo, Liamara P. Rocha da Silva, Marceline<br />
de Lima, Paulo Garcez Fernandes, Paulo Roberto<br />
Orlandi Valdastri, Rosimeire da Cunha e Wilson<br />
Luís Prati.<br />
Física: Ana Claudia Cossini Martins, Ana Paula<br />
Vieira Costa, André Henrique Ghel Runo,<br />
Cristiane Gislene Bezerra, Fabiana Hernandes<br />
M. Garcia, Leandro dos Reis Marques, Marcio<br />
Bortoletto Fessel, Marta Ferreira Mafra, Rafael<br />
Plana Simões e Rui Buosi.<br />
Química: Armenak Bolean, Cátia Lunardi, Cirila<br />
Tacconi, Daniel B. Nascimento, Elizandra C. S.<br />
Lopes, Gerson N. Silva, Idma A. C. Ferreira, Laura<br />
C. A. Xavier, Marcos Antônio Gimenes, Massuko<br />
S. Warigoda, Roza K. Morikawa, Sílvia H. M.<br />
Fernandes, Valdir P. Berti e Willian G. Jesus.<br />
Área de Ciências Humanas<br />
Filosofia: Álex Roberto Genelhu Soares, Anderson<br />
Gomes de Paiva, Anderson Luiz Pereira, Claudio<br />
Nitsch Medeiros e José Aparecido Vidal.<br />
Geografia: Ana Helena Veneziani Vitor, Célio<br />
Batista da Silva, Edison Luiz Barbosa de Souza,<br />
Edivaldo Bezerra Viana, Elizete Buranello Perez,<br />
Márcio Luiz Verni, Milton Paulo dos Santos,<br />
Mônica Estevan, Regina Célia Batista, Rita de<br />
Cássia Araujo, Rosinei Aparecida Ribeiro Libório,<br />
Sandra Raquel Scassola Dias, Selma Marli Trivellato<br />
e Sonia Maria M. Romano.<br />
História: Aparecida de Fátima dos Santos<br />
Pereira, Carla Flaitt Valentini, Claudia Elisabete<br />
Silva, Cristiane Gonçalves de Campos, Cristina<br />
de Lima Cardoso Leme, Ellen Claudia Cardoso<br />
Doretto, Ester Galesi Gryga, Karin Sant’Ana<br />
Kossling, Marcia Aparecida Ferrari Salgado de<br />
Barros, Mercia Albertina de Lima Camargo,<br />
Priscila Lourenço, Rogerio Sicchieri, Sandra Maria<br />
Fodra e Walter Garcia de Carvalho Vilas Boas.<br />
Sociologia: Anselmo Luis Fernandes Gonçalves,<br />
Celso Francisco do Ó, Lucila Conceição Pereira e<br />
Tânia Fetchir.<br />
Apoio:<br />
Fundação para o Desenvolvimento da Educação<br />
- FDE<br />
CTP, Impressão e acabamento<br />
Gráca e Editora Posigraf
GESTÃO DO PROCESSO DE PRODUÇÃO<br />
EDITORIAL 2014-2017<br />
FUNDAÇÃO CARLOS ALBERTO VANZOLINI<br />
Presidente da Diretoria Executiva<br />
Antonio Rafael Namur Muscat<br />
Vice-presidente da Diretoria Executiva<br />
Alberto Wunderler Ramos<br />
GESTÃO DE TECNOLOGIAS APLICADAS<br />
À EDUCAÇÃO<br />
Direção da Área<br />
Guilherme Ary Plonski<br />
Coordenação Executiva do Projeto<br />
Angela Sprenger e Beatriz Scavazza<br />
Gestão Editorial<br />
Denise Blanes<br />
Equipe de Produção<br />
Editorial: Amarilis L. Maciel, Angélica dos Santos<br />
Angelo, Bóris Fatigati da Silva, Bruno Reis, Carina<br />
Carvalho, Carla Fernanda Nascimento, Carolina<br />
H. Mestriner, Carolina Pedro Soares, Cíntia Leitão,<br />
Eloiza Lopes, Érika Domingues do Nascimento,<br />
Flávia Medeiros, Gisele Manoel, Jean Xavier,<br />
Karinna Alessandra Carvalho Taddeo, Leandro<br />
Calbente Câmara, Leslie Sandes, Mainã Greeb<br />
Vicente, Marina Murphy, Michelangelo Russo,<br />
Natália S. Moreira, Olivia Frade Zambone, Paula<br />
Felix Palma, Priscila Risso, Regiane Monteiro<br />
Pimentel Barboza, Rodolfo Marinho, Stella<br />
Assumpção Mendes Mesquita, Tatiana F. Souza e<br />
Tiago Jonas de Almeida.<br />
Direitos autorais e iconografia: Beatriz Fonseca<br />
Micsik, Érica Marques, José Carlos Augusto, Juliana<br />
Prado da Silva, Marcus Ecclissi, Maria Aparecida<br />
Acunzo Forli, Maria Magalhães de Alencastro e<br />
Vanessa Leite Rios.<br />
Edição e Produção editorial: Jairo Souza Design<br />
Gráco e Occy Design projeto gráco.<br />
CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS<br />
CONTEÚDOS ORIGINAIS<br />
COORDENAÇÃO DO DESENVOLVIMENTO<br />
DOS CONTEÚDOS PROGRAMÁTICOS DOS<br />
CADERNOS DOS PROFESSORES E DOS<br />
CADERNOS DOS ALUNOS<br />
Ghisleine Trigo Silveira<br />
CONCEPÇÃO<br />
Guiomar Namo de Mello, Lino de Macedo,<br />
Luis Carlos de Menezes, Maria Inês Fini<br />
coordenadora e Ruy Berger em memória.<br />
AUTORES<br />
Linguagens<br />
Coordenador de área: Alice Vieira.<br />
Arte: Gisa Picosque, Mirian Celeste Martins,<br />
Geraldo de Oliveira Suzigan, Jéssica Mami<br />
Makino e Sayonara Pereira.<br />
Educação Física: Adalberto dos Santos Souza,<br />
Carla de Meira Leite, Jocimar Daolio, Luciana<br />
Venâncio, Luiz Sanches Neto, Mauro Betti,<br />
Renata Elsa Stark e Sérgio Roberto Silveira.<br />
<strong>L<strong>EM</strong></strong> – Inglês: Adriana Ranelli Weigel Borges,<br />
Alzira da Silva Shimoura, Lívia de Araújo Donnini<br />
Rodrigues, Priscila Mayumi Hayama e Sueli Salles<br />
Fidalgo.<br />
<strong>L<strong>EM</strong></strong> – Espanhol: Ana Maria López Ramírez, Isabel<br />
Gretel María Eres Fernández, Ivan Rodrigues<br />
Martin, Margareth dos Santos e Neide T. Maia<br />
González.<br />
Língua Portuguesa: Alice Vieira, Débora Mallet<br />
Pezarim de Angelo, Eliane Aparecida de Aguiar,<br />
José Luís Marques López Landeira e João<br />
Henrique Nogueira Mateos.<br />
Matemática<br />
Coordenador de área: Nílson José Machado.<br />
Matemática: Nílson José Machado, Carlos<br />
Eduardo de Souza Campos Granja, José Luiz<br />
Pastore Mello, Roberto Perides Moisés, Rogério<br />
Ferreira da Fonseca, Ruy César Pietropaolo e<br />
Walter Spinelli.<br />
Ciências Humanas<br />
Coordenador de área: Paulo Miceli.<br />
Filosofia: Paulo Miceli, Luiza Christov, Adilton Luís<br />
Martins e Renê José Trentin Silveira.<br />
Geografia: Angela Corrêa da Silva, Jaime Tadeu Oliva,<br />
Raul Borges Guimarães, Regina Araujo e Sérgio Adas.<br />
História: Paulo Miceli, Diego López Silva,<br />
Glaydson José da Silva, Mônica Lungov Bugelli e<br />
Raquel dos Santos Funari.<br />
Sociologia: Heloisa Helena Teixeira de Souza Martins,<br />
Marcelo Santos Masset Lacombe, Melissa de Mattos<br />
Pimenta e Stella Christina Schrijnemaekers.<br />
Ciências da Natureza<br />
Coordenador de área: Luis Carlos de Menezes.<br />
Biologia: Ghisleine Trigo Silveira, Fabíola Bovo<br />
Mendonça, Felipe Bandoni de Oliveira, Lucilene<br />
Aparecida Esperante Limp, Maria Augusta<br />
Querubim Rodrigues Pereira, Olga Aguilar Santana,<br />
Paulo Roberto da Cunha, Rodrigo Venturoso<br />
Mendes da Silveira e Solange Soares de Camargo.<br />
Ciências: Ghisleine Trigo Silveira, Cristina Leite,<br />
João Carlos Miguel Tomaz Micheletti Neto,<br />
Julio Cézar Foschini Lisbôa, Lucilene Aparecida<br />
Esperante Limp, Maíra Batistoni e Silva, Maria<br />
Augusta Querubim Rodrigues Pereira, Paulo<br />
Rogério Miranda Correia, Renata Alves Ribeiro,<br />
Ricardo Rechi Aguiar, Rosana dos Santos Jordão,<br />
Simone Jaconetti Ydi e Yassuko Hosoume.<br />
Física: Luis Carlos de Menezes, Estevam Rouxinol,<br />
Guilherme Brockington, Ivã Gurgel, Luís Paulo<br />
de Carvalho Piassi, Marcelo de Carvalho Bonetti,<br />
Maurício Pietrocola Pinto de Oliveira, Maxwell<br />
Roger da Puricação Siqueira, Sonia Salem e<br />
Yassuko Hosoume.<br />
Química: Maria Eunice Ribeiro Marcondes, Denilse<br />
Morais Zambom, Fabio Luiz de Souza, Hebe<br />
Ribeiro da Cruz Peixoto, Isis Valença de Sousa<br />
Santos, Luciane Hiromi Akahoshi, Maria Fernanda<br />
Penteado Lamas e Yvone Mussa Esperidião.<br />
Caderno do Gestor<br />
Lino de Macedo, Maria Eliza Fini e Zuleika de<br />
Felice Murrie.<br />
A Secretaria da Educação do Estado de São Paulo autoriza a reprodução do conteúdo do material de sua titularidade pelas demais secretarias de educação do país, desde que mantida a integridade<br />
da obra e dos créditos, ressaltando que direitos autorais protegidos*deverão ser diretamente negociados com seus próprios titulares, sob pena de infração aos artigos da Lei n o 9.610/98.<br />
* Constituem “direitos autorais protegidos” todas e quaisquer obras de terceiros reproduzidas no material da SEE-SP que não estejam em domínio público nos termos do artigo 41 da Lei de<br />
Direitos Autorais.<br />
* Nos Cadernos do Programa São Paulo faz escola são indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos conteúdos apresentados e como referências bibliográficas.<br />
Todos esses endereços eletrônicos foram checados. No entanto, como a internet é um meio dinâmico e sujeito a mudanças, a Secretaria da Educação do Estado de São Paulo não garante que os sites<br />
indicados permaneçam acessíveis ou inalterados.<br />
* Os mapas reproduzidos no material são de autoria de terceiros e mantêm as características dos originais, no que diz respeito à grafia adotada e à inclusão e composição dos elementos cartográficos<br />
(escala, legenda e rosa dos ventos).
Validade: 2014 – 2017