a

1 SRIE
ENSINO MDIO
Caderno do Aluno
Volume 1

INGLS
Linguagens

GOVERNO DO ESTADO DE SO PAULO

SECRETARIA DA EDUCAO

MATERIAL DE APOIO AO
CURRCULO DO ESTADO DE SO PAULO
CADERNO DO ALUNO

INGLS
ENSINO MDIO 1a SRIE
VOLUME 1

Nova edio
2014 - 2017

So Paulo

Governo do Estado de So Paulo

Governador
Geraldo Alckmin
Vice-Governador
Guilherme Af Domingos
Secretrio da Educao
Herman Voorwald
Secretrio-Adjunto
Joo Cardoso Palma Filho
Chefe de Gabinete
Fernando Padula Novaes
Subsecretria de Articulao Regional
Rosania Morales Morroni
Coordenadora da Escola de Formao e
Aperfeioamento dos Professores EFAP
Silvia Andrade da Cunha Galletta
Coordenadora de Gesto da
Educao Bsica
Maria Elizabete da Costa
Coordenadora de Gesto de
Recursos Humanos
Cleide Bauab Eid Bochixio
Coordenadora de Informao,
Monitoramento e Avaliao
Educacional
Ione Cristina Ribeiro de Assuno
Coordenadora de Infraestrutura e
Servios Escolares
Ana Leonor Sala Alonso
Coordenadora de Oramento e
Finanas
Claudia Chiaroni Afuso
Presidente da Fundao para o
Desenvolvimento da Educao FDE
Barjas Negri

Caro(a) aluno(a),
Nesta nova fase de sua vida escolar, voc vai ter a oportunidade de rever alguns temas
e estruturas apresentados em anos anteriores, enquanto aprofunda seus conhecimentos e
entra em contato com novos assuntos. Voc j deve ter percebido que a lngua inglesa
um excelente meio de aprender sobre outros povos e sua cultura, ao mesmo tempo em que
podemos utilizar os nossos conhecimentos sobre o idioma para transmitir informaes
sobre nosso pas e nossa cultura.
O idioma tambm muito importante em situaes de trabalho, especialmente em
grandes empresas multinacionais e no setor de servios, para atendimento a turistas. Este
volume vai lhe mostrar como o trabalho voluntrio pode lhe garantir uma experincia inicial importante para seu currculo, alm de lhe proporcionar momentos significativos de
enriquecimento pessoal. Tambm vai mostrar como jornais e suas diversas sees so organizados, alm de apresentar alguns termos especficos e lhe proporcionar as ferramentas
para produzir seus prprios textos jornalsticos. No trabalho conjunto com seus colegas,
voc pode desenvolver a capacidade de trabalhar em grupo, construindo coletivamente
os textos, tendo sua produo revisada por outros grupos e sugerindo correes para os
trabalhos deles. Essas atividades, alm de melhorar o seu conhecimento do idioma, visam
a prepar-lo para atuar no mundo fora do ambiente escolar, em especial em atividades
profissionais.
Lembre-se de que os Cadernos trazem dicas de sites, msicas e filmes que podem ajud-lo a aprender mais sobre o contedo estudado. Voc tambm tem as sees que lhe permitem sistematizar o estudo do vocabulrio e da gramtica, alm de fazer sua autoavaliao
em relao s metas de aprendizagem propostas. Guarde com carinho cada Caderno. Todas essas sees contm informaes que podem ser teis em outras sries e at mesmo
quando j tiver concludo o Ensino Mdio.
Equipe Tcnica de Ingls
rea de Linguagens
Coordenadoria de Gesto da Educao Bsica CGEB
Secretaria da Educao do Estado de So Paulo

LEARNING TARGETS
Neste Caderno, voc far atividades relacionadas a dois temas: 1) English around the
world: cultural interactions e 2) Newspapers Part I. Essas atividades vo ajud-lo a:
1. Descobrir em que pases a lngua inglesa falada como lngua oficial.
2. Compreender por que a lngua inglesa considerada uma lngua internacional.
3. Reconhecer o gnero de um texto.
4. Localizar informaes especficas em um texto.
5. Levantar hipteses sobre o assunto de um texto e verific-las a partir da leitura.
6. Identificar palavras cognatas ou emprestadas da lngua inglesa para compreender um texto.
7. Escrever um texto informativo sobre um programa de estudos interculturais.
8. Trabalhar em equipe, assumindo funes e contribuindo para o trabalho em grupo.
9. Reconhecer o uso do tempo verbal presente simples.
10. Reconhecer o uso do tempo verbal passado simples.
11. Reconhecer os usos de algumas preposies em contexto, por exemplo: go to, stay with,
presentations about.
12. Reconhecer o uso das palavras during, since e ago.
13. Relacionar os nomes das sees de um jornal em lngua portuguesa aos nomes, em lngua
inglesa, dessas mesmas sees.
14. Relacionar contedos e manchetes s respectivas sees em um jornal.
15. Identificar o gnero de um texto por meio da apreenso de sua organizao geral e comparar
gneros distintos, identificando suas caractersticas.
16. Fazer inferncias apoiadas em palavras cognatas.
17. Inferir significados no explcitos em um texto.
18. Identificar a opinio do autor com base em pistas verbais presentes no texto.
19. Produzir um anncio, uma nota de correo e uma manchete, observando suas caractersticas
de organizao.
20. Deduzir uma regra gramatical com base na anlise de exemplos e aplicar essa regra em situaes de uso.
5

Ingls 1a srie Volume 1

THEME 1
ENGLISH AROUND THE WORLD: CULTURAL INTERACTIONS
?

SITUATED LEARNING 1
WHERE ENGLISH IS SPOKEN: FACTS AND FIGURES

Claudio Ripinskas

1. Work in groups and study the following flags (they all represent countries where English is
spoken as a first language). Then discuss this question in Portuguese: Do you know their names?

a)

b)

c)

d)

e)

f)

g)
6

Ingls 1a srie Volume 1

2. Read the table quickly. What is it about?

English and Portuguese in the world

English
Countries

Portuguese

Population % of native Native

(million)
speakers
speakers

Countries

Population
(million)

% of native
speakers

Native
speakers

United
States

286

86

246

Brazil

175

100

175

United
Kingdom

59

97

57

Portugal

10

100

10

Canada

32

63

20

Angola

13.5

60

8.1

Australia

20

85

17

Mozambique

18.6

20

3.7

New
Zealand

95

3.8

Ireland

95

3.8

TOTAL

405

347.6

TOTAL

217.1

196.8

Fonte: SCHTZ, Ricardo. O ingls e o portugus no mundo. English made in Brazil. Dados de 2002. Disponvel em: <http://www.sk.com.
br/sk-stat.html>. Acesso em: 17 maio 2013.

3. Read the table again. Complete the following information:

a) Total of native speakers of English:
b) Percentage of native speakers of English in Canada:
c) Country with the highest percentage of English native speakers:
d) Country with the lowest percentage of native speakers of English:
e) Countries where the whole population has only one native language:
Nota: o quadro indica que 100% da populao, tanto do Brasil quanto de Portugal, so
falantes da lngua portuguesa. Esse dado desconsidera o fato de que, no Brasil, se estima que
haja pelo menos 180 lnguas indgenas. Em Portugal, o mirands, falado no norte do pas, foi
reconhecido como lngua em 1999.
7

Ingls 1a srie Volume 1

4. Work in groups. In Portuguese, discuss the following questions.

a) What is the other language Canadians speak? Do you know why?

b) Why dont all the people in the USA speak English?

c) Do you know any countries where English is spoken as a second language?

d) Why is English considered an international language?

e) What are the differences between American and British English varieties?

5. Read the following text to find out if your answers to the questions in Activity 4 are right. You
may not find all the answers.

The international language: English!

English is present in our daily lives. If you have access to the internet, most of the
information there is in English: if you like listening to pop songs, lots of them are in
English; if you go to the cinema, most film productions are in English; in other words, we
are in contact with English all the time.
There are about 700 million speakers of English around the world. In some countries
it is the first language, like in the USA and the United Kingdom. In Canada, for example,
people speak English and French as official languages. In other countries, like South
Africa, Pakistan and India, it is the second official language. And we cannot forget people
who need to speak the language for professional reasons: the world of science and business
uses English as a means of communication. In this sense, English is considered a lingua franca.
But is the language the same in all these contexts of use? Of course not. There are many
different kinds of English. For example, a British person would call a taxi to go home, but an
American would call a cab; a student at school in the USA uses an eraser, whereas a school boy
in England uses a rubber. And an American inside a bank waits in line, whereas a British waits
in a queue.
8

Ingls 1a srie Volume 1

HOMEWORK : FOCUS ON LANGUAGE 1

Claudio Ripinskas

1. Study the table. Then read the situations and choose the correct answer.

American x British English: Vocabulary Varieties

American English

British English

elevator

lift

faucet

tap

cookies

biscuits

stove

cooker

check

bill

refrigerator

fridge

movie theater

cinema

Ingls 1a srie Volume 1

a) My stepfather Mike is from New York, US. He loves going to the movie theater . His favorite
genres are comedy and thriller.
b) Peter and I were born in London, UK. We live in a small flat downtown. The building is
not high, so it doesnt have a
. We dont like climbing up the
stairs very much.
c) Jeremy is staying with his cousins in California, US. The eldest one asked him this morning,
Would you like some
? and he said, Yes, of course. I prefer
the chocolate ones.
d) Debbie is from Liverpool, England, but now she lives in Florida, US. At the beginning it
was difficult for her to understand some words American people use. In restaurants, for
instance, Americans always ask for the
when they want to
pay for the meal and go home.
e) Tommy is going to get married soon. His American friends wrote to him asking what present
he would prefer: a
or a
.
2. Study the code and break it to discover 5 (five) names of countries where English is an official
language.
$ 

( 

I=

M=

4=

8=

<=
==

%=

)=

J=

N=#

R=?

9=

&=

*=

.=

O=+

S=

:=

'=

+=

L=

3=

7=

;=

a) 
India

#

b)

F)

G)

H)

I)

10

Ingls 1a srie Volume 1

3. Study the chart to understand how to make questions in English.

Yes/No
questions
Information
questions

Yes/No
questions
Information
questions

Question word

Auxiliary verb

Subject

Information
speak any foreign
languages?

-----

Do

you

Why

dont

all the people in

the USA

speak English?

Question word

Verb to be

Subject

Information

-----

Are

you

from Jamaica?

What

is

Canadians
speak?

How old

are

the other
language
your mom and
dad?

Now choose the correct alternative to complete the rules:

a) Yes/No questions begin with

) a question word. (

) a verb.

b) Information questions begin with

) a question word. (

) a verb.

4. Make questions using the following given words. Pay attention to punctuation.
a) Linda/German/does/speak
Does Linda speak German?
b) languages/Peter/do/how many/speak/and/Tom

c) you/why/from California/move/did

d) Monicas husband/French/study/does

e) Steven/how old/Mark/and/are
11

XXX

Ingls 1a srie Volume 1

LITERARY MOMENT
I know nothing more imposing than the view which the Thames offers during the ascent from
the sea to London Bridge. ENGELS, Friedrich. The conditions of the working class in England.

12

Ingls 1a srie Volume 1

?

SITUATED LEARNING 2
INTERCULTURAL STUDIES 1

1. Study the text Youth Ambassadors Program. What is it about? Where was it taken from?

Youth Ambassadors Program

The Youth Ambassadors Program is an initiative of social responsibility of the U.S.

Embassy in Brazil, in partnership with public and private organizations. Among our key
collaborators are the National Council of State Secretaries of Education CONSED, the
Brazilian Ministry of Education MEC, and the large network of U.S.-Brazil Binational
Centers. []
Created in 2002, this program targets Brazilian students who are examples in their
communities in terms of proven leadership, positive attitude, proven social consciousness,
academic excellence, and English language ability.The Programs main goal is to value and
promote the strengthening of public education through these students, transforming them
in models to their colleagues and communities.
The winners of this contest travel in January to a three-week program in the United
States. During the first week, they visit the U.S. Capital andits main landmarks, participate
in meetings in public and private sector organizations, visit schools and social projects,
and take a course on youth protagonism. After that first week in Washington D.C., they
are divided into smallergroups that go to different states in the U.S., where they stay with
host families, attend classes in local high schools and interact with Americans of their same
age, take part in cultural and social responsibility activities in the community and deliver
presentations about Brazil.
The experience of being a Youth Ambassador gives these outstanding students the
opportunity to expand their horizons at the same time as they help us strengthen the ties
of friendship, respect and collaboration between Brazil and the United States.

Disponvel em: <http://www.embaixada-americana.org.br/ya-index.php?action=materia&id=7229&submenu=ya-materia.

php&itemmenu=10>. Acesso em: 17 maio 2013.

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Ingls 1a srie Volume 1

2. Read the text quickly. Where can you find information about:
a) the benefits of the Youth Ambassadors Program to students?

b) when the Program started?

c) the organizations that collaborate with the Program?

d) what Youth Ambassadors do in the USA?

3. Match the ideas in A with the items in B.

A

a) public and private organizations

( ) school, course, classes

b) model students

( ) leadership, social consciousness

c) study

( ) friendship, respect, collaboration

d) relationship with the U.S.A.

( ) Ministry of Education, Binational Centers

4. Now, read the text carefully. Answer the questions in Portuguese.

a) What are the objectives of the Youth Ambassadors Program?

b) What are the requirements to be a Youth Ambassador?

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Ingls 1a srie Volume 1

c) Mention five activities that Youth Ambassadors do in the United States.

5. Study the sentences taken from the text. Complete the gaps.
a) a three-week program

the United States

b) smaller groups that go

different states in the U.S.

c) they stay
d) deliver presentations
e) collaboration

host families
Brazil
Brazil and the United States
15

Ingls 1a srie Volume 1

HOMEWORK : FOCUS ON LANGUAGE 2

1. Go back to the third paragraph of the text in Situated Learning 2, Activity 1. Follow the
instructions.
a) Find in the text the noun for the verb to organize.
organization
b) Find in the text a word in English for concurso.

c) Find in the text the noun for the verb to present.

d) Find in the text a synonym for equal/identical.

e) Find in the text the opposite of before.

f ) Find in the text the noun for the verb to win.

2. Read the text and fill in the gaps with the correct preposition. Refer to the Instant language
section for help.
of
When I first arrived in Australia to learn English, I was afraid (a)
making mistakes
the culture and habits of Australians
or not having friends. I was interested (b)
but, you know, I was alone and I had never been abroad before. My first classes at school
making myself understood, even with my
were cool and I think I succeeded (c)
making conversation
poor English. Now, after two weeks, I guess Im good (d)
starting a good chat with
with all my classmates and I am never, never tired (e)
our own effort!
anybody I meet. Learning a foreign language depends a lot (f )
(Elisa, 15)
3. Study the uses of -ing in the Instant language section. Then read the following sentences and
circle the correct form.
a) Michael would love to travel/traveling to South Africa to learn English.
16

Ingls 1a srie Volume 1

b) Sandra doesnt want to stay/staying away from home for a long time. She is staying in Belize
for only a month.
c) I am looking forward to meet/meeting new people in my intercultural exchange program
in Canada. Im sure it will be exciting.
d) There were lots of options to choose from, but Kelly chose to go/going to the United
Kingdom to learn English.
e) When Betsy has time to travel, she always goes to warm places because she cant stand be/
being in cold places.
4. Complete the sentences with the -ing or the infinitive form of the verbs in parentheses. Refer to
the Instant language section for help.
a) John refused
him very well.

to change

(change) his host family. They were incredible and treated

b) When Carol was away studying German, her family missed

every day.
c) Why did you give up
d) Henry cant afford

(talk) to her

(work) at the International School of Languages?

(study) abroad. He needs a scholarship.

e) If you decide to travel around Germany, I want you to promise

every week.

(call)

LITERARY MOMENT
Be not afraid of greatness: some are born great, some achieve greatness, and some have
greatness thrust upon them. SHAKESPEARE, William. Twelfth night.

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Ingls 1a srie Volume 1

SITUATED LEARNING 3
INTERCULTURAL STUDIES 2

1. Read the text about the Youth Ambassadors program. Answer the questions in Portuguese.

Presenting the 45 public school students representing Brazil in the 2012

Youth Ambassadors Program
So Paulo, October 28, 2011 The U.S. Embassy in Brazil announced today the 45
students from Brazilian public schools who have been selected to participate in the threeweek cultural exchange program, Youth Ambassadors 2012 in the United States.
To celebrate the programs 10th anniversary, the U.S. Embassy and the Department of
State have selected 45 students, ten more than in previous years. Young people representing
26 Brazilian states and the Federal District will participate in the program in January. []
To further celebrate the 10th anniversary of the program, former Brazilian and American
Youth Ambassadors have also been selected to participate as mentors to the 2012 students
during the first part of the exchange program in Washington, D.C.
[]
This year, more than 7,000 students from every Brazilian state competed for placement
in the 2012 program, which involved 64 partner institutions throughout the country. Since
its inception in 2002, 249 public school students have represented Brazil in the United
States as Youth Ambassadors.
The 117 semi-finalists not selected to travel to the U.S. in January 2012 will be invited
by the U.S. Embassy to attend an English language and American culture immersion
course in July 2012.
[]
Disponvel em: <http://www.embaixada-americana.org.br/ya-index.php?action=materia&id=9732&submenu=&itemmenu=10>.
Acesso em: 17 maio 2013.

a) How many Brazilian students were selected to be Youth Ambassadors?

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Ingls 1a srie Volume 1

b) Youth Ambassadors 2012 was also a celebration of the 10th anniversary of the program.
What was done to celebrate the anniversary?

c) How many other Brazilian students were Youth Ambassadors in the past?

d) Who is going to do an immersion course? Why?

2. Work in groups. In Portuguese, discuss the following statement: We relate to each other because
we are similar. We learn from each other because we are different.

3. Complete the following sentences using verbs from the text.

a) The U.S. Embassy in Brazil

today the names of the Youth Ambassadors 2012.

for a position in the program.

b) Thousands of Brazilian students

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Ingls 1a srie Volume 1

c) The 2012 program

dozens of institutions all over the country.

d) Unfortunately, 117 semi-finalists were not

to go to the U.S.
4. Complete the gaps using the present simple or past simple form of the verbs in parentheses.
From
To
Subject

Hi, My name _____ (be) Silvia and I am learning English in Guyana,

South America. I _______ (come) to this country with the help of my family,
and Im enjoying the visit a lot. I __________ (arrive) two weeks ago and at
first it _________ (be) difficult because I _______ (feel) unhappy without
my friends and family near me. But I quickly ________ (make) friends and
people here _______ (be) so nice and friendly. I __________ (study) English
every day and __________ (help) my host family. I _______________ (not
speak) English fluently, but I ________ (want) to learn it. It is a great experience
for me!
Best wishes,
Silvia

5. Read the following sentences. Underline the correct option.

a) Ive been learning English in Guyana since/ago May.
b) The results of the program were announced one week since/ago.
c) I missed my friends and my family during/since the trip.
d) This cultural exchange program started during 10 years/10 years ago.

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Ingls 1a srie Volume 1

HOMEWORK : FOCUS ON LANGUAGE 3

1. Fill in the gaps in the dialogues with the words in the box. They are all taken from the text in
Situated Learning 3, Activity 1.
since during former youth attend immersion
a) Sam: Do you know why English is spoken in India?
Vicky: I dont know... Maybe because India is a former British colony.
b) Tim: Joey, have you and Ann been friends for a long time?
Joey: Yeah, very long,

2001, I think. Our parents are neighbors.

Tim: Really? So you know her well. Hum, does she have a boyfriend?
c) Glenn: Was it your first time in Paris, Sue?
Sue: No, Id been there a couple of times before. My first time in Paris was
the 1990s, when I was a student.
d) Robbie: Id prefer to hire teenagers for this job.
Paul: Why?
Robbie: Because their

gives them energy and enthusiasm to learn the job.

e) Zac: You must be excited about the trip to Japan, Laureen.

Laureen: Yes, I really am but also kind of worried.
Zac: Worried about what?
course, so Ill have lots of classes and

Laureen: You know, its a language

many other activities.

f ) Joe: What are your responsibilities as an exchange student?

school, help with the housework and participate

Laura: Well, I have to

in a sustainability project.
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Ingls 1a srie Volume 1

2. Study the sentences. Match the beginnings of the sentences in column A with the endings in
column B. Refer to the item Linking words in the Instant language section for help.

a)

A
First I reviewed all the activities

B
( ) if you need extra activities.

b)

The car crash was awful!

( ) However, we didnt get any answer.

c)

Have a safe return! Let me know

( ) and then I took the test and did it well.

d)

Talk to your teacher

( ) when you get back home.

e)

We tried to call you several times.

f)

( ) In addition, students learn spoken language

skills very fast.

Intercultural exchange programs are

good opportunities to grow up.
( ) Fortunately, nobody was hurt.

3. Read the e-mail and fill in the gaps with the past simple form of the verbs in parentheses.
From

alextin_44@hit.com

To
Subject

phoebbe_liu@engels.com
intercultural studies

Hi, Phee!
Hope you are well.
My trip to Mexico (a) was

(be) fantastic. I (b)

(come) back home

last Saturday and everybody was really eager to see me. I also (c)

(miss)

them a lot while I was in Guadalajara, so now its time for the family. My cousin Elvis
(call) me yesterday and started talking in Spanish. I (e)

(d)

(get) really happy with myself.

(speak) fluently with him and I (f )

Write me soon.
Take care!
Alex

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Ingls 1a srie Volume 1

4. Read the sentences and circle the correct auxiliary verb.

a) Luke: Do/Did you see Emily at the disco last night?
Adam: No, I dont/didnt. I think she was not around when I got there.
b) The undergraduate students at university dont/doesnt need to leave the campus in order to
have lunch. They can use the university restaurant.
c) When I was a child I dont/didnt use to eat fruit and vegetables, but now I do/did.
d) Why doesnt/dont Becky stay with us? We have a spare room for her at home. It will be nice
to have her in.
e) Michael: How many bottles of fizzy water did/does Alison get at the market?
Hope: About 4 or 5. Why?
Michael: We need a lot more than that. Didnt/Dont you tell her?

LITERARY MOMENT
The best-laid schemes o mice an men gang aft agley. BURNS, Robert. To a mouse.

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Ingls 1a srie Volume 1

?

SITUATED LEARNING 4
AN INTERCULTURAL STUDY PROGRAM IN BRAZIL

1. Imagine the following situation: you work for the Brazilian Embassy in the United States
and have to write in English about our country for their website. You will need to create a
section about the advantages of coming to Brazil to study Portuguese! Think about learning
opportunities, peoples culture, habits, etc. Write a list with your ideas.

2. Now, get into small groups and compare your lists. Organize the ideas into topics and write
them down in the following lines.
PEOPLE

LANGUAGE

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Ingls 1a srie Volume 1

HABITS

TRADITIONS

OTHER

3. First draft: still in groups, compare your notes and put your ideas together to complement the
description. Example:
In Brazil, people are very nice. You can make lots of friends and learn a lot of different things!
Because the country is so big, there are several cultural traditions. In the north, there is a festival
called bumba meu boi or boi-bumb.

draft = rascunho

Write your draft in the lines that follow. Then ask your teacher to check it!

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Ingls 1a srie Volume 1

4. Editing: can you correct the mistakes your teacher indicated? Are there any other changes you
can make to improve your text?
5. Now produce the final version of your text. Remember that it should look like a web page! Use
illustrations or photos from your city and from Brazil. After your text is finished, show it to your
classmates or have a school exhibition.

An intercultural study program In Brazil

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Ingls 1a srie Volume 1

LEARN MORE
Para aprender mais sobre os contedos do primeiro tema (English around the world: cultural
interactions), sugerimos uma lista de msicas (songs), sites e filmes (films) com os quais voc pode
ampliar suas oportunidades de aprender ingls.
Songs
Para encontrar as letras das msicas sugeridas, basta escrever o ttulo, o nome do artista e a
palavra lyrics em seu site de busca preferido.
t

Englishman in New York (Sting, 1987).
t

Beautiful day (U2, 2000).
t

Orinoco flow (Enya, 1988).
Sites
t


4PCSF
DVMUVSB
F
MOHVB
JOHMFTB
BDFTTF
P
QPSUBM
Lngua Estrangeira <http://www.lingua
estrangeira.pro.br>. Acesso em: 17 maio 2013.
t


1BSB
JOGPSNBFT
HFSBJT
TPCSF
QBTFT
FN
RVF
TF
GBMB
B
MOHVB
JOHMFTB
BDFTTF
IUUQ
en.wikipedia.org/wiki/List_of_countries_where_English_is_an_official_language>.
Acesso em: 17 maio 2013.
t


1BSB
JOGPSNBFT
TPCSF
B
MOHVB
JOHMFTB
QSPOODJB
IJTUSJB

WPD
QPEF
DPOTVMUBS
B
QHJna English Made in Brazil <http://www.sk.com.br>. Acesso em: 17 maio 2013.
Films
t


Espangls (Spanglish). Direo: James L. Brooks. EUA, 2004. 131 min. Comdia. 12
anos. Trata das dificuldades de comunicao e do conflito cultural entre uma recm-chegada
aos EUA, falante do espanhol, e seu patro, um estadunidense vivido por Adam Sandler. Esta
comdia oferece muitas passagens interessantes para refletir sobre a comunicao entre falantes
de lnguas diferentes e a possibilidade de intercompreenso.
t


O terminal (The terminal). Direo: Steven Spielberg. EUA, 2004. 129 min. Comdia. 12
anos. Neste misto de drama e comdia, Tom Hanks um europeu que mora em um pas
fictcio na Europa oriental e fala uma lngua estranha. Ao viajar para os EUA, sem falar ingls, vive a situao incmoda de ter de morar em um aeroporto, em virtude de problemas
com sua entrada no pas. Voc pode fazer boas reflexes sobre como podemos (e tentamos)
nos comunicar mesmo sem falar fluentemente uma lngua estrangeira.
27

Ingls 1a srie Volume 1

THEME 2
NEWSPAPERS PART 1
?

SITUATED LEARNING 5
NEWS AND NEWSPAPER SECTIONS

1. Newspapers online or printed are organized in different sections. Below you have the names, in
English, of some of these sections. Get together in groups, leaf through a local printed newspaper
(written in Portuguese) and see if you can find the corresponding sections in it. Then answer: Are
there any other sections in the newspaper you analyzed whose names are not on the list?

Front page

Classifieds: jobs
Science & technology

Classifieds: real estate

Classifieds: autos

Local news

Sports

Letters to editors
Editorial

World news

NEWSPAPER

Entertainment

Economy

2. Now decide which newspaper section listed in Activity 1 you should read in order to find:
a) the main news articles in a newspaper
b) market and economic trends
c) the newspaper opinion on a recent debate
d) readers opinions on a recent debate
e) cars for sale
28

Ingls 1a srie Volume 1

f ) houses/apartments to let or for sale

g) job offers
h) an accident involving a bus and a truck on a local highway
i) a diplomatic agreement between two foreign countries
j) the result of a soccer match
k) a movie review and the movie theater where the film is playing
l) recent research on DNA sequencing
3. Study the following sentences. Notice the use of the relative pronouns. Can you infer the rule?
who/that
a) An anchor is a person ________________
presents TV news programs.
where
b) A newsstand is the place ________________
you can buy newspapers.
which/that
c) The weather forecast is the newspaper content ________________
you read to know
whether it will rain or not.
when
d) Early morning is the time ________________
newspapers are distributed.
4. The following text is an interview published in a local Miami newspaper about Vitor Costa, 20
years old, a Brazilian waiter working in a well-known restaurant in the city. Read it and then do
the activities.
Reporter: You speak English very well. How long have you been in the USA?
Vitor: Ive been here for almost 2 years. Ive got a scholarship and Im taking a course in hotel
administration at Johnson & Wales University. I got this summertime job to make some money.
Reporter: Where exactly are you from, in Brazil?
Vitor: Im from a small town in So Paulo state, Southeastern region. I studied in a public
state school and attended a one-year English course at CEL Centro de Estudos de Lnguas ,
which is a language center for public school students in So Paulo. Also I took part in a Program
created by the U.S. Embassy in Brazil in 2002, called Youth Ambassadors. I was one of the
winners in 2009 and I had the opportunity to come to the U.S. for a three-week stay with a host
family. We visited Washington, D.C. and the White House.
Reporter: And why did you decide to come back to study here?
Vitor: I wanted to go on improving my English and make my dream come true: I want to be an
international chef and open my own restaurant here in the U.S.
Reporter: And you will, for sure! Good luck!
Vitor: Thank you!
29

Ingls 1a srie Volume 1

I. In what newspaper section would you probably find this interview? Circle the correct alternative.
a) Science & technology.

b) Sports.

c) Local news.

d) Classifieds.

II. Mark the alternative that is not true about Vitor.

a) He studied at a state school in Brazil.
b) He comes from a small town in So Paulo state.
c) His dream is to become an international chef.
d) Although he has been in the U.S. for 2 years, he doesnt speak English very well.
III. Discuss with your colleagues: Is it a good idea to have an experience abroad? Why?
5. Based on the information presented in the interview, complete the following report.
Miami News talked to Brazilian student Vitor Costa. Vitor is _________ years old and he is taking
a course in ___________ at ____________ University. He comes from a _________ in the state
of ___________, in the _____________ region of Brazil. This is not his first time in the U.S.
In ______ he came to the United States as a Youth Ambassador. He stayed with a _________
family for _________ weeks. He had the opportunity to visit _________, D.C. and the
________________.
He told Miami News that he had decided to come ____________ to the United States because he
wanted to go on ___________ his English and make __________ dream come _________: to
become an _________________ ___________ and open his ______ restaurant. At present, he
is working as a __________________ to make some ______________ during his summer break.
6. Discuss the following questions with your colleagues:
a) Is it common for a university student in Brazil to take holiday jobs? What kind of job are they?
b) Have you ever had a summertime job? What kind?
c) Do you get some pocket money to do small jobs at home for your familiy? Or is it part of
your obligations?
30

Ingls 1a srie Volume 1

HOMEWORK: FOCUS ON LANGUAGE 5

1. Circle the correct option to complete the sentences.
a) A traffic warden is someone who/where makes sure that cars drive correctly in the streets
and are not parked who/where they should not be.
b) The painting which/when was stolen is worth $1,000,000!
c) The 7th of September is the day who/when we celebrate Brazilian independence.
d) John was offered two jobs. He took the one which/where is closer to his house.
e) Look over there! Isnt that the actress who/when played the captains girl in the movie we
saw last night?
2. Put the two sentences together using who/that or which/that. Follow the example.
a) They chose the magazines. They wanted to read the magazines.
They chose the magazines which/that they wanted to read.
b) We ate the cake. Jane made the cake.

c) She is the Portuguese teacher. She will teach our class next year.

d) He is that teen singer of Ya-all. The girls in our school love him.

e) Im writing a paper on the history of Krenak indians in Brazil. I have to hand in the paper
on the history of Krenak indians in Brazil tomorrow.

f ) I saw a strange woman. The strange woman tried to sell her cell phone to me.
31

Ingls 1a srie Volume 1

3. Complete these two news articles with when, where, that, who or which.
Several people were seriously injured this morning
a truck

(a)

(b) was carrying concrete poles skidded and

hit four cars. The accident on Highway 5 caused a huge traffic jam and people
(c) were in their cars traveling to work were held there for
over two hours. Ambulances could not reach the site

(d) the

accident happened, so a helicopter was used to transport the paramedics.

The police are after four suspects

(e) stole jewels and

money from the National Bank. The robbery happened between 2 and 2:15 a.m.
(f ) the noise of an explosion was heard in a disco near the
bank.

LITERARY MOMENT
It is because humanity has never known where it was going that it has been able to find
its way. WILDE, Oscar. Intentions.

32

Ingls 1a srie Volume 1

SITUATED LEARNING 6
FINDING WHAT YOU NEED

1. The following texts were taken from a newspaper. Read them quickly and answer in English:
Which newspaper section each text was taken from?

TEXT A

TEXT B

Kancil 850 EZ, 2001 model. Metallic gold.

Single owner. Used by pensioner. New paint
work. Reasonable price. 8543-20918.

Apart at Bandar Botanic 900sf, 3r 2b, Brand

New and Vacant. Quality built by Gamuda. 1
Allocated car park. 9843-1234.

Nissan Cefiro 3.0 Sedan (yr 2002), Lady

owner, good condition, low mil, regist numb
TAC 13. 2348-50493.

Hse to let 3 bd, 2 ba, bonus rm, laundry,

fenced yd, AC, stove/fridge. $800/mo + dep.
541-977-3302. NO PETS!

CHEVY Silverado, 2004, 1500 4x4 w/ ext

cab, excel. $18,900. Call 503-432-12.

3 BD, 2 BA hse 1700 sqft +/-, close to

schools, pets OK, fenced & landscaped back
yd. $850/mo. 541-788-9027.

FORD - Escort LX, 1991. 4 cyl., low mil,

runs great. Good, no dents. $950 cash. 433210349.

Single Hse for sale Taman District 3+1

rooms 1 Bath+1Toilet 2 min to Silk Highway
5 min to KTM Commute. 524-30980.

SATURN - SL2, 1992, AUTO, all power, AC,

nice running cond., w/ radio&CD player.
$1900 cash. 503-266-7625.

WARM AND COZY 2 bd, 1 ba w/fireplace,

lg fenced yd, animals OK w/deposit. $675/mo.
Call Victoria 475-7953.

2. The texts that follow are extended versions of two of the ads in Activity 1. Which ones?
a) I am the owner of a house and would like to let it. It is a comfortable house, with central
air conditioning. There are three bedrooms, two bathrooms and a bonus room where a
studio can be set up. There is also a laundry, and the kitchen is equipped with a stove and
a fridge. The yard is fenced, so the house is isolated and safe. The only restriction I make
concerns pets they are not allowed. The rent is $800 per month, and you will be asked to
make an initial deposit. If you are interested, you can call me at 541-977-3302.
b) I am interested in selling my car. It is a vehicle called Chevy Silverado, with an extended
cabin. It is a 2004 model with a 1500 engine. It has traction on the four wheels. It is in
excellent condition and I am selling it for only $18,900. If you are interested, you can call
me at 503-432-12.
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Ingls 1a srie Volume 1

3. Compare the extended texts in Activity 2 and the ads in Activity 1. Tick ( ) the correct option to
complete the following table.
Extended versions

Ads

Have longer sentences

Have abbreviations
Present key information only (i.e., are concise texts)
Present information and also opinions and explanations
Now answer in Portuguese: Why do ads have these characteristics?

4. Read the texts in Activity 1 again and figure out what the following abbreviations stand for:
a) yr 2002

f ) w/ radio&CD player

b) low mil

g) 1700 sqft +/-

c) regist numb

h) 2 min

d) 4 cyl

i) w/fireplace

e) running cond

j) lg fenced yd

5. Crop (shorten) the text to write an ad. Remember to use abbreviations!

I have an apartment and I would like to sell it. It is a small but comfortable place, within
5 minutes distance from the city center. It has two bedrooms with built-in wardrobes, one
bathroom and a toilet. The kitchen is equipped with a stove, a fridge and a freezer. I am selling
it for $80,000 and I accept a 2006 car as part of the payment. If you are interested, you can call
me at 9757-4302.

6. Now think of something you would like to sell. Write an ad and then pass it around the class to
see if your friends can understand it!

34

Ingls 1a srie Volume 1

HOMEWORK: FOCUS ON LANGUAGE 6

1. Read the tips. Then match the numbers on the left to how they are spoken on the right. Finally,
practice saying these numbers.

Tip 1: Telephone numbers are usually read one by one.

0 = zero or oh.
Twice the same number = double + number (33 = double three).
Tip 2: Addresses and years are usually read in two halves (1545 = fifteen forty-five).
Tip 3: Dates are usually month + day + year (March 20th, 1919 = 3/20/1919).

a)

Call 553-0122

( ) two million, four hundred and fifty thousand, nine hundred

and eighty-seven

b)

Call 543-0098

( ) seven sixty-eight

c)

3513 Park Avenue

( ) April the fifth, nineteen eighty-seven

d)

768 Spike Lane

( ) five four three double oh nine eight

e)

4/5/1987

( ) thirty-five thirteen

f)

5/4/1878

( ) one hundred and fifty thousand, three hundred and twenty

g)

150,320

( ) double five three oh one double two

h)

2,450,987

( ) May the fourth, eighteen seventy-eight

35

Ingls 1a srie Volume 1

Claudio Ripinskas

2. Find the words to label the parts of the house.

(b)

(c)

(a)

(g)

(e)

(d)

C
K
Z
E
D
J
P
Y
W
R
C
A
M

W
I
Q
A
Z
U
L
J
S
F
D
S
N

(f )

A
T
T
I
C
K
M
B
C
V
T
D
B

F
C
E
Q
N
I
L
A
U
N
D
R
Y

G
H
R
X
H
L
U
T
R
N
B
F
A

H
E
T
S
Y
O
R
H
F
Y
H
G
R

LITERARY MOMENT
Tyger, Tyger, burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?
BLAKE, William. Songs of experience.
36

J
N
G
W
B
E
D
R
O
O
M
H
D

K
X
B
C
M
P
B
O
Z
P
N
Q
V

L
I
V
I
N
G
R
O
O
M
P
K
C

O
V
X
W
Z
B
J
M
S
E
G
L
P

Ingls 1a srie Volume 1

?

SITUATED LEARNING 7
NEWSPAPER READERS

1. In a news article entitled Women: go back to where you belong, published in the Opinion
section of a newspaper, the columnist firmly stood up for his argument that violence among
teenagers is a domestic problem, and the solution for it can only be achieved if women take
over their role as mothers and caretakers who stay at home educating their children instead of
competing against men in a game that both sides are fated to lose. After reading this article, two
readers sent letters to the newspaper.
Read the following letters and answer: Who supports the ideas presented by the author? Who is
against them? What evidence in both texts helped your answer?

To the editor
I want to congratulate you for publishing such an insightful article. It is time we went
back to traditional values, and it seems that, on account of what is politically correct,
people have been hiding the truth about what has been making our society fall apart. I
totally agree with every single line I read and I want to say it loud and clear.
Johanne Sushbeck, 40

To the editor
When I read the article Women: go back to where you belong, I was totally shocked.
In a society which is struggling hard to guarantee and protect the rights not only of women
but also of several minority groups or maybe I should call them priority groups , it is
outrageous to find people who still think like this. It was a shame to see that all the gains in
the field of social democracy and equity were totally disregarded by the author.
Kean Smashfield, 53

2. Read the letters to the editor again and answer in Portuguese:

a) Kean Smashfield suggests an alternative term for minority groups. What is it? Why do you
think he makes this suggestion?

37

Ingls 1a srie Volume 1

b) Johanne Sushbeck calls for a return to traditional values. What do you think these values are?

HOMEWORK: FOCUS ON LANGUAGE 7

1. Study the following sentences. Then copy them in the correct place in the table.
I couldnt agree with you more.

Id say the exact opposite.

Thats so true.

Thats not always true.

I dont think so.

Youre absolutely right.

Thats exactly what I think.

Im afraid I disagree with you.

I agree with you 100 percent.

I have a different opinion!

Expressing agreement

Expressing disagreement

38

Ingls 1a srie Volume 1

2. Read the following statements. Do you agree or disagree with each of them? Use sentences from
Activity 1 to express your opinion.
In my opinion, men
and women have similar
social roles and should
have the same rights.

If you want my honest

opinion, I think people
should only get a driving
license when they are 21.

The way I see it,

men tend to be more
successful than women
in their professional life!

As far as Im concerned,
a 16-year-old person is
responsible enough to
drive!

I believe television is just

like a drug. The more
you watch it, the more
addicted you become.

If you ask me, I think

television is great not only for
entertainment but also for
educational purposes!
39

Ingls 1a srie Volume 1

3. The following sentences have factual mistakes. Follow the example to correct them.
a) Pedro lvares Cabral discovered America.
Pedro lvares Cabral didnt discover America. He discovered Brazil.
b) The Berlin Wall came down in 1998.

c) The first atomic bomb exploded during World War I.

d) The First Industrial Revolution took place in Germany.

e) Shakespeare wrote Great expectations.

LITERARY MOMENT
Every generation laughs at the old fashions, but follows religiously the new. THOREAU,
Henry David. Walden.

40

Ingls 1a srie Volume 1

SITUATED LEARNING 8
HEADLINES

1. Read the following headlines and decide which newspaper section they were taken from. Write
P for Politics, S for Sports, IN for International News and LN for Local News.
( ) President intervenes to cease commotion.
( ) 9 indicted for human trafficking in China.
( ) Two killed in chemical explosion downtown.
( ) High-altitude ban stays in football.
( ) Celtics win 7th straight.
( ) 17 UN staffers killed in Algiers bombings.
( ) False doctor gets 30 years for running illegal pharmacy.
2. Read the headlines in Activity 1 again paying attention to how they are written. Decide whether
the following statements are true (T) or false (F).
Headlines
( ) are concise and direct.
( ) include extra adjectives and adverbs to characterize the news story.
( ) are written in the present.
( ) bring only enough information to give an impression of the entire story.
( ) bring details about the news story.
( ) always bring the full name of the people they refer to.
3. Study how the following facts became news and then headlines.
Fact: Two people were killed in a chemical explosion that occurred downtown last night.
News: Two people are killed in a chemical explosion downtown.
Headline: Two killed in chemical explosion downtown.

Fact: The Celtics won the seventh game in a row on Sunday.

News: The Celtics win the seventh game in a row.
Headline: Celtics win 7th straight.
41

Ingls 1a srie Volume 1

Now match the beginning of the sentences to their endings to find the explanations:
(a) The fact is in the

( ) present (reduced passive or active) with only key information.

(b) The news is in the

( ) past tense (passive or active) because it is about something

that has already happened.
( ) present (passive or active) to emphasize the relevance of the
fact as an updated piece of news.

(c) The headline is in the

4. Language study: passive voice x active voice.

a) Study these pairs of sentences.
Somebody KILLED two teenagers last night. (past, active)
Two teenagers WERE KILLED last night. (past, passive)
They MAKE paper out of wood. (present, active)
Paper IS MADE out of wood. (present, passive)
The man IS BUILDING a house. (present continuous, active)
A house IS BEING BUILT. (present continuous, passive)
They WILL DISCUSS this topic in the staff meeting. (future, active)
This topic WILL BE DISCUSSED in the staff meeting. (future, passive)
b) Now tick the correct options to complete the rules.
The passive voice is formed by:
the auxiliary verb

(
(

) to be
) to have

) to do

the main verb in the

( ) infinitive.
( ) gerund.
(

In the passive voice, the verb tense is indicated by the:

(
(

) past participle.

) auxiliary verb.
) main verb.

c) Go back to the headlines in Activity 1. Which ones are in the passive voice? Which ones are
in the active voice? Why?

42

Ingls 1a srie Volume 1

HOMEWORK: FOCUS ON LANGUAGE 8

1. Passive or active? Choose the correct option to complete the sentences.

a) The song Imagine was written/wrote by John Lennon.
b) Several people were seen/saw the accident.
c) English is spoken/speaks in several countries.
d) These electronic devices are made/make in India.
e) VW is manufactured/manufactures cars in different countries.
f ) They have been sold/have sold all the tickets for the show.
g) Brian has been sent/has sent 1,000 letters to the Congress.
2. Fill in the blanks with the correct form of the verbs in parentheses. Use the passive voice.
(kill) in the accident yesterday.

a) Six people
b) The telephone

(invent) by Alexander Graham Bell.

c) Ten houses

(build) by this company everyday.

d) This product

(use) for cleaning silver.

e) Two accidents

(cause) by drunken drivers since last Tuesday.

f ) Only one theft

(report) in the school since last year.

g) In 2002 the graduation ceremony and the party

(organize) by all the students in class.
h) We dont have a coach, so the school soccer team
(train) by a volunteer for the time being.
(send) tomorrow.

i) The recommendations
43

Ingls 1a srie Volume 1

3. Use the verbs in the box to complete this news story.

were sheltered

has announced
had to leave

are sending
increased

Millions of reais worth of damage in the South of Brazil

Due to prolonged rain in Santa

in schools and government buildings.

Catarina, the level of water in several

People from other regions of the country

rivers

(a), causing

(d) food and

floods in both small and big cities in the

clothes to help, and the federal government

last two weeks. Thousands of families

(e)

(b) their homes and

the provision of financial aid to three hundred

(c)

municipalities.

LITERARY MOMENT

It is never too late to give up our prejudices. THOREAU, Henry David. Walden.

44

Ingls 1a srie Volume 1

SITUATED LEARNING 9
HEADLINES FOR A CLASS OR SCHOOL NEWSPAPER

1. You will now write headlines for the front page of a class or school newspaper. Follow steps a)
to c).
a) Class work Part A:
t
EFDJEF
BT
B
HSPVQ
JG
ZPV
XJMM
XSJUF
B
DMBTT
OFXTQBQFS
PS
B
TDIPPM
OFXTQBQFS

t
CSBJOTUPSN
JEFBT
DPODFSOJOH
SFDFOU
FWFOUT
UIBU
DBO
CFDPNF
OFXT
GPS
UIF
OFXTQBQFS

t
PSHBOJ[F
UIFTF
FWFOUT
BDDPSEJOH
UP
UIF
TFDUJPOT
UIFZ
CFMPOH
Sports, Entertainment, Local
news, among others).

45

Ingls 1a srie Volume 1

b) Group work:
t
HFU
EJWJEFE
JO
HSPVQT
PG
GPVS
t
EJTUSJCVUF
UIF
FWFOUT
ZPV
EJTDVTTFE
JO
i$MBTT
XPSL
o
1BSU
"w
BNPOH
UIF
HSPVQT
UP
BWPJE

repetition each group should get a different event;
t
XSJUF
UIF
IFBEMJOF
BDDPSEJOH
UP
UIF
DIBSBDUFSJTUJDT
PG
UIJT
HFOSF
TUVEJFE
JO
UIF
QSFWJPVT

Situated Learning sections;
t
TXBQ
IFBEMJOFT
XJUI
BOPUIFS
HSPVQ
UP
DPSSFDU
BOE
FEJU
ZPVS
UFYU

c) Class work Part B:

t
IPME
BO
FEJUPSJBM
NFFUJOH
UP
EFDJEF
PO
UIF
EJTUSJCVUJPO
PG
UIF
IFBEMJOFT
PO
UIF
GSPOU
QBHF
PG

your newspaper. Your teacher or one of the students should be the editor in chief, the
professional in charge of organizing the meeting;
t
VTF
UIF
CMBOL
QBHF
UIBU
GPMMPXT
UP
UBLF
OPUFT
BOE
UP
XSJUF
B
ESBGU
PG
ZPVS
OFXTQBQFS
GSPOU

page;
t
PQUJPOBM
DIPPTF
B
OBNF
GPS
ZPVS
DMBTT
PS
TDIPPM
OFXTQBQFS
BOE
QVU
BMM
UIF
IFBEMJOFT
UPHFUIFS

in a facsimile of the front page! You may do it on the computer and then print copies
of the front page or you may use kraft paper (wrapping paper) and produce one single
large-sized front page of your newspaper!
46

Ingls 1a srie Volume 1

Draft

47

Ingls 1a srie Volume 1

LEARN MORE
Para aprender mais sobre os contedos do segundo tema (Newspaper Part I), sugerimos
uma lista de msicas (songs), sites e filmes (films) com os quais voc pode ampliar suas
oportunidades de aprender ingls.
Songs
Para encontrar as letras das msicas sugeridas, basta escrever o ttulo, o nome do artista e a
palavra lyrics em seu site preferido de busca na internet. As msicas a seguir esto ligadas ao tema
notcias, no necessariamente a jornais, e podem gerar boas discusses.
t

The news (Jack Johnson, 2001)

t

No news is good news (New Found Glory, 2004)

t

Sunday, bloody Sunday (U2, 1983)

Sites
No site BBC Learn English <http://bbc.co.uk/worldservice/learningenglish> (acesso em:
20 maio 2013), possvel selecionar notcias, artigos ou entrevistas em verses adaptadas, na
seo News English, e para cada notcia selecionada h um pequeno glossrio. possvel ouvir
no s a notcia ou o artigo, mas tambm as palavras do glossrio. Alm desses recursos, voc
encontra ainda atividades com vocabulrio e gramtica, testes de conhecimento, vdeos e at
uma pequena novela chamada The flatmates.
A seguir esto os sites oficiais de algumas redes de televiso:
t

CNN <http://edition.cnn.com> (acesso em: 20 maio 2013) a verso deste site com notcias estritamente estadunidenses acessada por um link na prpria pgina.

t

Fox News <http://www.foxnews.com> (acesso em: 20 maio 2013) apresenta tanto notcias
estadunidenses como internacionais.
Alguns sites de jornais em lngua inglesa:

t

The Independent <http://www.theindependent.com> (acesso em: 20 maio 2013); The New

York Times <http://www.nytimes.com/> (acesso em: 20 maio 2013) e The Guardian <http://
www.guardian.co.uk> (acesso em: 20 maio 2013).

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Ingls 1a srie Volume 1

Films
t

Homem-Aranha (Spiderman). Direo: Sam Raimi. EUA, 2002. 121 min. Aventura. Livre.

t

Homem-Aranha 2 (Spiderman 2). Direo: Sam Raimi. EUA, 2004. 127 min. Aventura. Livre.

t

Homem-Aranha 3 (Spiderman 3). Direo: Sam Raimi. EUA, 2007. 139 min. Aventura. 12 anos.
No primeiro filme da trilogia Homem-Aranha, Peter Parker, ainda adolescente, descobre
que adquiriu poderes semelhantes aos de uma aranha. Quando sai da escola, acaba trabalhando como fotgrafo freelancer para um dos jornais da cidade, The Daily Bugle. No segundo filme, Parker j um jovem em incio de carreira, tentando conciliar o trabalho temporrio como entregador de pizza com o trabalho no jornal, a faculdade e as vrias tarefas de
um super-heri. Nesse filme, h vrias cenas que envolvem a rotina de um jornal, assim
como no ltimo filme da srie, Homem-Aranha 3. Neste h ainda uma disputa por cargos
entre Parker e Eddie Brock dentro do jornal.

t

O preo de uma verdade (Shattered glass). Direo: Billy Ray. Canad/Estados Unidos, 2003.
95 min. Drama. 14 anos. Este filme baseado em fatos reais e conta a histria do jornalista
Stephen Glass, que trabalhou por trs anos na revista The New Republic. Aos 20 anos de
idade, Glass j era considerado um dos principais jornalistas de seu pas graas aos seus escritos. Surge ento um grande problema, quando se descobre que aquilo que ele escrevia era
completa ou parcialmente inventado.

t

Uma vida em sete dias (Life or something like it). Direo: Stephen Herek. EUA, 2002.
104 min. Comdia romntica. Livre. O filme conta a histria de uma reprter que sonha ser
ncora de jornal, tornando-se assim uma workaholic. No entanto, uma inesperada previso
a far mudar sua forma de encarar a vida.

t

Nunca fui beijada (Never been kissed). Direo: Raja Gosnell. EUA, 1999. 107 min. Comdia romntica. 12 anos. Comdia na qual uma jovem jornalista (Drew Barrymore) em
incio de carreira tem a oportunidade de tornar-se reprter fazendo uma matria sobre o que
est na moda entre os jovens do Ensino Mdio. Para isso, ela se disfara de estudante e se
matricula novamente na escola que frequentou.

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Ingls 1a srie Volume 1

LEARN TO LEARN
Using a bilingual dictionary
Agora voc vai aprender um pouco mais sobre como usar o dicionrio para estudar ingls.
Material necessrio: vamos precisar de um dicionrio bilngue (ingls-portugus-ingls).
Obs.: se voc no tiver um dicionrio, use o da biblioteca da sua escola ou pea um emprestado a um colega ou parente.
1. Um verbete de dicionrio contm vrias informaes, alm dos significados de uma palavra: a classe gramatical qual a palavra pertence, os diferentes contextos de uso e as formas
flexionadas, entre outras. Estude os verbetes a seguir.
work /w:rk/ 1 s [no contvel] trabalho: to go to work ir para o trabalho 2 s obra: the
complete works of Dante as obras completas de Dante 3 vi (pret, pp worked) trabalhar:
to work as a clerk trabalhar como balconista 4 vi (mec) funcionar: the watch isnt working o
relgio no est funcionando 5 adj working de trabalho: working hours horrio de trabalho.

trabalho sm 1 work: trabalho pesado hard work 2 (emprego) job: tenho dois trabalhos I have two jobs trabalho bem pago well-paid job 3 (na escola) assignment,
project: fazer um trabalho de Histria to do a History assignment/project.
Agora, decida se as afirmaes a seguir so verdadeiras ou falsas. Corrija as afirmaes falsas.
a) A palavra work s pode ser usada como verbo em ingls.

b) Worked pode ser o pretrito e o particpio passado do verbo work.

c) A frase He has two works equivale, em portugus, a Ele tem dois trabalhos.

d) Em ingls, a palavra equivalente a trabalho no contexto escolar diferente da palavra trabalho no sentido de emprego.
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Ingls 1a srie Volume 1

2. As variantes lingusticas dominantes do ingls (o ingls estadunidense e o ingls britnico)

tambm aparecem indicadas em vrios dicionrios. Estude os verbetes a seguir.
taxi /tksi/ 1 s (tb taxicab, esp USA cab) txi 2 vi (part pres taxiing) (Aeronut) taxiar.

apartment /partmnt/ (GB tb flat) s apartamento.

Agora, complete:
Na variante estadunidense, a palavra em ingls equivalente a txi

Na variante britnica, a palavra em ingls equivalente a apartamento

3. Explore o dicionrio. Procure as palavras indicadas a seguir e responda s perguntas:

a) Procure a palavra checkers. O que ela significa? H alguma indicao sobre a qual variante do ingls ela pertence?

b) Procure a palavra move. Ela varia de classe gramatical? H contextos de uso diferentes
para essa palavra?

Think about it!

Voc conhece palavras ou expresses que tm sentidos diferentes no portugus falado no Brasil e no
portugus falado em Portugal?

51

Ingls 1a srie Volume 1

Getting to know different kinds of dictionary

Agora voc vai aprender um pouco mais sobre diferentes tipos de dicionrio. Ao conhec-los,
voc poder encontrar aquele que melhor atende a suas necessidades de estudo!
4. Relacione os tipos de dicionrio a seguir com suas definies:
a) bilingual dictionary

e) crossword dictionary

b) pocket dictionary

f ) rhyming dictionary

c) thesaurus

g) etymological dictionary

d) monolingual dictionary
( ) A kind of dictionary that is small and portable; it is designed to be carried around. Also
called mini-dictionary.
( ) A kind of dictionary that uses the same language for the words and their definitions.
( ) A kind of dictionary in which words are grouped together by their end sounds. When
two words end with the same sound, they rhyme. It is used more frequently in poetry
than in prose.
( ) A kind of dictionary that brings words in two languages. Each language is grouped
alphabetically in separate halves of the book, with translations into the other language.
( ) A kind of dictionary that organizes words by categories and concepts, so synonyms and
near-synonyms will be grouped together.
( ) A kind of dictionary that traces the development of a word over time, giving historical
examples to show changes.
( ) A kind of dictionary that has words grouped together by the number of letters in them to
help people find words of a certain length to complete their crossword puzzles.
Resposta da questo 4: b; d; f; a; c; g; e.

5. Agora leia os verbetes de dicionrio a seguir e identifique o tipo de dicionrio a que eles
pertencem:
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Ingls 1a srie Volume 1

a) dictionary n (pl aries) 1. a book that

consists of an alphabetical list of words
with their meanings.

b) dictionary from Medieval Latin dictionarium,

collection of words and phrases; from
Classical Latin dictionarius, of words; from
Classical Latin dictio, word; probably first
English use in the title of a book was in Sir
Thomas Elyots Latin Dictionary (1538).

c) dictionary sm dicionrio, vocabulrio,

glossrio.

d) d_ _ t_ _ _a_ _ (10 letters) DEATH

CHAIR/DEATH TRAPS/DENTAL
CARE/DEUTOPLASM/DICTIONARY/
DIETICIANS/DIETITIANS/
DISTILLATE.
e) dictionary revolutionary, commentary,
extemporary, nonmilitary.

f ) dictionary synonyms: lexicon, wordbook;

related words: glossary, thesaurus,
vocabulary.

6. Escolha uma palavra em ingls e pesquise-a em cada um dos sites a seguir. Veja quantas coisas voc pode aprender cruzando as informaes encontradas nos diferentes dicionrios!
53

Ingls 1a srie Volume 1

H vrios dicionrios on-line gratuitos, alm dos sugeridos a seguir. Faa sua
prpria busca usando as palavras free + online + dictionary e encontre aquele que
voc acha mais completo ou mais fcil de utilizar!
t
%JDJPOSJP
CJMOHVF
o
JOHMTQPSUVHVT
IUUQNJDIBFMJTVPMDPNCSNPEFSOPJOHMFT
index.php>. Acesso em: 20 maio 2013.
t
Thesaurus: <http://thesaurus.com/>. Acesso em: 20 maio 2013.
t
%JDJPOSJP
NPOPMOHVF
IUUQXXXMEPDFPOMJOFDPN
"DFTTP
FN

NBJP

t
%JDJPOSJP
FUJNPMHJDP
IUUQXXXFUZNPOMJOFDPN
"DFTTP
FN

NBJP


Think about it!

Nesta seo, voc acabou de conhecer alguns tipos de dicionrio disponveis para o
estudo da lngua inglesa. Voc conhece dicionrios semelhantes em lngua portuguesa?

54

Ingls 1a srie Volume 1

VOCABULARY LOG
Aqui voc vai registrar o vocabulrio que aprendeu nas Situated Learning 1, 2, 3, 5, 6, 7 e 8.
Escolha duas palavras ou expresses de cada situao e escreva cada uma delas no campo 1 (My word
or expression). No campo 2 (Definition or translation), voc anota uma definio ou traduo para a
palavra. Depois, no campo 3 (Association, example or picture), escreva algo ligado primeira palavra
ou d um exemplo; voc tambm pode fazer uma ilustrao nesse espao. No campo 4 (Sentence
from the text), voc anota a frase em que a palavra apareceu no Caderno.
Situated Learning 1

Sentence
from the text

Situated Learning 1

Sentence
from the text

Situated Learning 2

Sentence
from the text

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Ingls 1a srie Volume 1

Situated Learning 2

Sentence
from the text

Situated Learning 3

Sentence
from the text

Situated Learning 3

Sentence
from the text

Situated Learning 5

Sentence
from the text

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Ingls 1a srie Volume 1

Situated Learning 5

Sentence
from the text

Situated Learning 6

Sentence
from the text

Situated Learning 6

Sentence
from the text

Situated Learning 7

Sentence
from the text

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Ingls 1a srie Volume 1

Situated Learning 7

Sentence
from the text

Situated Learning 8

Sentence
from the text

Situated Learning 8

Sentence
from the text

58

Ingls 1a srie Volume 1

INSTANT LANGUAGE
Nesta seo de seu Caderno, voc encontra alguns contedos lingusticos sistematizados em
tabelas para auxili-lo em seu trajeto de aprendizagem da lngua inglesa. Voc pode usar essas tabelas
como um material de referncia e consult-las mesmo quando estiver utilizando outros volumes e
at estudando em outras sries do Ensino Mdio!

Some uses of -ING forms in English

Progressive form of verbs:
Verbs after prepositions:

You are working very hard.

She is thinking about taking a trip to Germany.
She looks forward to meeting you.

Adjective:
Noun:

Jamaica is an English-speaking country.

Swimming is good for your health.

Most verbs are followed by infinitives

She wants to go home.

Some verbs are followed by -ING

I enjoy travelling.

He promised to talk to you.

She has given up smoking.

I need to see you.

They couldnt help crying.

They chose to travel by train.

I cant stand listening to punk music.

She refused to see the doctor.

She feels like dancing.

They cant afford to buy a new house.

They wont mind explaining the situation again.

I miss talking to you.

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Ingls 1a srie Volume 1

Some verbs can be followed by -ING or infinitives with no

significant difference in meaning
She loves walking. (or) She loves to walk.
I hate talking on the phone. (or) I hate to talk on the phone.
They started fighting. (or) They started to fight.
I like reading. (or) I like to read. (*)
(*) Be careful! Would like is always followed by the infinitive: I would like to live abroad.

Some verbs can be followed by -ING or infinitives with different meanings

He stopped to count the stars. (He stopped the action he was performing to start doing
something different.)
He stopped counting the stars. (He stopped the action he was performing.)
I remember going to a lot of parties. (It refers to the past, to things that I did.)
I will remember to bring all your books back. (It refers to what I still have to do.)

Collocations
Adjectives + prepositions Verbs + prepositions
afraid of
interested in
good at
tired of
excited about
worried about

depend on
succeed in
listen to
belong to
wait for
thank for

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Ingls 1a srie Volume 1

Linking words
Addition: and, in addition, whats more
Contrast: fortunately, unfortunately, however
Consequence: so, as a consequence, thus
Condition: if, whether
Time: then, when, as soon as, since, ago, during

Present simple
Affirmative

Negative

Interrogative

I work...
You work...
He works...
She works...
It works...

I dont work...
You dont work...
He doesnt work...
She doesnt work...
It doesnt work...

Do I work...?
Do you work...?
Does he work...?
Does she work...?
Does it work...?

We work...
You work...
They work...

We dont work...
You dont work...
They dont work...

Do we work...?
Do you work...?
Do they work...?

Past simple
Affirmative

Negative

Interrogative

I worked...
You worked...
He worked...
She worked...
It worked...

I didnt work...
You didnt work...
He didnt work...
She didnt work...
It didnt work...

Did I work...?
Did you work...?
Did he work...?
Did she work...?
Did it work...?

We worked...
You worked...
They worked...

We didnt work...
You didnt work...
They didnt work...

Did we work...?
Did you work...?
Did they work...?

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Ingls 1a srie Volume 1

Relative pronouns and adverbs

who/that used to refer to a person or people
where used to refer to a place
when used to refer to time
which/that used to refer to a thing or things

Numbers, figures and measurements

10.77 sq ft (square feet) = 1 m2 (square meter)

100 one hundred

1,000 one thousand

4 x 4 four by four

1,000,000 one million

3 + 1 three plus one

1,000,000,000 one billion

1 mile = 1,609 meters

Some verbs & phrases

lower

is/are due

go back

drop

make sure

hide the truth

leaf through

make a cake

win three games in a row

get together

hand in

hold the attention

stand up for

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Ingls 1a srie Volume 1

Passive voice
verb to be in the appropriate verb tense + main verb in the past participle
Present simple: It is made of wood. They arent made of wood.
Past simple: It was made in the 1970s. Were they made in the 1970s?
Present continuous: It is being made now. Are they being made now?
Past continuous: It wasnt being made yesterday. They were being made yesterday.
Present perfect: It has been made several times. They havent been made several times.
Modal verbs: Can it be made? It should be made. It mustnt be made.
Future: It will be made next month. They wont be made next month.

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Ingls 1a srie Volume 1

Some irregular verbs

Base form

Past simple

Past participle

be
become
build
buy
do
drink
eat
fall
get
give
go
grow
have
hear
hold
know
lead
leave
lose
make
meet
read
ride
see
send
spend
take
tell
wear
write

was, were
became
built
bought
did
drank
ate
fell
got
gave
went
grew
had
heard
held
knew
led
left
lost
made
met
read
rode
saw
sent
spent
took
told
wore
wrote

been
become
built
bought
done
drunk
eaten
fallen
got, gotten
given
gone
grown
had
heard
held
known
led
left
lost
made
met
read
ridden
seen
sent
spent
taken
told
worn
written

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Ingls 1a srie Volume 1

Can-do Chart
Competncias/habilidades

Consigo

1. Leitura (organizao macrotextual):

reconhecer o gnero de um texto.
2. Leitura: localizar informaes especficas em um texto.
3. Leitura (vocabulrio): relacionar tpicos
a vocabulrio pertinente.
4. Leitura: localizar informaes explcitas
em um texto.
5. Leitura: levantar hipteses sobre o assunto de um texto e verific-las a partir
da leitura.
6. Leitura: identificar palavras cognatas
ou emprestadas da lngua inglesa para
compreender um texto.
7. Escrita: escrever um texto informativo
sobre os benefcios de um programa de
estudos interculturais.
8. Leitura e escrita: trabalhar em equipe,
assumindo funes e contribuindo para
o trabalho em grupo.
9. Reconhecer o uso do tempo verbal
presente simples.
10. Reconhecer o uso do tempo verbal
passado simples.
11. Leitura: reconhecer os usos de algumas
preposies em contexto: go to, stay
with, presentations about.
12. Leitura: reconhecer o uso das palavras
during, since, ago.

65

Consigo, mas
com ajuda

Ainda no
consigo

Ingls 1a srie Volume 1

13. Reconhecer, em um jornal em lngua

portuguesa, sua organizao em sees.
14. Relacionar os nomes das sees de um
jornal em lngua portuguesa aos nomes,
em lngua inglesa, dessas mesmas sees.
15. Relacionar contedos e manchetes s
suas respectivas sees em um jornal.
16. Deduzir uma regra gramatical com base
na anlise de exemplos.
17. Aplicar regras em situaes de uso.
18. Identificar o gnero de um texto por
meio da apreenso de sua organizao
geral.
19. Comparar gneros distintos, identificando suas caractersticas.
20. Identificar as caractersticas de organizao de uma manchete.
21. Escrever uma manchete, observando
suas caractersticas de organizao.
22. Escrever manchetes para a primeira pgina de um jornal.
23. Inferir significados no explcitos no
texto.
24. Identificar a opinio do autor com base
em pistas verbais presentes no texto.

66

CONCEPO E COORDENAO GERAL

NOVA EDIO 2014-2017
COORDENADORIA DE GESTO DA
EDUCAO BSICA CGEB
Coordenadora
Maria Elizabete da Costa
Diretor do Departamento de Desenvolvimento
Curricular de Gesto da Educao Bsica
Joo Freitas da Silva
Diretora do Centro de Ensino Fundamental
dos Anos Finais, Ensino Mdio e Educao
Prossional CEFAF
Valria Tarantello de Georgel
Coordenadora Geral do Programa So Paulo
faz escola
Valria Tarantello de Georgel
Coordenao Tcnica
Roberto Canossa
Roberto Liberato
Suely Cristina de Albuquerque Bomm
EQUIPES CURRICULARES
rea de Linguagens
Arte: Ana Cristina dos Santos Siqueira, Carlos
Eduardo Povinha, Ktia Lucila Bueno e Roseli
Ventrela.
Educao Fsica: Marcelo Ortega Amorim, Maria
Elisa Kobs Zacarias, Mirna Leia Violin Brandt,
Rosngela Aparecida de Paiva e Sergio Roberto
Silveira.
Lngua Estrangeira Moderna (Ingls e
Espanhol): Ana Paula de Oliveira Lopes, Jucimeire
de Souza Bispo, Marina Tsunokawa Shimabukuro,
Neide Ferreira Gaspar e Slvia Cristina Gomes
Nogueira.
Lngua Portuguesa e Literatura: Angela Maria
Baltieri Souza, Claricia Akemi Eguti, Id Moraes dos
Santos, Joo Mrio Santana, Ktia Regina Pessoa,
Mara Lcia David, Marcos Rodrigues Ferreira, Roseli
Cordeiro Cardoso e Rozeli Frasca Bueno Alves.
rea de Matemtica
Matemtica: Carlos Tadeu da Graa Barros,
Ivan Castilho, Joo dos Santos, Otavio Yoshio
Yamanaka, Rodrigo Soares de S, Rosana Jorge
Monteiro, Sandra Maira Zen Zacarias e Vanderley
Aparecido Cornatione.
rea de Cincias da Natureza
Biologia: Aparecida Kida Sanches, Elizabeth
Reymi Rodrigues, Juliana Pavani de Paula Bueno e
Rodrigo Ponce.
Cincias: Eleuza Vania Maria Lagos Guazzelli,
Gisele Nanini Mathias, Herbert Gomes da Silva e
Maria da Graa de Jesus Mendes.
Fsica: Carolina dos Santos Batista, Fbio
Bresighello Beig, Renata Cristina de Andrade
Oliveira e Tatiana Souza da Luz Stroeymeyte.

Qumica: Ana Joaquina Simes S. de Matos

Carvalho, Jeronimo da Silva Barbosa Filho, Joo
Batista Santos Junior e Natalina de Ftima Mateus.
rea de Cincias Humanas
Filosoa: Emerson Costa, Tnia Gonalves e
Tenia de Abreu Ferreira.
Geograa: Andria Cristina Barroso Cardoso,
Dbora Regina Aversan e Srgio Luiz Damiati.
Histria: Cynthia Moreira Marcucci, Maria
Margarete dos Santos e Walter Nicolas Otheguy
Fernandez.
Sociologia: Alan Vitor Corra, Carlos Fernando de
Almeida e Tony Shigueki Nakatani.
PROFESSORES COORDENADORES DO NCLEO
PEDAGGICO
rea de Linguagens
Educao Fsica: Ana Lucia Steidle, Eliana Cristine
Budisk de Lima, Fabiana Oliveira da Silva, Isabel
Cristina Albergoni, Karina Xavier, Katia Mendes
e Silva, Liliane Renata Tank Gullo, Marcia Magali
Rodrigues dos Santos, Mnica Antonia Cucatto da
Silva, Patrcia Pinto Santiago, Regina Maria Lopes,
Sandra Pereira Mendes, Sebastiana Gonalves
Ferreira Viscardi, Silvana Alves Muniz.
Lngua Estrangeira Moderna (Ingls): Clia
Regina Teixeira da Costa, Cleide Antunes Silva,
Edna Boso, Edney Couto de Souza, Elana
Simone Schiavo Caramano, Eliane Graciela
dos Santos Santana, Elisabeth Pacheco Lomba
Kozokoski, Fabiola Maciel Saldo, Isabel Cristina
dos Santos Dias, Juliana Munhoz dos Santos,
Ktia Vitorian Gellers, Ldia Maria Batista
Bomm, Lindomar Alves de Oliveira, Lcia
Aparecida Arantes, Mauro Celso de Souza,
Neusa A. Abrunhosa Tpias, Patrcia Helena
Passos, Renata Motta Chicoli Belchior, Renato
Jos de Souza, Sandra Regina Teixeira Batista de
Campos e Silmara Santade Masiero.
Lngua Portuguesa: Andrea Righeto, Edilene
Bachega R. Viveiros, Eliane Cristina Gonalves
Ramos, Graciana B. Ignacio Cunha, Letcia M.
de Barros L. Viviani, Luciana de Paula Diniz,
Mrcia Regina Xavier Gardenal, Maria Cristina
Cunha Riondet Costa, Maria Jos de Miranda
Nascimento, Maria Mrcia Zamprnio Pedroso,
Patrcia Fernanda Morande Roveri, Ronaldo Cesar
Alexandre Formici, Selma Rodrigues e
Slvia Regina Peres.
rea de Matemtica
Matemtica: Carlos Alexandre Emdio, Clvis
Antonio de Lima, Delizabeth Evanir Malavazzi,
Edinei Pereira de Sousa, Eduardo Granado Garcia,
Evaristo Glria, Everaldo Jos Machado de Lima,
Fabio Augusto Trevisan, Ins Chiarelli Dias, Ivan
Castilho, Jos Maria Sales Jnior, Luciana Moraes
Funada, Luciana Vanessa de Almeida Buranello,
Mrio Jos Pagotto, Paula Pereira Guanais, Regina
Helena de Oliveira Rodrigues, Robson Rossi,
Rodrigo Soares de S, Rosana Jorge Monteiro,

Rosngela Teodoro Gonalves, Roseli Soares

Jacomini, Silvia Igns Peruquetti Bortolatto e Zilda
Meira de Aguiar Gomes.
rea de Cincias da Natureza
Biologia: Aureli Martins Sartori de Toledo, Evandro
Rodrigues Vargas Silvrio, Fernanda Rezende
Pedroza, Regiani Braguim Chioderoli e Rosimara
Santana da Silva Alves.
Cincias: Davi Andrade Pacheco, Franklin Julio
de Melo, Liamara P. Rocha da Silva, Marceline
de Lima, Paulo Garcez Fernandes, Paulo Roberto
Orlandi Valdastri, Rosimeire da Cunha e Wilson
Lus Prati.
Fsica: Ana Claudia Cossini Martins, Ana Paula
Vieira Costa, Andr Henrique Ghel Runo,
Cristiane Gislene Bezerra, Fabiana Hernandes
M. Garcia, Leandro dos Reis Marques, Marcio
Bortoletto Fessel, Marta Ferreira Mafra, Rafael
Plana Simes e Rui Buosi.
Qumica: Armenak Bolean, Ctia Lunardi, Cirila
Tacconi, Daniel B. Nascimento, Elizandra C. S.
Lopes, Gerson N. Silva, Idma A. C. Ferreira, Laura
C. A. Xavier, Marcos Antnio Gimenes, Massuko
S. Warigoda, Roza K. Morikawa, Slvia H. M.
Fernandes, Valdir P. Berti e Willian G. Jesus.
rea de Cincias Humanas
Filosoa: lex Roberto Genelhu Soares, Anderson
Gomes de Paiva, Anderson Luiz Pereira, Claudio
Nitsch Medeiros e Jos Aparecido Vidal.
Geograa: Ana Helena Veneziani Vitor, Clio
Batista da Silva, Edison Luiz Barbosa de Souza,
Edivaldo Bezerra Viana, Elizete Buranello Perez,
Mrcio Luiz Verni, Milton Paulo dos Santos,
Mnica Estevan, Regina Clia Batista, Rita de
Cssia Araujo, Rosinei Aparecida Ribeiro Librio,
Sandra Raquel Scassola Dias, Selma Marli Trivellato
e Sonia Maria M. Romano.
Histria: Aparecida de Ftima dos Santos
Pereira, Carla Flaitt Valentini, Claudia Elisabete
Silva, Cristiane Gonalves de Campos, Cristina
de Lima Cardoso Leme, Ellen Claudia Cardoso
Doretto, Ester Galesi Gryga, Karin SantAna
Kossling, Marcia Aparecida Ferrari Salgado de
Barros, Mercia Albertina de Lima Camargo,
Priscila Loureno, Rogerio Sicchieri, Sandra Maria
Fodra e Walter Garcia de Carvalho Vilas Boas.
Sociologia: Anselmo Luis Fernandes Gonalves,
Celso Francisco do , Lucila Conceio Pereira e
Tnia Fetchir.
Apoio:
Fundao para o Desenvolvimento da Educao
- FDE
CTP, Impresso e acabamento
Grca e Editora Posigraf

GESTO DO PROCESSO DE PRODUO

EDITORIAL 2014-2017

CONCEPO DO PROGRAMA E ELABORAO DOS

CONTEDOS ORIGINAIS

FUNDAO CARLOS ALBERTO VANZOLINI

COORDENAO DO DESENVOLVIMENTO
DOS CONTEDOS PROGRAMTICOS DOS
CADERNOS DOS PROFESSORES E DOS
CADERNOS DOS ALUNOS
Ghisleine Trigo Silveira

Presidente da Diretoria Executiva

Antonio Rafael Namur Muscat
Vice-presidente da Diretoria Executiva
Alberto Wunderler Ramos
GESTO DE TECNOLOGIAS APLICADAS
EDUCAO
Direo da rea
Guilherme Ary Plonski
Coordenao Executiva do Projeto
Angela Sprenger e Beatriz Scavazza
Gesto Editorial
Denise Blanes
Equipe de Produo
Editorial: Amarilis L. Maciel, Anglica dos Santos
Angelo, Bris Fatigati da Silva, Bruno Reis, Carina
Carvalho, Carla Fernanda Nascimento, Carolina
H. Mestriner, Carolina Pedro Soares, Cntia Leito,
Eloiza Lopes, rika Domingues do Nascimento,
Flvia Medeiros, Gisele Manoel, Jean Xavier,
Karinna Alessandra Carvalho Taddeo, Leandro
Calbente Cmara, Leslie Sandes, Main Greeb
Vicente, Marina Murphy, Michelangelo Russo,
Natlia S. Moreira, Olivia Frade Zambone, Paula
Felix Palma, Priscila Risso, Regiane Monteiro
Pimentel Barboza, Rodolfo Marinho, Stella
Assumpo Mendes Mesquita, Tatiana F. Souza e
Tiago Jonas de Almeida.
Direitos autorais e iconograa: Beatriz Fonseca
Micsik, rica Marques, Jos Carlos Augusto, Juliana
Prado da Silva, Marcus Ecclissi, Maria Aparecida
Acunzo Forli, Maria Magalhes de Alencastro e
Vanessa Leite Rios.
Edio e Produo editorial: Jairo Souza Design
Grco e Occy Design projeto grco!.

CONCEPO
Guiomar Namo de Mello, Lino de Macedo,
Luis Carlos de Menezes, Maria Ins Fini
coordenadora! e Ruy Berger em memria!.
AUTORES
Linguagens
Coordenador de rea: Alice Vieira.
Arte: Gisa Picosque, Mirian Celeste Martins,
Geraldo de Oliveira Suzigan, Jssica Mami
Makino e Sayonara Pereira.
Educao Fsica: Adalberto dos Santos Souza,
Carla de Meira Leite, Jocimar Daolio, Luciana
Venncio, Luiz Sanches Neto, Mauro Betti,
Renata Elsa Stark e Srgio Roberto Silveira.
LEM Ingls: Adriana Ranelli Weigel Borges,
Alzira da Silva Shimoura, Lvia de Arajo Donnini
Rodrigues, Priscila Mayumi Hayama e Sueli Salles
Fidalgo.
LEM Espanhol: Ana Maria Lpez Ramrez, Isabel
Gretel Mara Eres Fernndez, Ivan Rodrigues
Martin, Margareth dos Santos e Neide T. Maia
Gonzlez.
Lngua Portuguesa: Alice Vieira, Dbora Mallet
Pezarim de Angelo, Eliane Aparecida de Aguiar,
Jos Lus Marques Lpez Landeira e Joo
Henrique Nogueira Mateos.
Matemtica
Coordenador de rea: Nlson Jos Machado.
Matemtica: Nlson Jos Machado, Carlos
Eduardo de Souza Campos Granja, Jos Luiz
Pastore Mello, Roberto Perides Moiss, Rogrio
Ferreira da Fonseca, Ruy Csar Pietropaolo e
Walter Spinelli.

Cincias Humanas
Coordenador de rea: Paulo Miceli.
Filosoa: Paulo Miceli, Luiza Christov, Adilton Lus
Martins e Ren Jos Trentin Silveira.
Geograa: Angela Corra da Silva, Jaime Tadeu Oliva,
Raul Borges Guimares, Regina Araujo e Srgio Adas.
Histria: Paulo Miceli, Diego Lpez Silva,
Glaydson Jos da Silva, Mnica Lungov Bugelli e
Raquel dos Santos Funari.
Sociologia: Heloisa Helena Teixeira de Souza Martins,
Marcelo Santos Masset Lacombe, Melissa de Mattos
Pimenta e Stella Christina Schrijnemaekers.
Cincias da Natureza
Coordenador de rea: Luis Carlos de Menezes.
Biologia: Ghisleine Trigo Silveira, Fabola Bovo
Mendona, Felipe Bandoni de Oliveira, Lucilene
Aparecida Esperante Limp, Maria Augusta
Querubim Rodrigues Pereira, Olga Aguilar Santana,
Paulo Roberto da Cunha, Rodrigo Venturoso
Mendes da Silveira e Solange Soares de Camargo.
Cincias: Ghisleine Trigo Silveira, Cristina Leite,
Joo Carlos Miguel Tomaz Micheletti Neto,
Julio Czar Foschini Lisba, Lucilene Aparecida
Esperante Limp, Mara Batistoni e Silva, Maria
Augusta Querubim Rodrigues Pereira, Paulo
Rogrio Miranda Correia, Renata Alves Ribeiro,
Ricardo Rechi Aguiar, Rosana dos Santos Jordo,
Simone Jaconetti Ydi e Yassuko Hosoume.
Fsica: Luis Carlos de Menezes, Estevam Rouxinol,
Guilherme Brockington, Iv Gurgel, Lus Paulo
de Carvalho Piassi, Marcelo de Carvalho Bonetti,
Maurcio Pietrocola Pinto de Oliveira, Maxwell
Roger da Puricao Siqueira, Sonia Salem e
Yassuko Hosoume.
Qumica: Maria Eunice Ribeiro Marcondes, Denilse
Morais Zambom, Fabio Luiz de Souza, Hebe
Ribeiro da Cruz Peixoto, Isis Valena de Sousa
Santos, Luciane Hiromi Akahoshi, Maria Fernanda
Penteado Lamas e Yvone Mussa Esperidio.
Caderno do Gestor
Lino de Macedo, Maria Eliza Fini e Zuleika de
Felice Murrie.

A Secretaria da Educao do Estado de So Paulo autoriza a reproduo do contedo do material de sua titularidade pelas demais secretarias de educao do pas, desde que mantida a integridade da obra e dos crditos, ressaltando que direitos autorais protegidos*devero ser diretamente negociados com seus prprios titulares, sob pena de infrao aos artigos da Lei no 9.610/98.
* Constituem direitos autorais protegidos todas e quaisquer obras de terceiros reproduzidas no material da SEE-SP que no estejam em domnio pblico nos termos do artigo 41 da Lei de
Direitos Autorais.

* Nos Cadernos do Programa So Paulo faz escola so indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos contedos apresentados e como referncias bibliogrcas.
Todos esses endereos eletrnicos foram checados. No entanto, como a internet um meio dinmico e sujeito a mudanas, a Secretaria da Educao do Estado de So Paulo no garante que os sites
indicados permaneam acessveis ou inalterados.
* Os mapas reproduzidos no material so de autoria de terceiros e mantm as caractersticas dos originais, no que diz respeito graa adotada e incluso e composio dos elementos cartogrcos
(escala, legenda e rosa dos ventos).

Validade: 2014 2017