8 Caderno Do Aluno Inglês Vol 2 2014-2017 8S 9A

a
8 SRIE 9 ANO
ENSINO FUNDAMENTAL ANOS FINAIS
Volume 2
INGLS
Linguagens
CADERNO DO ALUNO
GOVERNO DO ESTADO DE SO PAULO

SECRETARIA DA EDUCAO
MATERIAL DE APOIO AO
CURRCULO DO ESTADO DE SO PAULO
CADERNO DO ALUNO
INGLS
ENSINO FUNDAMENTAL ANOS FINAIS
8a SRIE/9o ANO
VOLUME 2
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
Secretria-Adjunta
Cleide Bauab Eid Bochixio
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
Dione Whitehurst Di Pietro
Coordenadora de Oramento e
Finanas
Claudia Chiaroni Afuso
Presidente da Fundao para o
Desenvolvimento da Educao FDE
Barjas Negri
Caro(a) aluno(a),
Ao longo dos seus estudos de ingls, voc tem aprendido a identicar caractersticas de textos
diversos. Neste volume, por exemplo, ver quais so as especicidades de fruns de internet, dirios,
autobiograas, citaes, entrevistas e reportagens. Entre as construes gramaticais, esto os verbos
no passado, os adjetivos, a forma will e outras estruturas que podem ser usadas para fazer previses
e para falar sobre suas expectativas em relao ao futuro. As atividades iro ajud-lo, tambm, a escrever um relato autobiogrco, falando sobre voc, sobre fatos de sua vida e suas expectativas para
o futuro.
Lembre-se, ainda, de que o Caderno traz atividades que lhe permitiro xar o vocabulrio
utilizado, e dicas de sites, msicas e lmes que podem ajud-lo a aprender mais sobre os contedos
deste volume.
Equipe Tcnica de Ingls
rea de Linguagens
Coordenadoria de Gesto da Educao Bsica CGEB
Secretaria da Educao do Estado de So Paulo
Ingls 8a srie/9o ano Volume 2
LEARNING TARGETS
Neste Caderno, voc far atividades relacionadas a dois temas: 1) Personal narratives
an episode in my life e 2) The world around me and my life ten years from now. Essas
atividades vo ajud-lo a:
1. Identicar caractersticas de um frum na internet, de um dirio pessoal e de uma autobiograa.
2. Reconhecer o uso de algumas interjeies e onomatopeias para expressar sentimentos e
sensaes.
3. Identicar adjetivos para descrever sentimentos e sensaes.
4. Identicar o tema geral de um texto.
5. Localizar informaes especcas em um texto.
6. Identicar verbos no past simple e no past continuous.
7. Organizar uma lista de eventos em ordem cronolgica.
8. Selecionar um episdio ou uma situao e identicar elementos da narrativa (o qu,
quando, quem etc.).
9. Escrever um roteiro para dramatizao com base em um episdio de sua vida ou da vida
de um colega.
10. Fazer correes em seu texto (autocorreo) e sugerir correes nos textos de seus colegas.
11. Analisar as correes sugeridas por seus colegas em seu texto.
12. Identicar algumas caractersticas de citaes.
13. Identicar algumas caractersticas de uma entrevista em uma revista.
14. Identicar algumas caractersticas de reportagens de jornal.
15. Utilizar a forma will e outras estruturas verbais (hope to, wish to, would like to) para falar
sobre previses e expectativas.
16. Reconhecer as formas comparativas dos adjetivos.
17. Identicar expresses de tempo para falar sobre o futuro.
18. Escrever um relato autobiogrco contando quem voc , fatos que aconteceram em sua
vida e o que voc espera do futuro.
19. Analisar os prprios textos, os textos de seus colegas e sugerir correes.
5
THEME 1
PERSONAL NARRATIVES AN EPISODE IN MY LIFE
?
SITUATED LEARNING 1
HOW DID YOU FEEL?
c)
grrrr
wow!!
Image Source/Latinstock
d)
e)
sni sni
Martin Harvey/Corbis/Latinstock
b)
yippee!!
a)
1. Match each picture to its corresponding balloon.
ugh!!
2. Look at the text below. What is it?
June 14 02:15 pm
MaryAnne
st
Pregnant 1 trimester
Currently feeling: confused
Status: o-line
I found out I was pregnant a few weeks ago. Im only

17. At rst I felt totally scared, my parents ipped, my
boyfriend stopped talking to me after I told him. Is this
normal? What was your reaction when you rst found
out you were pregnant?
June 14 02:16 pm
Hellonikky
Pregnant (expecting)
Currently feeling: sick
Status: o-line
People have their judgments and I guess thats the hardest

thing about being a pregnant teen. When I found out I
was pregnant I was scared and really worried about my
future. My advice is: take it one day at a time.
June 15 01:09 am
bp93
Pregnant 2nd trimester
Currently feeling: tired
Status: on-line
MaryAnne, in my case it was a shock to nd out I was

pregnant. Of course my parents werent happy at all. It
was really hard. Im 16 and everybody wants to tell me
what to do and what not to do
Now complete the sentences in Column A using the options in Column B.

Column A
Column B
a) You can nd this kind of text
( ) forum.
b) Its a
( ) on the internet.
c) The messages are written
( ) by dierent people.
d) These people write because
( ) is pregnancy.
e) In this specic forum, the general topic
( ) they want to discuss a topic or exchange ideas.
3. Read the text in Activity 2 more carefully and answer the questions.
a) Who wrote the rst message? And the last one? Are these their real names?
7
b) When were the messages written?
c) Are MaryAnne, Hellonikky and bp93 pregnant now?
d) How does MaryAnne feel now? What was her reaction when she found out she was pregnant?
e) Complete the table using the emotions and feelings mentioned in the text. Follow the example.
MaryAnne
Now she
feels...
Her rst
reaction
confused
scared
Parents
reaction
Boyfriends
reaction
Hellonikky
bp93
4. Preparation for the writing task part 1. Get together in groups and choose a specic event or
situation in your life. Make notes about it.
a) What happened? (Describe the situation briey.)
b) Where and when did it happen?
c) Who was involved?
d) How did each person involved in that situation feel?
: FOCUS ON LANGUAGE 1
1. In each item, circle the word that does not belong to the group. In Portuguese, explain your
choice. Follow the example.
a) grrrr ugh!! surprised wow!! yippee!!
Surprised um adjetivo e as outras palavras so interjeies e onomatopeias.
b) confused scared happy pregnant tired
c) glasses teenager parents boyfriend teacher
d) feel happen want write forum
e) where situation who why when
2. Match the adjectives to the pictures.
proud
b)
sleepy
Holly Wilmeth/Aurora/Getty Images
a)
thoughtful
Joos Mind/The Image Bank/Getty Images
hungry
d)
Chris Leschinsky/Stone+/Getty Images
c)
Fuse/Thinkstock/Getty Images
3. Now use the adjectives in Activity 2 to ll in the gaps.

of his students in the school presentation.
a) The teacher was very

He thought they did great in the play.
b) Many people drink coee when they feel

!
c) Is dinner ready yet? Im
today. Is there something wrong?
d) Youre so quiet and
4. Circle the correct alternative in each sentence. The rst one has been done for you.
a) Are you pregnant/pregnancy?
b) I bought a book about pregnant/pregnancy.
c) I nd out/found out about the results last week.
d) Im a little confuse/confused. Please explain it again.
e) How did your friends react/reaction?
LITERARY MOMENT
Life is a jest; and all things show it.
I thought so once; but now I know it. GAY, John. My own epitaph.
10
SITUATED LEARNING 2
My first day at a new school
1. Discuss these questions in Portuguese with your classmates.

a) How old were you when you first came to this school?
b) What do you remember about your first day?
2. Read the text quickly and answer the questions that follow.
.1
Sept
dary in
n
o
c
e
at s together
y
,
a
y
y
d
D ar
irst to school and m e
f
r
a
y
e
n
D
ad m walked jacket o ted caus
h
I
I
y
ci
Toda sie and my new s and ex
u
d
rvou
I had
ol. S
howe the
s
r
scho orning. ere so ne xpect.
e
e
each
st of
the m ag. We w what to ur new t now mo ol is
e
o
b
o
k
new rent sur ot there I didnt . The sch han my
e
t
g
.
we w hen we ssrooms tle scared srooms
s
t
a
W
a
i
l
l
l
ht
a
rc
ec
houg
to ou so I was lot mor
t
n
I
i
o
s
,
u
s, s
has a
kids
bject e got
u
s
other big and
!
t
eren k, but w mework
y
l
f
l
f
i
a
e
d
.
r
l
ewor
O ho
choo
ts of
old s e had lo ts of hom ieve it? N
ot
W
Im n
bel
t lo
,
e
u
y
g
o
a
ould
an y
rst d
we w ING. C rising!! d my fi
H
e
p
NOT LY sur ly enjoy
!
L
l
rrow
o
m
o
REA ell, I rea ore.
st
W
ym t happen
n
a
ha
ous
nerv ets see w
L
Elaborado especialmente para o So Paulo faz escola.
a) What kind of text is this? How do you know?
b) When was it written?

11
INGLES_CAA_8s_V2_2014.indd 11
19/05/14 09:33
c) What is the general topic of the text?
3. The text in Activity 2 was written by a girl named Pam. Read it again and number the events in
the order they happened. The rst one is done for you.
( ) get no homework
( 1 ) go to school
( ) have dierent subjects
( ) meet new teacher
( ) new teacher takes Pam to her classroom
( ) write in the diary
4. Complete the summary of Pams day using the words in the box. Some of the words will NOT
be used.
happy
wrote
didnt
homework
not
teacher
nervous
goes
went
Pam wrote (a) in her diary about her rst day in a new school. She
(b) to
school in the morning with her friend Susie. Because it was a new situation, Pam felt
(c). When she arrived at the school, her new
(d) took her
and her classmates to their classroom. During the day, she had dierent classes but didnt get any
(e) that was a big surprise! Finally, at the end of the day, Pam
(f )
feel nervous anymore because her day had been very good.
5. Preparation for the writing task part 2. Pam and Susie walked to school together. What do you
think they talked about? Use your imagination and complete the dialogue below.
Scene: Its Monday morning around 7 a.m., outside Pams house. Susie arrives on foot and knocks on
Pams door. Pam opens the door.
Susie: Hi, Pam. Ready to go?
Pam:
Susie:
.
12
Pam: Well, I dont know, Im a little nervous.

Susie: Me too You know... But
Pam: Do you know anybody there?

Susie:
Pam: Humm, my brother said were going to have lots of homework every day now.
Susie: Really?! Oh, thats too bad Do you think were getting homework today? Its the rst day!
Pam:
1. Use the tips to complete this word puzzle. All the words in the puzzle are used in Pams text
(diary).
.
a) Pam walked to school with
at school: Portuguese, English, Math, Science,
b) You study dierent

Geography, etc.
c) The activities you have to do at home after school.

is September 2.
d) If today is September 1, then
e) The room in the school where you have most of your classes.
.
f ) Im not very hungry, just a
a)
b)
S
C
c)
d)
H
O
e)
O
f)
L
13
2. Find the opposites of the underlined words. Follow the example.

a) The school is really big.
( ) calm
b) We were a little scared.
( ) new
c) We were nervous on our rst day.
( a ) small
d) This is a picture of my old school.
( ) the same
e) We have dierent subjects every day.
( ) very
3. Put the sentences in the correct order to form a diary entry.

( ) I cant believe it, everybody will be there except me!!
( ) Im very sad today because
( ) to Jackies party next Saturday!
( ) Dear Diary,
( ) She said I cant go
( ) I had an argument with my mom.
4. Match each question to its corresponding answer.
a) Shall we go to the party together?
( ) Yes, my brother and his friends study there.
b) Do you think the new school is nice?
( )Yes, I dont want to go alone.
c) Do you know anybody in the new

school?
( ) Well, I dont know, I like the black one best.
d) Do you prefer the red jacket or the

black jacket?
( ) Well, I dont know. My brother said its ok.
LITERARY MOMENT
The heart has its reasons which reason knows nothing of. PASCAL, Blaise. Penses.
14
SITUATED LEARNING 3
THE STORY OF MY LIFE
1. Discuss the questions below with your colleagues, in Portuguese.

a) What does an astronomer do?
b) What is a planetarium?
c) Have you ever been to a planetarium? If not, would you like to?
2. The text below is an excerpt from My life among planets, the autobiography of an astronomer.
Before you read it, answer the following questions in Portuguese.
a) What is an autobiography?
b) What is the dierence between an autobiography and a biography?
My life among planets
Chapter II The planetarium

The most important day of my life happened when I was 10 or 11 years old, while we (mom, dad
and I) were on vacation in Florida. We were visiting uncle Frank and aunt Olivia for a few days.
So uncle Frank came home from work one afternoon and invited me to go to the planetarium. First
we visited a little science museum next to the planetarium. There were not many other people
around, so the staff let me touch some bugs, a spider and even a snake! I was enjoying every
minute, and having the best time of my life.
1ext we went to the planetarium show. It was my rst time there, so I was really curious to see
what it was like. Uncle Frank said later that he looked at me to check if I was paying attention, and
he saw that I was sitting there with my eyes wide open. That day made a strong impression on me
and I guess it has led me to become an astronomer today.
14
15
3. Read the text and say if the statements below are True or False. Correct the false statements.
a) The writer had an important experience at the age of 10 or 11.
b) He traveled to Florida with uncle Frank and aunt Olivia.
c) The writer and uncle Frank went to the planetarium and then to the science museum.
d) Uncle Frank touched some bugs, a spider and a snake.
e) The writer enjoyed the visit to the science museum.
f ) He was very interested in the planetarium show.
g) Today the writer is a biologist.
4. Find in the text the past form of the verbs and expressions below. Follow the example.
a) happen
happened
b) are visiting
c) come
d) invite
e) am enjoying
f ) go
g) see
h) am sitting
16
Now classify the verbs in the table below.

Past simple
Regular verbs
Irregular verbs
Past continuous
1. Fill in the blanks with the missing words. The rst letter and the number of letters are given to
help you. Follow the example.
a) An A S T R O N O M E R is a person who studies the planets and the solar system.
.
b) The part of the day after the morning is the A

.
c) The opposite of weak is S
. Your mothers (or your
d) Your mothers (or your fathers) brother is your U

fathers) sister is your A
2. Follow the example and classify the words in the box into the correct category.
biologist
economist
Chemistry
Biology
Astronomy
journalist
planetarium
17
auditorium
aquarium
Profession
biologist
Subject
Place
3. Study the sentence below and answer the questions that follow.
The most important day of my life happened when I was visiting uncle Frank and aunt
1
2
Olivia for a few days.
a) Which action lasted longer (more hours, days, etc.): 1 or 2?
b) Which sentence has a verb in the past simple: 1 or 2?
c) Which sentence has a verb in the past continuous: 1 or 2?
d) When did action 1 happen: before, during or after action 2?
4. Circle the correct alternative.
a) After my father arrived home, we had/were having dinner.
b) My father came home late today. So when he arrived, we had/were having dinner.
c) I was taking a shower when I heard/was hearing a scream.
d) Everybody slept/was sleeping when the telephone rang/was ringing.
LITERARY MOMENT
The true art of memory is the art of attention. JOHNSON, Samuel. The idler.
18
SITUATED LEARNING 4
WRITING TASK THIS IS MY LIFE
Get together with your classmates in a small group. Your task is to write the script of an event
that happened to one of you (or of a ctional event, that is, something that you have invented).
Follow these steps:
a) In the Activity Preparation for the writing task part 1 (Situated Learning 1), you made some
notes about the situation you chose. Write here, in Portuguese, a brief summary of the event.
b) In the Activity Preparation for the writing task part 2 (Situated Learning 2), you completed
a script that showed Pam and her friend on their way to their new school. What are the
characteristics of a script?
c) Now, using the information from Preparation for the writing task part 2, write the rst draft
of your script in the space provided.
d) After writing your rst draft, show it to other groups and/or to your teacher. They will help
you improve your script.
e) Make the necessary changes and write the nal version.
Suggestion: How about acting out your scene to your teacher and classmates? You can bring
special clothes, props and other accessories to make your scene more attractive.
props = objects used by actors in a play or lm

19
First draft
20
Edited version
21
LEARN MORE
Para aprender mais sobre os contedos deste tema, sugerimos uma lista de msicas (songs),
sites e lmes (lms), 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 na internet.
I feel good (James Brown, 1965).
La isla bonita (Madonna, 1986).
Radio (The Corrs, 2000).
Norwegian wood (The Beatles, 1965).
Sites
Biography on-line. Disponvel em: <http://biographyonline.net>. Acesso em: 12 nov. 2013.

O endereo fornece breves biograas de personalidades.
Helen Keller. Disponvel em: <http://www.afb.org/MyLife/book.asp?ch=HK-intro>. Acesso em: 12 nov. 2013. O site apresenta a autobiograa de Helen Keller, uma estadunidense
que nasceu no nal do sculo XIX e que, em razo de uma doena, cou cega, surda e muda
aos 19 meses de idade.
Kids Health. Disponvel em: <http://kidshealth.org/teen>. Acesso em: 12 nov. 2013. Nessa
pgina, voc encontra dicas sobre alimentao, sexualidade, vida escolar, entre outros, bem
como respostas para perguntas frequentes e artigos para orientao de jovens.
Films
Homem-aranha (Spider-man). Direo: Sam Raimi. EUA, 2002. 121 min. Livre. Ao/
Aventura. O filme acompanha Peter Parker (Tobey Maguire) em seus primeiros passos como o Homem-Aranha. Em visita a um museu, ele picado por uma aranha
modificada geneticamente e, a partir da, comea a descobrir seus novos poderes.
Como as transformaes acontecem muito rapidamente e esto fora do controle de
Peter, suas emoes sofrem grandes variaes.
22
Ratatouille (Ratatouille). Direo: Brad Bird. EUA, 2007. 110 min. Livre. Infantil/Animao.
Remy um rato que mora nos esgotos de Paris e sonha tornar-se chef. Seu desejo comea
a se realizar quando conhece Linguini, um ajudante de cozinha sem nenhum talento culinrio. Preste ateno ao trecho em que Anton Ego, um temido crtico gastronmico, vai
ao restaurante onde Linguini trabalha. O crtico ca impressionado com o prato que lhe
servido, pois ele lhe traz memrias de sua infncia e de sua me.
23
THEME 2
THE WORLD AROUND ME AND MY LIFE TEN YEARS FROM NOW
?
SITUATED LEARNING 5
PREDICTIONS
1. Here are some technologies that might be common in the future. In your opinion, what potential
positive and negative aspects could these inventions have?
a) Nuclear-powered cars.
b) Robots that look and behave like human beings.
c) Food in pills.
d) Instant thought transmission.
Do you think these technologies will come true? Why (not)?
2. Look at the texts below. They are:

(
) parts of dialogues.
) quotations.
) proverbs.
I think there is a world market for maybe ve computers.

Thomas Watson, chairman of IBM, 1943.1
The cinema is little more than a fad. Its canned drama. What audiences really want to
see is esh and blood on the stage.
Charlie Chaplin, actor, producer, director and studio founder, 1916.2
The Americans have need of the telephone, but we do not. We have plenty of messenger
boys.
Sir William Preece, chief engineer, British Post Oce, 1878.2
[Television] wont be able to hold on to any market it captures after the rst six months.
People will soon get tired of staring at a plywood box every night.
Darryl Zanuck, movie producer, 1946.2
1
2
Disponvel em: <http://www.dailygalaxy.com/my_weblog/2008/01/1-telltale-sign.html>. Acesso em: 12 nov. 2013.

Disponvel em: <http://listverse.com/history/top-30-failed-technology-predictions/>. Acesso em: 12 nov. 2013.
24
What are the characteristics of these texts? Circle all the items that apply.
a) Somebodys words are reproduced exactly as they were spoken or written.
b) Somebodys ideas are summarized.
c) The statement comes between parentheses.
d) The statement comes between quotation marks.
e) The name of the person who made the prediction is mentioned.
f ) The persons occupation or position is stated.
g) The persons age is stated.
h) A picture of the person follows the statement.
i) The year when the statement was made is mentioned.
3. Based on the texts in Activity 2, circle the correct alternative to complete the sentences.
a) In 1943/1946 the president of IBM predicted that many/not many people would want a
computer. It is ironic because today the computer is very important in our lives.
b) Charlie Chaplin thought that cinema was something temporary/excellent. He also believed
that people wanted to see real actors and actresses in theaters/hospitals.
c) Sir William Preece worked for an engineer/the British Post Oce. In his opinion the telephone/
messenger boys had no future in England because British people would prefer to use the
telephone/messenger boys.
d) Darryl Zanuck predicted that television would last a short time/a long time because it would
be exciting/boring to look at the TV set.
4. Preparation for the writing task part 1. Put the words and pictures in the correct order to write
some predictions.
replace
a) all the
b) become the
c)
d) become
will
to trips will routine
fewer will
have
will the sport national
25
in
HOMEWORK: FOCUS ON LANGUAGE 5

1. Match the words on the left to their denitions on the right.
a) dialogue
) a sentence reproducing exactly what somebody

said or wrote.
b) prediction
) a short and popular sentence about life in

general.
c) proverb
) a conversation in a book, lm or play.
d) quotation
) something that you say about what will happen

in the future.
2. Read the following quotations. Then, use the underlined words to identify the pictures on the
next page. Follow the example.
I) There is no reason anyone would want a computer in their home.

Ken Olson, president, chairman and founder of Digital Equipment Corp. (DEC), 1977.1
II) A rocket will never be able to leave the Earths atmosphere.

New York Times, 1936.1
III) Nuclear-powered vacuum cleaners will probably be a reality in 10 years.

Alex Lewyt, president of vacuum cleaner company Lewyt Corp., 1955.1
IV) The horse is here to stay but the automobile is only a novelty a fad.
The president of the Michigan Savings Bank advising Henry Fords lawyer, Horace Rackham, not to
invest in Ford Motor Co., 1903.1
V) Rail travel at high speed is not possible because passengers, unable to breathe, would
die of asphyxia.
Dr. Dionysius Larder (1793-1859), professor of Natural Philosophy and Astronomy, University
College London.1
1
Disponvel em: <http://listverse.com/history/top-30-failed-technology-predictions/>. Acesso em: 12 nov. 2013.
26
Randy Faris/Corbis/Latinstock
b)
Arco Images GmbH/Alamy/Glow Images
a)
f)
Luciana Whitaker/Pulsar Imagens

Lawrence Manning/Corbis/Latinstock
e)
d)
Benjamin Rondel/Corbis/Latinstock
c)
Friedrich Saurer/Alamy/Glow Images
computer
3. Circle the correct alternative to complete each sentence, according to the quotations in Activity 2.
a) According to quotation I, people will/will not have computers at home.
b) According to quotation II, space travel is/is not possible.
c) According to quotation III, vacuum cleaners will depend on nuclear/electric energy in the future.
d) According to quotation IV, people will/will not use the automobile instead of the horse.
e) According to quotation V, if the train travels very fast, the passenger can/cannot breathe.
27
4. Answer the following questions about the quotations in Activity 2.

a) Where did Ken Olson work?
b) When did The New York Times write a prediction about space travel?
c) What product did the company Lewyt Corp. manufacture?
d) According to the president of the Michigan Savings Bank, in 1903, which was better: the
horse or the automobile?
e) When was Dr. Dionysius Larder born?
LITERARY MOMENT
Observation is a passive science, experimentation an active science. BERNARD, Claude.
An introduction to the study of experimental medicine.
28
SITUATED LEARNING 6
PLANNING MY FUTURE
1. When you think about your future, what are you most concerned about? Tick all the items that
apply.
(
) Job opportunities.
) My physical appearance.
) Getting married.
) Social violence.
) Helping my parents, brothers, sisters etc.
) Environmental problems.
) Having money to buy the things I need.
) Finding a boyfriend/girlfriend.
) Going to university.
) Other:
Actress of the month:
We all love
Michelle Blentley!
Actress of the month
Michelle Blentley!
Since Michelles parents died

when she was six years old,
shes had a lot of challenges to
face in her life. But she didnt
let her circumstances keep her
down, she faced them head-on.
Michelle Blentley, our actress
of the month is only 14 years
old and she talked to TeenGirl
Magazine in Missouri, where
she is promoting her latest
movie, Into the forest.
TeenGirl: Youve had a lot of
challenges in your life. What
did you learn from these
experiences?
Michelle: I learned to live one
day at a time. I do my best each
day and focus on that day. I try
not to worry too much about
the future.
TeenGirl: You recently won the
Bridgemond Award for Best
Teen Actress. What was it like?

Michelle: I was a bit surprised...
more like shocked, I guess.
And, of course, its definitely
great to have your work
recognized by others.
TeenGirl: If you werent an
actress, what would you like
to do?
Michelle: I love fashion, so Id
like to be a fashion designer,
for example. And I really like
taking pictures too, so I could
also be a photographer, maybe
a fashion photographer!
TeenGirl: And what are your
plans now?
Michelle: I would like to play
different characters, you know.
I also hope to travel more. And
I wish to go to university too
and many, many other things!
64 TeenGirl
29
Bob PardueTeen Lifestyle/Alamy/Glow Images

Conexo Editorial
2. The following page contains some statements about the text below. They are all incorrect. Find
the mistakes and correct them.
a) The text is a movie script.
b) It was published in a book.
c) The text has a title and some questions and answers. It doesnt have an introduction.
d) Each question is answered by a dierent person.
e) Michelle talks mainly about environmental problems in the world today.
3. Here are some of the things mentioned in Michelles interview. Read the text again and say if
they really happened (RH) in her life or if they are plans and expectations (PE).
a) Being a fashion designer.
e) More trips.
b) Death of Michelles parents.
f ) Playing dierent characters.
c) Going to university.
g) Winning the Bridgemond Award for Best

Teen Actress.
d) Learning to live one day at a time.

4. Preparation for the writing task part 2. What are your plans and expectations? Write some
sentences using the prompts in Column A and Column B. You can write about the topics you
chose in Activity 1.
Column A
Column B
In the future,
I would like to...
In 5,10 or 20 years,
I wouldnt like to...
After I nish school,
I hope to...
Next year,
I hope not to...
Before I retire,
I wish to...
Before long,
I will...
Example: Next year, I would like to have a part-time job.
30
1. Find your way through the word maze to form a sentence. You can only move one cell at a time,
horizontally or vertically, in any direction.
START
HERE
think
will
you
think
that
would
be
be
to
like
rich
very
actor
grew
grow
up
famous
actress
when
FINISH
LINE
2. Go back to the interview in Situated Learning 6. Read it again and answer the following questions.
a) How old is Michelle?
b) How did she feel when she won the Award for Best Teen Actress?
c) Where was Michelle when she gave the interview?
d) Why was she there?
3. There is a problem with the following sentences: some vowels were replaced by symbols! Can
you decode them and write the correct version?
a) In th_ f#t#r_, th_ w*rld p*p#lati*n will b_ small_r.
b) I h*p_ t* nd a nic_ j*b wh_n Im *ld_r.
31
c) I w*#ldnt lik_ t* g_t marri_d s**n.
d) My fri_nd wish_s t* m*v_ t* Bahia n_xt y_ar.
4. Match the verbs to their complements.

a) to face
) an award
b) to do
) a challenge
c) to play
) a character
d) to promote
) about the future
e) to worry
) a movie
f ) to win
) your best
LITERARY MOMENT
Nothing has yet been said thats not been said before. TERENCE. Eunuchus.
32
SITUATED LEARNING 7
THE FUTURE: BETTER OR WORSE?
1. Read these predictions and discuss with your classmates, in Portuguese, if you agree or disagree
with them.
a) In the future, the climate will be very cold in all regions of the world.
b) In ten years, clothes will be the same as they are today.
2. Read the following texts quickly. Then complete the paragraph using the words in the box.
columns
fashion
Jerey Steld
newspaper
Science and
Technology
Elke Leeson
title
climate
in the
These texts are articles published in a
(or headline) and is divided in
kind of text has a
and is about the
rst article was written by
and is about
.
was written by
section. This
on the page. The
. The second article
Gloston News
S2 Science and Technology Sunday, April 14, 2013
Hotter temperature for centuries

Scientists from 103 countries
issued an alarming report
on Friday, April 11, saying
there is little doubt that
global warming is caused
by man and predicting that
hotter temperatures will be
a reality for centuries,
even if humans manage to
reduce pollution drastically
in the near future.
Reduction in pollution today will not avoid global warming, say scientists.
33
Conexo Editorial
Hemera Technologies/Photos.com/
Thinkstock/Getty Images
Jeffrey Steld
Conexo Editorial
S4 Science and Technology Sunday, April 14, 2013
Gloston News
High-tech clothing
Elke Leeson
Joan Stovich, designer of HTech & Co.,

is to present the technology behind the
companys new line of jackets at the
Fashion and Fabric Show in Paris next
month. The fabric used in the jackets
has a new component that keeps the
wearers body temperature constant,
regardless of variations in the weather.
According to Stovich, the association
between technology and the clothing
industry is a definite trend in fashion:
We can see that in the future clothes
will become more intelligent. Fabrics
will be lighter and easier to wash.
Elaborado
El
b d especialmente
l
para o SSo Paulo
P l ffaz escola.
l
3. Follow the instructions below.
a) According to the texts in Activity 2, are the statements in Activity 1 true or false?
b) Without reading the texts again, try to match the two parts of the sentences.
i. Temperatures will be
) more intelligent.
ii. Clothes will be
) hotter.
iii. Fabrics will be
) lighter and easier to wash.
4. Preparation for the writing task part 3. Complete the following sentences using an adjective
in the comparative form (example: hotter or more intelligent). You may use the words in the
box or your own ideas.
better
bigger
cheaper
fatter
smaller
more patient
happier
more intelligent
worse
faster
more expensive
thinner
a) In the future families will be
b) People will be
c) I hope to be
d) There will be
cars.
than today.
e) I believe the future will be

34

1. Classify the adjectives in the box in the correct category according to how their comparative is
formed. Pay attention to spelling.
bigger brighter cleaner darker dirtier easier fatter

happier hotter prettier thinner younger
General rule = adjective +

ER
Adjectives ending in
Adjectives ending in
consonant-vowel-consonant
consonant + Y = cross out
= double the last consonant
Y and add IER
and add ER
2. Use some of the words in Activity 1 to complete these sentences. In some cases more than one
answer may be correct.
.
a) Many cosmetics promise to make you look

b) Do you think its
to learn English than Portuguese?

.
c) Some people go on crazy diets to get

d) I prefer
colors, like black, brown and grey. But my sister prefers

colors, like yellow, orange and red.
35
3. Find synonyms for the underlined words in the sentences. You will not use all the options in
the box.
industry
material
are able to
collection
published
a lot
signicantly
director
a) Scientists from 103 countries issued an alarming report on Friday.

b) Hotter temperatures will be a reality for centuries, even if humans manage to reduce
pollution drastically in the near future.
c) Joan Stovich, designer of HTech & Co., is to present the technology behind the companys
new line of jackets.
d) The fabric used in the jackets has a new component.
4. Are the underlined words nouns or verbs? Dont forget to read the whole sentence and, if
possible, use a dictionary to check your answer. Follow the example.
a) I hope to present my ideas in the next meeting. Present is a verb.
b) The fabric keeps the wearers body temperature constant.
c) Brides usually wear white.
d) The report says that global warming is caused by man.
e) You look awful! What happened to your face?
f ) She faced her problems head-on.
LITERARY MOMENT
I kept always two books in my pocket, one to read, one to write in. STEVENSON, Robert
Louis. Memories and portraits.
36
SITUATED LEARNING 8
WRITING TASK MY LIFE SO FAR, MY LIFE AHEAD
In this last writing task of the year, your objective is to write an autobiographical text (that is, a
text about you and your life). This will be an individual production, but your teacher and classmates
will help you along the way. Your text should have three parts: personal presentation, important
events and expectations.
Part 1 Personal presentation
a) List here four or ve items of personal information that you would like to include in your
text (for example: name, age, etc.). Also include notes about the phrases you can use (for
example: My name is..., Im... years old, etc.).
b) Write a draft of your personal presentation in the following box.
Personal presentation Draft
37
Part 2 Important event(s) in my life

a) Here is a list of possible memorable events in your life. You can choose to write about one
of them, or you can add your own event in the space provided for this.
One of the most memorable things that happened in my life was when...
I traveled to...
I started to study in this school.
I got my rst bike.
I moved to...
b) Think about some details to include in the description of your important event(s). Then
write a draft in the following box.
Important event(s) in my life Draft
38
Part 3 Expectations
a) In the activities Preparation for the writing task (Situated Learning 5, 6 and 7), you wrote
about expectations for yourself and for the world in general. Read this material again and
consider if you want to use or adapt some of these sentences in your autobiography.
b) In the following box, write a draft of the last section of your autobiographical text.
Expectations for the future Draft
Editing and nal version

An important part of writing is the moment when you edit and correct the text. The
editor may be yourself (self-correction), your classmates (peer correction) and/or your
teacher (teacher correction). Your teacher will help you to use these strategies. After that,
write the nal version of your full text.
39
Edited version
40
LEARN MORE
Para aprender mais sobre os contedos deste tema, sugerimos uma lista de msicas (songs),
sites e lmes (lms) com os quais voc pode ampliar suas oportunidades de aprender ingls.
Songs
Para encontrar a letra das msicas sugeridas, basta escrever o ttulo, o nome do artista e a
palavra lyrics em seu site preferido de busca.
The future of the future (stay gold) (Everything But The Girl, 1998).
The future song (Lenny Kravitz, 1992, gravada por Vanessa Paradis).
Reach (Gloria Estefan) a msica foi tema dos Jogos Olmpicos de Atlanta (1996);
oua e pense por que ela foi escolhida. Depois, tente identificar dois adjetivos na forma
comparativa.
Site
Future for all. Disponvel em: <http://www.futureforall.org>. Acesso em: 12 nov. 2013. O
site contm previses de tecnologias e cenrios futuros feitos por autores de co cientca,
experts em tecnologia e usurios, em geral.
Films
A.I. Inteligncia articial (A.I. Articial Intelligence). Direo: Steven Spielberg. EUA,
2001. 146 min. Livre. Ao. O nico lho de Monica e Henry Swinton est em estado
vegetativo h vrios anos. Com o desejo de ter novamente uma criana em casa, eles aceitam
participar de um projeto para testar um novo androide, chamado David (Haley Joel
Osment), cujo avanado sistema lhe permite ter sentimentos como um humano. Depois
que Martin, o lho de verdade do casal, recobra a conscincia e volta para casa, Monica e
Henry decidem abandonar David, que inicia assim uma longa jornada em busca do amor
de sua me.
2001: Uma odisseia no espao (2001: A space odyssey). Direo: Stanley Kubrick. EUA,
1968. 139 min. 12 anos. Fico cientca. Clssico da co cientca e vencedor do Oscar
de Efeitos Especiais, o lme mostra um retrato do futuro da explorao espacial, em que a
relao entre mquina e homem est longe de ser tranquila.
41
LEARN TO LEARN
Discourse markers
Quando conversamos com algum (pessoalmente ou por telefone, por exemplo),
temos poucos segundos para entender o que nosso interlocutor nos diz e para pensar
no que diremos em seguida. Essa situao bastante diferente da produo de um texto
escrito, em que temos tempo para planejar o que dizer, para escrever e at para apagar e
refazer o que for necessrio.
Assim, em uma comunicao oral, usamos diversas expresses xas e de sentido pouco
denido que nos ajudam a ganhar tempo enquanto pensamos no que dizer. Essas expresses
existem tanto no portugus como no ingls. Em ingls, elas so chamadas de time buyers
(literalmente, compradoras de tempo, ou seja, so usadas para ganhar tempo).
1. No dilogo a seguir, a expresso que est circulada uma time buyer. Encontre e circule
outras quatro expresses desse tipo dentre as opes sublinhadas.
Ana Paula: E a, como foi a festa?
Suzana: Ah, foi legal, n? Todo mundo da sala foi. O... o..., como o nome dele? Aquele
meio baixinho? Lembrei: Pedro! O Pedro estava l tambm.
Ana Paula: Sei.
Suzana: , e a, ento a Cris me disse que o Pedro, ..., que o Pedro terminou com a Nanda.
2. Leia o trecho de um dilogo em ingls e identique trs expresses do tipo time buyer dentre as opes sublinhadas.
I was a little surprised, you know?

I mean, she was really angry! She was,
like, really, really mad!!
42
3. Releia o dilogo entre Pam e Susie (Atividade 5, Situated Learning 2) e preste ateno no
modo como as expresses do quadro abaixo so usadas na conversa.
Well
you know
Humm
Really?!
Agora diga se as armaes a seguir so verdadeiras (V) ou falsas (F). Responda com base
no modo como as expresses so usadas no dilogo.
a) Well is a time buyer. (
b) You know is a time buyer. (

c) Humm is a time buyer. (
d) Humm means This food is delicious. (

e) Really? means Im surprised. (
f ) Really? means Im angry. (
Think about it!

Nesta seo, voc estudou algumas expresses bastante caractersticas
de dilogos orais, seja em portugus ou em ingls. Na atividade de produo
escrita deste tema, voc e seus colegas elaboraram o roteiro de uma
situao ou um evento na vida de uma pessoa. Vocs incluram nesse texto
alguma expresso do tipo time buyer para que os dilogos soassem mais
naturais?
Daydreaming in English
4. Quais das seguintes armaes se aplicam a voc?
( ) Quando eu gosto do som de uma palavra ou de uma frase em ingls, repito-a para mim
mesmo, em voz alta ou mentalmente.
( ) Quando estou fora da escola, s vezes co tentando lembrar o nome em ingls dos
objetos que vejo pelo caminho.
43
( ) Na rua ou assistindo TV, por exemplo, tento prestar ateno para ver se encontro
palavras em ingls que so usadas no cotidiano.
( ) Quando estou sozinho e sem ter o que fazer, s vezes invento frases ou dilogos em ingls.
Mesmo que voc no tenha muito contato com a lngua inglesa fora da escola,
possvel continuar praticando de uma forma fcil e gratuita! Como? Voc j pensou em
sonhar acordado em ingls? o que chamamos de daydreaming in English (day = dia; dream
= sonho, sonhar). Isso signica, por exemplo, fazer as atividades listadas na questo 4.
O objetivo encontrar, em seu dia a dia, momentos e oportunidades para continuar a ter
contato com o ingls, para relembrar e praticar aquilo que voc j sabe.
Think about it!

Propomos um desao a voc. Durante todos os dias da prxima semana, ao vir para a escola ou ir para casa, tente fazer uma descrio mental
em ingls de tudo que voc v pelo caminho: os nomes dos objetos, dos
estabelecimentos comerciais, das prosses, das cores, dos animais... No
importa se voc no conseguir formar frases perfeitas ou no souber algumas palavras. O importante aquilo que voc consegue produzir. Note
que, a cada dia, sua descrio vai car mais rica e detalhada. Se voc tiver
a companhia de um amigo pode ser ainda mais divertido, j que um pode
complementar a descrio do outro! Assim voc aprender mais e o tempo
vai passar rpido!
44
VOCABULARY LOG
Aqui voc vai registrar o vocabulrio que aprendeu neste Caderno. Escolha duas palavras ou
expresses nas Situated Learning 1, 2, 3, 5, 6 e 7 e escreva cada uma delas no campo 1 (My word or
expression). No campo 2 (Denition or translation), anote uma denio ou traduo para a palavra.
Depois, no campo 3 (Association, example or picture), escreva algo ligado s palavras ou um exemplo;
voc tambm pode fazer uma ilustrao nesse espao. No campo 4 (Sentence from the text), anote 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
45
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
46
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
47
Situated Learning 7
Sentence
from the text
48
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 no Ensino Mdio!
Verbs & phrases

To be pregnant
To nd out
To hold on to something
To be scared
To get tired of doing something
To be sure
To face a challenge
To make a strong impression on somebody
To focus on something
To stop talking to somebody
To take photographs
To be worried about something
To go to university
To have an argument with somebody
To do ones best
To be on vacation
To issue a report
To go on vacation
Question words
Who
Why
Where
Which
When
How
What
49
Adjectives and nouns

nervous (adj) nervousness (n)
happy (adj) happiness (n)
hungry (adj) hunger (n)*
thoughtful (adj) thought (n)
proud (adj) pride (n)*
sleepy (adj) sleep (n)*
scared, scary (adj)** scare (n)*
confused, confusing (adj)** confusion (n)
pregnant (adj) pregnancy (n)
tired, tiring (adj)** tiredness (n)
surprised, surprising (adj)** surprise (n)*
(*) Hunger, pride, sleep, scare, and surprise can also be verbs.
(**) Compare: I was scared. The lm was scary.
Sally felt confused. The whole experience was confusing.
My sister was tired when she got home. We all had a tiring day.
Brian was surprised. The events that night were really surprising.
Past continuous
was, were + VERB-ing
wasnt/werent + VERB-ing
I was watching TV when he arrived.

He wasnt walking alone when I saw him.
Were they talking when the teacher looked at them?
50
Past continuous x past simple

Use WHILE to talk about two long events happening at the same time:
taking a shower
watching a movie
He was taking a shower WHILE we were watching a movie.
Use WHEN to talk about a shorter action that happened during a longer action:
called
X
taking a shower
He was taking a shower WHEN I called.
Present Past
PRESENT
PAST
I AM happy today.
I WAS sleepy yesterday.
They ARE always confused.
They WERENT here on Tuesday.
IS he usually friendly?
Why WAS he sad last night?
Sally GOES to school every morning.
Sally WENT to see a movie last weekend.
They ARRIVE late almost every day.
They DIDNT ARRIVE on time today.
DO you TAKE the subway very often?
DID you COME by car today?
Why DOES she always SPEAK so loud?
Who DID she TALK to before the class?
I AM TALKING to you. Pay attention!
I WAS TALKING to him when he fainted.
They ARENT STUDYING now.
They WERENT SLEEPING when I arrived.
IS she LISTENING to the radio?
Why WAS she CRYING in class yesterday?

51
Comparatives: form
Short adjectives (one syllable)
Adjective
Comparative
tall
taller (than)
young
younger (than)
Spelling: special cases

Adjectives ending in consonant + y: happy happier
Adjectives ending in e: nice nicer
Adjectives ending in consonant + vowel + consonant: hot hotter
Long adjectives (two syllables or more)

Adjective
Comparative
beautiful
more beautiful (than)
famous
more famous (than)
Comparatives: use
We use the comparative to talk about dierences between people or things, and also to
express an opinion.
Compare:
This red car is old. It was made in 1984.
This blue car is old too. It was made in 1995.
The red car is older than the blue car.
I like this painting by Picasso. It is beautiful, but it is not my favorite.

I love this painting by Portinari. It is beautiful, and it is my favorite.
I think this painting by Portinari is more beautiful than this painting by Picasso.
52
Future: WILL
We use WILL/WONT + VERB to talk about possibilities and predictions, or decisions we
make when we are speaking.
Maybe everybody will have a computer at home in ve years.
I dont know what Sally will do, and I wont talk to her about it!
I have too many books to carry. Will you help me, please?
Will men travel to space on holiday in the next century?
Future: expectations
To talk about our expectations, we can use hope to, wish to or would like to.
Study:
I hope to live to be 100!
I wish to go to university and be a doctor.
I would like to visit countries in all continents!
Future: time expressions

In the future, everybody will have their own private space rocket.
In 20 years, all the population will be literate.
I hope to nd a good job after I nish school.
I will probably move to the countryside next year.
I would like to have two children before I am 30 years old.
My friend hopes to nd a new job before long.
53
Can-do Chart
Competncias e habilidades
Consigo
1. Identificar caractersticas de um
frum na internet, de um dirio
pessoal e de uma autobiografia.
2. Reconhecer o uso de algumas
interjeies e onomatopeias para
expressar sentimentos e sensaes.
3. Identificar adjetivos para descrever
sentimentos e sensaes.
4. Identificar o tema geral de um texto.
5. Localizar informaes especficas em
um texto.
6. Identificar verbos no past simple e no
past continuous.
7. Organizar uma lista de eventos em
ordem cronolgica.
8. Selecionar um episdio ou situao e
identificar elementos da narrativa (o
qu, quando, quem etc.)
9. Escrever um roteiro para
dramatizao de um episdio na
minha vida ou na de um colega.
10. Fazer autocorreo de texto e sugerir
correes nos textos dos meus
colegas.
11. Analisar as correes sugeridas pelos
meus colegas sobre o meu texto.
12. Identificar algumas caractersticas de
citaes.
uma entrevista em uma revista.
54
Consigo, mas
com ajuda
Ainda no
consigo

reportagens de jornal.
15. Utilizar o verbo will e outras
estruturas verbais (hope to, wish to,
would like to) para falar sobre
previses e expectativas para o
futuro.
16. Reconhecer as formas comparativas
do adjetivos.
17. Identificar expresses de tempo para
falar sobre o futuro.
18. Escrever um relato autobiogrfico
contando quem eu sou, fatos que
aconteceram em minha vida e o que
espero para o futuro.
19. Analisar os textos dos meus colegas
e sugerir correes.
20. Analisar o que escrevo e identificar
pontos a corrigir.
55
56
57
58
59
60
61
62
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
Ventrella.
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 Beatriz Pereira Franco, Ana Paula
de Oliveira Lopes, Marina Tsunokawa Shimabukuro
e Neide Ferreira Gaspar.
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, 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: Anderson Jacomini Brando, Carolina dos
Santos Batista, Fbio Bresighello Beig, Renata
Cristina de Andrade Oliveira e Tatiana Souza da
Luz Stroeymeyte.
Qumica: Ana Joaquina Simes S. de Mattos

Carvalho, Jeronimo da Silva Barbosa Filho, Joo
Batista Santos Junior, Natalina de Ftima Mateus e
Roseli Gomes de Araujo da Silva.
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 Benedicto 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
Budiski 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
Plural Indstria Grca Ltda.
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

Mauro de Mesquita Spnola
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, Ana Paula S. Bezerra,
Anglica dos Santos Angelo, Bris Fatigati da Silva,
Bruno Reis, Carina Carvalho, Carolina H. Mestriner,
Carolina Pedro Soares, Cntia Leito, Eloiza Lopes,
rika Domingues do Nascimento, Flvia Medeiros,
Giovanna Petrlio Marcondes, Gisele Manoel,
Jean Xavier, Karinna Alessandra Carvalho Taddeo,
Leslie Sandes, Main Greeb Vicente, Mara de
Freitas Bechtold, Marina Murphy, Michelangelo
Russo, Natlia S. Moreira, Olivia Frade Zambone,
Paula Felix Palma, Pietro Ferrari, Priscila Risso,
Regiane Monteiro Pimentel Barboza, Renata
Regina Buset, Rodolfo Marinho, Stella Assumpo
Mendes Mesquita, Tatiana F. Souza e Tiago Jonas
de Almeida.
Direitos autorais e iconograa: Beatriz Fonseca
Micsik, Dayse de Castro Novaes Bueno, rica
Marques, Jos Carlos Augusto, Juliana Prado da
Silva, Marcus Ecclissi, Maria Aparecida Acunzo
Forli, Maria Magalhes de Alencastro, Vanessa
Bianco 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

8 Caderno Do Aluno Inglês Vol 2 2014-2017 8S 9A

Încărcat de

Informații document

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

8 Caderno Do Aluno Inglês Vol 2 2014-2017 8S 9A

Încărcat de

Drepturi de autor:

Formate disponibile

a

GOVERNO DO ESTADO DE SO PAULO

Governo do Estado de So Paulo

Ingls 8a srie/9o ano Volume 2

Ingls 8a srie/9o ano Volume 2

1. Match each picture to its corresponding balloon.

Ingls 8a srie/9o ano Volume 2

2. Look at the text below. What is it?

I found out I was pregnant a few weeks ago. Im only

People have their judgments and I guess thats the hardest

MaryAnne, in my case it was a shock to nd out I was

Now complete the sentences in Column A using the options in Column B.

a) You can nd this kind of text

c) The messages are written

d) These people write because

e) In this specic forum, the general topic

( ) they want to discuss a topic or exchange ideas.

Ingls 8a srie/9o ano Volume 2

b) When were the messages written?

c) Are MaryAnne, Hellonikky and bp93 pregnant now?

b) Where and when did it happen?

c) Who was involved?

d) How did each person involved in that situation feel?

Ingls 8a srie/9o ano Volume 2

c) glasses teenager parents boyfriend teacher

d) feel happen want write forum

e) where situation who why when

2. Match the adjectives to the pictures.

Holly Wilmeth/Aurora/Getty Images

Joos Mind/The Image Bank/Getty Images

Chris Leschinsky/Stone+/Getty Images

Ingls 8a srie/9o ano Volume 2

3. Now use the adjectives in Activity 2 to ll in the gaps.

a) The teacher was very

b) Many people drink coee when they feel

c) Is dinner ready yet? Im

today. Is there something wrong?

d) Youre so quiet and

Ingls 8a srie/9o ano Volume 2

1. Discuss these questions in Portuguese with your classmates.

a) What kind of text is this? How do you know?

b) When was it written?

Ingls 8a srie/9o ano Volume 2

c) What is the general topic of the text?

(d) took her

Ingls 8a srie/9o ano Volume 2

Pam: Well, I dont know, Im a little nervous.

Pam: Do you know anybody there?

a) Pam walked to school with

at school: Portuguese, English, Math, Science,

b) You study dierent

c) The activities you have to do at home after school.

d) If today is September 1, then

f ) Im not very hungry, just a

Ingls 8a srie/9o ano Volume 2

2. Find the opposites of the underlined words. Follow the example.

b) We were a little scared.

c) We were nervous on our rst day.

d) This is a picture of my old school.

e) We have dierent subjects every day.

3. Put the sentences in the correct order to form a diary entry.

( ) Yes, my brother and his friends study there.

b) Do you think the new school is nice?

( )Yes, I dont want to go alone.