Caderno Aluno 1s Vol1 2010 Reduzido

Caro(a) aluno(a),
Os conhecimentos produzidos pela humanidade ao longo da história encontram-se

registrados em textos orais e escritos, nas artes, nas ciências. Os conteúdos escolares são
planejados para ajudá-lo a compreender parte desses conhecimentos na expectativa de
que você possa, a partir deles, construir novos conhecimentos, criar formas solidárias
de convivência, respeitar valores, preservar o meio ambiente e o planeta.
As aulas e as tarefas da escola são fundamentais para que você conheça e compreenda
nossa história, as diversas culturas e suas formas de manifestação, os modos de pensar
ao longo da história, as formas de viver e conviver, os métodos de fazer cálculos e a
diversidade do mundo das ciências e das artes...
Com este Caderno, você poderá ampliar suas possibilidades de reflexão sobre a
vida e as relações humanas, que se expressam de diferentes maneiras no cotidiano e
nas obras literárias e artísticas, o que lhe permitirá apreciar e aproveitar os benefícios
do conhecimento.
Familiarizar-se com as diferentes linguagens e saber usá-las adequadamente é dar
sentido às relações que estabelecemos com o outro e com o mundo que nos cerca.
Quando nos expressamos por meio de textos orais, escritos, imagéticos, sonoros e
corporais, construímos cultura e nos apropriamos de suas manifestações, além de
atuarmos como sujeitos produtivos na sociedade contemporânea.
Aprender exige esforço e dedicação, mas também envolve curiosidade e criatividade,
que estimulam a troca de ideias e conhecimentos. Por isso, sugerimos que você
participe das aulas, observe as explicações do professor, faça anotações, exponha suas
dúvidas, não tenha vergonha de fazer perguntas, procure respostas e dê sua opinião.
Caso as tarefas lhe pareçam excessivas, tente priorizar algumas delas e faça um pouco
por dia para que os exercícios não se acumulem.
INGLES_CAA_1bi_1s.indd 1 28/06/10 10:43

Assuma o compromisso de finalizar as tarefas, uma vez começadas. Não tenha
receio de expor ao professor e aos colegas suas dúvidas e dificuldades, porque a troca
de ideias é fundamental para a construção do conhecimento. Errar também faz parte
do aprendizado. Portanto, peça ajuda ao professor e aos colegas sempre que considerar
a tarefa muito difícil.
Elabore uma agenda para fazer seus trabalhos e atividades. Escolha um lugar
adequado, onde você não se distraia quando estiver fazendo as tarefas. Estabeleça
objetivos e comece pelos trabalhos mais exigentes. Faça breves intervalos durante o
estudo para não ficar exausto.
Esperamos que, assim, você se sinta realizado e recompensado e possa refletir sobre
o quanto aprendeu com este Caderno.
Coordenadoria de Estudos e Normas Pedagógicas – CENP

Secretaria da Educação do Estado de São Paulo
Equipe Técnica de Linguagens e Códigos

Inglês - 1a série - Volume 1
EXPLORATIONS
Vamos explorar este material juntos? Folheie seu Caderno rapidamente para encontrar as res-
postas que completam as frases a seguir.
1. Eu encontro uma lista das competências e habilidades deste volume na página .
2. O título da Situated Learning 1 é .
3. A Situated Learning 2 começa na página .
4. A Situated Learning 3 tem páginas.
5. Nas seções Homework: Focus on Language, eu encontro .
6. Textos retirados de um site estão nas páginas e .
7. A página mostra bandeiras de países estrangeiros.
8. Eu encontro espaço para escrever o rascunho de um texto ( first draft ) na Situated Learning
.
9. A seção Learn to learn está nas páginas e lá eu encontro dicas sobre como
aprender inglês.
10. Em Learn more, eu encontro dicas de .
11. Na seção chamada , eu vou registrar o vocabulário que aprendi

neste Caderno.
12. Eu posso consultar a seção quando tiver dúvidas sobre gramática.

LEARNING TARGETS
English around the world: cultural interactions

Neste Caderno, você fará atividades que vão ajudá-lo a:
1. descobrir em que países a língua inglesa é falada como língua oficial.
2. compreender por que a língua inglesa é considerada uma língua internacional.
3. reconhecer o gênero de um texto.
4. localizar informações específicas em um texto.
5. levantar hipóteses sobre o assunto de um texto e verificá-las a partir da leitura.
6. identificar palavras cognatas ou emprestadas da língua inglesa para compreender um

texto.
7. escrever um texto informativo sobre um programa de estudos interculturais.
8. trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.
9. reconhecer o uso do tempo verbal simple present.
10. reconhecer o uso do tempo verbal simple past.
11. reconhecer os usos de algumas preposições em contexto, por exemplo: respect for, based
on, adopted at, threatened by.
12. reconhecer o uso das palavras consequently, when e before.

?
!
SITUATED LEARNING 1
SITUAÇÃO DE APRENDIZAGEM
WHERE ENGLISH IS SPOKEN: FACTS AND FIGURES
1. Work in groups. In Portuguese, discuss the questions.
Study the flags below. They all represent countries where English is spoken as a first language.
Do you know their names?
a) b)
© Claudio Ripinskas
c) d)
e) f)
g)

2. Read the table quickly. What is it about?
English and Portuguese in the world

English Portuguese
Population % of native Native Population % of native Native
Countries Countries
(million) speakers speakers (million) speakers speakers
United
286 86 246 Brazil 175 100 175
States
United
59 97 57 Portugal 10 100 10
Kingdom
Canada 32 63 20 Angola 13.5 60 8.1
Australia 20 85 17 Mozambique 18.6 20 3.7
New
4 95 3.8
Zealand
Ireland 4 95 3.8
TOTAL 405 347.6 Total 217.1 196.8
Fonte: SCHÜTZ, Ricardo. o Inglês e o Português no mundo. English made in Brazil. Disponível em: <http://www.sk.com.br/sk-stat.html>.
Acesso em: 29 set. 2009.
3. Read the table again. Complete the information below:
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: no quadro, há indicação de que 100% da população, tanto do Brasil quanto de Portugal,
são falantes da língua portuguesa. Esse dado desconsidera o fato de que, no Brasil, estima-se
que haja pelo menos 180 línguas indígenas. Em Portugal, o mirandês, falado no norte do
país, foi reconhecido como língua em 1999.

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

a) What is the other language Canadians speak? Do you know why?
b) Why don’t 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 text below 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.

HOMEWORK : FOCUS ON LANGUAGE 1
1. Study the table. Then read the situations and choose the correct answer.
© Claudio Ripinskas
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

a) My stepfather Mike is from New York, US. He loves going to the movie theater . His favorite
genres are comedies and thrillers.
b) Peter and I were born in London, UK. We live in a small flat downtown. The building is
not high, so it doesn’t have a . We don’t like climbing up the
stairs very much.
c) Jeremy is staying with his cousins in California, USA. 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.
A=♣ E= ☼ I= M=¥ Q=Ө U=● Y=╬
B=▲ F=♫ J=€ N=# R=? V=◄ Z=▬
C=☺ G=۩ K=↔ O=+ S=¿ W=▓
D=♪ H=♥ L=© P=Ψ T=◘ X=◊
a)  # ♪  ♣
India
b) ¿  # ۩ ♣ Ψ + ? ☼
c) € ♣ ¥ ♣  ☺ ♣
d) ▲ ☼ ©  ▬ ☼
e) ¿ ♣ ¥ + ♣
f) Ψ ♥  ©  Ψ Ψ  # ☼ ¿

3. Study the chart to understand how to make questions in English.
Question word Auxiliary verb Subject Information

Yes/No speak any foreign
XXX Do you
questions languages?
Information all the people in
Why don’t speak English?
questions the USA
Question word Verb to be Subject Information

Yes/No XXX Are you from Jamaica?
questions
the other Canadians
What is
Information language speak?
questions your mom and
How old are xxxxx
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 words given below. 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) Monica’s husband / French / study / does
e) Steven / how old / Mark / and / are
10

FOR FUN
A visitor from Holland was chatting with his American friend and was jokingly explaining
about red, white and blue in the Netherlands flag.
“Our flag symbolizes our taxes”, he said. “We get red when we talk about them, white
when we get our tax bill, and blue after we pay them.”
“That’s the same with us”, the American said, “only we see stars, too.”
11

?
!
SITUATED LEARNING 2
INTERCULTURAL STUDIES 1
1. Study the text below. What kind of text is it? What is it about?
WHAT WE DO
Custom Search
AFS Statement of Purpose
Search AFS is an international, voluntary, non-governmental, non-profit organi-

zation that provides intercultural learning opportunities to help people de-
velop the knowledge, skills and understanding needed to create a more just
Getting Involved With AFS and peaceful world.
The Core Values and Attributes of AFS

High School
AFS enables people to act as responsible global citizens working for
Community Service peace and understanding in a diverse world. It acknowledges that peace is a
dynamic concept threatened by injustice, inequity and intolerance.
Hosting
WHAT WE DO
AFS seeks to affirm faith in the dignity and worth of every human being
Volunteering and of all nations and cultures. It encourages respect for human rights and
AFS Statement of Purpose
fundamental freedoms without distinction as to race, sex, language, religion
or social status.
AFS activities are based on our core values of dignity, respect for differ-
gLearn About AFS AFSences,isharmony,
an sensitivity
international,
and tolerance. voluntary, non-governmental, non-profit
What We Do organization
Adopted that
at theprovides intercultural learning opportunities to help people
1993 World Congress.
AFS Around the World develop the knowledge, skills and understanding needed to create a more
Our 90 Year History
just and peaceful world.
Our 2010 Vision
The Core Values and Attributes of AFS
Benefits of Intercultural
Study AFS enables people to act as responsible global citizens working for
Safety and Risk peace and understanding in a diverse world. It acknowledges that peace is a
Management dynamic concept threatened by injustice, inequity and intolerance.
AFS News
AFS seeks to affirm faith in the dignity and worth of every human being
AFS in the Schools
and of all nations and cultures. It encourages respect for human rights and
AFS Research & Education fundamental freedoms without distinction as to race, sex, language, religion
FIND an AFSer or social status.
Supporting AFS
AFS activities are based on our core values of dignity, respect for
Useful Resources
differences, harmony, sensitivity and tolerance.
Adopted at the 1993 World Congress.
Disponível em: <http://www.afs.org/afs_or/view/what_we_do>. Acesso em: 29 set. 2009.
12

2. Read the text quickly. Where can you find information about:
a) the future expectations of AFS?
b) the past of the organization?
c) the way we can participate in the program?
d) the countries where AFS is present?
3. Match the ideas in A with the items in B.
A B
a) human values ( ) race, sex, religion, social status, language
b) peace ( ) tolerance, justice and harmony
c) human rights ( ) emotion, feelings, sentiment
d) sensitivity ( ) dignity and respect
4. Read the text carefully. Answer the questions in Portuguese.
a) What is AFS?
b) The text indicates three things that can threaten peace. What are they?
13

c) The activities in AFS are based on some values. What are they?
5. Study the sentences taken from the text. Complete the gaps.
a) “understanding a diverse world”
b) “concept threatened injustice”
c) “AFS activities are based our core values”
d) “respect differences”
e) “adopted the 1993 World Congress”
14

1. Go back to the text in Situated Learning 2, Activity 1. Read the instructions below and do what
is asked.
a) Find in the text the noun for the verb “to organize”.
organization
b) Find in the text a word in English for “aprendizagem”.
c) Find in the text the noun for the verb “to understand”.
d) Find in the text a synonym for “offers”.
e) Find in the text the opposite of “equity”.
f ) Find in the text the verb for the word “creation”.
2. Read the text and fill in the gaps with the correct preposition. Refer to the Instant Language
section for help.
“When I first arrived in Australia to learn English, I was afraid (a) of making mistakes
or not having friends. I was interested (b) the culture and habits of Australians
but, you know, I was alone and I had never been abroad before. My first classes at school
were cool and I think I succeeded (c) making myself understood, even with my
poor English. Now, after two weeks, I guess I’m good (d) making conversation
with all my classmates and I am never, never tired (e) starting a good chat with
anybody I meet. Learning a foreign language depends a lot (f ) our own effort!”
(Elisa, 15)
3. Study the uses of -ing in the Instant Language section. Then read the following sentences
and choose the correct form.
a) Michael would love to travel / travelling to South Africa to learn English.
15

b) Sandra doesn’t 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. I’m 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 can’t 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 to change (change) his host family. They were incredible and treated
him all right.
b) When Carol was away studying German, her family missed (talk) to her
every day.
c) Why did you give up (work) at the International School of Languages?
d) Henry can’t afford (study) abroad. He needs a scholarship.
e) If you decide to travel around Germany, I want you to promise (call)

every week.
FOR FUN
At the English class, the instructor asked a question to a German student, “Hans, can
you make a sentence in English using colors, please?”
The student thought for a while and then said, “The phone, it went green, green,
green, I pink it up and said, yellow?”
16

17

?
! SITUATED LEARNING 3
INTERCULTURAL STUDIES 2
1. Read the text AFS Benefits of Intercultural study. Answer the questions in Portuguese.
Benefits of Intercultural Study

What can you learn from an AFS experience?
“Mexico did something to me, and to everyone else who came to Benito Juárez that
fall. I did not become a ‘new’ person. I am not even sure I want to say I changed. I did
get a new dimension to my life, and a broader foundation to balance on when making my
perceptions of the world.”
Vilde Michelsen Værøyvik, Norwegian AFS student to Mexico.
“My time in Germany taught me the value of asking questions, and of learning their true, if
harsh, answers. Germany has changed, in my eyes, from a land of ‘Bier und Bratwurst’ to one of
sincere people, whose attitudes and perceptions reflect their history. Consequently, I now realize
that every country on earth is undoubtedly worthy of exploration and understanding.”
Alexis Duecker, U.S. AFS student to Germany.
“Before leaving for Italy, I constantly worried whether I’d be laughed at, whether I’d fit in. I
now realize how silly I was.”
Benefits of Intercultural Study

Ho Chui Ping, Malaysian AFS student to Italy.
These three young women are the winners of the 2007AFS “My Different View” essay contest.
Read their essays and those of other former AFS participants at My Different View.
What can you learn from an AFS experience?

“We relate to each other because we are similar. We learn from each other because we are
different”.
“Mexico did something to me, and to everyone else who came to Benito
Juárez that fall. I did not become a ‘new’ person. I am not even sure I want to say
I changed. I did get a new dimension to my life, and a broader foundation to
balance on when making my perceptions of the world.”
Vilde Michelsen Værøyvik, Norwegian AFS student to Mexico.
“My time in Germany taught me the value of asking questions, and of learning
their true, if harsh, answers. Germany has changed, in my eyes, from a land of
‘Bier und Bratwurst’ to one of sincere people, whose attitudes and perceptions
reflect their history. Consequently, I now realize that every country on earth is
undoubtedly worthy of exploration and understanding.”
Alexis Duecker, U.S. AFS student to Germany.
“Before leaving for Italy, I constantly worried whether I’d be laughed at, whether
I’d fit in. Now I realize how silly I was.”
Ho Chui Ping, Malaysian AFS student to Italy.
These three young women are the winners of the 2007 AFS “My Different
View” essay contest. Read their essays and those of other former AFS participants
at My Different View.
We relate to each other because we are similar. We learn from each other because
we are different.
Disponível em: <http://www.afs.org/afs_or/view/3147>. Acesso em: 29 set. 2009.
18

a) In the text we find testimonials written by students who joined the program. How many are
there? What are their names?
b) Are the testimonials written by boys or girls? Where are they from? Where did they study?
c) What is the 2007 AFS “My different view”? Where can you find the essays/texts?
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. The sentences below are taken from the text. Find them and complete the gaps.
a) “I am not even sure I to say I .”
b) “My time in Germany me the value of asking questions.”
19

c) “Now I how silly I .”
d) “Mexico something to me, and to everyone else who

to Benito Juárez that fall.”
4. Complete the gaps using a simple present or simple past 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 AFS international,
and I’m 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 sentences below. Underline the correct option.
a) Don’t forget to turn off the lights consequently / before you leave the bedroom.
b) When / Consequently I arrive at home, I will study for the test.
c) When / Before I go to bed, I always brush my teeth.
d) It was raining a lot yesterday. Consequently / Before, I stayed at home and watched TV.
20

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.
realize – fall – worthy – fit in – sure – harsh
a) Sam: Any plans for the summer holidays?
Vicky: I’d like to visit my grandpa in Florida, but I think I’d rather go there in the fall .
b) Tim: Joey, have you seen my glasses?
Joey: Why? Do I have to know where everything you lose is?!
Tim: Ok, man, you don’t need to give me a answer. Sorry, I’m not going
to trouble you…
c) Glenn: Was it your first time in Paris, Sue?
Sue: No, I’d been there a couple of times before. But now I how many
exotic places there are in the city and nobody knows about them.
d) Robbie: I can’t find my keys anywhere!
Paul: Have you looked under the sofa?
Robbie: Yes. I am I left them on the TV but now they’re gone.
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?
Laureen: You know, the language, the culture. Although I am of Japanese descent, I don’t
know if I will .
f ) Joe: You’ve come back from Brazil real different, Laura.
Laura: Do you think so? The country is so huge and fascinating. Brazil is
of exploration.
21

2. Study the sentences. Match the beginnings in column A and the endings in column B. Refer to
the item Linking Words in the Instant Language section for help.
A B
a) First I reviewed all the activities ( ) if you need extra activities.
b) The car crash was awful! ( ) However, we didn’t 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. ( ) In addition, students learn spoken language
skills very fast.
f ) 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 phoebbe_liu@engels.com
Subject 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 it’s time for the family. My cousin Elvis
(d) (call) me yesterday and started talking in Spanish. I (e)
(speak) fluently with him and I (f ) (get) really happy with myself .
Write me soon.
Take care!
Alex
22

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 don’t / didn’t. I think she was not around when I got there.
b) The undergraduate students at university don’t / doesn’t have to leave the campus in order
to eat lunch. They can use the university restaurant.
c) When I was a child I don’t / didn’t use to eat fruit and vegetables, but now I do / did.
d) Why doesn’t / don’t 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. Didn’t / Don’t you tell her?
FOR FUN
English is very strange...
• Did you know that the word “verb” is a noun?
• Why is “abbreviation” such a long word?
• Why is “crazy man” an insult while “Crazy, man!”

is a compliment?
• If you say one mouse, two mice and one louse, two lice,
why isn’t it one house, two hice?
Louse: a very unpleasant person who does nasty,

dishonorable things. Also: an insect that lives on
the hair or skin of people or animals (piolho).
23

24

?
!
SITUATED LEARNING 4
AN INTERCULTURAL STUDY PROGRAM IN BRAZIL
1. Imagine the following situation: you work for an Exchange Student Office in Brazil and have to
write the content for their web page in English. You need to write a section about the advantages
of coming to Brazil to study! Think about learning opportunities, people’s culture, habits, etc.
Write a list with your ideas.
2. Now, get in small groups and compare your lists. Organize the ideas into topics and write them
down in the lines below.
PEOPLE
LANGUAGE
25

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-bumbá.
draft = rascunho
Write your draft in the lines that follow. Then ask your teacher to check it!
26

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
27

LEARN TO LEARN
Using a bilingual dictionary

Aqui você vai aprender um pouco mais sobre como usar o dicionário para estudar inglês.
Material necessário: vamos precisar de um dicionário bilíngue (inglês-português-inglês).
Obs.: se você não tiver um dicionário, use o da biblioteca da sua escola ou peça um empresta-
do a um colega ou parente.
1. Um verbete de dicionário contém várias informações além dos significados de uma pa-
lavra: a classe gramatical à qual a palavra pertence, diferentes contextos de uso e formas
flexionadas, entre outras. Estude os verbetes abaixo.
work /wз:rk/ 1 s [não contável] 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 isn’t working o
relógio não está funcionando 5 adj working de trabalho: working hours horário de trabalho.
trabalho sm 1 work: trabalho pesado hard work 2 (emprego) job: tenho dois tra-
balhos I have two jobs ■ trabalho bem pago well-paid job 3 (na escola) assignment,
project: fazer um trabalho de história to do a history assignment / project.
Agora, decida se as afirmações abaixo são verdadeiras ou falsas. Corrija as afirmações falsas.
a) A palavra work só pode ser usada como verbo em inglês.
b) Worked pode ser o pretérito e o particípio passado do verbo work.
c) A frase “He has two works” equivale, em português, a “Ele tem dois trabalhos”.
d) Em inglês, a palavra equivalente a “trabalho” no contexto escolar é diferente da palavra

“trabalho” no sentido de emprego.
28

2. As variantes linguísticas dominantes do inglês (o inglês americano e o inglês britânico)

também aparecem indicadas em vários dicionários. Estude os verbetes abaixo.
taxi /’tæksi/ 1 s (tb taxicab, esp USA cab) táxi 2 vi (part pres taxiing) (Aeronáut) taxiar.
apartment /ә’partmәnt/ (GB tb flat) s apartamento.
Agora complete:
Na variante americana, a palavra em inglês equivalente a “táxi” é .
Na variante britânica, a palavra em inglês equivalente a “apartamento” é .
3. Explore o dicionário. Procure as palavras indicadas abaixo e responda às perguntas:
a) Procure a palavra CHECKERS. O que ela significa? Há alguma indicação sobre a qual
variante do inglês ela pertence?
b) Procure a palavra MOVE. Ela varia de classe gramatical? Há contextos de uso diferentes
para essa palavra?
Think about it!
Você conhece palavras ou expressões que

têm sentidos diferentes no português falado no
Brasil e no português falado em Portugal?
29

VOCABULARY LOG
Aqui você vai registrar o vocabulário que aprendeu nas Situated Learning 1, 2 e 3. Escolha
duas palavras ou expressões de cada situação e escreva cada uma delas no campo 1 (My word or
expression). No campo 2 (Definition or translation), você anota uma definição ou tradução para a
palavra. Depois, no campo 3 (Association, example or picture), escreva algo ligado à primeira palavra
ou um exemplo; você também pode fazer uma ilustração nesse espaço. No campo 4 (Sentence from
the text), você 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
30

Situated Learning 2
Sentence
from the text
Situated Learning 3
Sentence
from the text
Situated Learning 3
Sentence
from the text
31

LEARN MORE
Para aprender mais sobre os conteúdos deste Caderno, sugerimos uma lista de músicas (songs),
sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.
Songs
Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e a
palavra lyrics em seu site de busca preferido.
• Englishman in New York (Sting).
• Beautiful Day (U2).
• Orinoco Flow (Enya).
Sites
• Sobre cultura e língua inglesa, acesse <http://www.linguaestrangeira.pro.br>. Acesso em: 29

set. 2009.
• Para informações gerais sobre países que falam a língua inglesa, acesse <http://en.wikipedia.org/wiki/
list_of_countries_where_English_is_an_official_language>. Acesso em: 29 set. 2009.
• Para informações sobre a língua inglesa (pronúncia, história), acesse <http://www.sk.com.br>.
Acesso em: 29 set. 2009.
• Para informações sobre programa de intercâmbio cultural, acesse <http://www.afs.org>. Aces-
so em: 29 set. 2009. O programa tem comitês no Brasil e oferece intercâmbios em escolas
públicas e particulares, inclusive com bolsas de estudos.
Films
• Espanglês (Spanglish). Direção: James L. Brooks. EUA, 2004. 111 min. 12 anos.
Trata das dificuldades de comunicação e do conflito cultural entre uma recém-chegada, falante
do espanhol, aos EUA e seu patrão, um norte-americano vivido por Adam Sandler. Esta comédia
oferece muitas passagens interessantes para refletir sobre a comunicação entre falantes de línguas
diferentes e a possibilidade de intercompreensão.
• O Terminal (The Terminal). Direção: Steven Spielberg. EUA, 2004. 129 min. 12 anos.
Neste misto de drama e comédia, Tom Hanks é um europeu que mora em um país fictício na
Europa oriental e fala uma língua estranha. Ao viajar para os EUA, sem falar inglês, vive a situa-
ção incômoda de ter de morar em um aeroporto, em virtude de problemas com sua entrada no
país. Você pode fazer boas reflexões sobre como podemos (e tentamos) nos comunicar mesmo
sem falarmos fluentemente uma língua estrangeira.
32

INSTANT LANGUAGE
Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em ta-
belas para auxiliá-lo em seu trajeto de aprendizagem da Língua Inglesa. Você pode usar essas tabelas
como um material de referência e consultá-las mesmo quando estiver usando outros Cadernos e até
estudando em outras séries do Ensino Médio!
Some uses of -ING forms in English
Progressive form of verbs: You are working very hard.

Verbs after prepositions: She is thinking about taking a trip to Germany.
She looks forward to meeting you.
Adjective: Jamaica is an English-speaking country.
Noun: Swimming is good for your health.
Most verbs are followed by infinitives Some verbs are followed by -ING
She wants to go home. I enjoy travelling.

He promised to talk to you. She has given up smoking.
I need to see you. They couldn’t help crying.
They chose to travel by train. I can’t stand listening to punk music.
She refused to see the doctor. She feels like dancing.
They can’t afford to buy a new house. They won’t mind explaining the situation again.
I miss talking to you.
33

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. (Refers to the past, to things that I did.)
I will remember to bring all your books back. (Refers to what I still have to do.)
Collocations
Adjectives + prepositions Verbs + prepositions

afraid of depend on
interested in succeed in
good at listen to
tired of belong to
excited about wait for
worried about thank for
34

Linking words
Addition: and, in addition, what’s more
Contrast: fortunately, unfortunately, however
Consequence: so, as a consequence, thus
Condition: if, whether
Time: then, when, as soon as
Simple Present
Affirmative Negative Interrogative

I work... I don’t work... Do I work...?
You work... You don’t work... Do you work...?
He works... He doesn’t work... Does he work...?
She works... She doesn’t work... Does she work...?
It works... It doesn’t work... Does it work...?
We work... We don’t work... Do we work...?

You work... You don’t work... Do you work...?
They work... They don’t work... Do they work...?
Simple Past
Affirmative Negative Interrogative

I worked... I didn’t work... Did I work...?
You worked... You didn’t work... Did you work...?
He worked... He didn’t work... Did he work...?
She worked... She didn’t work... Did she work...?
It worked... It didn’t work... Did it work...?
We worked... We didn’t work... Did we work...?

You worked... You didn’t work... Did you work...?
They worked... They didn’t work... Did they work...?
35

Some irregular verbs
BASE FORM PAST PARTICIPLE
be was, were been

become became become
build built built
buy bought bought
do did done
drink drank drunk
eat ate eaten
fall fell fallen
get got got, gotten
give gave given
go went gone
have had had
make made made
meet met met
read read read
see saw seen
send sent sent
speak spoke spoken
spend spent spent
take took taken
tell told told
wear wore worn
write wrote written
36

SELF-ASSESSMENT
Releia a lista de expectativas de aprendizagem na seção Learning Targets. Em seguida, folheie
seu Caderno e procure relacionar essas expectativas às atividades que você realizou. Por fim, registre,
nas linhas a seguir, o que você já sabia, o que você aprendeu e o que você gostaria de aprender mais
nos próximos meses!
37

38

39

40

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Caro(a) aluno(a),

Os conhecimentos produzidos pela humanidade ao longo da história encontram-se

INGLES_CAA_1bi_1s.indd 1 28/06/10 10:43

Coordenadoria de Estudos e Normas Pedagógicas – CENP

INGLES_CAA_1bi_1s.indd 2 28/06/10 10:43

1. Eu encontro uma lista das competências e habilidades deste volume na página .

2. O título da Situated Learning 1 é .

3. A Situated Learning 2 começa na página .

4. A Situated Learning 3 tem páginas.

5. Nas seções Homework: Focus on Language, eu encontro .

6. Textos retirados de um site estão nas páginas e .

7. A página mostra bandeiras de países estrangeiros.

10. Em Learn more, eu encontro dicas de .

11. Na seção chamada , eu vou registrar o vocabulário que aprendi

12. Eu posso consultar a seção quando tiver dúvidas sobre gramática.

INGLES_CAA_1bi_1s.indd 3 28/06/10 10:43

English around the world: cultural interactions

1. descobrir em que países a língua inglesa é falada como língua oficial.

2. compreender por que a língua inglesa é considerada uma língua internacional.

3. reconhecer o gênero de um texto.

4. localizar informações específicas em um texto.

5. levantar hipóteses sobre o assunto de um texto e verificá-las a partir da leitura.

6. identificar palavras cognatas ou emprestadas da língua inglesa para compreender um

7. escrever um texto informativo sobre um programa de estudos interculturais.

8. trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.

9. reconhecer o uso do tempo verbal simple present.

10. reconhecer o uso do tempo verbal simple past.

12. reconhecer o uso das palavras consequently, when e before.

INGLES_CAA_1bi_1s.indd 4 28/06/10 10:43

1. Work in groups. In Portuguese, discuss the questions.

INGLES_CAA_1bi_1s.indd 5 28/06/10 10:43

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

English and Portuguese in the world

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

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:

INGLES_CAA_1bi_1s.indd 6 28/06/10 10:43

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

b) Why don’t 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?

The International Language: English!

INGLES_CAA_1bi_1s.indd 7 28/06/10 10:43

HOMEWORK : FOCUS ON LANGUAGE 1

AMERICAN X BRITISH ENGLISH: VOCABULARY VARIETIES

AMERICAN ENGLISH BRITISH ENGLISH

movie theater cinema

INGLES_CAA_1bi_1s.indd 8 28/06/10 10:44

INGLES_CAA_1bi_1s.indd 9 28/06/10 10:44

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

Question word Auxiliary verb Subject Information

Question word Verb to be Subject Information

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.

a) Linda / German / does / speak

b) languages / Peter / do / how many / speak / and / Tom

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

d) Monica’s husband / French / study / does

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

INGLES_CAA_1bi_1s.indd 10 28/06/10 10:44

INGLES_CAA_1bi_1s.indd 11 28/06/10 10:44