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a

1 SRIE
ENSINO MDIO
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 MDIO
1a SRIE
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),
Com este Caderno, voc completa seu primeiro ciclo de estudos de ingls no Ensino Mdio.
Continuar vendo como se organizam as diferentes sees de jornais e discutir o que deve ser
levado em conta ao analisar e/ou redigir uma notcia. Voc aprender a utilizar o vocabulrio e as
estruturas gramaticais pertinentes para produzir suas prprias dicas de entretenimento, manchetes
e notcias, em trabalho conjunto com seus colegas.
Lembre-se de que nossos Cadernos sempre trazem dicas de sites, msicas e lmes que podem
ajud-lo a aprender mais sobre os contedos de cada volume. Voc tambm conta com as sees especcas para sistematizar seu estudo da gramtica e do vocabulrio, que podem ajudar a organizar
seus registros, de forma a tornar a aprendizagem mais efetiva. H, ainda, a grade de autoavaliao,
com as metas de aprendizagem propostas para este volume.
Equipe Tcnica de Ingls
rea de Linguagens
Coordenadoria de Gesto da Educao Bsica CGEB
Secretaria da Educao do Estado de So Paulo

LEARNING TARGETS
Neste Caderno, voc far atividades relacionadas a dois temas: 1) The entertainment
section: newspapers e 2) Newspapers: news stories, headlines and leads. Essas atividades
vo ajud-lo a:
1. Relacionar o contedo/tema de um texto s suas experincias pessoais.
2. Localizar informaes especcas em um texto para corrigir armaes.
3. Interpretar informaes no explcitas no texto.
4. Identicar o gnero de um texto, bem como seu portador, pela compreenso geral.
5. Identicar leitores-alvo de determinado gnero textual.
6. Reconhecer e utilizar a estrutura will /wont + verb para fazer previses sobre o futuro.
7. Identicar a traduo, a denio, a antonmia e a sinonmia como diferentes processos
pelos quais possvel expressar o signicado de uma palavra.
8. Interpretar dicas e produzir palavras cruzadas (dicas e grade).
9. Escrever dicas de entretenimento para a seo As escolhas dos crticos.
10. Participar de decises coletivas para compilar, escolher e revisar textos produzidos pelos
colegas, a m de organizar um jornal de classe.
11. Reconhecer o tema de uma notcia.
12. Formular hipteses sobre o contedo de uma notcia e conrm-las por meio da leitura.
13. Identicar objetivos e pblico-leitor de um texto.
14. Utilizar o tempo verbal present simple em manchetes.
15. Reconhecer usos dos tempos verbais present simple, past simple e past continuous.
16. Identicar palavras especcas em um texto por meio dos processos de sinonmia, antonmia, denio e traduo.
17. Identicar pronomes interrogativos e relacion-los organizao de um lead.
18. Produzir um lead sobre determinado fato.
19. Produzir uma manchete, observando suas caractersticas de organizao.
20. Editar e revisar manchete e lead, tendo como referncia critrios preestabelecidos.
21. Contribuir em momentos coletivos de tomada de deciso e produo escrita.
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THEME 1
THE ENTERTAINMENT SECTION: NEWSPAPERS
?

SITUATED LEARNING 1
ENTERTAINMENT HOROSCOPES

1. Read the following texts quickly and answer:


a) Where can you nd these texts?

b) Who are the potential readers of these texts?

Text A: CANCER

Symbol: The crab


Element: Water
Ruling planet: Moon
Period: Jun 21-Jul 22
Initial prole
People born under the sign of Cancer are usually intuitive, responsive, aware,
family-oriented, shy, understanding, imaginative, conservative and sensitive.
They can also be moody, hostile and touchy, depending on circumstances and the
degree of pressure they suer.

Text B: CANCER

You will have to make tricky choices, so double-check your plans and mainly your
available cash! Romance will be sweet this month. Work or school wont represent any
problem, you may even get a promotion or reward. However, you will need a more
down-to-earth approach in all aspects of your life or you wont achieve total success!

Ingls 1a srie Volume 2

Text C: CAPRICORN

Symbol: The goat


Element: Earth
Ruling planet: Saturn
Period: Dec 22-Jan 19
Initial prole
Those born under Capricorn are determined, serious, ambitious, self-disciplined,
competitive, reserved, responsible and extremely organized.
They can also show a more negative side and be rigid, pessimistic and egocentric.

Text D: CAPRICORN

Be careful not to rely on your judgment this month, especially about nancial
matters. Money wont come easy. Youll be inclined to make precipitate decisions
you may regret later. Family wont help you. A new female friend will give you good
advice listen to her!

2. Read the texts in Activity 1 again and identify their characteristics.


a) There are suggestions on what you should/shouldnt do in texts
and

b) There are a lot of adjectives in texts

c) Texts

and

have a lot of predictions.

d) Texts

and

are mainly written in the present tense.

e) Texts

and

are mainly written in the future tense.

and

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3. Go back to texts B and D and nd the word that comes before each of the following verbs:
have

represent

be

come

need

give

achieve

help

Now complete the rules:


To make predictions for the future in the armative form we use
To make predictions for the future in the negative form we use

+ verb.
+ verb.

4. Make predictions for a close friends future. Use verbs and expressions from the box, if you like.
Remember to include predictions in the armative and negative forms.
E.g.: Carlos will buy a new car next year.
My sister wont get married until she graduates.

buy a new

fail a test

meet someone new

have an argument with

go to a lot of parties

make an important decision

nd a job in

help someone in need

get married

need patience

Ingls 1a srie Volume 2

5. Below you have the complete list of signs of the zodiac. Follow your teachers instructions to
write predictions.
ARIES Mar 21-Apr 19

LIBRA Sept 23-Oct 22

TAURUS Apr 20-May 20

SCORPIO Oct 23-Nov 21

GEMINI May 21-Jun 20

SAGITTARIUS Nov 22-Dec 21

CANCER Jun 21-Jul 22

CAPRICORN Dec 22-Jan 19

LEO Jul 23-Aug 22

AQUARIUS Jan 20-Feb 18

VIRGO Aug 23-Sept 22

PISCES Feb 19-Mar 20

: FOCUS ON LANGUAGE 1

1. Complete the sentences with the verbs in the box.

will pass wont talk wont go will be will help

a) You can phone me this afternoon. I

at home.

b) John has a lot of homework to do. He

to the movies with us.

c) If you study hard, you

the exam.

d) I have to do so many things to organize Sues party!


Dont worry! I

you!

e) Brian is so rude! I

to him again ever!


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2. Put in is, was or will be in the gaps.


My cousin

(a) a sales representative, so he always visits dierent


(b) in Porto Feliz. Today he

cities. Yesterday he

(c)

(d) in Alumnio.

in Sorocaba and tomorrow he

Jane is very moody. When I met her in the morning she

(e)

singing happily, but then I saw her again at lunchtime and she

(f )

(g) at night!

crying. God only knows how she

3. Fill in the chart below with information about your friends and family. You may interview them
in English using the dialogue in the box as a guide! The rst line of the chart is lled in with
information from the dialogue.

Marcos and Joana go to school together. Today is August 29th and they are talking about
birthdays.
Marcos: How old are you, Joana?
Joana: Im 14 years old.
Marcos: When is your birthday?
Joana: On September 22nd.
Marcos: So you will be 15 in 24 days!
Joana: Thats right!
BIRTHDAY REMINDERS

e.g.

Name

Age today

Birthday

Days left for birthday

Joana

14

September 22nd

24 days

a)
b)
c)
d)
e)
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4. Choose the correct adjective to complete the sentences.


a) Sally is highly intuitive/imaginative. She makes her decisions based on her rst impressions
most of the time!
b) My best friend is very pessimistic/determined. If he wants something, hell keep on trying
until he gets what he wants.
c) My younger sister is extremely shy/precipitate. She is usually quiet and nds it hard to
make new friends.
d) I love to play games, but I hate it when I lose. I am very competitive/responsive.
e) Brian is really self-disciplined/egocentric. His favorite words are me, myself and I!

LITERARY MOMENT
Comment is free, but facts are sacred. SCOTT, C. P. Manchester Guardian, May 5th 1924.

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SITUATED LEARNING 2
ENTERTAINMENT CROSSWORD PUZZLES

1. A puzzle is a problem or enigma that challenges our capacity to nd solutions. Match the
illustrations to the types of puzzles.

b)

Ace Stock Limited/Alamy/Glow Images

c)

( ) Crossword puzzle

d)
Ashley Cooper/Alamy/Glow Images

Conexo Editorial

Ashley Cooper/Alamy/Glow Images

a)

( ) Jigsaw puzzle
12

( ) Sudoku puzzle

( ) Rubiks cube

Ingls 1a srie Volume 2

2. In which newspaper section do we nd puzzles? What are the most common puzzles in
newspapers? How do we recognize a puzzle? What makes it dierent from a story? Do you like
solving puzzles? Why? Why not?

3. The meaning of a word can be expressed in dierent ways. Study the words on the left column
and identify which strategy is used to express their meaning.

translation

denition antonym synonym

NIGHT day
NIGHT = the part of each period
of twenty-four hours when it is
dark outside
NIGHT = evening
NIGHT = noite
DESTROY = destruir
DESTROY = demolish, dismantle
DESTROY build, construct
DESTROY = cause so much damage
to something that it is completely
ruined or does not exist anymore

4. Now match the columns:


a) A denition is

( ) a word which has a similar meaning.

b) A synonym is

( ) an equivalent word in another language.

c) An antonym is

( ) an explanation of the meaning of a word.

d) A translation is

( ) a word which has the opposite meaning.


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5. Follow the clues to solve the crossword puzzle. Some letters are given to help you.
1
5

L
7

D
3

R
2
9

R
Y

10

DOWN

ACROSS

1. When you tend to do something, you are


to do it.

5. The word in English for conseguir or


alcanar.

2. The word in English for arrepender-se


or arrependimento.

6. When a plan or work has , it


achieves the desired results.

3. An antonym for dicult.

7. The word in English for intuitivo.


8. Someone who does not like to show
his/her feelings to others is

4. A synonym for suggestion,


recommendation.

9. A synonym for stress.


10. A synonym for but.
6. Follow your teachers instructions to create your own crossword puzzle.
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: FOCUS ON LANGUAGE 2

1. Break the code and discover the names. For each word, a tip is given to help you.
Code

Tip

Name

a)

(one word) The opposite of


NARROW + a synonym for
PATH

The name of a street in New


York that is closely associated
with theater.

b)

(three words) Nickname for


WILLIAM + the + synonym for
CHILD

The popular name of a


famous US criminal who lived
between 1859 and 1881.

c)

(one word) The month after April


+ the general name of plants like
roses and lilies

The name of the ship in which


Pilgrims sailed from England
to what is now the US.

d)

(one word) The word


MILKSHAKE milk + the
English word for LANA + the
fth letter of the alphabet

The name of the most famous


English poet and playwright.

e)

(one word) The letter that comes


before T in the alphabet + the
name of a crusty kind of cake that
may have sweet or salty lling +
the second letter in ALIBI + the
word ICEBERG ice

The last name of a famous US


movie director.

2. Match the adjectives to their synonyms and antonyms. One has been done for you as an example.

adjective

synonym(s)

antonym(s)

a)

conservative

( ) engaged, liable

( ) fullled, satised

b)

aware

( ) emotional, susceptible

( ) progressive

c)

ambitious

( ) unfriendly, unsociable

( ) insensitive

d)

responsible

( ) compassionate, considerate

( ) intolerant

e)

hostile

( ) aspiring, desirous

(b ) unaware

f)

sensitive

(b ) attentive, acquainted

( ) gentle, kind

g)

understanding

( ) constant, conventional

( ) irresponsible

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3. Now use the words from Activity 2 to describe two people you know. Follow the example.
a) My best friend, Silvia, is very engaged and compassionate but sometimes she can be intolerant.
b)

c)

4. A saying is a well-known expression that states a general truth or gives advice. Match the sayings
in English to their equivalents in Portuguese. Then answer: are sayings literally translated from
one language to another?
a) All cats are grey in the dark.

( ) melhor prevenir do que remediar.

b) A burnt child dreads the re.

( ) Deus ajuda quem cedo madruga.

c) A stitch in time saves nine.

( ) melhor um pssaro na mo que dois voando.

d) Dont bark if you cant bite.

( ) O barato sai caro.

e) No smoke without re.

( ) O inferno est cheio de boas intenes.

f ) Long absent, soon forgotten.

( ) Gato escaldado tem medo de gua fria.

g) A bird in the hand is worth two in ( ) De noite todos os gatos so pardos.


the bush.
h) The road to hell is paved with good ( ) Onde h fumaa h fogo.
intentions.
i) The early bird catches the worm.

( ) Co que ladra no morde.

j) You get what you pay for.

( ) O que os olhos no veem o corao no sente.

LITERARY MOMENT
Now, what I want is, Facts... Facts alone are wanted in life. DICKENS, Charles. Hard times.

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SITUATED LEARNING 3
ENTERTAINMENT LEISURE AND CULTURE

1. Take a quick look at this newspaper page written in Portuguese. Then answer:
a) What newspaper section is it taken from?

b) Was it taken from a local small town newspaper? How do you know?

Folhapress

c) Who are the target readers of the page?

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Ingls 1a srie Volume 2

2. When deciding what to do to entertain themselves, some people rely on critics opinions. Read
the critics picks below and answer:
a) What do the words in italics and bold refer to?

b) One of the picks does not indicate when the event takes place
(month, month + day, day of the week). Which one? Why?

A pick is
something that
is considered
the best choice,
according to
someones
opinion.

CRITICS PICKS
Theater Around the bend, a play by Brian Swift is usually worth watching. Manion Studio, until November 15.
Dance The geobody, best modern dance company ever. A perfect production in every possible sense. Capitol Theater,
until November 13.
Music E&F, live recording of new album. Rap lovers cant miss it. Hype Music Hall, only this Saturday and Sunday.
Movie The killing eect, a must-see for trash horror lm fans. The Odeon, after-midnight sessions until December.
Restaurant Thai scent, experimental holistic cuisine with a Thai touch. Perfect for risk takers! 1473 Gowen Avenue.

3. The sentences below are all false. Read the text in Activity 2 again and explain, in Portuguese,
why they are false.
a) Brian Swift is the critics name.

b) Everybody will love eating at Thai scent.

c) The geobody is a classical ballet company.

d) E&F play rocknroll music.

e) The killing eect is playing at the Odeon during afternoon sessions.


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Ingls 1a srie Volume 2

4. If you were the critic of a local newspaper, what would your picks be? Follow your teachers
instructions to write a critics picks column.

: FOCUS ON LANGUAGE 3

1. In the dialogues below, people are talking about going out. Unscramble the lines to make
conversations. Then practice these conversations with a friend!
a) Dialogue 1
( ) Not really. Ive had a tough week.
( ) Maybe we could rent a movie and watch it at home.
( ) Would you like to go to the movies this weekend?
( ) Fine. What shall we see?
b) Dialogue 2
( ) Good idea! Im not in the mood for cooking. Where shall we eat?
( ) Lets go out for dinner.
( ) OK. I heard they have great pasta there!
( ) How about that new restaurant on Main Street?
c) Dialogue 3
( ) Great! Count me in!
( ) Are you free on Friday night?
( ) I have tickets to a rock concert. Paula and Sandra are also coming.
( ) Maybe Why?
2. Read the Critics picks in Situated Learning 3 and decide which entertainment option(s) you
would suggest to the following people. Explain your suggestions in Portuguese.
a) Jane likes music, but she cant stand rap or hip hop.
Eu recomendo assistir ao espetculo The geobody. Ela gosta de msica, mas o nico show em cartaz
justamente de rap. O espetculo sugerido de dana, o que envolve, tambm, msica!
b) Sally is taking a drama course. She dreams of becoming an actress.

c) Ted wants to become a chef. He is always trying new recipes.


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Ingls 1a srie Volume 2

d) Marion doesnt like crowded places and whenever she goes out, she has to be back before
11 p.m.

e) Ian is a movie addict! He loves all kinds of movies.

f ) Kate is a sports person. She usually likes everything associated with body and movement.

3. Choose a verb in the box to complete these free time activities.


call go play listen stay hang read ride watch see

a)

my friends

b)

around with my friends

c)

for a walk
out with my boyfriend/girlfriend
to a music concert
to the movies
to the theater
to church

d)

a musical instrument
computer or video games
sports in the park or in the club

e)

a book
a magazine
the newspaper

f)

a bike
a motorbike

g)

TV

h)

a movie at home

i)

to music

j)

home and get some rest


home and tidy up my stu
home and surf the web
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4. Now write about your free time. Add other activities apart from the ones in Activity 3. Study
the example below.

During the week, I dont have much free time because I go to school
and work. Whenever I have a break, I listen to music or talk to my friends
on-line. During the weekends, I dont go out very often, either. I usually stay
at home and get some rest. I like to surf the web, watch TV, read a book,
things like that. I sometimes go to the movies usually with a friend.

LITERARY MOMENT
Disinterested love for all living creatures, the most noble attribute of man. DARWIN, Charles.
The descent of man.
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SITUATED LEARNING 4
SCHOOL PAPER ENTERTAINMENT SECTION

You will now work in groups in order to collect, revise and organize the texts you wrote during the
previous classes to produce the entertainment page of a class or school newspaper. Follow the steps below.
1. Group work get organized in twelve groups:
a) four groups will work with the Horoscope Section: each group should collect and revise horoscope
predictions for three dierent signs of the zodiac (written task in Situated Learning 1);
b) four groups will work with the Crosswords Section: each group should collect the crosswords
produced in Situated Learning 2 and revise them;
c) four groups will work with the Critics Picks Section: each group should collect the texts
written in Situated Learning 3 and revise them.
Use the lines below to make notes or rewrite parts of the texts you have collected. Remember
to use a dictionary and ask your teacher whenever you need help.
First draft

Share your drafts with other group members and decide on the nal text. Then write it in the
box that follows. Remember to plan the layout of your text.
A horoscope, a crossword puzzle or a critics column should be
recognized at rst sight.
at rst sight = primeira vista
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Final version

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2. Class work:

hold an editorial meeting so each group can present the result of their work;

decide on how you will organize the entertainment page of your newspaper and how
you will share it with all students. Some possibilities are: (a) you might use a word
processor to put all the texts together and make copies for the students in class in case
photocopies are easily accessible; (b) you can prepare a le folder with plastic bags in
order to put all the productions together and then pass this folder around so everybody
can read it; (c) you might get some wrapping paper (kraft), stick all the texts on it and
then put it up on the classroom wall.

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Ingls 1a srie Volume 2

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
As msicas a seguir esto ligadas a horscopo e entretenimento, e no necessariamente a jornais,
mas podem gerar boas discusses. Para encontrar a letra, voc pode digitar o nome da cano,
o nome do artista e a palavra lyrics em seu site de busca preferido.

Signs (Beyonc, 2003).

Aquarius (do musical Hair, 1979).

No matter what sign you are (The Supremes, 1969).

Sites

Read, write, think. <http://www.readwritethink.org/les/resources/interactives/crossword/>.


Acesso em: 12 nov. 2013. Nesse site possvel montar palavras cruzadas em ingls.

Longman dictionary of contemporary English. <http://ldoceonline.com>. Acesso em: 12 nov.


2013. Nesse site voc pode fazer consultas on-line em um dicionrio monolngue, o que
possibilita o processo de busca de denies de palavras, bem como a localizao de sinnimos e de expresses nas quais uma determinada palavra aparece com frequncia.

Thesaurus. <http://thesaurus.com>. Acesso em: 12 nov. 2013. Um thesaurus um tipo de


dicionrio que contm exclusivamente sinnimos e antnimos. No site indicado voc pode
fazer consultas, digitando a palavra que procura no campo de busca. Nele h tambm atividades ldicas e voc pode se cadastrar para receber, em seu e-mail, listas de vocabulrio e
expresses para estudo individual.

Film

A dama na gua (Lady in the water). Direo: M. Night Shyamalan. EUA, 2006. 110 min.
10 anos. Drama. O zelador de um condomnio descobre que h na piscina uma mulher
que, na verdade, uma personagem mtica de histrias infantis. Para ajud-la a retornar
a seu mundo, ele precisa formar uma equipe composta de um guardio (guardian), um
curandeiro (healer), membros de um clube ou associao (guild) e um especialista em enigmas (symbolist). Na histria, o especialista representado por um menino e seu pai, mora25

Ingls 1a srie Volume 2

dores do condomnio, que esto sempre s voltas com a resoluo de enigmas, entre eles as
palavras cruzadas.

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THEME 2
NEWSPAPERS: NEWS STORIES, HEADLINES AND LEADS
?

SITUATED LEARNING 5
NEWS STORIES

1. Read only the headlines from the following texts and anticipate what each story is about.

seen to Edwin Ferry, one of the vets in the

Snake befriends its meal

zoo staff. Three days have passed and

Brian McDevon, 38, zookeeper at the

Endoras friendship with the hamster, now

New Ark Municipal Zoo, made a stunning

called Tiny, is still strong, explains Ferry.

discovery last Saturday: a snake and a

Tiny seems to be enjoying his life with

hamster can be friends.

the snake, and has been seen climbing onto


The zookeeper was cleaning the snakes

Endora to take a nap. What are the chances

pits when he saw a peculiar scene. Endora,

of a lifelong relationship between predator

the pet name of an African Python, lying

and prey? Not many, probably. One day the

side by side with its dinner: a living

snakes instincts will make the call and Endora

hamster. McDevon reported what he had

will probably devour her furry little friend.

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Cheerleader on a stretcher helps


team pull off a win

to be taken to the nearest hospital, but


the spirited teenager refused to leave the
eld. I was there to motivate the team,

Susan Gouldin, 18, a cheerleader from

not to distract them by making them feel

KCW University, in Winston, refused to

worried, says the cheerleader.

abandon her team during the Inter University


Football Championship nals held in the

After her team won the game, she was

university campus after falling 15 feet from

taken to the hospital, where doctors ran

the top of a human pyramid.

tests to guarantee there was no serious

During the half-time show, Gouldin

injury. She was really lucky to have the

was standing atop a human pyramid

paramedics right on the spot. A few weeks

formed by 10 cheerleaders when the

rest and she will be totally recovered,

stunt went wrong and she fell on her

explained Dr. Robert Kingsdale of the

head. Emergency paramedics quickly

County Hospital. A happy ending to what

immobilized her and put her on a stretcher

could have been a disastrous event.

Elaborado especialmente para o So Paulo faz escola, com base em fatos reais.

2. Now read only the rst paragraph of each news story and check your hypotheses.
3. Read the two news stories quickly and match the columns:
a)

Brian McDevon

) hamster

b)

Endora

) veterinarian (vet)

c)

Tiny

) doctor

d)

Edwin Ferry

) cheerleader

e)

Susan Gouldin

) zookeeper

f)

Robert Kingsdale

) snake (an African Python)

4. Finally, read both news stories again and answer the questions in Portuguese:
a) Will Endora and Tinys friendship last forever?

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Ingls 1a srie Volume 2

b) Do you think Susans decision to remain in the eld after the accident actually helped her
team win the game?

c) Which newspaper section do you think these stories were taken from?

d) Who are the target readers?

e) Why do you think people read this kind of news stories?

5. Study the underlined verbs in both news stories. What verb tenses are they? Why are these verb
tenses used?

: FOCUS ON LANGUAGE 5
1. Choose the correct sentence to complete the conversations.
a) Sorry! Did I interrupt?

b) Why didnt you look when I called?

) Never mind. I didnt do anything


important.

) I didnt hear you! I was listening to


music and had my earphones on!

) Never mind. I wasnt doing anything


important.

) I didnt hear you! I listened to music


and had my earphones on!

) Never mind. I dont do anything


important.

) I didnt hear you! I was listening to


music and was having my earphones on!

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c) I tried to talk to you for hours this


morning, but your line was always busy!
(

d) Didnt they hear the doorbell?

) Sorry! I talked to my boyfriend, you


know...

) No, they rehearsed and played real


loud music.

) No, they were rehearsing and playing


real loud music.

) No, they rehearsed and were playing


real loud music.

( ) Sorry! I talk to my boyfriend, you know...


(

) Sorry! I was talking to my boyfriend,


you know...

Paulo Manzi

2. What were the students doing when the teacher arrived? Fill in the blanks to describe the
picture. Use the verbs in the box in the past continuous.

do comb talk read take


a) Sally

her hair.

b) John

a magazine.
a nap.

c) Brian and Maggie


d) Kate

on the cell phone.


their homework.

e) Sandy and Mark

3. Past simple or past continuous? Choose the correct form of the verbs in the sentences below.
a) It didnt rain/wasnt raining when the car accident happened/was happening.
b) The lights went/were going out when they did/were doing the test.
c) Jack and Jane didnt watch/werent watching TV when their mother arrived/was arriving.
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Ingls 1a srie Volume 2

d) I did/was doing the dishes when you called/were calling.


e) My friends and I talked/were talking outside the school when we heard/were hearing a
scream.
4. Use the verbs in the box to complete the story.
saw

opened

was waiting

picked

needs

realized

returns

belongs

contained

left

says

went

found

High school student

(a) R$1,000.00 found in subway station


(b) R$1,000.00 in a paper bag near a trash can in

Sandra Oliveira, 17,

(c) for the train

the Trianon subway station, SP. The high school student

(d) a dirty bag lying on the floor.

to go back home last Tuesday when she


She

(e) it up to throw it away properly when she

(f) it was

(g) the bag and saw it

not trash. She

(h) a considerable
(i) the platform

sum of money. Instead of putting it in her bag, she

(j) to the ticket booth to return the money. The money probably

and

(k) to someone who

(l) it more than I do. Besides, it

is not right to keep something that is not yours,

(m) the honest teenager.

An example of citizenship!

LITERARY MOMENT
A truth thats told with bad intent
Beats all the lies you can invent. BLAKE, William. Auguries of innocence.

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Ingls 1a srie Volume 2

SITUATED LEARNING 6
NEWS STORIES FOCUS ON LEAD PARAGRAPHS

Writing news stories


The inverted pyramid shows the traditional
structure of news stories. The most relevant
NEWS STORIES

information comes in the headline and in the


WHO?
WHAT?

first paragraph, called the lead; the details are


given in the follow-up paragraphs.

WHO? WHEN? WHY?


WHAT? WHERE?
HOW?

There are two main reasons for the use of this

HEADLINE

LEAD

structure. On the one hand, it allows the busy


OTHER
DETAILS

reader to get the gist of the story by reading just

REST OF STORY

a few lines. On the other hand, it makes it easier


for editors to cut articles short, from the bottom
up, to fit the available space on the printed page
without losing essential information.

The follow-up paragraphs explain and


amplify the story by providing relevant

Remember:

details.
Good headline writing grabs the readers
News articles require direct quotes to

attention so that they will read on.

be lively and believable. When quoting,


The lead is a short introductory paragraph

the first and last names, alongside a brief

sometimes just a sentence or two that contains

descriptive phrase that explains what

the summary of the story, i.e., information to

the person does, must be acknowledged.

answer some or all the 5 Ws (who, where, when,

Once people have been identified, they

what, why) and the H (how).

should be referred to by last name only.

Elaborado especialmente para o So Paulo faz escola.

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Ingls 1a srie Volume 2

1. Find in the text:


a) a synonym for the general meaning;

b) a synonym for holds, attracts;

c) the antonym of irrelevant;

d) the antonym of modern, contemporary;

e) the word for the professional whose job is to check articles and make changes and corrections
before they are published;

f ) the word for phrases or passages that represent the exact words someone else has written or
spoken;

g) the English word for resumo;

h) the English equivalent for espao disponvel.

2. What are the 5 Ws and the H? Why answering them provides a summary of the story?

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Ingls 1a srie Volume 2

3. Match the 5 Ws and the H with the information they request:

a)

WHO

) the way or manner in which the fact happened

b)

WHERE

) the fact itself

c)

WHEN

) the reason for the fact or its motivation

d)

WHAT

) the date or time

e)

WHY

) the person or people involved in the news

f)

HOW

) the place

4. Go back to the articles you read in Situated Learning 5 (Snake befriends its meal and Cheerleader
on a stretcher helps team pull o a win) and identify the answers for the 5 Ws and the H. Have
you found most of them in the rst paragraph (lead)?

Snake befriends its meal

Cheerleader on a stretcher
helps team pull o a win

Who
What
Where
When
Why
How

5. Leaf through a printed newspaper in Portuguese. Do all the texts follow the inverted pyramid
structure?

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Ingls 1a srie Volume 2

: FOCUS ON LANGUAGE 6
1. Match the columns.

a) make

) side by side

b) lie

) a nap

c) climb

) a surprising discovery

d) take

) onto a motorbike

) to move towards the top of a motorcycle in


order to ride it

) to nd out something that was not expected

) to sleep for a short period of time during


the day

) to be in or to move into a horizontal position


next to something or somebody

2. Match questions and answers.

a)

Who did you visit yesterday?

b)

What did you do last


weekend?

c)

When did you last watch a


movie?

d)

) Not much. I stayed at home and surfed


the web.

( ) Because there was too much noise in the


room. Im sorry. I didnt mean to be rude.
(

) In the shopping mall. She was having


an argument with her boyfriend. It was
pretty embarrassing.

How did you cut yourself?

) My grandmother. It was her birthday.

e)

Why did you shout at me on


the phone?

) Last weekend. I rented a DVD. A great


comedy, by the way.

f)

Where did you meet Carol?

) I was crying chopping some onions and


the tears blurred my vision.

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Ingls 1a srie Volume 2

3. Fill in the questions with the correct question word.


a) A:

are you so worried?

B: My brother is in hospital.
did you manage to do it?

b) A: I cant believe you passed the exam!


B: No miracle. I just studied really hard.

is the lucky guy?

c) A: Chris told me you have a new boyfriend.


B: Brian. He is in the 2nd year. You probably havent met him.

did you buy for her?

d) A: Its Carols birthday party tomorrow.


B: A teddy bear. She will love it!

are you going to live?

e) A: I heard you are moving.

B: Rio Grande do Sul. Its very far. I guess we wont be seeing each other much.
f ) A:

did you start working here?

B: It was a long time ago. I was in the 7th grade.


4. Think of something peculiar or unusual that happened to you in the last few months. Write
about what happened. Use the questions and the example on the next page to organize your text.

What happened?

Where were you when it happened?

When did it happen?

Was there anybody else with you or were you alone?

What were you doing when it happened?

How did you feel?

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Ingls 1a srie Volume 2

 ,ZDVLQWKHNLWFKHQSUHSDULQJDVDQGZLFKZKHQWKHWHOHSKRQH

UDQJ,WZDVDERXWSPODVW)ULGD\,SLFNHGXSWKHWHOHSKRQH
DQGVDLGKHOOREXWWKHSHUVRQRQWKHRWKHUHQGRIWKHOLQHGLGQW
VD\DZRUGMXVWVFUHDPHG,KXQJXSWKHSKRQHDQGZHQWEDFN
WRWKHNLWFKHQ$IHZPLQXWHVODWHUWKHSKRQHUDQJDJDLQ,
DQVZHUHGLWDQGWKHUHZDVWKHVFUHDP7KHVDPHKDSSHQHGDWKLUG
WLPH,JRWDQJU\EXWDOVRZRUULHG0D\EHWKHSHUVRQRQWKH
RWKHUHQGRIWKHOLQHZDVLQVRPHNLQGRIWURXEOH %UDG

LITERARY MOMENT
Tis strange but true; for truth is always strange;
Stranger than ction. LORD BYRON. Don Juan.

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Ingls 1a srie Volume 2

SITUATED LEARNING 7
WRITING HEADLINES AND LEAD PARAGRAPHS

1. You will now write headlines and lead paragraphs for the front page of a class or school newspaper.
Remember that you have already written some headlines earlier this year. If you like, you can use
those headlines and complement your news story by writing only the lead. Follow the steps below.
I) Part A Class work

Decide, as a group, if you will stick to the decision made previously about writing a class
newspaper or a school newspaper.

Brainstorm ideas concerning recent events that can become news stories (keep in mind that
not everything you know about your friends or school should be published. For example, if
a friend told you something, but asked you to keep it a secret, it wouldnt be ethical to write
a news story about it!).

Organize these events according to the sections they belong to (sports, entertainment, local
news, among others).

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Ingls 1a srie Volume 2

II) Part B Group work:

Get into groups of four.

Distribute the events you discussed in Part A Class work among the groups to avoid
repetition each group should get a dierent event.

Write the headline and the lead paragraph according to the characteristics of these text
structures studied in previous Situated Learning sections.
Headline and lead First draft

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Ingls 1a srie Volume 2

Swap headlines and leads with another group to correct and edit your texts. Make sure that:
a) verb tenses are used correctly (facts in the past, headline in the present active or passive);
b) the lead paragraph contains answers to some of the 5 Ws and the H;
c) quotes are followed by the identication of people (rst and last names, alongside a brief
descriptive phrase that explains what the person does, and the persons age).

Get your own texts back and discuss the suggestions made by your friends. Then, rewrite
your headline and lead.
Headline and lead Edited version

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Ingls 1a srie Volume 2

: FOCUS ON LANGUAGE 7
1. Present simple active or present simple passive? Fill in the blanks with the correct form of the
verb in brackets.
(make) from wood.

a) Paper

(speak) Chinese in Beijing.

b) People

(need) to publish a magazine. Its teamwork!

c) Several professionals

(teach) Chemistry in our school.

d) Mrs. Santos

(prolong) life.

e) Healthy habits

2. Choose the correct form of the verb to complete the sentences.


in 1834.

a) The National Museum


(

) built

) was built

) were built
me.

b) I couldnt nish the puzzle by myself. My younger sister


(

) helped

) was helped

as the main means of communication.

c) During World War II, radios


(

) used

) was used

( ) was published

( ) were published
around Uruguay.

e) They visited several cities when they


(

) traveled

) were used

Pride and prejudice in 1813.

d) Jane Austen
( ) published

) were helped

) was traveled

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3. Circle the correct form of the verbs to complete the story.


A robbery happened/was happening in the city center last Tuesday morning. The police
acted/were acting quickly and arrested/were arresting two suspects. One of them had/
was having an alibi: he left/was leaving home around 7 a.m. and went/was going to work.
He arrived/was arriving there at 8:15 a.m. and only stopped/was stopping for lunch at 1
p.m. This means that he worked/was working in his oce when the robbery happened/
was happening. The other suspect didnt have/wasnt having an alibi. He spent/was spending
all morning at home alone. He said he slept/was sleeping when the police ocer came/was
coming to his house to take him to the police station.

4. Rewrite the sentences in the active voice. Follow the example.


a) The suspects were being questioned by the police ocer.
The police ocer was questioning the suspects.
b) The meal wasnt being prepared by the cook.

c) Everything possible was being done by the local authorities to help the homeless.

d) A new tennis court was being built by the construction team.

e) The street wasnt being used by pedestrians as a shortcut.

f ) The new pact was being presented by the President.

LITERARY MOMENT
With a little more deliberation in the choice of their pursuits, all men would perhaps
become essentially students and observers, for certainly their nature and destiny are
interesting to all alike. THOREAU, Henry David. Walden
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Ingls 1a srie Volume 2

SITUATED LEARNING 8
PUTTING TOGETHER A SCHOOL OR CLASS NEWSPAPER

In this Situated Learning you will work in groups to put together a school or class newspaper.
To do it, you will use the texts you produced during this year.
I) Part A Class work

Hold a plenary discussion to decide:

a) What will the name of your newspaper be? If you have already chosen a name, will you keep
it or change it?
b) What will the format of your paper be? Will you use A4 paper? Will it be horizontally set
(landscape) or vertically set (portrait)?
c) How will it be printed? Will it be handwritten or typed using a word processor? Will there
be photographs? If so, who will take the pictures? Are there cameras available for this?
d) Will each group be in charge of the nal layout and production of their respective sections
or will you assign a special group just to work on the nal production of all sections?
e) Are there resources such as photocopies to distribute the newspaper around the school? If
not, you might need to rethink the format of your newspaper maybe you can produce a
poster-like newspaper using A3 paper. The important thing is to keep in mind that
newspapers are written to be read, so you will have to work out a solution to make your
newspaper available to a larger set of readers!

Use the lines below to write down your decisions.

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II) Part B Group work

Get organized in groups. Each group will be in charge of a dierent section of your
newspaper:
Group 1: In charge of the FRONT PAGE. The front page should have all the headlines
for the leads your class wrote in Situated Learning 7. You can also use the nal written task
produced previously (Caderno do Aluno, 1a srie volume 1) as a reference of how to organize
the FRONT PAGE of your newspaper.
Group 2: In charge of the NEWS STORIES PAGE. You should put together the headlines
and leads written in Situated Learning 7, identifying the section they belong to (for example,
School news, Class news, Sports, People, Curiosities).
Group 3: In charge of the ENTERTAINMENT PAGE CRITICS PICKS. You should
choose some of the texts you produced previously, but remember that these texts will need
to be edited/adapted to update the content.
Group 4: In charge of the ENTERTAINMENT PAGE CROSSWORD PUZZLE.
Same recommendations as given to Group 3.
Group 5: In charge of the ENTERTAINMENT PAGE HOROSCOPES. Same
recommendations as given to Groups 3 & 4.

Use the lines below to take notes and organize your work.

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III) Part C Individual work

Working in groups is a very demanding and yet rewarding! task. Now that your
newspaper is nished and published, its time to assess your participation in the whole
process. Find some quiet time to read, ponder and answer these questions in Portuguese.

Voc estava presente nos momentos de tomada de deciso coletiva?

Em caso armativo, reita sobre sua participao. Voc ouviu atentamente a discusso e considerou o que foi decidido durante o trabalho do seu grupo? Voc ouviu a discusso, mas no
tomou nota das decises e, no momento do trabalho em grupo, no sabia ao certo se estava
fazendo o que havia sido combinado? Voc contribuiu com sugestes para algum(uns) dos temas discutidos? Em armativo, quais foram as suas contribuies? Elas foram aceitas? Por qu?

Caso no tenha participado dos momentos de tomada de deciso coletiva, voc perguntou aos
colegas de seu grupo o que eles decidiram?

Voc esteve presente em todas as aulas em que o trabalho em grupo foi realizado?

Em caso armativo, qual foi sua contribuio (ou seja, o que voc fez efetivamente)?

Caso no tenha participado de todas as aulas, voc chegou a se envolver com a parte do trabalho que estava sendo realizada nos dias em que esteve presente ou apenas acompanhou o que
os outros colegas faziam?

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Ingls 1a srie Volume 2

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.

The news (Jack Johnson, 2001).

Newspaper (88 Fingers Louie, 1998).

In the news (Ionic Vision, 2002).

Sites
Alm dos sites indicados no volume anterior, nos quais o jornal e alguns textos jornalsticos
foram trabalhados, indicamos:
t Learning resources. Disponvel em: <http://literacynet.org/cnnsf/archives.html>. Acesso em: 12 nov. 2013. Neste site, h uma coletnea de artigos de jornal escritos em ingls
facilitado para estudantes de ingls como lngua estrangeira.
t Adult learning activities story list. Disponvel em: <http://www.cdlponline.org/index.
cfm?fuseaction=stories&topicID=3>. Acesso em: 12 nov. 2013. Aqui voc encontra artigos em ingls facilitado, acompanhados de gravaes em udio com a leitura dos textos.

Films

Cidado Kane (Citizen Kane). Direo: Orson Welles. EUA, 1941. 119 min. Livre.
Drama. um clssico do cinema. Aps a morte de Charles Foster Kane, magnata da
imprensa marrom (yellow journalism), reprteres investigam a histria de sua vida para
descobrir o sentido da ltima frase que ele proferiu antes de morrer.

Minority report A nova lei (Minority report). Direo: Steven Spielberg. EUA,
2002. 146 min. 14 anos. Fico cientca. Filme de co cientca, com elementos de investigao policial e muita ao. A histria se passa em 2054, quando inmeras inovaes tecnolgicas tm impacto direto na vida das pessoas. H cenas
que mostram jornais inteligentes (e-papers) que atualizam seu prprio contedo
automaticamente, at mesmo enquanto so lidos.
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Ingls 1a srie Volume 2

O jornal (The paper). Direo: Ron Howard. EUA, 1994. 111 min. 12 anos. Comdia. O lme mostra o cotidiano de um jornal de Nova Iorque cujos editores tentam
conciliar a vida pessoal e as exigncias de seu trabalho, sempre corrido e com prazos
curtssimos.

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Ingls 1a srie Volume 2

LEARN TO LEARN
Vocabulary learning
Aqui voc vai aprender um pouco mais sobre como adquirimos vocabulrio.
1. Para comear, vamos fazer uma rpida atividade. Leia as situaes a seguir e faa o que
pedido.
a) Ao ler a palavra CHUVA, em que voc pensa? Escreva aqui palavras que vm imediatamente sua cabea.

b) Agora pense em palavras que derivam da palavra CHUVA, ou seja, palavras compostas ou palavras formadas por suxao e/ou prexao a partir do mesmo radical de
CHUVA. Anote-as nas linhas a seguir.

c) Desta vez, pense em palavras que so, nas formas escrita e falada, diferentes de CHUVA, mas que tm sentidos ou signicados semelhantes ou prximos palavra CHUVA.
Anote-as abaixo.

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Ingls 1a srie Volume 2

O campo lexical formado por palavras que derivam de um mesmo radical. Trata-se da famlia de uma palavra; por exemplo: correr, corrida, corre-corre, corredeira.
J o campo semntico constitudo tendo por base os conceitos, os signicados que
uma palavra tem. O campo semntico da palavra ganhar, por exemplo, engloba
vocbulos como vencer (como em ganhar um jogo), triunfar (ganhar uma disputa),
receber (como em ganhar um presente), economizar (como em ganhar tempo). Por sua
vez, o campo associativo diz respeito s relaes que estabelecemos entre as palavras,
em funo de nossa experincia prvia e fatores afetivos. Um campo associativo pode
conter uma srie de vocbulos aparentemente aleatrios do ponto de vista lingustico. Por exemplo, uma pessoa poderia ter, no campo associativo da palavra carro,
vocbulos como: desgaste, roubo, seguro, multa, trnsito, carona, poluio. O campo
associativo de outra pessoa poderia ser, para a mesma palavra carro: velocidade,
independncia, agilidade, conforto, passear.

2. Que campo voc construiu para responder aos itens a), b) e c) da Atividade 1? Compare
suas respostas com as de outros colegas. H mais semelhanas ou diferenas? Por que isso
ocorre?
3. Veja as listas de vocbulos abaixo e identique se constituem um campo lexical, um campo
semntico ou um campo associativo.
a) work, working, worker, working hours, workaholic.
b) work, labor, assignment, business, employment, function.
c) work, salary, competence, promotion, stress.
4. Folheie este Caderno e escolha pelo menos trs palavras e expresses que voc aprendeu.
A partir delas, forme um campo associativo, um campo lexical e um campo semntico.
CAMPO ASSOCIATIVO

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Ingls 1a srie Volume 2

CAMPO SEMNTICO

CAMPO LEXICAL

Think about it!


Quando aprendemos uma lngua estrangeira, aprendemos vrias palavras e expresses das quais nos lembramos rapidamente sempre que precisamos utiliz-las. Essas palavras e expresses compem nosso repertrio ativo.
H outras que compreendemos e cujo signicado ca acessvel apenas no
momento em que estamos estudando um determinado texto, por exemplo,
mas das quais no conseguimos lembrar futuramente. Elas compem nosso
repertrio passivo. A memorizao de palavras e expresses est intimamente relacionada frequncia de uso e relevncia que elas tm para cada
um de ns. Organizar e registrar as palavras e expresses que aprendemos,
seja em campos lexicais, associativos ou semnticos, constitui uma boa estratgia para memoriz-las, ampliando, assim, o repertrio ativo.
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Ingls 1a srie Volume 2

Internets
Nesta seo, vamos reetir um pouco sobre algumas relaes entre aprender ingls, internet
e internets.
Internets uma linguagem muito usada em ambientes virtuais, sobretudo em aplicativos de
mensagens instantneas, nas quais as palavras so abreviadas e os acentos e a pontuao praticamente desaparecem.

Internets: neologismo formado por internet + suxo -s


5. Na coluna da esquerda, temos alguns termos em internets; na da direita, em portugus-padro. Associe as colunas.
a) naum, n

) qualquer

b) kd

) falou

c) blz

) no

d) w

) cad

e) qq

) beleza

6. Agora leia os depoimentos a seguir. Qual sua opinio sobre eles?


Eu sempre uso o internets quando estou na internet, mas tento no me viciar, porque
seno vou ter problemas para escrever em outras situaes. (P., 17)
Acho uma bobagem esse negcio de internets. Nossa lngua nossa lngua e, se no tomarmos cuidado, vamos acabar com ela! (S., 24)
O problema que hoje em dia a gente escreve muito e muito rpido na internet, e pouco
fora dela. Ento, nas poucas vezes que tenho que escrever fora dela, eu demoro muito e acabo
escrevendo mal. (C., 16)

Think about it!


Evanildo Bechara, professor e gramtico da lngua portuguesa, arma
que: preciso ser poliglota dentro da nossa prpria lngua. O que isso
signica? Qual a relao entre essa armao e o internets? Pense sobre isso!
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Ingls 1a srie Volume 2

7. Na internet, muitos dos termos que usamos corriqueiramente tm origem na lngua inglesa
ou esto escritos nesse idioma. Voc sabe o que signicam os termos a seguir?
a) HTML

f ) LOGOFF

b) HTTP

g) TCP

c) IP

h) URL

d) LAN

i) ID

e) LOGIN

j) WWW

Hipertexto um documento que tem, em seu contedo, ligaes com outras


partes do mesmo documento ou de outros documentos. Na internet, essas ligaes
(ou links) so indicadas por uma cor diferente ou por sublinhado. Quando clicamos
em uma delas, somos levados diretamente ao texto que est a ela ligado. Quando esses
textos combinam imagens, sons e linguagem verbal, constituem o que chamamos de
hipermdia (hipertexto + multimdia).

Think about it!


Qual a relao entre o tipo de leitura que fazemos na internet (hipertextos, hipermdia) e a expresso surfar na web? H alguma relao entre
esse tipo de leitura e o uso do internets? Pense sobre isso!

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Ingls 1a srie Volume 2

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

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Ingls 1a srie Volume 2

Situated Learning 2

Sentence
from the text

Situated Learning 3

Sentence
from the text

Situated Learning 3

Sentence
from the text

Situated Learning 5

Sentence
from the text

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Ingls 1a srie Volume 2

Situated Learning 5

Sentence
from the text

Situated Learning 6

Sentence
from the text

Situated Learning 6

Sentence
from the text

Situated Learning 7

Sentence
from the text

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Ingls 1a srie Volume 2

Situated Learning 7

Sentence
from the text

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Ingls 1a srie Volume 2

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 em outras sries do
Ensino Mdio!

Months of the year


January

April

July

October

February

May

August

November

March

June

September

December

Days of the week


Thursday

Sunday
Monday

Friday

Tuesday

Saturday

Wednesday

Ordinal numbers
1st rst

5th fth

9th ninth

21st twenty-rst

2nd second

6th sixth

10th tenth

22nd twenty-second

3rd third

7th seventh

()

23rd twenty-third

4th fourth

8th eighth

20th twentieth

24th twenty-fourth

Prepositions
IN + month: In February
ON + day of the week: On Monday
ON + date: On February 22nd
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Ingls 1a srie Volume 2

Future: WILL
We use WILL/WONT + VERB to talk about possibilities and predictions or decisions
you make when you are speaking.
Maybe I WILL STAY at home and get some rest this weekend.
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 the school team WIN the next game?

Some verbs & phrases


To make a choice
To get a promotion
To rely on someone/something
To be inclined to do something
To give advice
To meet someone

To make a decision
To have an argument with someone
To be worth doing something
To go out with someone
To get some rest

Making invitations
WOULD YOU LIKE TO see a lm?
WOULD YOU RATHER see a lm OR a play?
ARE YOU FREE on Saturday?
LETS go out for dinner.

Adjectives
ambitious

considerate

insensitive

responsible

aspiring

determined

intolerant

sensitive

aware

egocentric

intuitive

shy

compassionate

emotional

irresponsible

unaware

competitive

gentle

kind

unfriendly

conservative

hostile

pessimistic

unsociable

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Ingls 1a srie Volume 2

Some more verbs & phrases


To make a discovery

To remain in a place/position

To lie side by side

To be friends with someone

To climb onto something

To refuse to do something

To take a nap

To allow someone to do something

To make a call

To cut something short

To run tests

To be in charge of

Wh-question words
Who to ask about people

What to ask about events or things

Where to ask about places

How to ask about the way or method


in which something is done

When to ask about time

Why to ask about the reasons

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

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Ingls 1a srie Volume 2

Passive and active


VERB TENSE

ACTIVE

PASSIVE

Present simple

Our company builds the houses.

The houses are built.

Past simple

Our company built the houses.

The houses were built.

Present continuous

Our company is building the houses.

The houses are being built.

Past continuous

Our company was building the houses. The houses were being built.

Present perfect

Our company has built the houses.

The houses have been built.

Modal verbs

Our company can build the houses.

The houses can be built.

Our company should build the houses. The houses should be built.
Future

Our company must build the house.

The houses must be built.

Our company will build the houses.

The houses will be built.

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Ingls 1a srie Volume 2

Can-do Chart
Competncia/habilidades

Consigo

1. Relacionar o contedo/tema de um texto


a experincias pessoais.
2. Relacionar recursos grficos a seu uso em
um gnero textual.
3. Localizar informaes especficas em um
texto para corrigir informaes.
4. Interpretar informaes especficas em um
texto para corrigir informaes.
5. Identificar o gnero de um texto, bem
como seu portador, pela compreenso
geral.
6. Identificar leitores-alvo de determinado
gnero textual.
7. Mobilizar e usar recursos lingusticos e
expressivos para alcanar determinados
objetivos comunicativos.
8. Identificar algumas caractersticas do
gnero textual horscopo.
9. Reconhecer e utilizar a estrutura de futuro
will/wont + verb para fazer previses.
10. Identificar a traduo, a definio, a
antonmia e a sinonmia como diferentes
processos pelos quais possvel expressar
o significado de uma palavra.
11. Interpretar dicas para resolver palavras
cruzadas.
12. Produzir palavras cruzadas (dicas e
grade).
13. Escrever dicas de entretenimento para a
seo As escolhas dos crticos.

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Consigo, mas
com ajuda

Ainda no
consigo

Ingls 1a srie Volume 2

14. Reconhecer o tema de uma notcia.


15. Formular hipteses sobre o contedo de
uma notcia e confirm-las por meio da
leitura.
16. Identificar objetos e pblico-leitor de um
texto.
17. Utilizar o tempo verbal present simple em
manchetes.
18. Reconhecer usos dos tempos verbais
present simple, past simple e past
continuous.
19. Identificar palavras especficas em
um texto por meio dos processos de
sinonmia, antonmia, definio e
traduo.
20. Identificar pronomes interrogativos e
relacion-los organizao de um lead.
21. Produzir um lead noticiando determinado
fato.
22. Produzir uma manchete, observando suas
caractersticas de organizao.
23. Editar e revisar manchete e lead, tendo
como referncia critrios preestabelecidos.
24. Contribuir em momentos coletivos de
tomada de deciso e de produo escrita.
25. Participar de decises coletivas para
compilar, escolher e revisar textos
produzidos pelos colegas.

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
Grca e Editora Posigraf

GESTO DO PROCESSO DE PRODUO


EDITORIAL 2014-2017

CONCEPO DO PROGRAMA E ELABORAO DOS


CONTEDOS ORIGINAIS

FUNDAO CARLOS ALBERTO VANZOLINI

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

Presidente da Diretoria Executiva


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