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Prévia do material em texto

1a SÉRIE 
ENSINO MÉDIO
Caderno do Aluno
Volume 1
INGLÊS
Linguagens
MATERIAL DE APOIO AO
CURRÍCULO DO ESTADO DE SÃO PAULO
CADERNO DO ALUNO 
INGLÊS
ENSINO MÉDIO – 1a SÉRIE
VOLUME 1
Nova edição
2014-2017
GOVERNO DO ESTADO DE SÃO PAULO
SECRETARIA DA EDUCAÇÃO
São Paulo
Governo do Estado de São Paulo
Governador
Geraldo Alckmin
Vice-Governador
Guilherme Afif Domingos
Secretário da Educação
Herman Voorwald
Secretário-Adjunto
João Cardoso Palma Filho
Chefe de Gabinete
Fernando Padula Novaes
Subsecretária de Articulação Regional
Rosania Morales Morroni
Coordenadora da Escola de Formação e 
Aperfeiçoamento dos Professores – EFAP
Silvia Andrade da Cunha Galletta 
Coordenadora de Gestão da 
Educação Básica
Maria Elizabete da Costa
Coordenadora de Gestão de 
Recursos Humanos
Cleide Bauab Eid Bochixio
Coordenadora de Informação, 
Monitoramento e Avaliação 
Educacional
Ione Cristina Ribeiro de Assunção
Coordenadora de Infraestrutura e 
Serviços Escolares
Ana Leonor Sala Alonso
Coordenadora de Orçamento e 
Finanças
Claudia Chiaroni Afuso
Presidente da Fundação para o 
Desenvolvimento da Educação – FDE
Barjas Negri
Caro(a) aluno(a),
Nesta nova fase de sua vida escolar, você vai ter a oportunidade de rever alguns temas 
e estruturas apresentados em anos anteriores, enquanto aprofunda seus conhecimentos e 
entra em contato com novos assuntos. Você já deve ter percebido que a língua inglesa é 
um excelente meio de aprender sobre outros povos e sua cultura, ao mesmo tempo em que 
podemos utilizar os nossos conhecimentos sobre o idioma para transmitir informações 
sobre nosso país e nossa cultura. 
O idioma também é muito importante em situações de trabalho, especialmente em 
grandes empresas multinacionais e no setor de serviços, para atendimento a turistas. Este 
volume vai lhe mostrar como o trabalho voluntário pode lhe garantir uma experiência ini-
cial importante para seu currículo, além de lhe proporcionar momentos significativos de 
enriquecimento pessoal. Também vai mostrar como jornais e suas diversas seções são or-
ganizados, além de apresentar alguns termos específicos e lhe proporcionar as ferramentas 
para produzir seus próprios textos jornalísticos. No trabalho conjunto com seus colegas, 
você pode desenvolver a capacidade de trabalhar em grupo, construindo coletivamente 
os textos, tendo sua produção revisada por outros grupos e sugerindo correções para os 
trabalhos deles. Essas atividades, além de melhorar o seu conhecimento do idioma, visam 
a prepará-lo para atuar no mundo fora do ambiente escolar, em especial em atividades 
profissionais. 
Lembre-se de que os Cadernos trazem dicas de sites, músicas e filmes que podem ajudá-
-lo a aprender mais sobre o conteúdo estudado. Você também tem as seções que lhe permi-
tem sistematizar o estudo do vocabulário e da gramática, além de fazer sua autoavaliação 
em relação às metas de aprendizagem propostas. Guarde com carinho cada Caderno. To-
das essas seções contêm informações que podem ser úteis em outras séries e até mesmo 
quando já tiver concluído o Ensino Médio.
Equipe Técnica de Inglês
Área de Linguagens
Coordenadoria de Gestão da Educação Básica – CGEB
Secretaria da Educação do Estado de São Paulo
5
Neste Caderno, você fará atividades relacionadas a dois temas: 1) English around the 
world: cultural interactions e 2) Newspapers – Part I. Essas atividades 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 presente simples.
 10. Reconhecer o uso do tempo verbal passado simples.
 11. Reconhecer os usos de algumas preposições em contexto, por exemplo: go to, stay with, 
presentations about. 
 12. Reconhecer o uso das palavras during, since e ago.
 13. Relacionar os nomes das seções de um jornal em língua portuguesa aos nomes, em língua 
inglesa, dessas mesmas seções.
 14. Relacionar conteúdos e manchetes às respectivas seções em um jornal.
 15. Identificar o gênero de um texto por meio da apreensão de sua organização geral e comparar 
gêneros distintos, identificando suas características.
 16. Fazer inferências apoiadas em palavras cognatas.
 17. Inferir significados não explícitos em um texto.
 18. Identificar a opinião do autor com base em pistas verbais presentes no texto.
 19. Produzir um anúncio, uma nota de correção e uma manchete, observando suas características 
de organização.
20. Deduzir uma regra gramatical com base na análise de exemplos e aplicar essa regra em situa-
ções de uso. 
LEARNING TARGETS
Inglês – 1a série – Volume 1
6
THEME 1
ENGLISH AROUND THE WORLD: CULTURAL INTERACTIONS 
SITUATED LEARNING 1 
WHERE ENGLISH IS SPOKEN: FACTS AND FIGURES
1. Work in groups and study the following flags (they all represent countries where English is 
spoken as a first language). Then discuss this question in Portuguese: Do you know their names?
 
a) b) 
c) d) 
 e) f ) 
 g) 
!
?
©
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Inglês – 1a série – Volume 1
7
2. Read the table quickly. What is it about?
Nota: o quadro indica que 100% da população, tanto do Brasil quanto de Portugal, são 
falantes da língua portuguesa. Esse dado desconsidera o fato de que, no Brasil, se estima que 
haja pelo menos 180 línguas indígenas. Em Portugal, o mirandês, falado no norte do país, foi 
reconhecido como língua em 1999.
English and Portuguese in the world
English Portuguese
Countries Population (million)
% of native 
speakers
Native 
speakers Countries
Population 
(million)
% of native 
speakers
Native 
speakers
United 
States 286 86 246 Brazil 175 100 175
United 
Kingdom 59 97 57 Portugal 10 100 10
Canada 32 63 20 Angola 13.5 60 8.1
Australia 20 85 17 Mozambique 18.6 20 3.7
New 
Zealand 4 95 3.8    
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. Dados de 2002. Disponível em: <http://www.sk.com.
br/sk-stat.html>. Acesso em: 17 maio 2013.
3. Read the table again. Complete the following information:
a) Total of native speakers of English: 
b) Percentage of native speakers of English in Canada: 
c) Country with the highest percentage of English native speakers: 
d) Country with the lowest percentage of native speakers of English: 
e) Countries where the whole population has only one native language: 
Inglês – 1a série – Volume 1
8
4. Work in groups. In Portuguese, discuss the following questions.
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 following text to find out if your answers to the questions in Activity 4 are right. You 
may not find all the answers.
The international language: English!
English is present in our daily lives. If you have access to the internet, most of the 
informationthere 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.
Inglês – 1a série – Volume 1
9
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
1. Study the table. Then read the situations and choose the correct answer.
HOMEWORK : FOCUS ON LANGUAGE 1
©
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Inglês – 1a série – Volume 1
10
a) My stepfather Mike is from New York, US. He loves going to the . His favorite 
genres are comedy and thriller.
b) Peter and I were born in London, UK. We live in a small flat downtown. The building is 
not high, so it doesn’t have a . We don’t like climbing up the 
stairs very much.
c) Jeremy is staying with his cousins in California, US. The eldest one asked him this morning, 
“Would you like some ?” and he said, “Yes, of course. I prefer 
the chocolate ones.”
d) Debbie is from Liverpool, England, but now she lives in Florida, US. At the beginning it 
was difficult for her to understand some words American people use. In restaurants, for 
instance, Americans always ask for the when they want to 
pay for the meal and go home.
e) Tommy is going to get married soon. His American friends wrote to him asking what present 
he would prefer: a or a .
2. Study the code and break it to discover 5 (five) names of countries where English is an official 
language.
�����$� �ƅ �����(� ��Ɓ I = · M = ¥ 4 = Ԧ 8 = Ɣ < = ŭ
 % = Ÿ ) = Ɖ J = € N = # R = ? 9 = Ż = = ŷ
 & = ſ * = ٘ . = ļ O = + S = ¿ : = ŵ
 ' = ƈ + = Ɔ L = © 3 = Ȍ 7 = Ž ; = ¸
a) ·� #� ƈ� ·� ƅ
b) ¿ · # ٘ ƅ Ȍ + ? Ɓ
F) € ƅ ¥ ƅ · ſ ƅ
G) Ÿ Ɓ © · ŷ Ɓ
H) ¿ ƅ ¥ + ƅ
I) Ȍ Ɔ · © · Ȍ Ȍ · # Ɓ ¿
India
movie theater
Inglês – 1a série – Volume 1
11
3. Study the chart to understand how to make questions in English.
Does Linda speak German?
Question word Auxiliary verb Subject Information
Yes/No 
questions ----- Do you
speak any foreign 
languages?
Information 
questions Why don’t
all the people in 
the USA speak English?
Question word Verb to be Subject Information
Yes/No 
questions ----- Are you from Jamaica?
Information 
questions
What is the other language
Canadians 
speak?
How old are your mom and dad? XXX
Now choose the correct alternative to complete the rules:
a) Yes/No questions begin with ( ) a question word. ( ) a verb.
b) Information questions begin with ( ) a question word. ( ) a verb.
4. Make questions using the following given words. Pay attention to punctuation.
a) Linda/German/does/speak
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
Inglês – 1a série – Volume 1
12
LITERARY MOMENT
“I know nothing more imposing than the view which the Thames offers during the ascent from 
the sea to London Bridge.” ENGELS, Friedrich. The conditions of the working class in England.
Inglês – 1a série – Volume 1
13
SITUATED LEARNING 2 
INTERCULTURAL STUDIES 1
1. Study the text “Youth Ambassadors Program”. What is it about? Where was it taken from?
!
?
Youth Ambassadors Program
The Youth Ambassadors Program is an initiative of social responsibility of the U.S. 
Embassy in Brazil, in partnership with public and private organizations. Among our key 
collaborators are the National Council of State Secretaries of Education – CONSED, the 
Brazilian Ministry of Education – MEC, and the large network of U.S.-Brazil Binational 
Centers. […]
Created in 2002, this program targets Brazilian students who are examples in their 
communities – in terms of proven leadership, positive attitude, proven social consciousness, 
academic excellence, and English language ability. The Program’s main goal is to value and 
promote the strengthening of public education through these students, transforming them 
in models to their colleagues and communities.
The winners of this contest travel in January to a three-week program in the United 
States. During the first week, they visit the U.S. Capital and its main landmarks, participate 
in meetings in public and private sector organizations, visit schools and social projects, 
and take a course on youth protagonism. After that first week in Washington D.C., they 
are divided into smaller groups that go to different states in the U.S., where they stay with 
host families, attend classes in local high schools and interact with Americans of their same 
age, take part in cultural and social responsibility activities in the community and deliver 
presentations about Brazil.
The experience of being a Youth Ambassador gives these outstanding students the 
opportunity to expand their horizons at the same time as they help us strengthen the ties 
of friendship, respect and collaboration between Brazil and the United States.
Disponível em: <http://www.embaixada-americana.org.br/ya-index.php?action=materia&id=7229&submenu=ya-materia.
php&itemmenu=10>. Acesso em: 17 maio 2013.
Inglês – 1a série – Volume 1
14
2. Read the text quickly. Where can you find information about:
a) the benefits of the Youth Ambassadors Program to students?
b) when the Program started?
c) the organizations that collaborate with the Program?
d) what Youth Ambassadors do in the USA?
3. Match the ideas in A with the items in B.
A B
a) public and private organizations
b) model students
c) study
d) relationship with the U.S.A.
( ) school, course, classes
( ) leadership, social consciousness
( ) friendship, respect, collaboration
( ) Ministry of Education, Binational Centers
4. Now, read the text carefully. Answer the questions in Portuguese.
a) What are the objectives of the Youth Ambassadors Program?
b) What are the requirements to be a Youth Ambassador?
Inglês – 1a série – Volume 1
15
c) Mention five activities that Youth Ambassadors do in the United States.
5. Study the sentences taken from the text. Complete the gaps.
a) “a three-week program the United States”
b) “smaller groups that go different states in the U.S.”
c) “they stay host families”
d) “deliver presentations Brazil”
e) “collaboration Brazil and the United States”
Inglês – 1a série – Volume 1
16
1. Go back to the third paragraph of the text in Situated Learning 2, Activity 1. Follow the 
instructions.
a) Find in the text the noun for the verb “to organize”.
b) Find in the text a word in English for “concurso”.
c) Find in the text the noun for the verb “to present”.d) Find in the text a synonym for “equal”/“identical”.
e) Find in the text the opposite of “before”.
f ) Find in the text the noun for the verb “to win”.
2. Read the text and fill in the gaps with the correct preposition. Refer to the Instant language 
section for help.
 “When I first arrived in Australia to learn English, I was afraid (a) 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 
circle the correct form.
a) Michael would love to travel/traveling to South Africa to learn English.
organization
HOMEWORK : FOCUS ON LANGUAGE 2
of
Inglês – 1a série – Volume 1
17
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 (change) his host family. They were incredible and treated 
him very well.
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.
to change
“Be not afraid of greatness: some are born great, some achieve greatness, and some have 
greatness thrust upon them.” SHAKESPEARE, William. Twelfth night.
LITERARY MOMENT
Inglês – 1a série – Volume 1
18
SITUATED LEARNING 3 
INTERCULTURAL STUDIES 2
1. Read the text about the Youth Ambassadors program. Answer the questions in Portuguese.
a) How many Brazilian students were selected to be Youth Ambassadors?
!
?
Presenting the 45 public school students representing Brazil in the 2012 
Youth Ambassadors Program 
São Paulo, October 28, 2011 – The U.S. Embassy in Brazil announced today the 45 
students from Brazilian public schools who have been selected to participate in the three-
week cultural exchange program, “Youth Ambassadors 2012” in the United States. 
To celebrate the program’s 10th anniversary, the U.S. Embassy and the Department of 
State have selected 45 students, ten more than in previous years. Young people representing 
26 Brazilian states and the Federal District will participate in the program in January. […]
To further celebrate the 10th anniversary of the program, former Brazilian and American 
Youth Ambassadors have also been selected to participate as mentors to the 2012 students 
during the first part of the exchange program in Washington, D.C. 
[…] 
This year, more than 7,000 students from every Brazilian state competed for placement 
in the 2012 program, which involved 64 partner institutions throughout the country. Since 
its inception in 2002, 249 public school students have represented Brazil in the United 
States as Youth Ambassadors. 
The 117 semi-finalists not selected to travel to the U.S. in January 2012 will be invited 
by the U.S. Embassy to attend an English language and American culture immersion 
course in July 2012.
[…] 
 
Disponível em: <http://www.embaixada-americana.org.br/ya-index.php?action=materia&id=9732&submenu=&itemmenu=10>. 
Acesso em: 17 maio 2013.
Inglês – 1a série – Volume 1
19
b) “Youth Ambassadors 2012” was also a celebration of the 10th anniversary of the program. 
What was done to celebrate the anniversary?
c) How many other Brazilian students were Youth Ambassadors in the past?
d) Who is going to do an immersion course? Why?
2. Work in groups. In Portuguese, discuss the following statement: “We relate to each other because 
we are similar. We learn from each other because we are different.”
3. Complete the following sentences using verbs from the text.
a) “The U.S. Embassy in Brazil today the names of the Youth Ambassadors 2012.”
b) “Thousands of Brazilian students for a position in the program.”
Inglês – 1a série – Volume 1
20
From
To
Subject
c) “The 2012 program dozens of institutions all over the country.”
d) “Unfortunately, 117 semi-finalists were not 
to go to the U.S.”
4. Complete the gaps using the present simple or past simple form of the verbs in parentheses.
Hi, My name _____ (be) Silvia and I am learning English in Guyana, 
South America. I _______ (come) to this country with the help of my family, 
and 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 following sentences. Underline the correct option.
a) I’ve been learning English in Guyana since/ago May.
b) The results of the program were announced one week since/ago.
c) I missed my friends and my family during/since the trip.
d) This cultural exchange program started during 10 years/10 years ago.
Inglês – 1a série – Volume 1
21
1. Fill in the gaps in the dialogues with the words in the box. They are all taken from the text in 
Situated Learning 3, Activity 1.
since – during – former – youth – attend – immersion
a) Sam: Do you know why English is spoken in India?
 Vicky: I don’t know... Maybe because India is a British colony.
b) Tim: Joey, have you and Ann been friends for a long time?
 Joey: Yeah, very long, 2001, I think. Our parents are neighbors.
 Tim: Really? So you know her well. Hum, does she have a boyfriend?
c) Glenn: Was it your first time in Paris, Sue?
 Sue: No, I’d been there a couple of times before. My first time in Paris was 
 the 1990s, when I was a student.
d) Robbie: I’d prefer to hire teenagers for this job.
 Paul: Why?
 Robbie: Because their gives them energy and enthusiasm to learn the job.
e) Zac: You must be excited about the trip to Japan, Laureen.
 Laureen: Yes, I really am but also kind of worried.
 Zac: Worried about what?
 Laureen: You know, it’s a language course, so I’ll have lots of classes and 
many other activities.
f ) Joe: What are your responsibilities as an exchange student?
 Laura: Well, I have to school, help with the housework and participate 
in a sustainability project.
HOMEWORK : FOCUS ON LANGUAGE 3
former
Inglês – 1a série – Volume 1
22
From
To
Subject
2. Study the sentences. Match the beginnings of the sentences in column A with the endings in 
column B. Refer to the item Linking words in the Instant language section for help.
 A B
 a) First I reviewed all the activities
 b) The car crash was awful!
 c)Have a safe return! Let me know
 d) Talk to your teacher
 e) We tried to call you several times.
 f ) Intercultural exchange programs are 
good opportunities to grow up.
( ) if you need extra activities.
( ) However, we didn’t get any answer.
( ) and then I took the test and did it well.
( ) when you get back home.
( ) In addition, students learn spoken language 
skills very fast.
( ) Fortunately, nobody was hurt.
3. Read the e-mail and fill in the gaps with the past simple form of the verbs in parentheses.
Hi, Phee!
Hope you are well.
My trip to Mexico (a) (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
was
alextin_44@hit.com
phoebbe_liu@engels.com
intercultural studies
Inglês – 1a série – Volume 1
23
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 need to leave the campus in order to 
have 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?
LITERARY MOMENT 
“The best-laid schemes o’ mice an’ men gang aft agley.” BURNS, Robert. To a mouse.
Inglês – 1a série – Volume 1
24
!
?
SITUATED LEARNING 4 
AN INTERCULTURAL STUDY PROGRAM IN BRAZIL
1. Imagine the following situation: you work for the Brazilian Embassy in the United States 
and have to write in English about our country for their website. You will need to create a 
section about the advantages of coming to Brazil to study Portuguese! Think about learning 
opportunities, people’s culture, habits, etc. Write a list with your ideas.
2. Now, get into small groups and compare your lists. Organize the ideas into topics and write 
them down in the following lines.
PEOPLE
 LANGUAGE
Inglês – 1a série – Volume 1
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.
Write your draft in the lines that follow. Then ask your teacher to check it!
draft = rascunho
Inglês – 1a série – Volume 1
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
Inglês – 1a série – Volume 1
27
Para aprender mais sobre os conteúdos do primeiro tema (English around the world: cultural 
interactions), 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.
t��Englishman in New York (Sting, 1987).
t��Beautiful day (U2, 2000).
t��Orinoco flow (Enya, 1988).
Sites
t���4PCSF� DVMUVSB� F� MÓOHVB� JOHMFTB
� BDFTTF� P� QPSUBM�Língua Estrangeira <http://www.lingua 
estrangeira.pro.br>. Acesso em: 17 maio 2013.
t���1BSB� JOGPSNBÎÜFT� HFSBJT� TPCSF�QBÓTFT� FN�RVF� TF� GBMB� B� MÓOHVB� JOHMFTB
� BDFTTF��IUUQ���
en.wikipedia.org/wiki/List_of_countries_where_English_is_an_official_language>. 
Acesso em: 17 maio 2013.
t���1BSB�JOGPSNBÎÜFT�TPCSF�B�MÓOHVB�JOHMFTB�	QSPOÞODJB
�IJTUØSJB
�WPDÐ�QPEF�DPOTVMUBS�B�QÈHJ-
na English Made in Brazil <http://www.sk.com.br>. Acesso em: 17 maio 2013.
Films
t���Espanglês (Spanglish). Direção: James L. Brooks. EUA, 2004. 131 min. Comédia. 12 
anos. Trata das dificuldades de comunicação e do conflito cultural entre uma recém-chegada 
aos EUA, falante do espanhol, e seu patrão, um estadunidense 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.
t���O terminal (The terminal). Direção: Steven Spielberg. EUA, 2004. 129 min. Comédia. 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 in-
glês, vive a situação 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 falar fluentemente uma língua estrangeira.
LEARN MORE
Inglês – 1a série – Volume 1
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THEME 2
NEWSPAPERS – PART 1
SITUATED LEARNING 5 
NEWS AND NEWSPAPER SECTIONS 
1. Newspapers – online or printed – are organized in different sections. Below you have the names, in 
English, of some of these sections. Get together in groups, leaf through a local printed newspaper 
(written in Portuguese) and see if you can find the corresponding sections in it. Then answer: Are 
there any other sections in the newspaper you analyzed whose names are not on the list? 
!
?
2. Now decide which newspaper section listed in Activity 1 you should read in order to find:
a) the main news articles in a newspaper 
b) market and economic trends 
c) the newspaper opinion on a recent debate 
d) readers’ opinions on a recent debate 
e) cars for sale 
N
EW
SP
A
PE
R
Classifieds: real estate
Editorial
Local news
Letters to editors
SportsClassifieds: autos
Science & technology
Front page
Entertainment
Classifieds: jobs
World news
Economy
Inglês – 1a série – Volume 1
29
f ) houses/apartments to let or for sale 
g) job offers 
h) an accident involving a bus and a truck on a local highway 
i) a diplomatic agreement between two foreign countries 
j) the result of a soccer match 
k) a movie review and the movie theater where the film is playing 
l) recent research on DNA sequencing 
3. Study the following sentences. Notice the use of the relative pronouns. Can you infer the rule?
 a) An anchor is a person ________________ presents TV news programs.
 b) A newsstand is the place ________________ you can buy newspapers.
 c) The weather forecast is the newspaper content ________________ you read to know 
whether it will rain or not.
 d) Early morning is the time ________________ newspapers are distributed.
4. The following text is an interview published in a local Miami newspaper about Vitor Costa, 20 
years old, a Brazilian waiter working in a well-known restaurant in the city. Read it and then do 
the activities.
 Reporter: You speak English very well. How long have you been in the USA?
 Vitor: I’ve been here for almost 2 years. I’ve got a scholarship and I’m taking a course in hotel 
administration at Johnson & Wales University. I got this summertimejob to make some money.
 Reporter: Where exactly are you from, in Brazil?
 Vitor: I’m from a small town in São Paulo state, Southeastern region. I studied in a public 
state school and attended a one-year English course at CEL – Centro de Estudos de Línguas –, 
which is a language center for public school students in São Paulo. Also I took part in a Program 
created by the U.S. Embassy in Brazil in 2002, called Youth Ambassadors. I was one of the 
winners in 2009 and I had the opportunity to come to the U.S. for a three-week stay with a host 
family. We visited Washington, D.C. and the White House.
 Reporter: And why did you decide to come back to study here?
 Vitor: I wanted to go on improving my English and make my dream come true: I want to be an 
international chef and open my own restaurant here in the U.S.
 Reporter: And you will, for sure! Good luck!
 Vitor: Thank you!
who/that
where
which/that
when
Inglês – 1a série – Volume 1
30
 I. In what newspaper section would you probably find this interview? Circle the correct alternative.
a) Science & technology. b) Sports.
c) Local news. d) Classifieds.
 II. Mark the alternative that is not true about Vitor.
a) He studied at a state school in Brazil.
b) He comes from a small town in São Paulo state.
c) His dream is to become an international chef.
d) Although he has been in the U.S. for 2 years, he doesn’t speak English very well.
III. Discuss with your colleagues: Is it a good idea to have an experience abroad? Why?
 5. Based on the information presented in the interview, complete the following report.
 Miami News talked to Brazilian student Vitor Costa. Vitor is _________ years old and he is taking 
a course in ___________ at ____________ University. He comes from a _________ in the state 
of ___________, in the _____________ region of Brazil. This is not his first time in the U.S.
 In ______ he came to the United States as a Youth Ambassador. He stayed with a _________ 
family for _________ weeks. He had the opportunity to visit _________, D.C. and the 
________________.
 He told Miami News that he had decided to come ____________ to the United States because he 
wanted to go on ___________ his English and make __________ dream come _________: to 
become an _________________ ___________ and open his ______ restaurant. At present, he 
is working as a __________________ to make some ______________ during his summer break.
 6. Discuss the following questions with your colleagues:
a) Is it common for a university student in Brazil to take holiday jobs? What kind of job are they?
b) Have you ever had a summertime job? What kind?
c) Do you get some pocket money to do small jobs at home for your familiy? Or is it part of 
your obligations?
Inglês – 1a série – Volume 1
31
They chose the magazines which/that they wanted to read.
HOMEWORK: FOCUS ON LANGUAGE 5
1. Circle the correct option to complete the sentences. 
a) A traffic warden is someone who/where makes sure that cars drive correctly in the streets 
and are not parked who/where they should not be. 
b) The painting which/when was stolen is worth $1,000,000!
c) The 7th of September is the day who/when we celebrate Brazilian independence. 
d) John was offered two jobs. He took the one which/where is closer to his house. 
e) Look over there! Isn’t that the actress who/when played the captain’s girl in the movie we 
saw last night?
2. Put the two sentences together using who/that or which/that. Follow the example.
a) They chose the magazines. They wanted to read the magazines.
b) We ate the cake. Jane made the cake. 
c) She is the Portuguese teacher. She will teach our class next year. 
d) He is that teen singer of Ya-all. The girls in our school love him. 
e) I’m writing a paper on the history of Krenak indians in Brazil. I have to hand in the paper 
on the history of Krenak indians in Brazil tomorrow. 
f ) I saw a strange woman. The strange woman tried to sell her cell phone to me. 
Inglês – 1a série – Volume 1
32
3. Complete these two news articles with when, where, that, who or which. 
“It is because humanity has never known where it was going that it has been able to find 
its way.” WILDE, Oscar. Intentions.
LITERARY MOMENT
The police are after four suspects (e) stole jewels and 
money from the National Bank. The robbery happened between 2 and 2:15 a.m. 
 (f ) the noise of an explosion was heard in a disco near the 
bank.
Several people were seriously injured this morning (a) 
a truck (b) was carrying concrete poles skidded and 
hit four cars. The accident on Highway 5 caused a huge traffic jam and people 
 (c) were in their cars traveling to work were held there for 
over two hours. Ambulances could not reach the site (d) the 
accident happened, so a helicopter was used to transport the paramedics. 
Inglês – 1a série – Volume 1
33
SITUATED LEARNING 6 
FINDING WHAT YOU NEED 
1. The following texts were taken from a newspaper. Read them quickly and answer in English: 
Which newspaper section each text was taken from?
!
?
2. The texts that follow are extended versions of two of the ads in Activity 1. Which ones? 
a) I am the owner of a house and would like to let it. It is a comfortable house, with central 
air conditioning. There are three bedrooms, two bathrooms and a bonus room where a 
studio can be set up. There is also a laundry, and the kitchen is equipped with a stove and 
a fridge. The yard is fenced, so the house is isolated and safe. The only restriction I make 
concerns pets – they are not allowed. The rent is $800 per month, and you will be asked to 
make an initial deposit. If you are interested, you can call me at 541-977-3302. 
b) I am interested in selling my car. It is a vehicle called Chevy Silverado, with an extended 
cabin. It is a 2004 model with a 1500 engine. It has traction on the four wheels. It is in 
excellent condition and I am selling it for only $18,900. If you are interested, you can call 
me at 503-432-12.
TEXT A
Kancil 850 EZ, 2001 model. Metallic gold. 
Single owner. Used by pensioner. New paint 
work. Reasonable price. 8543-20918.
Nissan Cefiro 3.0 Sedan (yr 2002), Lady 
owner, good condition, low mil, regist numb 
TAC 13. 2348-50493.
CHEVY Silverado, 2004, 1500 4x4 w/ ext 
cab, excel. $18,900. Call 503-432-12.
FORD - Escort LX, 1991. 4 cyl., low mil, 
runs great. Good, no dents. $950 cash. 4332-
10349.
SATURN - SL2, 1992, AUTO, all power, AC, 
nice running cond., w/ radio&CD player. 
$1900 cash. 503-266-7625.
TEXT B
Apart at Bandar Botanic – 900sf, 3r 2b, Brand 
New and Vacant. Quality built by Gamuda. 1 
Allocated car park. 9843-1234.
Hse to let – 3 bd, 2 ba, bonus rm, laundry, 
fenced yd, AC, stove/fridge. $800/mo + dep. 
541-977-3302. NO PETS!
3 BD, 2 BA hse – 1700 sqft +/-, close to 
schools, pets OK, fenced & landscaped back 
yd. $850/mo. 541-788-9027.
Single Hse for sale – Taman District 3+1 
rooms 1 Bath+1Toilet 2 min to Silk Highway 
5 min to KTM Commute. 524-30980.
WARM AND COZY – 2 bd, 1 ba w/fireplace, 
lg fenced yd, animals OK w/deposit. $675/mo. 
Call Victoria 475-7953.
Inglês – 1a série – Volume 1
34
3. Compare the extended texts in Activity 2 and the ads in Activity 1. Tick ( ) the correct option to 
complete the following table. 
Extended versions Ads
Have longer sentences
Have abbreviations
Present key information only (i.e., are concise texts)
Present information and also opinions and explanations
 Now answer in Portuguese: Why do ads have these characteristics?
4. Read the texts in Activity 1 again and figure out what the following abbreviations stand for:
a) yr 2002 f ) w/ radio&CD player
b) low mil g) 1700 sqft +/-
c) regist numb h) 2 min 
d) 4cyl i) w/fireplace
e) running cond j) lg fenced yd
5. Crop (shorten) the text to write an ad. Remember to use abbreviations!
I have an apartment and I would like to sell it. It is a small but comfortable place, within 
5 minutes distance from the city center. It has two bedrooms with built-in wardrobes, one 
bathroom and a toilet. The kitchen is equipped with a stove, a fridge and a freezer. I am selling 
it for $80,000 and I accept a 2006 car as part of the payment. If you are interested, you can call 
me at 9757-4302.
6. Now think of something you would like to sell. Write an ad and then pass it around the class to 
see if your friends can understand it!
Inglês – 1a série – Volume 1
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HOMEWORK: FOCUS ON LANGUAGE 6
1. Read the tips. Then match the numbers on the left to how they are spoken on the right. Finally, 
practice saying these numbers.
a)
b)
c)
d)
e)
f )
g)
h)
Call 553-0122 
Call 543-0098
3513 Park Avenue
768 Spike Lane
4/5/1987
5/4/1878
150,320
2,450,987
( ) two million, four hundred and fifty thousand, nine hundred 
and eighty-seven 
( ) seven sixty-eight
( ) April the fifth, nineteen eighty-seven 
( ) five – four – three – double oh – nine – eight 
( ) thirty-five thirteen 
( ) one hundred and fifty thousand, three hundred and twenty
( ) double five – three – oh – one – double two
( ) May the fourth, eighteen seventy-eight
Tip 1: Telephone numbers are usually read one by one. 
0 = “zero” or “oh”. 
Twice the same number = double + number (33 = double three).
Tip 2: Addresses and years are usually read in two halves (1545 = fifteen forty-five).
Tip 3: Dates are usually “month + day + year” (March 20th, 1919 = 3/20/1919).
Inglês – 1a série – Volume 1
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(g)
(b)
(d) (f )
(c)
(a)
(e)
2. Find the words to label the parts of the house. 
C W A F G H J K L O
K I T C H E N X I V
Z Q T E R T G B V X
E A I Q X S W C I W
D Z C N H Y B M N Z
J U K I L O E P G B
P L M L U R D B R J
Y J B A T H R O O M
W S C U R F O Z O S
R F V N N Y O P M E
C D T D B H M N P G
A S D R F G H Q K L
M N B Y A R D V C P
©
 C
la
ud
io
 R
ip
in
sk
as
“Tyger, Tyger, burning bright
In the forests of the night,
What immortal hand or eye
Could frame thy fearful symmetry?”
BLAKE, William. Songs of experience.
LITERARY MOMENT
Inglês – 1a série – Volume 1
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SITUATED LEARNING 7 
NEWSPAPER READERS 
1. In a news article entitled “Women: go back to where you belong”, published in the Opinion 
section of a newspaper, the columnist firmly stood up for his argument that violence among 
teenagers is a domestic problem, and the solution for it can only be achieved if women take 
over their role as mothers and caretakers who stay at home educating their children instead of 
competing against men in a game that both sides are fated to lose. After reading this article, two 
readers sent letters to the newspaper.
 Read the following letters and answer: Who supports the ideas presented by the author? Who is 
against them? What evidence in both texts helped your answer?
!
?
To the editor
I want to congratulate you for publishing such an insightful article. It is time we went 
back to traditional values, and it seems that, on account of what is “politically correct”, 
people have been hiding the truth about what has been making our society fall apart. I 
totally agree with every single line I read and I want to say it loud and clear.
Johanne Sushbeck, 40
To the editor
When I read the article “Women: go back to where you belong”, I was totally shocked. 
In a society which is struggling hard to guarantee and protect the rights not only of women 
but also of several minority groups – or maybe I should call them priority groups –, it is 
outrageous to find people who still think like this. It was a shame to see that all the gains in 
the field of social democracy and equity were totally disregarded by the author. 
Kean Smashfield, 53
2. Read the letters to the editor again and answer in Portuguese: 
a) Kean Smashfield suggests an alternative term for minority groups. What is it? Why do you 
think he makes this suggestion? 
Inglês – 1a série – Volume 1
38
b) Johanne Sushbeck calls for a return to traditional values. What do you think these values are? 
HOMEWORK: FOCUS ON LANGUAGE 7
1. Study the following sentences. Then copy them in the correct place in the table.
I’d say the exact opposite. I couldn’t agree with you more.
I don’t think so.
That’s so true.
You’re absolutely right.
That’s exactly what I think.
I agree with you 100 percent. I have a different opinion!
I’m afraid I disagree with you.
That’s not always true.
Expressing agreement Expressing disagreement
Inglês – 1a série – Volume 1
39
2. Read the following statements. Do you agree or disagree with each of them? Use sentences from 
Activity 1 to express your opinion.
In my opinion, men 
and women have similar 
social roles and should 
have the same rights.
The way I see it, 
men tend to be more 
successful than women 
in their professional life! 
If you want my honest 
opinion, I think people 
should only get a driving 
license when they are 21.
As far as I’m concerned, 
a 16-year-old person is 
responsible enough to 
drive!
I believe television is just 
like a drug. The more 
you watch it, the more 
addicted you become.
If you ask me, I think 
television is great not only for 
entertainment but also for 
educational purposes!
Inglês – 1a série – Volume 1
40
3. The following sentences have factual mistakes. Follow the example to correct them. 
a) Pedro Álvares Cabral discovered America. 
b) The Berlin Wall came down in 1998. 
c) The first atomic bomb exploded during World War I.
d) The First Industrial Revolution took place in Germany. 
e) Shakespeare wrote Great expectations. 
Pedro Álvares Cabral didn’t discover America. He discovered Brazil. 
“Every generation laughs at the old fashions, but follows religiously the new.” THOREAU, 
Henry David. Walden.
LITERARY MOMENT
Inglês – 1a série – Volume 1
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SITUATED LEARNING 8 
HEADLINES 
1. Read the following headlines and decide which newspaper section they were taken from. Write 
P for Politics, S for Sports, IN for International News and LN for Local News. 
( ) President intervenes to cease commotion. 
( ) 9 indicted for human trafficking in China.
( ) Two killed in chemical explosion downtown. 
( ) High-altitude ban stays in football.
( ) Celtics win 7th straight.
( ) 17 UN staffers killed in Algiers bombings. 
( ) False doctor gets 30 years for running illegal pharmacy. 
2. Read the headlines in Activity 1 again paying attention to how they are written. Decide whether 
the following statements are true (T) or false (F).
 Headlines…
( ) are concise and direct.
( ) include extra adjectives and adverbs to characterize the news story.
( ) are written in the present.
( ) bring only enough information to give an impression of the entire story.
( ) bring details about the news story.
( ) always bring the full name of the people they refer to.
3. Study how the following facts became news and then headlines.
Fact: Two people were killed in a chemical explosion that occurred downtown last night.
News: Two people are killed in a chemical explosion downtown.
Headline: Two killed in chemical explosion downtown.
Fact: The Celtics won the seventh game in a row on Sunday.
News: The Celtics win the seventh game in a row.
Headline: Celtics win 7th straight.
!
?
Inglês – 1a série – Volume 1
42
 Now match the beginning of the sentences to their endings to find the explanations: 
(a) The fact is in the () present (reduced passive or active) with only key information. 
(b) The news is in the ( ) past tense (passive or active) because it is about something 
that has already happened.
(c) The headline is in the ( ) present (passive or active) to emphasize the relevance of the 
fact as an updated piece of news. 
4. Language study: passive voice x active voice.
a) Study these pairs of sentences.
Somebody KILLED two teenagers last night. (past, active)
Two teenagers WERE KILLED last night. (past, passive)
They MAKE paper out of wood. (present, active)
Paper IS MADE out of wood. (present, passive)
The man IS BUILDING a house. (present continuous, active)
A house IS BEING BUILT. (present continuous, passive)
They WILL DISCUSS this topic in the staff meeting. (future, active)
This topic WILL BE DISCUSSED in the staff meeting. (future, passive)
b) Now tick the correct options to complete the rules. 
 The passive voice is formed by:
the auxiliary verb ( ) to be + the main verb in the ( ) infinitive.
( ) to have ( ) gerund.
( ) to do ( ) past participle.
In the passive voice, the verb tense is indicated by the: ( ) auxiliary verb.
( ) main verb.
c) Go back to the headlines in Activity 1. Which ones are in the passive voice? Which ones are 
in the active voice? Why?
Inglês – 1a série – Volume 1
43
HOMEWORK: FOCUS ON LANGUAGE 8
1. Passive or active? Choose the correct option to complete the sentences.
a) The song Imagine was written/wrote by John Lennon.
b) Several people were seen/saw the accident. 
c) English is spoken/speaks in several countries.
d) These electronic devices are made/make in India.
e) VW is manufactured/manufactures cars in different countries.
f ) They have been sold/have sold all the tickets for the show.
g) Brian has been sent/has sent 1,000 letters to the Congress. 
2. Fill in the blanks with the correct form of the verbs in parentheses. Use the passive voice.
a) Six people (kill) in the accident yesterday.
b) The telephone (invent) by Alexander Graham Bell.
c) Ten houses (build) by this company everyday. 
d) This product (use) for cleaning silver. 
e) Two accidents (cause) by drunken drivers since last Tuesday.
f ) Only one theft (report) in the school since last year.
g) In 2002 the graduation ceremony and the party 
(organize) by all the students in class. 
h) We don’t have a coach, so the school soccer team 
(train) by a volunteer for the time being. 
i) The recommendations (send) tomorrow. 
Inglês – 1a série – Volume 1
44
3. Use the verbs in the box to complete this news story. 
were sheltered has announced are sending
had to leave increased
“It is never too late to give up our prejudices.” THOREAU, Henry David. Walden.
LITERARY MOMENT
Millions of reais worth of damage in the South of Brazil
Due to prolonged rain in Santa 
Catarina, the level of water in several 
rivers (a), causing 
floods in both small and big cities in the 
last two weeks. Thousands of families 
 (b) their homes and 
 (c) 
in schools and government buildings. 
People from other regions of the country 
 (d) food and 
clothes to help, and the federal government 
 (e) 
the provision of financial aid to three hundred 
municipalities. 
Inglês – 1a série – Volume 1
45
SITUATED LEARNING 9 
HEADLINES FOR A CLASS OR SCHOOL NEWSPAPER
1. You will now write headlines for the front page of a class or school newspaper. Follow steps a) 
to c). 
a) Class work – Part A: 
t� EFDJEF
�BT�B�HSPVQ
�JG�ZPV�XJMM�XSJUF�B�DMBTT�OFXTQBQFS�PS�B�TDIPPM�OFXTQBQFS��
t� CSBJOTUPSN�JEFBT�DPODFSOJOH�SFDFOU�FWFOUT�UIBU�DBO�CFDPNF�OFXT�GPS�UIF�OFXTQBQFS��
t� PSHBOJ[F� UIFTF� FWFOUT� BDDPSEJOH� UP� UIF� TFDUJPOT� UIFZ�CFMPOH� 	Sports, Entertainment, Local 
news, among others).
!
?
Inglês – 1a série – Volume 1
46
b) Group work:
t� HFU�EJWJEFE�JO�HSPVQT�PG�GPVS�
t� EJTUSJCVUF�UIF�FWFOUT�ZPV�EJTDVTTFE� JO�i$MBTT�XPSL�o�1BSU�"w�BNPOH�UIF�HSPVQT�UP�BWPJE�
repetition – each group should get a different event; 
t� XSJUF� UIF� IFBEMJOF� BDDPSEJOH� UP� UIF� DIBSBDUFSJTUJDT� PG� UIJT� HFOSF� TUVEJFE� JO� UIF� QSFWJPVT�
Situated Learning sections; 
t� TXBQ�IFBEMJOFT�XJUI�BOPUIFS�HSPVQ�UP�DPSSFDU�BOE�FEJU�ZPVS�UFYU��
c) Class work – Part B:
t� IPME�BO�FEJUPSJBM�NFFUJOH�UP�EFDJEF�PO�UIF�EJTUSJCVUJPO�PG�UIF�IFBEMJOFT�PO�UIF�GSPOU�QBHF�PG�
your newspaper. Your teacher – or one of the students – should be the editor in chief, the 
professional in charge of organizing the meeting;
t� VTF�UIF�CMBOL�QBHF�UIBU�GPMMPXT�UP�UBLF�OPUFT�BOE�UP�XSJUF�B�ESBGU�PG�ZPVS�OFXTQBQFS�GSPOU�
page;
t� PQUJPOBM��DIPPTF�B�OBNF�GPS�ZPVS�DMBTT�PS�TDIPPM�OFXTQBQFS�BOE�QVU�BMM�UIF�IFBEMJOFT�UPHFUIFS�
in a facsimile of the front page! You may do it on the computer and then print copies 
of the front page or you may use kraft paper (wrapping paper) and produce one single 
large-sized front page of your newspaper! 
Inglês – 1a série – Volume 1
47
Draft
Inglês – 1a série – Volume 1
48
LEARN MORE
Para aprender mais sobre os conteúdos do segundo tema (Newspaper – Part I), 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 preferido de busca na internet. As músicas a seguir estão ligadas ao tema 
notícias, não necessariamente a jornais, e podem gerar boas discussões. 
t� The news (Jack Johnson, 2001)
t� No news is good news (New Found Glory, 2004)
t� Sunday, bloody Sunday (U2, 1983)
Sites
No site BBC Learn English <http://bbc.co.uk/worldservice/learningenglish> (acesso em: 
20 maio 2013), é possível selecionar notícias, artigos ou entrevistas em versões adaptadas, na 
seção News English, e para cada notícia selecionada há um pequeno glossário. É possível ouvir 
não só a notícia ou o artigo, mas também as palavras do glossário. Além desses recursos, você 
encontra ainda atividades com vocabulário e gramática, testes de conhecimento, vídeos e até 
uma pequena novela chamada The flatmates. 
A seguir estão os sites oficiais de algumas redes de televisão:
t� CNN <http://edition.cnn.com> (acesso em: 20 maio 2013) – a versão deste site com notí-
cias estritamente estadunidenses é acessada por um link na própria página.
t� Fox News <http://www.foxnews.com> (acesso em: 20 maio 2013) – apresenta tanto notícias 
estadunidenses como internacionais.
Alguns sites de jornais em língua inglesa:
t� The Independent <http://www.theindependent.com> (acesso em: 20 maio 2013); The New 
York Times <http://www.nytimes.com/> (acesso em: 20 maio 2013) e The Guardian <http://
www.guardian.co.uk> (acesso em: 20 maio 2013).
Inglês – 1a série – Volume 1
49
 
Films
t� Homem-Aranha (Spiderman). Direção: Sam Raimi. EUA, 2002. 121 min. Aventura. Livre.
t� Homem-Aranha 2 (Spiderman 2). Direção: Sam Raimi. EUA, 2004. 127 min. Aventura. Livre.
t� Homem-Aranha 3 (Spiderman 3). Direção: Sam Raimi. EUA, 2007. 139 min. Aventura. 12 anos.
 No primeiro filme da trilogia Homem-Aranha, Peter Parker, ainda adolescente, descobre 
que adquiriu poderes semelhantes aos de uma aranha. Quando sai da escola, acaba traba- 
lhando como fotógrafo freelancer para um dos jornais da cidade, The Daily Bugle. No se-
gundo filme, Parker já é um jovem em início de carreira, tentando conciliar o trabalho tem-
porário como entregador de pizza com o trabalho no jornal, a faculdade e as várias tarefas de 
um super-herói. Nesse filme, há várias cenas que envolvem a rotina de um jornal, assim 
como no último filme da série,Homem-Aranha 3. Neste há ainda uma disputa por cargos 
entre Parker e Eddie Brock dentro do jornal.
t� O preço de uma verdade (Shattered glass). Direção: Billy Ray. Canadá/Estados Unidos, 2003. 
95 min. Drama. 14 anos. Este filme é baseado em fatos reais e conta a história do jornalista 
Stephen Glass, que trabalhou por três anos na revista The New Republic. Aos 20 anos de 
idade, Glass já era considerado um dos principais jornalistas de seu país graças aos seus es-
critos. Surge então um grande problema, quando se descobre que aquilo que ele escrevia era 
completa ou parcialmente inventado.
t� Uma vida em sete dias (Life or something like it). Direção: Stephen Herek. EUA, 2002. 
104 min. Comédia romântica. Livre. O filme conta a história de uma repórter que sonha ser 
âncora de jornal, tornando-se assim uma workaholic. No entanto, uma inesperada previsão 
a fará mudar sua forma de encarar a vida.
t� Nunca fui beijada (Never been kissed). Direção: Raja Gosnell. EUA, 1999. 107 min. Co-
média romântica. 12 anos. Comédia na qual uma jovem jornalista (Drew Barrymore) em 
início de carreira tem a oportunidade de tornar-se repórter fazendo uma matéria sobre o que 
está “na moda” entre os jovens do Ensino Médio. Para isso, ela se disfarça de estudante e se 
matricula novamente na escola que frequentou. 
Inglês – 1a série – Volume 1
50
LEARN TO LEARN
Using a bilingual dictionary
Agora 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 pala-
vra: a classe gramatical à qual a palavra pertence, os diferentes contextos de uso e as formas 
flexionadas, entre outras. Estude os verbetes a seguir.
Agora, decida se as afirmações a seguir 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 pala-
vra “trabalho” no sentido de emprego.
work /wɡ: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 Ŷ trabalho bem pago well-paid job 3 (na escola) assignment, 
project: fazer um trabalho de História to do a History assignment/project.
Inglês – 1a série – Volume 1
51
2. As variantes linguísticas dominantes do inglês (o inglês estadunidense e o inglês britânico) 
também aparecem indicadas em vários dicionários. Estude os verbetes a seguir.
 Agora, complete:
 Na variante estadunidense, 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 a seguir e responda às perguntas:
 a) Procure a palavra checkers. O que ela significa? Há alguma indicação sobre a qual va-
riante do inglês ela pertence?
 b) Procure a palavra move. Ela varia de classe gramatical? Há contextos de uso diferentes 
para essa palavra?
taxi /’tæksi/ 1 s (tb taxicab, esp USA cab) táxi 2 vi (part pres taxiing) (Aeronáut) taxiar.
apartment /ԥ’partmԥnt/ (GB tb flat) s apartamento.
Você conhece palavras ou expressões que têm sen-
tidos diferentes no português falado no Brasil e no 
português falado em Portugal?
Think about it!
Inglês – 1a série – Volume 1
52
Getting to know different kinds of dictionary
Agora você vai aprender um pouco mais sobre diferentes tipos de dicionário. Ao conhecê-los, 
você poderá encontrar aquele que melhor atende a suas necessidades de estudo! 
4. Relacione os tipos de dicionário a seguir com suas definições: 
a) bilingual dictionary
b) pocket dictionary
c) thesaurus
d) monolingual dictionary
e) crossword dictionary 
f ) rhyming dictionary 
g) etymological dictionary
( ) A kind of dictionary that is small and portable; it is designed to be carried around. Also 
called mini-dictionary.
( ) A kind of dictionary that uses the same language for the words and their definitions. 
( ) A kind of dictionary in which words are grouped together by their end sounds. When 
two words end with the same sound, they rhyme. It is used more frequently in poetry 
than in prose.
( ) A kind of dictionary that brings words in two languages. Each language is grouped 
alphabetically in separate halves of the book, with translations into the other language. 
( ) A kind of dictionary that organizes words by categories and concepts, so synonyms and 
near-synonyms will be grouped together.
( ) A kind of dictionary that traces the development of a word over time, giving historical 
examples to show changes.
( ) A kind of dictionary that has words grouped together by the number of letters in them to 
help people find words of a certain length to complete their crossword puzzles.
5. Agora leia os verbetes de dicionário a seguir e identifique o tipo de dicionário a que eles 
pertencem:
Resposta da questão 4: b; d; f; a; c; g; e.
Inglês – 1a série – Volume 1
53
a) dictionary n (pl –aries) 1. a book that 
consists of an alphabetical list of words 
with their meanings. 
b) dictionary from Medieval Latin dictionarium, 
“collection of words and phrases”; from 
Classical Latin dictionarius, “of words”; from 
Classical Latin dictio, “word”; probably first 
English use in the title of a book was in Sir 
Thomas Elyot’s Latin Dictionary (1538).
c) dictionary sm dicionário, vocabulário, 
glossário.
d) d_ _ t_ _ _a_ _ (10 letters) – DEATH 
CHAIR/DEATH TRAPS/DENTAL 
CARE/DEUTOPLASM/DICTIONARY/
DIETICIANS/DIETITIANS/
DISTILLATE.
e) dictionary – revolutionary, commentary, 
extemporary, nonmilitary.
f ) dictionary – synonyms: lexicon, wordbook; 
related words: glossary, thesaurus, 
vocabulary.
6. Escolha uma palavra em inglês e pesquise-a em cada um dos sites a seguir. Veja quantas coi-
sas você pode aprender cruzando as informações encontradas nos diferentes dicionários! 
Inglês – 1a série – Volume 1
54
t� %JDJPOÈSJP�CJMÓOHVF�o�JOHMÐT�QPSUVHVÐT���IUUQ���NJDIBFMJT�VPM�DPN�CS�NPEFSOP�JOHMFT�
index.php>. Acesso em: 20 maio 2013. 
t� Thesaurus: <http://thesaurus.com/>. Acesso em: 20 maio 2013.
t� %JDJPOÈSJP�NPOPMÓOHVF���IUUQ���XXX�MEPDFPOMJOF�DPN����"DFTTP�FN�����NBJP������
t� %JDJPOÈSJP�FUJNPMØHJDP���IUUQ���XXX�FUZNPOMJOF�DPN����"DFTTP�FN�����NBJP������
Há vários dicionários on-line gratuitos, além dos sugeridos a seguir. Faça sua 
própria busca usando as palavras “free + online + dictionary” e encontre aquele que 
você acha mais completo ou mais fácil de utilizar!
 Think about it!
Nesta seção, você acabou de conhecer alguns tipos de dicionário disponíveis para o 
estudo da língua inglesa. Você conhece dicionários semelhantes em língua portuguesa?
Inglês – 1a série – Volume 1
55
VOCABULARY LOG
Aqui você vai registrar o vocabulário que aprendeu nas Situated Learning 1, 2, 3, 5, 6, 7 e 8. 
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 dê 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.
Sentence 
from the text
Situated Learning 1
Sentence 
from the text
Situated Learning 1
Sentence 
from the text
Situated Learning 2
Inglês – 1a série – Volume 1
56
Sentence 
from the text
Situated Learning 2
Sentence 
from the text
Situated Learning 3
Sentence 
from the text
Situated Learning 3
Sentence 
from the text
Situated Learning 5
Inglês – 1a série – Volume 1
57
Sentence 
from the text
Situated Learning 5
Sentence 
from the text
Situated Learning 6
Sentence 
from the text
Situated Learning 6
Sentence 
from the text
Situated Learning 7
Inglês – 1a série – Volume 1
58
Sentence 
from the text
Situated Learning 7
Sentence 
from the text
Situated Learning 8
Sentence 
from the text
Situated Learning 8
Inglês – 1a série – Volume 1
59
INSTANT LANGUAGE 
Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em 
tabelas 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 utilizando outros volumes e 
até estudando em outras séries do Ensino Médio! 
Some uses of -ING forms in English
You are working very hard.
She is thinking about taking a trip to Germany.
She looks forward to meeting you.
Jamaica is an English-speaking country.
Swimming is good for your health.
Progressive form of verbs:
Verbs after prepositions:
Adjective: 
Noun:
Most verbs are followed by infinitives Some verbs are followed by -ING
I enjoy travelling.
She has given up smoking.
They couldn’t help crying.
I can’t stand listening to punk music.
She feels like dancing.
They won’t mind explaining the situation again.
I miss talking to you.
She wants to go home.
He promised to talk to you.
I need to see you.
They chose to travel by train.
She refused to see the doctor.
They can’t afford to buy a new house.
Inglês – 1a série – Volume 1
60
Some verbs can be followed by -ING or infinitives with different meanings
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.
Collocations 
Adjectives + prepositions
afraid of
interested in
good at
tired of
excited about
worried about 
Verbs + prepositions
depend on
succeed in
listen to
belong to
wait for
thank for
He stopped to count the stars. (He stopped the action he was performing to start doing 
something different.)
He stopped counting the stars. (He stopped the action he was performing.)
I remember going to a lot of parties. (It refers to the past, to things that I did.)
I will remember to bring all your books back. (It refers to what I still have to do.) 
Inglês – 1a série – Volume 1
61
Present simple
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...?
Past simple
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...?
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, since, ago, during
Inglês – 1a série – Volume 1
62
Relative pronouns and adverbs
who/that – used to refer to a person or people
where – used to refer to a place
when – used to refer to time
which/that – used to refer to a thing or things
Numbers, figures and measurements 
100 – one hundred
1,000 – one thousand 
1,000,000 – one million
1,000,000,000 – one billion 
Some verbs & phrases
lower is/are due go back
drop make sure hide the truth 
leaf through make a cake win three games in a row
get together hand in 
hold the attention stand up for 
10.77 sq ft (square feet) = 1 m2 (square meter)
4 x 4 – four by four 
3 + 1 – three plus one
1 mile = 1,609 meters
Inglês – 1a série – Volume 1
63
Passive voice 
verb to be in the appropriate verb tense + main verb in the past participle 
Present simple: It is made of wood. They aren’t made of wood.
Past simple: It was made in the 1970’s. Were they made in the 1970’s?
Present continuous: It is being made now. Are they being made now?
Past continuous: It wasn’t being made yesterday. They were being made yesterday.
Present perfect: It has been made several times. They haven’t been made several times.
Modal verbs: Can it be made? It should be made. It mustn’t be made.
Future: It will be made next month. They won’t be made next month.
Inglês – 1a série – Volume 1
64
Some irregular verbs
Base form Past simple 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
grow grew grown
have had had
hear heard heard
hold held held
know knew known
lead led led
leave left left
lose lost lost
make made made
meet met met
read read read
ride rode ridden
see saw seen
send sent sent
spend spent spent
take took taken
tell told told
wear wore worn
write wrote written
Inglês – 1a série – Volume 1
65
Can-do Chart
Competências/habilidades Consigo
Consigo, mas 
com ajuda
Ainda não 
consigo
 1. Leitura (organização macrotextual): 
reconhecer o gênero de um texto.
 2. Leitura: localizar informações específi-
cas em um texto. 
 3. Leitura (vocabulário): relacionar tópicos 
a vocabulário pertinente. 
 4. Leitura: localizar informações explícitas 
em um texto. 
 5. Leitura: levantar hipóteses sobre o as-
sunto de um texto e verificá-las a partir 
da leitura.
 6. Leitura: identificar palavras cognatas 
ou emprestadas da língua inglesa para 
compreender um texto.
 7. Escrita: escrever um texto informativo 
sobre os benefícios de um programa de 
estudos interculturais.
 8. Leitura e escrita: trabalhar em equipe, 
assumindo funções e contribuindo para 
o trabalho em grupo.
 9. Reconhecer o uso do tempo verbal 
presente simples.
10. Reconhecer o uso do tempo verbal 
passado simples.
11. Leitura: reconhecer os usos de algumas 
preposições em contexto: go to, stay 
with, presentations about.
12. Leitura: reconhecer o uso das palavras 
during, since, ago.
Inglês – 1a série – Volume 1
66
13. Reconhecer, em um jornal em língua 
portuguesa, sua organização em seções. 
14. Relacionar os nomes das seções de um 
jornal em língua portuguesa aos nomes, 
em língua inglesa, dessas mesmas seções.
15. Relacionar conteúdos e manchetes às 
suas respectivasseções em um jornal.
16. Deduzir uma regra gramatical com base 
na análise de exemplos.
17. Aplicar regras em situações de uso.
18. Identificar o gênero de um texto por 
meio da apreensão de sua organização 
geral.
19. Comparar gêneros distintos, identifican-
do suas características. 
20. Identificar as características de organiza-
ção de uma manchete.
21. Escrever uma manchete, observando 
suas características de organização. 
22. Escrever manchetes para a primeira pági-
na de um jornal.
23. Inferir significados não explícitos no 
texto.
24. Identificar a opinião do autor com base 
em pistas verbais presentes no texto.
CONCEPÇÃO E COORDENAÇÃO GERAL
NOVA EDIÇÃO 2014-2017
COORDENADORIA DE GESTÃO DA 
EDUCAÇÃO BÁSICA – CGEB
Coordenadora 
Maria Elizabete da Costa
Diretor do Departamento de Desenvolvimento 
Curricular de Gestão da Educação Básica 
João Freitas da Silva
Diretora do Centro de Ensino Fundamental 
dos Anos Finais, Ensino Médio e Educação 
Profissional – CEFAF 
Valéria Tarantello de Georgel
Coordenadora Geral do Programa São Paulo 
faz escola
Valéria Tarantello de Georgel
Coordenação Técnica 
Roberto Canossa 
Roberto Liberato 
Suely Cristina de Albuquerque BomÅm
EQUIPES CURRICULARES
Área de Linguagens 
Arte: Ana Cristina dos Santos Siqueira, Carlos 
Eduardo Povinha, Kátia Lucila Bueno e Roseli 
Ventrela.
Educação Física: Marcelo Ortega Amorim, Maria 
Elisa Kobs Zacarias, Mirna Leia Violin Brandt, 
Rosângela Aparecida de Paiva e Sergio Roberto 
Silveira.
Língua Estrangeira Moderna (Inglês e 
Espanhol): Ana Paula de Oliveira Lopes, Jucimeire 
de Souza Bispo, Marina Tsunokawa Shimabukuro, 
Neide Ferreira Gaspar e Sílvia Cristina Gomes 
Nogueira.
Língua Portuguesa e Literatura: Angela Maria 
Baltieri Souza, Claricia Akemi Eguti, Idê Moraes dos 
Santos, João Mário Santana, Kátia Regina Pessoa, 
Mara Lúcia David, Marcos Rodrigues Ferreira, Roseli 
Cordeiro Cardoso e Rozeli Frasca Bueno Alves.
Área de Matemática 
Matemática: Carlos Tadeu da Graça Barros, 
Ivan Castilho, João dos Santos, Otavio Yoshio 
Yamanaka, Rodrigo Soares de Sá, Rosana Jorge 
Monteiro, Sandra Maira Zen Zacarias e Vanderley 
Aparecido Cornatione. 
Área de Ciências da Natureza 
Biologia: Aparecida Kida Sanches, Elizabeth 
Reymi Rodrigues, Juliana Pavani de Paula Bueno e 
Rodrigo Ponce. 
Ciências: Eleuza Vania Maria Lagos Guazzelli, 
Gisele Nanini Mathias, Herbert Gomes da Silva e 
Maria da Graça de Jesus Mendes. 
Física: Carolina dos Santos Batista, Fábio 
Bresighello Beig, Renata Cristina de Andrade 
Oliveira e Tatiana Souza da Luz Stroeymeyte.
Química: Ana Joaquina Simões S. de Matos 
Carvalho, Jeronimo da Silva Barbosa Filho, João 
Batista Santos Junior e Natalina de Fátima Mateus.
Área de Ciências Humanas 
Filosofia: Emerson Costa, Tânia Gonçalves e 
Teônia de Abreu Ferreira.
Geografia: Andréia Cristina Barroso Cardoso, 
Débora Regina Aversan e Sérgio Luiz Damiati.
História: Cynthia Moreira Marcucci, Maria 
Margarete dos Santos e Walter Nicolas Otheguy 
Fernandez.
Sociologia: Alan Vitor Corrêa, Carlos Fernando de 
Almeida e Tony Shigueki Nakatani.
PROFESSORES COORDENADORES DO NÚCLEO 
PEDAGÓGICO
Área de Linguagens 
Educação Física: Ana Lucia Steidle, Eliana Cristine 
Budisk de Lima, Fabiana Oliveira da Silva, Isabel 
Cristina Albergoni, Karina Xavier, Katia Mendes 
e Silva, Liliane Renata Tank Gullo, Marcia Magali 
Rodrigues dos Santos, Mônica Antonia Cucatto da 
Silva, Patrícia Pinto Santiago, Regina Maria Lopes, 
Sandra Pereira Mendes, Sebastiana Gonçalves 
Ferreira Viscardi, Silvana Alves Muniz.
Língua Estrangeira Moderna (Inglês): Célia 
Regina Teixeira da Costa, Cleide Antunes Silva, 
Ednéa Boso, Edney Couto de Souza, Elana 
Simone Schiavo Caramano, Eliane Graciela 
dos Santos Santana, Elisabeth Pacheco Lomba 
Kozokoski, Fabiola Maciel Saldão, Isabel Cristina 
dos Santos Dias, Juliana Munhoz dos Santos, 
Kátia Vitorian Gellers, Lídia Maria Batista 
BomÅm, Lindomar Alves de Oliveira, Lúcia 
Aparecida Arantes, Mauro Celso de Souza, 
Neusa A. Abrunhosa Tápias, Patrícia Helena 
Passos, Renata Motta Chicoli Belchior, Renato 
José de Souza, Sandra Regina Teixeira Batista de 
Campos e Silmara Santade Masiero.
Língua Portuguesa: Andrea Righeto, Edilene 
Bachega R. Viveiros, Eliane Cristina Gonçalves 
Ramos, Graciana B. Ignacio Cunha, Letícia M. 
de Barros L. Viviani, Luciana de Paula Diniz, 
Márcia Regina Xavier Gardenal, Maria Cristina 
Cunha Riondet Costa, Maria José de Miranda 
Nascimento, Maria Márcia Zamprônio Pedroso, 
Patrícia Fernanda Morande Roveri, Ronaldo Cesar 
Alexandre Formici, Selma Rodrigues e 
Sílvia Regina Peres.
Área de Matemática 
Matemática: Carlos Alexandre Emídio, Clóvis 
Antonio de Lima, Delizabeth Evanir Malavazzi, 
Edinei Pereira de Sousa, Eduardo Granado Garcia, 
Evaristo Glória, Everaldo José Machado de Lima, 
Fabio Augusto Trevisan, Inês Chiarelli Dias, Ivan 
Castilho, José Maria Sales Júnior, Luciana Moraes 
Funada, Luciana Vanessa de Almeida Buranello, 
Mário José Pagotto, Paula Pereira Guanais, Regina 
Helena de Oliveira Rodrigues, Robson Rossi, 
Rodrigo Soares de Sá, Rosana Jorge Monteiro, 
Rosângela Teodoro Gonçalves, Roseli Soares 
Jacomini, Silvia Ignês Peruquetti Bortolatto e Zilda 
Meira de Aguiar Gomes. 
Área de Ciências da Natureza 
Biologia: Aureli Martins Sartori de Toledo, Evandro 
Rodrigues Vargas Silvério, Fernanda Rezende 
Pedroza, Regiani Braguim Chioderoli e Rosimara 
Santana da Silva Alves.
Ciências: 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 
Luís Prati. 
Física: Ana Claudia Cossini Martins, Ana Paula 
Vieira Costa, André Henrique GhelÅ RuÅno, 
Cristiane Gislene Bezerra, Fabiana Hernandes 
M. Garcia, Leandro dos Reis Marques, Marcio 
Bortoletto Fessel, Marta Ferreira Mafra, Rafael 
Plana Simões e Rui Buosi. 
Química: Armenak Bolean, Cátia Lunardi, Cirila 
Tacconi, Daniel B. Nascimento, Elizandra C. S. 
Lopes, Gerson N. Silva, Idma A. C. Ferreira, Laura 
C. A. Xavier, Marcos Antônio Gimenes, Massuko 
S. Warigoda, Roza K. Morikawa, Sílvia H. M. 
Fernandes, Valdir P. Berti e Willian G. Jesus. 
Área de Ciências Humanas 
Filosofia: Álex Roberto Genelhu Soares, Anderson 
Gomes de Paiva, Anderson Luiz Pereira, Claudio 
Nitsch Medeiros e José Aparecido Vidal.
Geografia: Ana Helena Veneziani Vitor, Célio 
Batista da Silva, Edison Luiz Barbosa de Souza, 
Edivaldo Bezerra Viana, Elizete Buranello Perez, 
Márcio Luiz Verni, Milton Paulo dos Santos, 
Mônica Estevan, Regina Célia Batista, Rita de 
Cássia Araujo, Rosinei Aparecida Ribeiro Libório, 
Sandra Raquel Scassola Dias, Selma Marli Trivellato 
e Sonia Maria M. Romano.
História: Aparecida de Fátima dos Santos 
Pereira, Carla Flaitt Valentini, Claudia Elisabete 
Silva, Cristiane Gonçalves de Campos, Cristina 
de Lima Cardoso Leme, Ellen Claudia Cardoso 
Doretto, Ester Galesi Gryga, Karin Sant’Ana 
Kossling, Marcia Aparecida Ferrari Salgado de 
Barros, Mercia Albertina de Lima Camargo, 
Priscila Lourenço, Rogerio Sicchieri, Sandra Maria 
Fodra e Walter Garcia de Carvalho Vilas Boas. 
Sociologia: Anselmo Luis Fernandes Gonçalves, 
Celso Francisco do Ó, Lucila Conceição Pereira e 
Tânia Fetchir.
Apoio:
Fundação para o Desenvolvimento da Educação 
- FDE
CTP, Impressão e acabamento
GráÅca e Editora Posigraf
A Secretaria da Educação do Estado de São Paulo autoriza a reprodução do conteúdo do material de sua titularidade pelas demais secretarias de educação do país, desde que mantida a integri-
dade da obra e dos créditos, ressaltando que direitos autorais protegidos*deverão ser diretamente negociados com seus próprios titulares, sob pena de infração aos artigos da Lei no 9.610/98.
* Constituem “direitos

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