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CADERNO DO ALUNO
1a SÉRIE 
ENSINO MÉDIO
Volume 2
INGLÊS
Linguagens
MATERIAL DE APOIO AO
CURRÍCULO DO ESTADO DE SÃO PAULO
CADERNO DO ALUNO 
INGLÊS
ENSINO MÉDIO
1a SÉRIE
VOLUME 2
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
Secretária-Adjunta
Cleide Bauab Eid Bochixio
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
Dione Whitehurst Di Pietro
Coordenadora de Orçamento e 
Finanças
Claudia Chiaroni Afuso
Presidente da Fundação para o 
Desenvolvimento da Educação – FDE
Barjas Negri
Caro(a) aluno(a),
Com este Caderno, você completa seu primeiro ciclo de estudos de inglês no Ensino Médio. 
Continuará vendo como se organizam as diferentes seções de jornais e discutirá o que deve ser 
levado em conta ao analisar e/ou redigir uma notícia. Você aprenderá a utilizar o vocabulário e as 
estruturas gramaticais pertinentes para produzir suas próprias dicas de entretenimento, manchetes 
e notícias, em trabalho conjunto com seus colegas. 
Lembre-se de que nossos Cadernos sempre trazem dicas de sites, músicas e filmes que podem 
ajudá-lo a aprender mais sobre os conteúdos de cada volume. Você também conta com as seções es-
pecíficas para sistematizar seu estudo da gramática e do vocabulário, que podem ajudar a organizar 
seus registros, de forma a tornar a aprendizagem mais efetiva. Há, ainda, a grade de autoavaliação, 
com as metas de aprendizagem propostas para este volume.
Equipe Técnica de Inglês
Área de Linguagens
Coordenadoria de Gestão da Educação Básica – CGEB
Secretaria da Educação do Estado de São Paulo
5
LEARNING TARGETS
Neste Caderno, você fará atividades relacionadas a dois temas: 1) The entertainment 
section: newspapers e 2) Newspapers: news stories, headlines and leads. Essas atividades 
vão ajudá-lo a:
 1. Relacionar o conteúdo/tema de um texto às suas experiências pessoais.
 2. Localizar informações específicas em um texto para corrigir afirmações.
 3. Interpretar informações não explícitas no texto.
 4. Identificar o gênero de um texto, bem como seu portador, pela compreensão geral.
 5. Identificar leitores-alvo de determinado gênero textual.
 6. Reconhecer e utilizar a estrutura will /won’t + verb para fazer previsões sobre o futuro.
 7. Identificar a tradução, a definição, a antonímia e a sinonímia como diferentes processos 
pelos quais é possível expressar o significado de uma palavra.
 8. Interpretar dicas e produzir palavras cruzadas (dicas e grade).
 9. Escrever dicas de entretenimento para a seção “As escolhas dos críticos”.
10. Participar de decisões coletivas para compilar, escolher e revisar textos produzidos pelos 
colegas, a fim de organizar um jornal de classe. 
11. Reconhecer o tema de uma notícia. 
12. Formular hipóteses sobre o conteúdo de uma notícia e confirmá-las por meio da leitura.
13. Identificar objetivos e público-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. Identificar palavras específicas em um texto por meio dos processos de sinonímia, anto-
nímia, definição e tradução.
17. Identificar pronomes interrogativos e relacioná-los à organização de um lead.
18. Produzir um lead sobre determinado fato.
19. Produzir uma manchete, observando suas características de organização. 
20. Editar e revisar manchete e lead, tendo como referência critérios preestabelecidos. 
21. Contribuir em momentos coletivos de tomada de decisão e produção escrita. 
Inglês – 1a série – Volume 2
6
1. Read the following texts quickly and answer:
a) Where can you find these texts?
b) Who are the potential readers of these texts? 
Symbol: The crab
Element: Water
Ruling planet: Moon 
Period: Jun 21-Jul 22
Initial profile
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 suffer.
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 won’t 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 won’t achieve total success!
Text A: CANCER
Text B: CANCER
THEME 1
THE ENTERTAINMENT SECTION: NEWSPAPERS 
 SITUATED LEARNING 1 
ENTERTAINMENT  HOROSCOPES
!
?
Inglês – 1a série – Volume 2
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2. Read the texts in Activity 1 again and identify their characteristics. 
a) There are suggestions on what you should/shouldn’t do in texts and .
b) There are a lot of adjectives in texts and .
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.
Symbol: The goat
Element: Earth
Ruling planet: Saturn 
Period: Dec 22-Jan 19
Initial profile
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 C: CAPRICORN
Be careful not to rely on your judgment this month, especially about financial 
matters. Money won’t come easy. You’ll be inclined to make precipitate decisions 
you may regret later. Family won’t help you. A new female friend will give you good 
advice – listen to her!
Text D: CAPRICORN
Inglês – 1a série – Volume 2
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3. Go back to texts B and D and find the word that comes before each of the following verbs: 
 have 
 be 
 need 
 achieve 
 represent
 come
 give
 help 
 Now complete the rules:
 To make predictions for the future in the affirmative form we use + verb.
To make predictions for the future in the negative form we use + verb.
4. Make predictions for a close friend’s future. Use verbs and expressions from the box, if you like. 
Remember to include predictions in the affirmative and negative forms.
E.g.: Carlos will buy a new car next year.
 My sister won’t get married until she graduates.
buy a new 
meet someone new 
go to a lot of parties
find a job in 
get married
fail a test
have an argument with 
make an important decision
help someone in need
need patience
Inglês – 1a série – Volume 2
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5. Below you have the complete list of signs of the zodiac. Follow your teacher’s instructions to 
write predictions. 
ARIES – Mar 21-Apr 19
TAURUS – Apr 20-May 20
GEMINI – May 21-Jun 20
CANCER – Jun 21-Jul 22
LEO – Jul 23-Aug 22
VIRGO – Aug 23-Sept 22
LIBRA – Sept 23-Oct 22
SCORPIO – Oct 23-Nov 21
SAGITTARIUS – Nov 22-Dec 21
CAPRICORN – Dec 22-Jan 19
AQUARIUS – Jan 20-Feb 18
PISCES – Feb 19-Mar 20
: FOCUS ON LANGUAGE 1
1. Complete the sentences with the verbs in the box. 
will pass – won’t talk – won’t go – will be – will help
a) You can phone me this afternoon. I at home.
b) John has a lotof 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 Sue’s party!”
 “Don’t worry! I you!”
e) Brian is so rude! I to him again – ever! 
Inglês – 1a série – Volume 2
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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 different 
cities. Yesterday he (b) in Porto Feliz. Today he (c) 
in Sorocaba and tomorrow he (d) in Alumínio.
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 ) 
crying. God only knows how she (g) at night! 
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 first line of the chart is filled 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: I’m 14 years old.
Marcos: When is your birthday?
Joana: On September 22nd. 
Marcos: So you will be 15 in 24 days! 
Joana: That’s right!
BIRTHDAY REMINDERS
Name Age today Birthday Days left for birthday 
e.g. Joana 14 September 22nd 24 days 
a)
b)
c)
d)
e)
Inglês – 1a série – Volume 2
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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 first impressions 
most of the time!
b) My best friend is very pessimistic/determined. If he wants something, he’ll keep on trying 
until he gets what he wants. 
c) My younger sister is extremely shy/precipitate. She is usually quiet and finds 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”! 
“Comment is free, but facts are sacred.” SCOTT, C. P. Manchester Guardian, May 5th 1924.
LITERARY MOMENT
Inglês – 1a série – Volume 2
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SITUATED LEARNING 2 
ENTERTAINMENT  CROSSWORD PUZZLES
1. A puzzle is a problem or enigma that challenges our capacity to find solutions. Match the 
illustrations to the types of puzzles. 
!
?
a) b)
c) d)
( ) Crossword puzzle ( ) Jigsaw puzzle ( ) Sudoku puzzle ( ) Rubik’s cube
©
 C
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 E
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©
 A
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to
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 L
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d/
Al
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G
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©
 A
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C
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Al
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G
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©
 A
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C
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Al
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G
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Inglês – 1a série – Volume 2
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2. In which newspaper section do we find puzzles? What are the most common puzzles in 
newspapers? How do we recognize a puzzle? What makes it different from a story? Do you like 
solving puzzles? Why? Why not?
3. The meaning of a word can be expressed in different ways. Study the words on the left column 
and identify which strategy is used to express their meaning. 
translation definition 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 definition 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.
Inglês – 1a série – Volume 2
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5. Follow the clues to solve the crossword puzzle. Some letters are given to help you.
1
5 C
6 S 4
L
7 U D
3
8 R
2
9 R
Y
10 W
DOWN
1. When you tend to do something, you are 
………… to do it. 
2. The word in English for “arrepender-se” 
or “arrependimento”.
3. An antonym for “difficult”.
4. A synonym for “suggestion”, 
“recommendation”.
ACROSS
5. The word in English for “conseguir” or 
“alcançar”.
6. When a plan or work has ………, it 
achieves the desired results.
7. The word in English for “intuitivo”.
8. Someone who does not like to show 
his/her feelings to others is …………
9. A synonym for “stress”.
10. A synonym for “but”.
6. Follow your teacher’s instructions to create your own crossword puzzle. 
Inglês – 1a série – Volume 2
15
: 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 LANÇA + the 
fifth 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 filling + 
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 ( ) fulfilled, satisfied 
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
Inglês – 1a série – Volume 2
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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. ( ) É melhor prevenir do que remediar. 
b) A burnt child dreads the fire. ( ) Deus ajuda quem cedo madruga.
c) A stitch in time saves nine. ( ) É melhor um pássaro na mão que dois voando. 
d) Don’t bark if you can’t bite. ( ) O barato sai caro. 
e) No smoke without fire. ( ) O inferno está cheio de boas intenções. 
f ) Long absent, soon forgotten. ( ) Gato escaldado tem medo de água fria. 
g) A bird in the hand is worth two in 
the bush.
( ) De noite todos os gatos são pardos. 
h) The road to hell is paved with good 
intentions.
( ) Onde há fumaça há fogo. 
i) The early bird catches the worm. ( ) Cão que ladra não morde. 
j) You get what you pay for. ( ) O que os olhos não veem o coração não sente. 
“Now, what I want is, Facts... Facts alone are wanted in life.” DICKENS, Charles. Hard times.
LITERARY MOMENT
Inglês – 1a série – Volume 2
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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 localsmall town newspaper? How do you know?
c) Who are the target readers of the page? 
!
?
©
 F
ol
ha
pr
es
s
Inglês – 1a série – Volume 2
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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 
someone’s 
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 can’t miss it. Hype Music Hall, only this Saturday and Sunday.
Movie The killing effect, a must-see for trash horror film 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 critic’s name. 
b) Everybody will love eating at Thai scent.
c) The geobody is a classical ballet company.
d) E&F play rock’n’roll music.
e) The killing effect is playing at the Odeon during afternoon sessions. 
Inglês – 1a série – Volume 2
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4. If you were the critic of a local newspaper, what would your picks be? Follow your teacher’s 
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. I’ve 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! I’m not in the mood for cooking. Where shall we eat?
( ) Let’s 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 can’t stand rap or hip hop. 
 
Eu recomendo assistir ao espetáculo The geobody. Ela gosta de música, mas o único show em cartaz 
é justamente de rap. O espetáculo sugerido é de dança, o que envolve, também, música! 
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. 
Inglês – 1a série – Volume 2
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d) Marion doesn’t 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 stuff 
home and surf the web
Inglês – 1a série – Volume 2
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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 don’t 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 don’t 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.
“Disinterested love for all living creatures, the most noble attribute of man.” DARWIN, Charles. 
The descent of man.
LITERARY MOMENT
INGLES_CAA_1s_V2_2014.indd 21 22/05/14 15:41
Inglês – 1a série – Volume 2
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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 different 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 final text. Then write it in the 
box that follows. Remember to plan the layout of your text. 
A horoscope, a crossword puzzle or a critic’s column should be 
recognized at first sight.
!
?
at first sight = à primeira vista
Inglês – 1a série – Volume 2
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Final version
Inglês – 1a série – Volume 2
24
2. Class work:
Ɣ hold an editorial meeting so each group can present the result of their work; 
Ɣ 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 file 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.
Inglês – 1a série – Volume 2
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LEARN MORE
Para aprender mais sobre os conteúdos deste tema, sugerimos uma lista de músicas (songs), 
sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.
Songs
As músicas a seguir estão ligadas a horóscopo e entretenimento, e não necessariamente a jornais, 
mas podem gerar boas discussões. Para encontrar a letra, você pode digitar o nome da canção, 
o nome do artista e a palavra lyrics em seu site de busca preferido.
Ɣ Signs (Beyoncé, 2003).
Ɣ Aquarius (do musical Hair, 1979).
Ɣ No matter what sign you are (The Supremes, 1969).
Sites
Ɣ Read, write, think. <http://www.readwritethink.org/files/resources/interactives/crossword/>. 
Acesso em: 12 nov. 2013. Nesse site é possível montar palavras cruzadas em inglês.
Ɣ Longman dictionary of contemporary English. <http://ldoceonline.com>. Acesso em: 12 nov. 
2013. Nesse site você pode fazer consultas on-line em um dicionário monolíngue, o que 
possibilita o processo de busca de definições de palavras, bem como a localização de sinôni-
mose de expressões nas quais uma determinada palavra aparece com frequência.
Ɣ Thesaurus. <http://thesaurus.com>. Acesso em: 12 nov. 2013. Um thesaurus é um tipo de 
dicionário que contém exclusivamente sinônimos e antônimos. No site indicado você pode 
fazer consultas, digitando a palavra que procura no campo de busca. Nele há também ati-
vidades lúdicas e você pode se cadastrar para receber, em seu e-mail, listas de vocabulário e 
expressões para estudo individual. 
Film
Ɣ A dama na água (Lady in the water). Direção: M. Night Shyamalan. EUA, 2006. 110 min. 
10 anos. Drama. O zelador de um condomínio descobre que há na piscina uma mulher 
que, na verdade, é uma personagem mítica de histórias infantis. Para ajudá-la a retornar 
a seu mundo, ele precisa formar uma equipe composta de um guardião (guardian), um 
curandeiro (healer), membros de um clube ou associação (guild) e um especialista em enig-
mas (symbolist). Na história, o especialista é representado por um menino e seu pai, mora-
Inglês – 1a série – Volume 2
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dores do condomínio, que estão sempre às voltas com a resolução de enigmas, entre eles as 
palavras cruzadas. 
Inglês – 1a série – Volume 2
27
Snake befriends its meal
Brian McDevon, 38, zookeeper at the 
New Ark Municipal Zoo, made a stunning 
discovery last Saturday: a snake and a 
hamster can be friends. 
The zookeeper was cleaning the snakes’ 
pits when he saw a peculiar scene. Endora, 
the pet name of an African Python, lying 
side by side with its dinner: a living 
hamster. McDevon reported what he had 
seen to Edwin Ferry, one of the vets in the 
zoo staff. “Three days have passed and 
Endora’s friendship with the hamster, now 
called Tiny, is still strong”, explains Ferry.
Tiny seems to be enjoying his life with 
the snake, and has been seen climbing onto 
Endora to take a nap. What are the chances 
of a lifelong relationship between predator 
and prey? Not many, probably. One day the 
snake’s instincts will make the call and Endora 
will probably devour her furry little friend.
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. 
!
?
Inglês – 1a série – Volume 2
28
2. Now read only the first 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)
Cheerleader on a stretcher helps 
team pull off a win
Susan Gouldin, 18, a cheerleader from 
KCW University, in Winston, refused to 
abandon her team during the Inter University 
Football Championship Ànals held in the 
university campus after falling 15 feet from 
the top of a human pyramid. 
During the half-time show, Gouldin 
was standing atop a human pyramid 
formed by 10 cheerleaders when the 
stunt went wrong and she fell on her 
head. Emergency paramedics quickly 
immobilized her and put her on a stretcher 
to be taken to the nearest hospital, but 
the spirited teenager refused to leave the 
Àeld. “I was there to motivate the team, 
not to distract them by making them feel 
worried”, says the cheerleader. 
After her team won the game, she was 
taken to the hospital, where doctors ran 
tests to guarantee there was no serious 
injury. “She was really lucky to have the 
paramedics right on the spot. A few weeks’ 
rest and she will be totally recovered”, 
explained Dr. Robert Kingsdale of the 
County Hospital. A happy ending to what 
could have been a disastrous event.
Elaborado especialmente para o São Paulo faz escola, com base em fatos reais.
4. Finally, read both news stories again and answer the questions in Portuguese:
a) Will Endora and Tiny’s friendship last forever? 
Inglês – 1a série – Volume 2
29
b) Do you think Susan’s decision to remain in the field 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?
1. Choose the correct sentence to complete the conversations.
: FOCUS ON LANGUAGE 5
a) Sorry! Did I interrupt? 
( ) Never mind. I didn’t do anything 
important.
( ) Never mind. I wasn’t doing anything 
important.
( ) Never mind. I don’t do anything 
important.
b) Why didn’t you look when I called?
( ) I didn’t hear you! I was listening to 
music and had my earphones on!
( ) I didn’t hear you! I listened to music 
and had my earphones on!
( ) I didn’t hear you! I was listening to 
music and was having my earphones on!
Inglês – 1a série – Volume 2
30
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. 
©
 P
au
lo
 M
an
zi
do – comb – talk – read – take
a) Sally her hair.
b) John a magazine.
c) Brian and Maggie a nap. 
d) Kate on the cell phone.
e) Sandy and Mark their homework.
3. Past simple or past continuous? Choose the correct form of the verbs in the sentences below.
a) It didn’t rain/wasn’t 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 didn’t watch/weren’t watching TV when their mother arrived/was arriving. 
c) I tried to talk to you for hours this 
morning, but your line was always busy!
( ) Sorry! I talked to my boyfriend, you 
know...
( ) Sorry! I talk to my boyfriend, you know...
( ) Sorry! I was talking to my boyfriend, 
you know...
d) Didn’t they hear the doorbell?
( ) 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. 
Inglês – 1a série – Volume 2
31
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.
LITERARY MOMENT
saw opened was waiting picked needs 
realized returns belongs contained left
says went found
“A truth that’s told with bad intent 
Beats all the lies you can invent.” BLAKE, William. Auguries of innocence.
High school student (a) R$1,000.00 found in subway station
Sandra Oliveira, 17, (b) R$1,000.00 in a paper bag near a trash can in 
the Trianon subway station, SP. The high school student (c) for the train 
to go back home last Tuesday when she (d) a dirty bag lying on the floor. 
She (e) it up to throw it away properly when she (f) it was 
not trash. She (g) the bag and saw it (h) a considerable 
sum of money. Instead of putting it in her bag, she (i) the platform 
and (j) to the ticket booth to return the money. “The money probably 
 (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!
Inglês – 1a série – Volume 2
32
SITUATED LEARNING 6 
NEWS STORIES  FOCUS ON LEAD PARAGRAPHS 
!
?
The inverted pyramid shows the traditional 
structure of news stories. The most relevant 
information comes in the headline and in the 
first paragraph, called the lead; the details are 
given in the follow-up paragraphs.
There are two main reasons for the use of thisstructure. On the one hand, it allows the busy 
reader to get the gist of the story by reading just 
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. 
Remember:
Good headline writing grabs the readers’ 
attention so that they will read on. 
The lead is a short introductory paragraph – 
sometimes just a sentence or two – that contains 
the summary of the story, i.e., information to 
answer some or all the 5 Ws (who, where, when, 
what, why) and the H (how). 
Writing news stories
NEWS STORIES
HEADLINE
LEAD
REST OF STORY
WHO? 
WHAT?
WHO? WHEN? WHY? 
WHAT? WHERE? 
HOW?
OTHER 
DETAILS
The follow-up paragraphs explain and 
amplify the story by providing relevant 
details. 
News articles require direct quotes to 
be lively and believable. When quoting, 
the first and last names, alongside a brief 
descriptive phrase that explains what 
the person does, must be acknowledged. 
Once people have been identified, they 
should be referred to by last name only. 
Elaborado especialmente para o São Paulo faz escola.
Inglês – 1a série – Volume 2
33
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 “espaço disponível”.
2. What are the 5 Ws and the H? Why answering them provides a summary of the story?
Inglês – 1a série – Volume 2
34
4. Go back to the articles you read in Situated Learning 5 (Snake befriends its meal and Cheerleader 
on a stretcher helps team pull off a win) and identify the answers for the 5 Ws and the H. Have 
you found most of them in the first paragraph (lead)?
5. Leaf through a printed newspaper in Portuguese. Do all the texts follow the inverted pyramid 
structure?
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 
Snake befriends its meal Cheerleader on a stretcher helps team pull off a win
Who
What
Where
When
Why
How
Inglês – 1a série – Volume 2
35
1. Match the columns.
: FOCUS ON LANGUAGE 6
a) make ( ) side by side ( ) to move towards the top of a motorcycle in order to ride it
b) lie ( ) a nap ( ) to find out something that was not expected
c) climb ( ) a surprising discovery ( ) to sleep for a short period of time during the day
d) take ( ) onto a motorbike ( ) 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? ( ) Not much. I stayed at home and surfed the web.
b) What did you do last weekend?
( ) Because there was too much noise in the 
room. I’m sorry. I didn’t mean to be rude.
c) When did you last watch a movie?
( ) In the shopping mall. She was having 
an argument with her boyfriend. It was 
pretty embarrassing. 
d) 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.
Inglês – 1a série – Volume 2
36
3. Fill in the questions with the correct question word.
a) A: are you so worried?
 B: My brother is in hospital.
b) A: I can’t believe you passed the exam! did you manage to do it? 
 B: No miracle. I just studied really hard.
c) A: Chris told me you have a new boyfriend. is the lucky guy? 
 B: Brian. He is in the 2nd year. You probably haven’t met him.
d) A: It’s Carol’s birthday party tomorrow. did you buy for her? 
 B: A teddy bear. She will love it! 
e) A: I heard you are moving. are you going to live? 
 B: Rio Grande do Sul. It’s very far. I guess we won’t 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. 
Ɣ What happened?
Ɣ Where were you when it happened?
Ɣ When did it happen?
Ɣ Was there anybody else with you or were you alone?
Ɣ What were you doing when it happened?
Ɣ How did you feel? 
Inglês – 1a série – Volume 2
37
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UDQJ��,W�ZDV�DERXW���S�P��ODVW�)ULGD\��,�SLFNHG�XS�WKH�WHOHSKRQH�
DQG�VDLG�KHOOR��EXW�WKH�SHUVRQ�RQ�WKH�RWKHU�HQG�RI�WKH�OLQH�GLGQ¶W�
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RWKHU�HQG�RI�WKH�OLQH�ZDV�LQ�VRPH�NLQG�RI�WURXEOH���%UDG�����
“Tis strange – but true; for truth is always strange;
Stranger than fiction.” LORD BYRON. Don Juan.
LITERARY MOMENT
Inglês – 1a série – Volume 2
38
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
Ɣ Decide, as a group, if you will stick to the decision made previously about writing a class 
newspaper or a school newspaper. 
Ɣ 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 wouldn’t be ethical to write 
a news story about it!). 
Ɣ Organize these events according to the sections they belong to (sports, entertainment, local 
news, among others).
!
?
Inglês – 1a série – Volume 2
39
II) Part B – Group work:
Ɣ Get into groups of four.
Ɣ Distribute the events you discussed in Part A – Class work among the groups to avoid 
repetition – each group should get a different event.
Ɣ 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
Inglês – 1a série – Volume 2
40
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 identification of people (first and last names, alongside a brief 
descriptive phrase that explains what the person does, and the person’s age).
Ɣ Get your own texts back and discuss the suggestions made by your friends. Then, rewrite 
your headline and lead. 
Headline and lead – Edited version
Inglês – 1a série – Volume 2
41
1. Present simple active or present simple passive? Fill in the blanks with the correct form of the 
verbin brackets.
a) Paper (make) from wood. 
b) People (speak) Chinese in Beijing. 
c) Several professionals (need) to publish a magazine. It’s teamwork! 
d) Mrs. Santos (teach) Chemistry in our school.
e) Healthy habits (prolong) life. 
2. Choose the correct form of the verb to complete the sentences.
a) The National Museum in 1834. 
( ) built ( ) was built ( ) were built 
b) I couldn’t finish the puzzle by myself. My younger sister me. 
( ) helped ( ) was helped ( ) were helped 
c) During World War II, radios as the main means of communication. 
( ) used ( ) was used ( ) were used
d) Jane Austen Pride and prejudice in 1813. 
( ) published ( ) was published ( ) were published
e) They visited several cities when they around Uruguay. 
( ) traveled ( ) was traveled ( ) were traveled 
: FOCUS ON LANGUAGE 7
Inglês – 1a série – Volume 2
42
4. Rewrite the sentences in the active voice. Follow the example.
a) The suspects were being questioned by the police officer.
b) The meal wasn’t 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 wasn’t being used by pedestrians as a shortcut. 
f ) The new pact was being presented by the President. 
LITERARY MOMENT
The police officer was questioning the suspects.
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 office when the robbery happened/ 
was happening. The other suspect didn’t have/wasn’t having an alibi. He spent/was spending 
all morning at home alone. He said he slept/was sleeping when the police officer came/was 
coming to his house to take him to the police station. 
“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
Inglês – 1a série – Volume 2
43
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 
Ɣ 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 final layout and production of their respective sections 
or will you assign a special group just to work on the final 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! 
Ɣ Use the lines below to write down your decisions. 
!
?
Inglês – 1a série – Volume 2
44
II) Part B – Group work 
Ɣ Get organized in groups. Each group will be in charge of a different 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 final written task 
produced previously (Caderno do Aluno, 1a série – 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 – CRITIC’S 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.
Ɣ Use the lines below to take notes and organize your work. 
Inglês – 1a série – Volume 2
45
III) Part C – Individual work
Ɣ Working in groups is a very demanding – and yet rewarding! – task. Now that your 
newspaper is finished and published, it’s time to assess your participation in the whole 
process. Find some quiet time to read, ponder and answer these questions in Portuguese.
Você estava presente nos momentos de tomada de decisão coletiva? 
Em caso afirmativo, reflita sobre sua participação. Você ouviu atentamente a discussão e con-
siderou o que foi decidido durante o trabalho do seu grupo? Você ouviu a discussão, mas não 
tomou nota das decisões e, no momento do trabalho em grupo, não sabia ao certo se estava 
fazendo o que havia sido combinado? Você contribuiu com sugestões para algum(uns) dos te-
mas discutidos? Em afirmativo, quais foram as suas contribuições? Elas foram aceitas? Por quê? 
Caso não tenha participado dos momentos de tomada de decisão coletiva, você perguntou aos 
colegas de seu grupo o que eles decidiram? 
Você esteve presente em todas as aulas em que o trabalho em grupo foi realizado? 
Em caso afirmativo, qual foi sua contribuição (ou seja, o que você fez efetivamente)? 
Caso não tenha participado de todas as aulas, você chegou a se envolver com a parte do traba-
lho que estava sendo realizada nos dias em que esteve presente ou apenas acompanhou o que 
os outros colegas faziam? 
Inglês – 1a série – Volume 2
46
LEARN MORE
Para aprender mais sobre os conteúdos deste tema, 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.
Ɣ The news (Jack Johnson, 2001).
Ɣ Newspaper (88 Fingers Louie, 1998).
Ɣ In the news (Ionic Vision, 2002).
Sites 
Além dos sites indicados no volume anterior, nos quais o jornal e alguns textos jornalísticos 
foram trabalhados, indicamos: 
t� Learning resources. Disponível em: <http://literacynet.org/cnnsf/archives.html>. Aces-
so em: 12 nov. 2013. Neste site, há uma coletânea de artigos de jornal escritos em inglês 
facilitado para estudantes de inglês como língua estrangeira.
t� Adult learning activities story list. Disponível em: <http://www.cdlponline.org/index. 
cfm?fuseaction=stories&topicID=3>. Acesso em: 12 nov. 2013. Aqui você encontra arti-
gos em inglês facilitado, acompanhados de gravações em áudio com a leitura dos textos. 
Films 
Ɣ Cidadão Kane (Citizen Kane). Direção: Orson Welles. EUA, 1941. 119 min. Livre. 
Drama. É um clássico do cinema. Após a morte de Charles Foster Kane, magnata da 
imprensa marrom (yellow journalism), repórteres investigam a história de sua vida para 
descobrir o sentido da última frase que ele proferiu antesde morrer. 
Ɣ Minority report – A nova lei (Minority report). Direção: Steven Spielberg. EUA, 
2002. 146 min. 14 anos. Ficção científica. Filme de ficção científica, com elemen-
tos de investigação policial e muita ação. A história se passa em 2054, quando inú-
meras inovações tecnológicas têm impacto direto na vida das pessoas. Há cenas 
que mostram jornais inteligentes (e-papers) que atualizam seu próprio conteúdo 
automaticamente, até mesmo enquanto são lidos.
Inglês – 1a série – Volume 2
47
Ɣ O jornal (The paper). Direção: Ron Howard. EUA, 1994. 111 min. 12 anos. Comé-
dia. O filme mostra o cotidiano de um jornal de Nova Iorque cujos editores tentam 
conciliar a vida pessoal e as exigências de seu trabalho, sempre corrido e com prazos 
curtíssimos.
Inglês – 1a série – Volume 2
48
LEARN TO LEARN
Vocabulary learning
Aqui você vai aprender um pouco mais sobre como adquirimos vocabulário. 
1. Para começar, vamos fazer uma rápida atividade. Leia as situações a seguir e faça o que é 
pedido.
a) Ao ler a palavra CHUVA, em que você pensa? Escreva aqui palavras que vêm imediata-
mente à sua cabeça.
b) Agora pense em palavras que derivam da palavra CHUVA, ou seja, palavras compos-
tas ou palavras formadas por sufixação e/ou prefixação a partir do mesmo radical de 
CHUVA. Anote-as nas linhas a seguir.
c) Desta vez, pense em palavras que são, nas formas escrita e falada, diferentes de CHU-
VA, mas que têm sentidos ou significados semelhantes ou próximos à palavra CHUVA. 
Anote-as abaixo. 
Inglês – 1a série – Volume 2
49
O campo lexical é formado por palavras que derivam de um mesmo radical. Tra-
ta-se da “família” de uma palavra; por exemplo: correr, corrida, corre-corre, corredeira. 
Já o campo semântico é constituído tendo por base os conceitos, os significados que 
uma palavra tem. O campo semântico da palavra “ganhar”, por exemplo, engloba 
vocábulos 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 às relações que estabelecemos entre as palavras, 
em função de nossa experiência prévia e fatores afetivos. Um campo associativo pode 
conter uma série de vocábulos aparentemente aleatórios do ponto de vista linguísti-
co. Por exemplo, uma pessoa poderia ter, no campo associativo da palavra “carro”, 
vocábulos como: desgaste, roubo, seguro, multa, trânsito, carona, poluição. O campo 
associativo de outra pessoa poderia ser, para a mesma palavra “carro”: velocidade, 
independência, agilidade, conforto, passear.
2. Que campo você construiu para responder aos itens a), b) e c) da Atividade 1? Compare 
suas respostas com as de outros colegas. Há mais semelhanças ou diferenças? Por que isso 
ocorre?
3. Veja as listas de vocábulos abaixo e identifique se constituem um campo lexical, um campo 
semântico 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 três palavras e expressões que você aprendeu. 
A partir delas, forme um campo associativo, um campo lexical e um campo semântico. 
CAMPO ASSOCIATIVO
Inglês – 1a série – Volume 2
50
CAMPO SEMÂNTICO
CAMPO LEXICAL
 Think about it!
Quando aprendemos uma língua estrangeira, aprendemos várias pala-
vras e expressões das quais nos lembramos rapidamente sempre que precisa-
mos utilizá-las. Essas palavras e expressões compõem nosso repertório ativo. 
Há outras que compreendemos e cujo significado fica acessível apenas no 
momento em que estamos estudando um determinado texto, por exemplo, 
mas das quais não conseguimos lembrar futuramente. Elas compõem nosso 
repertório passivo. A memorização de palavras e expressões está intima-
mente relacionada à frequência de uso e à relevância que elas têm para cada 
um de nós. Organizar e registrar as palavras e expressões que aprendemos, 
seja em campos lexicais, associativos ou semânticos, constitui uma boa estra-
tégia para memorizá-las, ampliando, assim, o repertório ativo.
Inglês – 1a série – Volume 2
51
Internetês 
Nesta seção, vamos refletir um pouco sobre algumas relações entre aprender inglês, internet 
e internetês. 
Internetês é uma linguagem muito usada em ambientes virtuais, sobretudo em aplicativos de 
mensagens instantâneas, nas quais as palavras são abreviadas e os acentos e a pontuação pratica-
mente desaparecem.
5. Na coluna da esquerda, temos alguns termos em internetês; na da direita, em português-pa- 
drão. Associe as colunas.
6. Agora leia os depoimentos a seguir. Qual é sua opinião sobre eles? 
“Eu sempre uso o internetês quando estou na internet, mas tento não me viciar, porque 
senão vou ter problemas para escrever em outras situações.” (P., 17)
“Acho uma bobagem esse negócio de internetês. Nossa língua é nossa língua e, se não tomar-
mos cuidado, vamos acabar com ela!” (S., 24)
“O problema é que hoje em dia a gente escreve muito – e muito rápido – na internet, e pouco 
fora dela. Então, nas poucas vezes que tenho que escrever fora dela, eu demoro muito e acabo 
escrevendo mal.” (C., 16)
a) naum, n
b) kd
c) blz
d) flw
e) qq
( ) qualquer
( ) falou
( ) não
( ) cadê
( ) beleza 
 Internetês: neologismo formado por internet + sufixo -ês
 Think about it!
 Evanildo Bechara, professor e gramático da língua portuguesa, afirma 
que: “É preciso ser poliglota dentro da nossa própria língua”. O que isso 
significa? Qual a relação entre essa afirmação e o internetês? Pense sobre isso!
Inglês – 1a série – Volume 2
52
a) HTML
b) HTTP
c) IP
d) LAN
e) LOGIN
f ) LOGOFF
g) TCP
h) URL
i) ID
j) WWW
Hipertexto é um documento que tem, em seu conteúdo, ligações com outras 
partes do mesmo documento ou de outros documentos. Na internet, essas ligações 
(ou links) são indicadas por uma cor diferente ou por sublinhado. Quando clicamos 
em uma delas, somos levados diretamente ao texto que está a ela ligado. Quando esses 
textos combinam imagens, sons e linguagem verbal, constituem o que chamamos de 
hipermídia (hipertexto + multimídia).
 Think about it!
 Qual a relação entre o tipo de leitura que fazemos na internet (hiper-
textos, hipermídia) e a expressão “surfar na web”? Há alguma relação entre 
esse tipo de leitura e o uso do internetês? Pense sobre isso!
7. Na internet, muitos dos termos que usamos corriqueiramente têm origem na língua inglesa 
ou estão escritos nesse idioma. Você sabe o que significam os termos a seguir?
Inglês – 1a série – Volume 2
53
VOCABULARY LOG
Aqui você vai registrar o vocabulário que aprendeu neste Caderno. Escolha duas palavras ou 
expressões 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 (Definition or translation), anote uma definição ou tradução para a palavra. 
Depois, no campo 3 (Association, example or picture), escreva algo ligado às palavras ou um exemplo; 
você também pode fazer uma ilustração nesse espaço. No campo 4 (Sentence from the text), anote 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 2
54
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 2
55
Sentence 
from the text
Situated Learning 5
Sentence 
from the text
Situated Learning 6
Sentence 
from the text
Situated Learning 6Sentence 
from the text
Situated Learning 7
Inglês – 1a série – Volume 2
56
Sentence 
from the text
Situated Learning 7
Inglês – 1a série – Volume 2
57
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 em outras séries do 
Ensino Médio! 
Months of the year 
January 
February 
March 
April 
May 
June
July 
August
September 
October 
November 
December
Ordinal numbers 
1st – first
2nd – second 
3rd – third
4th – fourth
5th – fifth
6th – sixth 
7th – seventh
8th – eighth 
9th – ninth 
10th – tenth 
(…)
20th – twentieth 
21st – twenty-first
22nd – twenty-second
23rd – twenty-third
24th – twenty-fourth 
Days of the week
Sunday
Monday 
Tuesday 
Wednesday 
Thursday 
Friday 
Saturday 
Prepositions 
IN + month: In February
ON + day of the week: On Monday 
ON + date: On February 22nd 
Inglês – 1a série – Volume 2
58
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 
Future: WILL
We use WILL/WON’T + 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 don’t know what Sally WILL DO, and I WON’T 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? 
Making invitations 
WOULD YOU LIKE TO see a film?
WOULD YOU RATHER see a film OR a play? 
ARE YOU FREE on Saturday? 
LET’S go out for dinner. 
Adjectives 
ambitious
aspiring 
aware
compassionate 
competitive
conservative
considerate 
determined 
egocentric
emotional 
gentle 
hostile
insensitive
intolerant 
intuitive 
irresponsible
kind 
pessimistic
responsible
sensitive
shy
unaware 
unfriendly
unsociable
Inglês – 1a série – Volume 2
59
Some more verbs & phrases 
To make a discovery
To lie side by side
To climb onto something
To take a nap
To make a call 
To run tests
To remain in a place/position
To be friends with someone
To refuse to do something 
To allow someone to do something
To cut something short
To be in charge of
Wh-question words 
Who – to ask about people
Where – to ask about places
When – to ask about time
What – to ask about events or things
How – to ask about the way or method 
in which something is done
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 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 2
60
Passive and active
VERB TENSE
Present simple
Past simple
Present continuous
Past continuous
Present perfect
Modal verbs
Future
ACTIVE
Our company builds the houses.
Our company built the houses.
Our company is building the houses.
Our company was building the houses.
Our company has built the houses.
Our company can build the houses.
Our company should build the houses.
Our company must build the house.
Our company will build the houses.
PASSIVE
The houses are built.
The houses were built. 
The houses are being built.
The houses were being built.
The houses have been built.
The houses can be built.
The houses should be built.
The houses must be built.
The houses will be built.
Inglês – 1a série – Volume 2
61
Can-do Chart
Competência/habilidades Consigo
Consigo, mas 
com ajuda
Ainda não 
consigo
 1. Relacionar o conteúdo/tema de um texto 
a experiências pessoais.
 2. Relacionar recursos gráficos a seu uso em 
um gênero textual.
 3. Localizar informações específicas em um 
texto para corrigir informações.
 4. Interpretar informações específicas em um 
texto para corrigir informações.
 5. Identificar o gênero de um texto, bem 
como seu portador, pela compreensão 
geral. 
 6. Identificar leitores-alvo de determinado 
gênero textual.
 7. Mobilizar e usar recursos linguísticos e 
expressivos para alcançar determinados 
objetivos comunicativos.
 8. Identificar algumas características do 
gênero textual horóscopo.
 9. Reconhecer e utilizar a estrutura de futuro 
will/won’t + verb para fazer previsões. 
10. Identificar a tradução, a definição, a 
antonímia e a sinonímia como diferentes 
processos pelos quais é possível 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 
seção “As escolhas dos críticos”.
Inglês – 1a série – Volume 2
62
14. Reconhecer o tema de uma notícia.
15. Formular hipóteses sobre o conteúdo de 
uma notícia e confirmá-las por meio da 
leitura.
16. Identificar objetos e público-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 específicas em 
um texto por meio dos processos de 
sinonímia, antonímia, definição e 
tradução.
20. Identificar pronomes interrogativos e 
relacioná-los à organização de um lead.
21. Produzir um lead noticiando determinado 
fato.
22. Produzir uma manchete, observando suas 
características de organização.
23. Editar e revisar manchete e lead, tendo 
como referência critérios preestabelecidos.
24. Contribuir em momentos coletivos de 
tomada de decisão e de produção escrita.
25. Participar de decisões coletivas para 
compilar, escolher e revisar textos 
produzidos pelos colegas.
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 
Ventrella.
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 Beatriz Pereira Franco, Ana Paula 
de Oliveira Lopes, Marina Tsunokawa Shimabukuro 
e Neide Ferreira Gaspar.
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, 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: Anderson Jacomini Brandão, Carolina dos 
Santos Batista, Fábio Bresighello Beig, Renata 
Cristina de Andrade Oliveira e Tatiana Souza da 
Luz Stroeymeyte.
Química: Ana Joaquina Simões S. de Mattos 
Carvalho, Jeronimo da Silva Barbosa Filho, João 
Batista Santos Junior, Natalina de Fátima Mateus e 
Roseli Gomes de Araujo da Silva.
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 Benedicto 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 
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, 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 autorais protegidos” todas e quaisquer obras de terceiros reproduzidas no material da SEE-SP que não estejam em domínio público nos termos do artigo 41 da Lei de 
Direitos Autorais.
* Nos Cadernos do Programa São Paulo faz escola são indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos conteúdos apresentados e como referências bibliográficas. 
Todos esses endereços eletrônicos foram checados. No entanto, como a internet é um meio dinâmico e sujeito a mudanças, a Secretaria da Educação do Estado de São Paulo não garante que os sites 
indicados permaneçam acessíveis ou inalterados.
* Os mapas reproduzidos no material são de autoria de terceiros e mantêm as características dos originais, no que diz respeito à grafia adotada e à inclusão e composição dos elementos cartográficos 
(escala, legenda e rosa dos ventos).
Ciências Humanas 
Coordenador de área: Paulo Miceli. 
Filosofia: Paulo Miceli, Luiza Christov, Adilton Luís 
Martins e Renê José Trentin Silveira. 
Geografia: Angela Corrêa da Silva, Jaime Tadeu Oliva, 
Raul Borges Guimarães, Regina Araujo e Sérgio Adas.
História: Paulo Miceli, Diego López Silva, 
Glaydson José da Silva, Mônica 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.
Ciências da Natureza 
Coordenador de área: Luis Carlos de Menezes. 
Biologia: Ghisleine Trigo Silveira, Fabíola Bovo 
Mendonça, 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.
Ciências: Ghisleine Trigo Silveira, Cristina Leite, 
João Carlos Miguel Tomaz Micheletti Neto, 
Julio Cézar Foschini Lisbôa, Lucilene Aparecida 
Esperante Limp, Maíra Batistoni e Silva, Maria 
Augusta Querubim RodriguesPereira, Paulo 
Rogério Miranda Correia, Renata Alves Ribeiro, 
Ricardo Rechi Aguiar, Rosana dos Santos Jordão, 
Simone Jaconetti Ydi e Yassuko Hosoume.
Física: Luis Carlos de Menezes, Estevam Rouxinol, 
Guilherme Brockington, Ivã Gurgel, Luís Paulo 
de Carvalho Piassi, Marcelo de Carvalho Bonetti, 
Maurício Pietrocola Pinto de Oliveira, Maxwell 
Roger da PuriÅcação Siqueira, Sonia Salem e 
Yassuko Hosoume. 
Química: Maria Eunice Ribeiro Marcondes, Denilse 
Morais Zambom, Fabio Luiz de Souza, Hebe 
Ribeiro da Cruz Peixoto, Isis Valença de Sousa 
Santos, Luciane Hiromi Akahoshi, Maria Fernanda 
Penteado Lamas e Yvone Mussa Esperidião.
Caderno do Gestor 
Lino de Macedo, Maria Eliza Fini e Zuleika de 
Felice Murrie.
GESTÃO DO PROCESSO DE PRODUÇÃO 
EDITORIAL 2014-2017
FUNDAÇÃO CARLOS ALBERTO VANZOLINI
Presidente da Diretoria Executiva 
Mauro de Mesquita Spínola
GESTÃO DE TECNOLOGIAS APLICADAS 
À EDUCAÇÃO
Direção da Área 
Guilherme Ary Plonski
Coordenação Executiva do Projeto 
Angela Sprenger e Beatriz Scavazza
Gestão Editorial 
Denise Blanes
Equipe de Produção
Editorial: Amarilis L. Maciel, Ana Paula S. Bezerra, 
Angélica dos Santos Angelo, Bóris Fatigati da Silva, 
Bruno Reis, Carina Carvalho, Carolina H. Mestriner, 
Carolina Pedro Soares, Cíntia Leitão, Eloiza Lopes, 
Érika Domingues do Nascimento, Flávia Medeiros, 
Giovanna Petrólio Marcondes, Gisele Manoel, 
Jean Xavier, Karinna Alessandra Carvalho Taddeo, 
Leslie Sandes, Mainã Greeb Vicente, Maíra de 
Freitas Bechtold, Marina Murphy, Michelangelo 
Russo, Natália S. Moreira, Olivia Frade Zambone, 
Paula Felix Palma, Pietro Ferrari, Priscila Risso, 
Regiane Monteiro Pimentel Barboza, Renata 
Regina Buset, Rodolfo Marinho, Stella Assumpção 
Mendes Mesquita, Tatiana F. Souza e Tiago Jonas 
de Almeida.
Direitos autorais e iconografia: Beatriz Fonseca 
Micsik, Dayse de Castro Novaes Bueno, Érica 
Marques, José Carlos Augusto, Juliana Prado da 
Silva, Marcus Ecclissi, Maria Aparecida Acunzo 
Forli, Maria Magalhães de Alencastro, Vanessa 
Bianco e Vanessa Leite Rios.
Edição e Produção editorial: Jairo Souza Design 
GráÅco e Occy Design projeto gráÅco!.
CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS 
CONTEÚDOS ORIGINAIS
COORDENAÇÃO DO DESENVOLVIMENTO 
DOS CONTEÚDOS PROGRAMÁTICOS DOS 
CADERNOS DOS PROFESSORES E DOS 
CADERNOS DOS ALUNOS 
Ghisleine Trigo Silveira
CONCEPÇÃO 
Guiomar Namo de Mello, Lino de Macedo, 
Luis Carlos de Menezes, Maria Inês Fini 
 coordenadora! e Ruy Berger em memória!.
AUTORES
Linguagens 
Coordenador de área: Alice Vieira. 
Arte: Gisa Picosque, Mirian Celeste Martins, 
Geraldo de Oliveira Suzigan, Jéssica Mami 
Makino e Sayonara Pereira.
Educação Física: Adalberto dos Santos Souza, 
Carla de Meira Leite, Jocimar Daolio, Luciana 
Venâncio, Luiz Sanches Neto, Mauro Betti, 
Renata Elsa Stark e Sérgio Roberto Silveira.
LEM – Inglês: Adriana Ranelli Weigel Borges, 
Alzira da Silva Shimoura, Lívia de Araújo Donnini 
Rodrigues, Priscila Mayumi Hayama e Sueli Salles 
Fidalgo.
LEM – Espanhol: Ana Maria López Ramírez, Isabel 
Gretel María Eres Fernández, Ivan Rodrigues 
Martin, Margareth dos Santos e Neide T. Maia 
González.
Língua Portuguesa: Alice Vieira, Débora Mallet 
Pezarim de Angelo, Eliane Aparecida de Aguiar, 
José Luís Marques López Landeira e João 
Henrique Nogueira Mateos.
Matemática 
Coordenador de área: Nílson José Machado. 
Matemática: Nílson José Machado, Carlos 
Eduardo de Souza Campos Granja, José Luiz 
Pastore Mello, Roberto Perides Moisés, Rogério 
Ferreira da Fonseca, Ruy César Pietropaolo e 
Walter Spinelli.
V
alid
ad
e: 2014 – 2017