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2a 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 – 2a 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),
Neste novo ano de sua vida escolar, você vai continuar desenvolvendo habilidades que lhe serão muito 
úteis em seus estudos das outras disciplinas, como a leitura de textos mais complexos, dos quais você é capaz 
de extrair as informações relevantes, sem necessidade de entender ou traduzir cada palavra. 
Este volume trata de temas que despertam muito interesse: o mundo do cinema e da produção de filmes, 
e o gênero publicitário. Você vai ter a oportunidade de discutir as mensagens implícitas ou explícitas que 
aparecem em anúncios e em filmes. 
Nos textos que você vai ler e naquele que vai construir com seus colegas, além de desenvolver sua habili-
dade para usar o idioma, você vai exercitar sua capacidade de trabalhar em grupo, em atividades que visam 
capacitá-lo a agir de forma responsável e produtiva em situações sociais e profissionais. 
Lembre-se de que nossos Cadernos trazem dicas de sites, músicas e filmes que lhe permitem complemen-
tar o que foi visto em sala de aula, de acordo com seu gosto e suas necessidades. Você tem, ainda, as seções 
que lhe permitem sistematizar o estudo do vocabulário e da gramática, e os Cadernos também auxiliam na 
sua autoavaliação em relação às metas de aprendizagem propostas. 
Todos os registros dessas seções contêm informações que podem ser úteis em outras séries e até mesmo 
quando já tiver terminado o Ensino Médio. Guarde seus Cadernos com cuidado para futuras consultas.
Equipe Curricular 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) Films and TV pro-
grams e 2) Analyzing advertisements and advertisement scripts. Essas atividades vão 
ajudá-lo a:
 1. Reconhecer a organização de uma resenha crítica e de uma sinopse.
 2. Conhecer vocabulário relativo a profissionais, gêneros e processos das áreas de cinema 
e televisão.
 3. Compreender o assunto principal de um texto.
 4. Identificar palavras cognatas ou emprestadas da língua inglesa para compreender um texto.
 5. Localizar informações específicas em um texto para construir opinião e fazer avaliação crítica.
 6. Formar adjetivos e substantivos a partir de outros substantivos, adjetivos e verbos pela 
adição de prefixos e sufixos.
 7. Expressar opinião sobre um filme.
 8. Identificar o uso de conjunções adversativas (para indicar oposição/contraste entre ideias) 
e de marcadores sequenciais (para organizar os acontecimentos em uma narrativa).
 9. Elaborar uma resenha crítica.
10. Reconhecer uma propaganda (organização macrotextual).
11. Localizar informações explícitas em um texto.
12. Reconhecer o uso dos graus de adjetivos nas propagandas.
13. Levantar hipóteses sobre o assunto de um texto e verificá-las a partir da leitura.
14. Identificar palavras cognatas ou emprestadas da língua inglesa para compreender um 
texto.
15. Elaborar uma propaganda e/ou roteiro de anúncio publicitário.
16. Trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.
LEARNING TARGETS
Inglês – 2a série – Volume 1
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THEME 1 
FILMS AND TV PROGRAMS
SITUATED LEARNING 1 
THE WORLD ON THE SCREEN: FILMS AND TV PROGRAMS
1. Study the words in the box. Then read the film titles and write what kind of film they are.
!
?
documentary – love story – comedy 
 horror – drama – thriller 
adventure – science fiction – historical
a) The hangover – part 3 = 
b) A midsummer night’s dream = 
c) Blue skeleton = 
d) Star Trek into darkness = 
e) Super size me = 
f ) The terminator 5 = 
g) Gladiator = 
h) Cloud atlas = 
i) Iron man 3 = 
Inglês – 2a série – Volume 1
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2. Lots of professionals work in the TV and cinema fields. Read the descriptions in column A and 
match them with the professionals in column B.
COLUMN A COLUMN B
a) I talk to people in the entertainment area and gather the 
money to make films. 
( ) screenwriter
b) I am the person who organizes the cast and the staff, 
chooses actors and actresses, shoots the scenes, and cuts, 
selects and organizes them. 
( ) producer
c) I’m in charge of writing stories for films, known as 
screenplays.
( ) reviewer
d) My job is to watch films and analyze them. I have to describe 
them and give my opinion, based on the analyzed elements.
( ) director
3. Most films and TV programs tell stories – in other words, they are narratives. The most important 
elements of a narrative are plot, setting, theme and characters. Now read the following definitions 
and fill in the blanks with these words.
a) The is the place and time in which all of the events in a story happen.
b) The represent people in a story.
c) The is the sequence of actions (or events) in a story.
d) The is the most important subject in a story. It is a concept the film is 
trying to present, for example.
HOMEWORK: FOCUS ON LANGUAGE 1
 
1. Use the suffixes -er, -or and -ist to form names of professions.
Example:
A person who plays the violin.
a) A person who teaches Math.
Violinist
Inglês – 2a série – Volume 1
8
b) A person who plays classical piano.
c) A person who writes novels.
d) A person who translates books and articles.
e) A person who directs a film.
f ) A person who writes articles or reports for newspapers.
2. Study the note and then add the correct suffixes to complete the chart. You may use a 
dictionary if you like.
To change these verbs into nouns, you 
add the suffixes -ion, -ment or -ation.
To change these adjectives into nouns, 
you can add the suffixes -ity or -ness.
Verbs Nouns Adjectives Nouns 
agree dark darkness
elect happy
educate education popular
discuss weak
improve similar
govern quiet
inform modern
INGLES_CAA_vol1_2s_2014.indd 8 01/11/13 19:35
Inglês – 2a série – Volume 1
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3. Complete the text using some of the nouns in Activity 2.
 The film The man in the president’s chair will be released next summer. The story begins with 
a candidate’s campaign to win the (a) . In his public appearances, he promises 
that voters will have an active role in his (b) . He also promises to revolutionize 
(c) by building new schools and offering financial support to poor families. 
Because of his promises, his (d) increases and he ends up becoming the new 
president. However, alongside his success in politics, a period of (e) in his 
personal life begins. The media finds out some classified (f ) about his wife 
and children and turns his life into chaos.
“Thecritic has to educate the public; the artist has to educate the critic.” WILDE, Oscar. 
Epigrams and aphorisms.
LITERARY MOMENT
A palavra classified pode significar 
“secreto”, “confidencial”. 
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SITUATED LEARNING 2 
FILM REVIEWS AND SYNOPSES
Warm-up
Have a look at this magazine cover and answer the questions.
!
?
a) What kind of text is this?
b) What kind of information can we find in it?
c) When do you think this text was published? How do you know? 
d) Who is the target reader?
©
 F
rie
dr
ic
h/
In
te
rfo
to
/L
at
in
sto
ck
Inglês – 2a série – Volume 1
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Crash. USA, 2004. 112 min. Drama
Cast: Karina Arroyave as Elizabeth; Dato Bakhtadze as Lucien; Sandra Bullock as Jean 
Cabot; Don Cheadle as Det. Graham Waters; Matt Dillon as Officer John Ryan.
Good points: Oscar winning film, strong cast.
Bad points: some racial stereotyping which may be uncomfortable.
General comments
Crash was the Oscar winning film of 2005. The drama deals mainly with an 
uncomfortable subject: racism. The plot shows many racial stereotyping situations 
(including intolerance), with their consequences on the people involved. We see all 
sides of racist situations, and how illogical most reactions tend to be. One of the 
most potent storylines includes Matt Dillon’s character, Officer John Ryan. First of 
all, he stops a black couple in a car. Then he blames them for many crimes which 
they did not commit and when the woman verbally confronts him, the officer orders 
a complete body search for guns. He makes the black couple feel inferior to him. 
Later on in the film, we see that this experience results in a lot of tension between 
the couple. The woman accuses her husband of failing to defend her for fear of 
authority. The man defends himself saying that by not reacting to an act of racism, he 
was protecting both of them. This is a powerful scene and connects the viewer with 
emotive and controversial themes. All the other subplots in the film link together 
as the viewer gradually understands each character. The linking point is a car crash 
(which names the film), but it is not the most important scene in it. It is simply the 
moment for the viewer to see how similar all these strong characters are. Because of 
this very complex view on racism, the film is very positive and deserves all the Oscar 
awards that it received in 2005.
1. Have a look at the following texts. Which one is a review? Which one is a synopsis?
a)
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b) 
Crash (2004)
Screenwriter Paul Haggis directs his first film in which race problems lead to the 
confrontation of a group of strangers in Los Angeles. Terrence Howard plays Cameron, 
an African-American television producer. One night, when returning home from a 
party, Cameron and his wife are stopped by Officer Ryan (Matt Dillon), who humiliates 
them while his partner, Officer Hansen (Ryan Phillippe), watches and disapproves of 
his behavior. Brendan Fraser is Rick, a lawyer who is married to Jean (Sandra Bullock). 
She fears and hates people who are different from her. Consequently, she hates the two 
African-American men who carjack her car. Anthony, one of the carjackers, hates white 
people as much as Jean hates black people. Daniel (Michael Peña) is a careful locksmith 
who finds out that, because he is not a white American, many customers do not trust 
him. All these subplots (and a few others) come together in a film that makes us think 
about intolerance.
2. Study the underlined words in the texts. Can you guess what they mean?
3. Read the texts carefully now. Mark T for true and F for false according to the information 
you find.
a) Crash is a film about conflicts caused by racism. ( )
b) The reviewer thinks that the actors and actresses are very good. ( )
c) The film is called Crash because the main characters get killed in a car accident. ( )
d) The film is called Crash because of the car crash that happens and unites the stories. ( )
e) The reviewer thinks the director’s opinions on racial themes are a negative point. ( )
Inglês – 2a série – Volume 1
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4. In English, we can form words by adding a prefix or suffix. Study the following table and 
complete it with words from the first text.
Word
Part of
speech
Prefix Suffix Word formed Meaning
Part of 
speech
Comfort
noun/
verb
un- -able uncomfortable
not 
comfortable
adjective
Power noun --- -ful (1) ________
strong, full of 
power
adjective
Logic noun il- -al (2) ________
without logic, 
something that
doesn’t make 
sense
adjective
Link
noun/
verb
--- -ing (3) ________
something that
links, that joins
together
adjective
5. Based on your knowledge of words, suffixes and prefixes, can you guess the meaning of each 
underlined word? 
a) Oxygen is an invisible gas. 
b) I finally saw the film. 
c) My mom didn’t have any reaction to what I said. 
d) Multicultural countries are places that accept all cultures. 
e) Spring is a very festive season. 
Expansion activities
1. The list shows some characteristics of a review and of a synopsis. Write S for synopsis, R for 
review and B for both.
 ( ) It shows the names of characters.
 ( ) It shows the name of the movie.
 ( ) It says what kind of movie it is.
 ( ) It describes the story.
Inglês – 2a série – Volume 1
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( ) It includes a criticism (evaluation).
( ) It shows the kind of awards the film won.
2. In a review, the description of the story is usually:
 ( ) long, with a lot of information for the reader to evaluate the film.
 ( ) short, with insufficient information for the reader to evaluate the film.
 ( ) short, but concentrating sufficient information for the reader to accept the evaluation that 
the writer makes of the film.
3. What words are typical of a review, but not of a synopsis?
 ( ) verbs.
 ( ) adjectives.
 ( ) nouns.
 ( ) adverbs.
4. Compare the words in the following groups. Can you guess the meaning of the suffixes and 
prefixes? Follow the example, and use Portuguese if you prefer.
 Example: polytheist, polygamy – poly = 
a) Neolythic, neologism, neonate – neo = 
b) Misinform, misconduct, misunderstand – mis = 
c) Careless, helpless, painless – less = 
d) Physicist, biologist, scientist – ist = 
e) Teacher, reviewer, writer, lawyer – er = 
many (indica grande quantidade)
Critic = crítico, pessoa que escreve suas opiniões sobre filmes, músicas, arte etc.
Criticism = opinião, crítica.
Inglês – 2a série – Volume 1
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HOMEWORK: FOCUS ON LANGUAGE 2
 
1. Change these verbs and nouns into adjectives. Add the suffixes: 
-ous, -able, -y, -ive, -ful or -less.
Be careful with the 
spelling! If you are in 
doubt, use a dictionary 
for help!
Verbs Adjectives Nouns Adjectives
attract danger
accept industry
act use
create home homeless
believe care
eat sun 
predict fame
2. Complete the sentences using the adjectives from Activity 1.
a) People all over the world know Madonna. She is a very singer.
b) Film directors and writers have many ideas. They are very .
c) Some extreme sports are considered for children and teenagers.
d) The weatherman announced that tomorrow will be a day.
e) This yellow bag is ! There is a big hole in it!
f ) We can see many people living in the streets and in shelters in big 
cities.
3. Study the chart on the next page. Then read the items below and match the prefixes to their 
meanings.
a) Too much.
b) Badly or incorrect.
c) Opposite; negative.
d) Again.
INGLES_CAA_vol1_2s_2014.indd 15 01/11/13 19:35
Inglês – 2a série – Volume 1
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Prefix Examples Meaning
re- redo; rearrange; rewrite ( )dis-
un-
im-
in-
disappear; disconnect
undo; unfold
impossible; impatient
incorrect; indecent 
( ) 
mis- misunderstand; misread ( ) 
over- overwork; overeat ( ) 
4. Now rewrite the words in brackets using the prefixes used in Activity 3 in order to complete the 
sentences. 
a) When you sleep too much, you . (sleep)
b) If you don’t agree with somebody, you with them. (agree)
c) The door is locked. To open it, first you have to it. (lock)
d) Someone who is not honest is . (honest)
e) If you are not polite, you are . (polite)
f ) If you know that something wrong has been done, you should try to 
the damage. (do)
g) When you don’t like something, you it. (like)
h) When you write your texts again, you them. (write)
5. Circle the correct word.
a) They need some days off. They have been oversleeping/overworking for the last few weeks.
b) I got a very bad grade in Math. I’ll have to redo/disappear the test next month.
c) She was really sorry she reacted/misunderstood your message.
d) It was a controversial subject, and John and I disagreed/disliked completely!
e) Mary is totally impolite/indiscreet about her personal life.
Inglês – 2a série – Volume 1
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“What’s in a name? That which we call a rose 
By any other name would smell as sweet.”
SHAKESPEARE, William. Romeo and Juliet.
LITERARY MOMENT
Inglês – 2a série – Volume 1
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SITUATED LEARNING 3 
FILM ANALYSIS AND OPINIONS
1. Observe the following pictures and check in the list what the film is probably about.
( ) Middle East.
( ) conflict.
( ) action movie.
( ) fiction movie.
( ) carnage.
( ) wreckage.
( ) Arabian people.
( ) American people.
( ) Italian people.
2. Read the review of The kingdom and complete the following table.
!
?
©
 2
00
7 
U
ni
ve
rs
al
 P
ic
tu
re
s
©
 2
00
7 
U
ni
ve
rs
al
 P
ic
tu
re
s
The kingdom
With the support of the American action cinema, serious problems like death, war and 
destruction are often treated with triviality. A bad guy being killed is reason for applause; an 
explosion is like a pyrotechnic show. Director Peter Berg’s new film, The kingdom, about elite 
FBI agents investigating a terrorist attack in the Middle East, has all the malicious accessories 
that people would want to see. However, it’s difficult to imagine audiences laughing and 
cheering this time, even though there is violence and atrocities.
In Matthew Michael Carnahan’s screenplay there is carnage, wreckage and bloodshed, 
but above all, there is a sense of political awareness. It’s not as polemic or as refined as other 
US political movies, but it is still different from the Hollywood’s archetypal action package. 
Correctly assuming that not all of his audience is familiar with Saudi Arabian history, Berg’s 
opening credits contain a summary of recent events connecting the USA and Saudi Arabia. 
Then we’re transported to an American compound where we see a shocking terrorist attack on 
a softball field. After that, FBI agent Ronald Fleury (Jamie Foxx) brings together an elite team 
(Jennifer Garner, Jason Bateman, Chris Cooper) to go on a secret 5-day mission to Saudi Arabia. 
Inglês – 2a série – Volume 1
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When they get to Saudi Arabia, however, it becomes clear that the Saudis are not happy with 
the visit from the world police. They view the terrorist attack as an internal matter. The taste of 
violence remains throughout the film, though its action scenes are conservatively distributed. 
The kingdom asks the viewer some very important questions. One of them is a potent reflection 
on religion-inspired violence. “Does Allah love your children more than mine?”, “What side of 
the door do you think Allah’s on?”, asks Jamie Foxx in his own conflict zone. Worth checking 
out. State Theatre 4:50 pm/Sun 15 12:30 pm/Mon 16. Reviewed by Matt Briant.
Description The kingdom
What is the situation?
Where does it happen?
(location)
Who are the characters
and actors/actresses? (individuals)
When did the story take place?
(occasion)
Why was the film made?
(motive, intention)
Who is it for?
(public/target audience)
3. Now read the review again. Place the underlined words in the correct column.
Words used to express a contrary 
opinion or idea
Words used to show the sequence of a 
description or of a set of events
4. Get into small groups and discuss these questions in Portuguese.
a) In your opinion, what is the author’s/director’s opinion about the reasons why men go to war?
b) Why is the film called The kingdom?
c) Why do you think the director shows us a summary of the historical connection between 
the USA and Saudi Arabia at the beginning of the film?
Inglês – 2a série – Volume 1
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HOMEWORK: FOCUS ON LANGUAGE 3
 
1. Match the columns to complete the sentences with a contrary opinion or idea.
 a) He couldn’t sleep last night ( ) he didn’t study hard.
 b) Although it rained a lot, ( ) although he was exhausted.
 c) Harry passed the Math exam 
although
( ) there were some problems with the car and 
the hotel.
 d) The children fell asleep although ( ) they enjoyed their time at the beach.
 e) Although they had planned the 
trip in details,
( ) there was a lot of noise outside.
2. Circle the correct word.
a) Your class begins in two minutes, so/because you’d better hurry up!
b) I had to have lunch at a restaurant but/because there was no food at home.
c) He liked the film because/but he didn’t understand the end.
d) My cousins travel a lot. They have been to India although/and they have been to Japan!
e) Pat is doing very well in her new job and/but sometimes she finds it too hard.
3. Complete the film review using the words in the box.
* Filme fictício.
at first when but in the end
but then when
 We know what you did last winter* is the new action horror film directed by Mr. Supense. The 
film stars are the members of the Addams Family: Gomez, Morticia, Pugsley and Wednesday, 
Uncle Fester, Grandmama, Thing, and Lurch.
Inglês – 2a série – Volume 1
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 Seven close friends have just started their school vacation. One of them (Barry) decides to visit his 
mother’s family in a small town and invites his friends to go with him. (a) , 
nobody wants to go, (b) they change their minds (c) 
they discover there are many spots for extreme sports in that region. The horror starts 
(d) they leave the train station and realize the town is kind of haunted. 
They get scared and feel like coming back home, (e) the next train only 
leaves the city in three days. They decide to go for a walk, but find a dead black cat in their 
path and it scares them a lot. (f ) , they meet the Addams Family and get 
really surprised with what they see. (g) the family teaches them how to 
deal with monsters and what to do with dead black cats. If you are looking for a good scare and 
laugh, you will not be disappointed with this film. It is worth seeing it!
“A work of art is the unique result of a unique temperament.” WILDE, Oscar. The soul of 
man under socialism.
LITERARY MOMENT
change one’s mind = mudar de ideia
haunted = mal-assombrada
deal with = lidar com
Inglês – 2a série – Volume 1
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2. You are going to write a short review about that film. First, you will give more details about the 
characters and the plot. Try to write key words and short sentences to express your ideas. Don’t 
worry about mistakes now; it is only a draft!
a) Characters’ names and characteristics:
b) Plot: What is the situation? What happens? Where and when does it happen?
SITUATED LEARNING 4 
PRODUCING A FILM REVIEW
1. In small groups, discuss about a filmyou have watched or a film review you have read. Then 
complete the following chart using key words.
!
?
draft = rascunho
Film
Director
Genre
Release date
Theme
Plot
Setting
Characters
Target audience
Director’s point of view
Your opinion
Inglês – 2a série – Volume 1
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3. Try to link your ideas using words to show the sequence of events in the story (first, then, after 
that, when, in the end), or a contrary opinion or idea (but, however, although).
4. Now write your opinion about the film trying to support your point of view. You can use a 
dictionary. Remember to use adjectives. If necessary, have a look at the film reviews in Situated 
Learning 2 and 3.
to support = justificar
Inglês – 2a série – Volume 1
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5. It is time to share texts! Swap drafts with another group. Read your friends’ film review carefully 
and help them improve their text. How can it be better? Do you have any suggestions?
6. Now get your own text back and check your friends’ suggestions. Re-read your text and try 
to make further corrections. Are the verbs in the correct tense? What about spelling and 
punctuation?
7. To round it off, produce the final version of your film review. You can include pictures or images 
of the film to illustrate your final production.
swap = trocar
Our film review
Inglês – 2a série – Volume 1
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LEARN MORE
Para aprender mais sobre os conteúdos deste Caderno, sugerimos uma lista de músicas (songs), 
sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.
Songs
Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e 
a palavra lyrics em seu site de busca preferido.
Ɣ In the deep (Bird York, 2003), trilha sonora do filme Crash: no limite.
Ɣ I’m a believer (Smash Mouth, 2001), trilha sonora do filme Shrek.
Ɣ I will always love you (Whitney Houston, 1992), trilha sonora do filme O guarda-costas (The 
bodyguard).
Ɣ Singin’ in the rain (Artur Freed, 1929), trilha sonora do filme Cantando na chuva 
(Singin’ in the rain).
Films
Ɣ O senhor das armas (Lord of war). Direção: Andrew Niccol. EUA, 2005. 122 min. Ação. 16 anos.
 História de um traficante de armas que faz negócios em diferentes locais do mundo. 
Constantemente em perigosas zonas de guerra, o traficante procura se manter distante 
de um agente da Interpol, que o persegue, e também de seus concorrentes e dos famosos 
clientes ditadores. 
Ɣ Fahrenheit 11 de setembro (Fahrenheit 9/11). Direção: Michael Moore. EUA, 2004. 
122 min. Documentário. Livre. Este documentário relata as causas e consequências dos 
atentados de 11 de setembro de 2001, ocorridos nos Estados Unidos.
Ɣ Tropa de elite. Direção: José Padilha. Brasil, 2007. 118 min. 16 anos. Este filme tem como 
tema central o Batalhão de Operações Policiais Especiais (Bope) da Polícia Militar do 
Estado do Rio de Janeiro e faz uma crítica dura aos usuários de drogas ilícitas, responsabi-
lizando-os pela expansão do tráfico de drogas e da violência.
Sites
Para saber mais sobre resenhas e sinopses, ou assistir a críticos falando sobre filmes, em 
inglês, você pode visitar os seguintes endereços:
Ɣ <http://www.bbc.co.uk/film>. Acesso em: 17 maio 2013.
Ɣ <http://www.imdb.com/search>. Acesso em: 17 maio 2013.
Inglês – 2a série – Volume 1
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Para saber mais sobre questões gramaticais e fazer atividades adicionais, você pode visitar 
o seguinte endereço:
Ɣ <http://www.englisch-hilfen.de/en/exercises_list/zeitformen.htm>. Acesso em: 17 maio 2013.
Inglês – 2a série – Volume 1
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THEME 2
ANALYSING ADVERTISEMENTS AND ADVERTISEMENT SCRIPTS
SITUATED LEARNING 5 
ADVERTISING IS ALL AROUND US 
1. Answer the questions in pairs: Do you have similar or different opinions?
a) When you see a new product, do you buy it immediately to try it on? Why? Why not? 
Give an example. 
b) Why do you buy a product? 
( ) Because you need it. 
( ) Because you saw the advertisement. 
( ) Because it is cheap.
c) Look at your clothes and personal things now. Try to remember the date when you bought 
them. Can you remember why you bought them? Fashion? Did you need them? Do your 
friends have similar items?
2. Have a look at these different means of advertising. In your opinion, which ones are more 
common where you live? Why?
( ) Newspaper. 
( ) Radio.
( ) TV.
( ) Yellow pages.
( ) Billboard.
( ) Mailing lists.
( ) Website. 
( ) Telemarketing. 
( ) Magazine. 
( ) Poster. 
3. Read the texts and match them with the following titles: (A) Radio Advertising – Pros and 
Cons; (B) TV Advertising – Pros and Cons.
!
?
Inglês – 2a série – Volume 1
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Text 1
( ) It is still the dominant way of advertising around the world. Most people spend more 
than five hours a day in front of it. There are some advantages to advertising your product using 
this media format: a) It can reach the largest audience in a short period of time; b) Its audience 
is the most attentive one; c) It shows your product with movement and sound. On the other 
hand, there are some disadvantages: a) You need to hire an advertising agency to produce the 
ad and it is costly; b) Fees for airtime broadcasting are very high; c) To make any changes, you 
have to hire an agency again, which represents additional investment.
Text 2
( ) It is still very effective and powerful despite the proliferation of other media. There are 
some advantages to advertising your product making use of this media format: a) It is cheaper to 
produce; b) You have an opportunity to tell a story about your product in a fun and entertaining 
way, relying exclusively on verbal language, sound and music. On the other hand, there are some 
disadvantages: a) Prices vary throughout the broadcasting hours; b) You reach fewer people, 
since audiences tend to be more specific. 
4. Write (T) for true or (F) for false according to the previous texts about TV and radio.
( ) Radio advertising is cheaper.
( ) It is easy to make changes in a TV advertisement.
( ) You can advertise your product telling an audio story.
( ) TV is not the dominant way of advertising anymore.
( ) Prices of advertising are fixed at any time on the radio.
5. What products are advertised on TV during specific programs? Why? 
a) During children’s programs: 
b) During teenagers’ programs: 
Elaborados especialmente para o São Paulo faz escola.
Inglês – 2a série – Volume 1
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c) During the eight o’clock soap opera: 
d) After 10 p.m.: 
HOMEWORK: FOCUS ON LANGUAGE 5
1. Match the imperative sentences to their corresponding use.
(a) Keep out: fierce dog.
(b) Cook the rice in low temperature.
(c) Have a seat.
(d) Get well soon.
(e) Get out of here!
(f ) Pass the sugar, please.
(g) Talk to him and everything will be OK.
( ) Giving orders.
( ) Giving instructions.
( ) Making a wish for somebody.
( ) Giving advice.
( ) Warning somebody.
( ) Offering something.
( ) Asking somebody to do something.
2. Complete this advertisement using the verbs in the box. Use positive or negative imperatives. 
Follow the example.
waste visit wait talk see miss
 (a) until tomorrow! (b) our new sport shop 
today! We have the best collection in town. Come and (c) for 
yourself ! If you can’t find what you need, (d) to our manager and 
he will help you. (e) your time and money! Here you find the best 
prices in town! (f ) this opportunity! 
Don’t wait
Inglês – 2a série – Volume 1
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3. Complete the recipe for an omelet with the verbs in the box. Use positive or negative imperatives. 
Use the dictionary, if necessary.
forget add mixpour be cook serve beat put heat
 In a bowl, (a) 2 eggs. (b) the ingredients you like in your 
omelet. (c) creative! We suggest bacon or sausage (pre-cooked), onions and 
green or black peppers. (d) all ingredients. (e) some 
butter in a frying pan. (f ) the butter. (g) the egg 
mixture into the frying pan. (h) one side for 1 minute and flip the omelet 
to cook the other side. The whole process takes just 2 or 3 minutes. (i) to 
add a little salt! (j) it hot, with bread and ketchup.
4. Here you find some good advice. Put the words in the right order.
a) vegetables./fresh/and/Eat/fruits
b) cigarettes/Don’t/cigars./smoke/or 
c) to/Don’t/relax./forget 
d) some/every/exercise/Do/day.
e) your/Brush/meals./after/teeth 
f ) dentist/Visit/months./every /the/six 
beat
Eat fresh fruits and vegetables.
“A cynic is a man who knows the price of everything but the value of nothing.” WILDE, 
Oscar. The importance of being earnest: a trivial comedy for serious people.
LITERARY MOMENT
Inglês – 2a série – Volume 1
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SITUATED LEARNING 6 
LEARNING ABOUT ADVERTISEMENTS 
1. Have a look at these two advertisements. Who is the target public? How do you know? 
!
?
©
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ud
so
n 
C
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as
an
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©
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e 
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to
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ot
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T
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ck
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ty
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ag
es
/©
 T
he
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ct
or
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at
or
/
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to
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ph
ot
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/G
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ty
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ag
es
Inglês – 2a série – Volume 1
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2. Read the two previous advertisements carefully and answer. 
a) What is being advertised? 
b) Where can you possibly find this type of advertisement? 
c) How do these advertisements try to persuade people to visit the countries? 
©
 H
ud
so
n 
C
al
as
an
s/
©
 p
au
l w
hi
tto
n/
iS
to
ck
ph
ot
o/
T
hi
nk
sto
ck
/G
et
ty
 Im
ag
es
/©
 Jo
n 
G
or
r/
iS
to
ck
ph
ot
o/
T
hi
nk
sto
ck
/G
et
ty
 Im
ag
es
/ 
©
 jt
gr
ay
/iS
to
ck
ph
ot
o/
T
hi
nk
sto
ck
/G
et
ty
 Im
ag
es
/©
 m
itr
s3
/iS
to
ck
ph
ot
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T
hi
nk
sto
ck
/G
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ty
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ag
es
©
 h
ap
py
ha
pp
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to
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ph
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T
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nk
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ck
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et
ty
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ag
es
/©
 P
ho
to
di
sc
/D
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ita
l V
isi
on
/T
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ag
es
Inglês – 2a série – Volume 1
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3. There are three types of advertising: informative, persuasive and reminder. Read the definitions 
and write (I) for informative, (P) for persuasive and (R) for reminder.
a) ( ) Its objective is to make sure that customers remember the company and its products. 
Even companies with very well-known products continue to advertise them.
b) ( ) It is more emotional than other types of advertising. Companies use this type of advertising 
when their products compete against the products of rival companies.
c) ( ) It is used to give potential customers details about a new product. It generally has a picture 
or description of the product, and details such as where it can be bought, and its price. 
 Expansion activity
a) Note the form of the adjectives of the chart. Pay attention to the rules.
The largest The most 
important
Cleaner More modern
b) What is the difference between the first two columns? What about the third and the fourth 
ones?
4. Read these pieces of advertisement and rewrite them using the comparative or superlative form 
of the underlined adjectives.
Inglês – 2a série – Volume 1
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a) Travel agency – “Wonderful Colonial Cities, full of legends and architectural jewels. Big and 
spectacular Maya cities, the ultimate adventure in powerful rivers and the explosive strength 
of mighty active volcanoes.” 
b) Residential – “The Plaza is fast to become reality. Construction is under way at the exclusive 
address, featuring luxurious Sky Residences with spectacular views and a private club 
lifestyle.” 
c) Light food – “Which brunch dish has few calories?” 
d) Store – “New price reductions! Storewide clearance, 70% off original prices! Final days 
Friday, Saturday & Sunday! Big, good sale.” 
e) Residential – “Come see an exciting new waterfront community. An incredible opportunity. 
An incomparable lifestyle. An irresistible new address.”
Inglês – 2a série – Volume 1
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HOMEWORK: FOCUS ON LANGUAGE 6
1. Read the text about the importance of a slogan and complete it using the words in the box. Use 
each word only once.
One of the (a) things an advertising agency does is creating slogans for 
a product or a company. It does not matter if you have a (b) or small 
business, a slogan is (c) to marketing. It is necessary to point 
out that the (d) slogans are the (e) and shortest ones. 
It can be the (f ) thing to do, but it is extremely (g) to 
have your slogan remembered by everybody. It has to be a really (h) slogan!
2. Match the products with an advertising message. 
(a) mobile phone
(b) off-road car
(c) video camera
(d) air conditioner unit
(e) widescreen LCD TV
( ) A cinema at home!
( ) Recording the best moments of your life.
( ) Taking you wherever you want!
( ) You can take pictures, play games and even talk to friends!
( ) You will have a cooler summer!
3. Answer the questions.
a) Which is longer: your neck or your arm? 
clearest hardest catchy most important
best important large essential
catchy slogans = slogans 
atraentes e fáceis de lembrar
Inglês – 2a série – Volume 1
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b) Which is bigger: your foot or your hand? 
c) Which is greater: the number of teeth you have or the number of your nails?
4. Read about these three famous soccer stadiums and answer the questions.
a) Which stadium is the oldest? 
b) Which one is the newest? 
c) Which one is the biggest? 
d) Which one is the smallest? 
e) Which one is bigger – Maracanã or Salt Lake? 
Rungrado May 
Day Maracanã Salt Lake
Where is it? North Korea Brazil India
When did it open? 1989 1950 1984
Capacity 150,000 people 79,000 people 120,000 people
Inglês – 2a série – Volume 1
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f ) Which one is older – Salt Lake or Rungrado May Day? 
“The truth is rarely pure and never simple.” WILDE, Oscar. The importance of being earnest: 
a trivial comedy for serious people.
LITERARY MOMENT
Inglês – 2a série – Volume 1
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Writing a TV advertisement script: some basic steps 
Step 1 – Write out your story in a couple of lines. They have to show what your story is about 
and the primary characters. 
Step 2 – Write the story with more details, adding more characters and events. This paragraph 
has to be a kind of short synopsis of your story. 
Step 3 – Write a longer outline of your plot. Now it is time to describe your characters in detail 
and explain where the actions will take place. You have to describe their behavior 
too. Describe it using the present simple tense.
SITUATED LEARNING 7 
LEARNING MORE ABOUT ADVERTISEMENTS 
1. Think about a car being advertised on TV and in a magazine. What are the differences in using 
these two types of advertising? Why?
TV advertising Magazine advertising
Product advertised A car A car 
Target public 
Use of famous people to 
advertise it
Strategies used to call the 
target public’s attention 
Comparison with other 
products
!
?
punchy sentences = frases efetivas e enfáticas 
para chamar atenção dos clientes.
2. To produce a TV advertisement, it is necessary to write a script. The followingtext is about this 
process. Have a look at the text and find out the duration of a TV advertisement.
Inglês – 2a série – Volume 1
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Step 4 – Now take your longer outline and imagine the scenes you have described. 
Break the outline into small paragraphs showing the actions as single events. Example: 
“Paragraph 1: The woman leaves her house in the morning and says hello to her 
next-door neighbor standing at the front door.” – It tells the reader where a scene takes 
place, where the characters are standing, and where they have to put the camera.
Step 5 – Add more details to the paragraphs explaining how things happen. Give names to 
your characters to indicate who is talking.
Step 6 – Now it is time to make your paragraphs become scenes. A scene is an event that 
happens in a single place and time. 
Step 7 – Start writing the dialogue; this is what you want the characters to say on the scene. 
Words in parentheses may be used as a direction given to the actors about how to 
read the dialogue. For example: Peter (nervous): “Of course I was not there!” 
Step 8 – Now you have completed a first draft. It is time to rewrite, to change and add things, 
until you get a final script.
Remember:
 Ɣ Make sure your TV advertisement times out to 30 seconds. 
 Ɣ Use short and punchy sentences to call your potential customer’s attention. You need to 
get your message across quickly. 
 Ɣ Explain what you want the customer to do: make a phone call, click on a website link, or 
buy a product. 
 Ɣ Include all pertinent information in your ads: company name, product or service offered. 
All contact information: website, phone, fax, address, logo. 
 Ɣ Format your writing. Skip lines. Ask people to read it and correct possible mistakes.
 Now read the text Writing a TV advertisement script: some basic steps and answer the questions. 
a) In which step are you supposed to describe the characters and places in detail?
b) What is the definition of a scene according to the text?
c) In the dialogue, what information should be written in parentheses? 
Inglês – 2a série – Volume 1
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3. Write (T) for true and (F) for false, according to the text. 
To write a TV advertisement script...
( ) you don’t have to describe the character’s behavior. 
( ) you should identify the characters to indicate who is talking. 
( ) use long and complex sentences to call your customer’s attention. 
( ) you shouldn’t worry about asking people to correct possible mistakes. 
4. Read the following TV advertisement script and tick (9) if it has all the characteristics listed below. 
( ) It describes the characters in detail. 
( ) It describes places where the actions happen. 
( ) It uses the simple present tense. 
( ) It identifies the characters. 
( ) It uses dialogues. 
( ) It uses parentheses/brackets. 
( ) It times out to 30 seconds. 
( ) It uses short and punchy sentences to call the potential customer’s attention.
TV advertisement script: “Yellow Ice Cream” 
[time: 00:30] 
Script 
(Midnight, full body shot of an 11-year-old child, curly brown hair, getting into a modern 
kitchen. He wears pajamas; he is barefoot and walks silently. He talks to us, whispering.)
11-YEAR-OLD CHILD 
(saying “shush”) I have an impossible mission tonight: to treat myself to a huge bowl of 
chocolate ice cream. And, of course, that’s Yellow Ice Cream!
(Close-up of the product inside the freezer, in a yellow plastic container. Close-up of 
the product when the child holds it opening his eyes and mouth.)
11-YEAR-OLD CHILD 
That’s delicious and impossible to resist! (Close-up of the child as he continues.)
11-YEAR-OLD CHILD 
Let’s sit down and have it like a king! (Close-up of a very big bowl of chocolate ice cream 
while the child eats it with a clever and satisfied face.)
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11-YEAR-OLD CHILD 
(smiling) Impossible to resist! (Medium shot of the door of the kitchen showing the child’s 
family: father, mother, a 15-year-old boy and a 5-year-old girl. They all wear pajamas and 
look at us with a big smile.)
FAMILY 
Hummmmmm! Impossible to resist! [Full body shot showing the happy family seated at the 
table eating ice cream together.]
NARRATOR 
Yellow Ice Cream: Impossible to resist!
HOMEWORK: FOCUS ON LANGUAGE 7
1. Read the sentences and circle the correct alternative.
a) Portugal is smaller/bigger than Spain.
b) An elephant is taller/shorter than a giraffe.
c) A lion is faster/slower than a man.
d) Chess is more difficult/easier than checkers.
e) Mount Everest (on the border between Nepal and Tibet) is higher/lower than K2 (on the 
border between Pakistan and China).
f ) I think traveling by plane is safer/more dangerous than traveling by car.
2. Complete the sentences using the superlative form.
a) The Amazon River is river on earth. (great)
b) Asia is continent in the world. (large)
c) China is country. (populous)
d) The Vatican City is state in the world in terms of population 
and size. (small)
e) Burj al Arab is in Dubai, and it is hotel in the world. (expensive)
f ) Kingda Ka, in New Jersey, United States, is roller coaster in 
the world. (tall)
the greatest
Inglês – 2a série – Volume 1
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3. Complete these sentences using the superlative form.
a) Public transportation is not only , but also one of the fastest 
ways to get around town. (economical)
b) We buy accommodations at rates – and pass the savings on to you! (low)
c) Pongsri Restaurant is Thai restaurant in town. (good)
d) Century 21 is shopping mall in the heart of Lower Manhattan. 
(exciting)
e) This film is considered film of the year by the Academy Awards Committee. (bad)
f ) That agency developed advertising campaign to help children 
around the world. (famous)
4. Correct the spelling of these words when necessary. Use a dictionary for help.
a) bigest – 
b) wettest – 
c) newest – 
d) heavyer – 
e) fatter – 
f ) noisyer – 
the most economical
biggest
“Why then, can one desire too much of a good thing?” SHAKESPEARE, William. As you like it.
LITERARY MOMENT
Inglês – 2a série – Volume 1
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SITUATED LEARNING 8 
PRODUCING A TV ADVERTISEMENT SCRIPT
1. In groups of four or five, discuss what your group will do: 
a) create a product and its TV advertisement script; or 
b) choose an existing TV advertisement and produce its script.
2. Complete the following chart.
Product name:
Type of advertisement: TV advertisement
Target public:
Slogan:
Kind of text:
( ) informative advertising 
( ) persuasive advertising 
( ) reminder advertising
Strategies to convince the target public:
( ) descriptions of the product 
( ) comparison with other products 
( ) reasons for buying the product 
( ) convincing images 
( ) sound, music
Kind of written language:
( ) verbs in the imperative form 
( ) adjectives
( ) dialogues 
3. Read again the text Writing a TV advertisement script: some basic steps, in Situated Learning 3. 
Think about the product your group chose and complete the chart using the information about 
your TV advertisement. Try to use key words and short sentences to express your ideas.
!
?
a) Give more details about the product you chose.
Inglês – 2a série – Volume 1
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4. You also have to read the text TV Advertisement Script: “Yellow Ice Cream” again. Pay attention to 
its layout and how the characters and the scene are detailed in the final production. Remember 
that a TV advertisement lasts only 30 seconds.
5. Now it is time to start writing a short TV advertisement script! Don’t worry about mistakes 
now; it is only a draft! Write a complete script like the example you read in Situated Learning 3. 
Remember to include details of the actionsbetween parentheses and create a short and punchy 
sentence to call the potential customer’s attention. Try to link your ideas using words to show 
the sequence of the events in the scene (first, then, after that, when, finally).
b) Describe the characters in detail.
c) Describe the place where the actions and the scene happen.
d) Write dialogues and use parentheses to indicate camera movements and characters’ 
attitudes or emotions. Remember to use the present simple tense.
draft = rascunho 
Inglês – 2a série – Volume 1
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A TV advertisement script: draft
6. It is time to share the texts! Swap drafts with another group. Read your friends’ TV advertisement 
script and help them improve their texts. How can it be better? Do you have any suggestions? 
 Check if your friends’ TV advertisement script has all the following characteristics. 
( ) It describes the characters in detail. 
( ) It describes places where the actions happen. 
( ) It uses the imperative and the present simple tense.
( ) It uses adjectives. 
( ) It identifies the characters. 
( ) It uses dialogues. 
( ) It uses directions to the actor between parentheses. 
( ) It times out to 30 seconds. 
( ) It uses short and punchy sentences to call the potential customer’s attention.
swap = trocar
Inglês – 2a série – Volume 1
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7. Now get your own text back and check your friends’ suggestions. Reread your text and try to make 
further corrections. Are the verbs in the correct tense? What about spelling and punctuation? 
8. Finally, produce the final version of your TV advertisement script. You can also create sound 
effects to present your final production! 
A TV advertisement script: final version
Inglês – 2a série – Volume 1
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9. Before the rehearsal, discuss the final presentation: who will be the director, the cameraman, the 
actor, the actress, the narrator, the gaffer, the clapper loader. 
10. Now it is time for rehearsal! Do your best to have a nice presentation! Remember to time the 
presentation: a TV advertisement lasts only 30 seconds. You may also record the advertisement.
11. Finally, you are ready to present your TV advertisement. 
rehearsal = ensaio
gaffer = pessoa responsável pelas luzes em um cenário 
clapper loader = pessoa responsável pela claquete que 
marca as tomadas das filmagens
LEARN MORE
Para aprender mais sobre os conteúdos deste Caderno, sugerimos uma lista de músicas (songs), 
sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês. 
Song
Para encontrar a letra da música sugerida, basta escrever o título, o nome do artista e a 
palavra lyrics em seu site preferido de busca na internet. 
t� City of blinding lights (U2, 2005).
Sites
Para saber como fazer uma propaganda, em inglês, você pode fazer uma pesquisa utilizando 
as palavras-chave “produce” + “publicity” + “ad” + “english”.
Para aprender como fazer um roteiro para propaganda de TV ou rádio e estratégias de 
persuasão, em inglês, você pode realizar uma pesquisa, com base nas palavras-chave “guide” + 
“script” + “advertisement”.
Inglês – 2a série – Volume 1
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Para saber mais a respeito de propagandas e slogans de propagandas famosas, em inglês, 
você pode fazer uma pesquisa usando as palavras-chave “famous” + “slogans” + “ads”.
Para encontrar o roteiro de alguns filmes, em inglês, você pode fazer uma pesquisa com as 
seguintes palavras-chave “movie” + “script” + “database”.
Para ler outras propagandas em inglês, você pode fazer uma pesquisa utilizando as palavras- 
-chave “ad” + “database” + “publicity”.
Para fazer atividades adicionais de prática (formação do comparativo e do superlativo), 
você pode visitar o seguinte endereço:
t� ELC Study Zone. Disponível em: <http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/
regcom.htm>. Acesso em: 20 maio 2013.
Films
t� O show de Truman (The Truman Show). Direção: Peter Weir. EUA, 1998. 103 min. 
Drama. Livre. Desde o dia em que nasceu, Truman faz parte de um seriado de audiência 
mundial, O Show de Truman. Ele é vigiado por câmeras 24 horas por dia. O programa 
mostra o tempo todo várias propagandas de produtos, usando cartazes e consumindo os 
próprios produtos. 
t� Um herói de brinquedo (Jingle all the way). Direção: Brian Levant. EUA, 1996. 90 min. Co-
média. Livre. Um pai tenta comprar o brinquedo mais vendido do ano alguns dias antes do 
Natal. Esse filme mostra o que acontece com as pessoas que fazem de tudo para conseguir 
comprar algo que está na moda.
t� Do que as mulheres gostam (What women want). Direção: Nancy Meyers. EUA, 2000. 127 min. 
Comédia. 12 anos. Um executivo publicitário sofre um acidente e passa a ouvir o que as 
mulheres pensam.
Inglês – 2a série – Volume 1
49
LEARN TO LEARN
Using a bilingual dictionary
Aqui você vai aprender um pouco mais sobre como usar o dicionário para estudar inglês.
1. Nas frases a seguir, as palavras sublinhadas são polissêmicas. Em cada caso, explique que 
sentido está sendo empregado.
Quem casa quer casa.
O rapaz de xadrez gosta de jogar xadrez.
Este vestido de renda vai gerar uma boa renda para mim.
A torta ficou meio torta depois de assada.
2. Escreva uma frase em português com outra palavra polissêmica, de modo a exemplificar 
dois (ou mais) de seus diferentes sentidos.
Um item lexical ou uma palavra são polissêmicos quando eles têm vários sentidos. Mui-
tas palavras, tanto em inglês como em português, têm essa característica. Um exemplo em 
inglês é nail, que significa “prego” e também “unha”. Em português, “manga” é uma palavra 
polissêmica, pois pode indicar uma fruta ou parte de uma camisa.
Nas atividades de escrita em inglês, você frequentemente precisa consultar o 
dicionário para verificar como passar uma palavra do português para o inglês. Você 
já deve ter percebido que, geralmente, há várias opções em cada verbete. Nessas si-
tuações, não faça uma escolha aleatória! Lembre-se da polissemia: pense na palavra 
em português e qual sentido você busca para seu texto. Depois, leia o verbete com 
atenção: muitas vezes há indicações entre parênteses que facilitam a identificação da 
palavra mais adequada.
Inglês – 2a série – Volume 1
50
3. Em cada frase a seguir, a palavra sublinhada é polissêmica. Identifique seu sentido e depois 
sublinhe no verbete a palavra mais adequada em inglês.
 Ontem tomei suco de manga.
 A validade desse suco venceu na semana passada.
 Preciso comprar pilhas novas.
 
English in the movies
Aqui você vai aprender como usar filmes para estudar a língua inglesa.
4. Assinale todas as alternativas verdadeiras que se aplicam a você.
( ) Ao assistir a um filme, costumo reparar no título em inglês e o comparo com o título 
em português.
( ) Já utilizei a tecla SAP na televisão para ouvir o som original de um filme.
( ) Não gosto de ler as legendas, prefiro filmes dublados.
( ) Não gosto de filmes dublados, prefiro ouvir a voz original dos atores.
( ) Ao assistir a um filme em DVD, já experimentei deixar o áudio e as legendas em inglês.
manga f (de roupa) sleeve; (fruta) mango.
vencer vi (triunfar) win; (pagamento) fall 
due; (contrato, prazo) expire.
pilha f (amontoado) pile; (elétrica) battery.
Os verbetes da Atividade 3 apresentam dicas que estão entre parênteses para ajudar 
na escolha da palavra mais adequada, dependendo do contexto e do sentido desejado. 
Caso o dicionário não tenha essas dicas, o que você pode fazer para identificar a palavra 
mais apropriada?
Think about it!
Inglês – 2a série – Volume 1
51
 
Há várias coisas que você pode aprender sobre a língua inglesa por meio dos filmes. 
Muitos aparelhos de televisão têm a opção SAP (secondary audio program): ao ativá-la du-
rante a exibição de um filme em inglês, você podeouvir o áudio original em vez da dubla-
gem. Pode ser divertido comparar a voz de um ator com a voz de seu dublador! Já os DVDs 
permitem várias combinações de áudio e legendas: áudio em inglês e legendas em portu-
guês, áudio em inglês e sem legendas etc. Tanto na TV quanto nos DVDs, experimente 
assistir a um trecho de um filme em inglês. É provável que você consiga entender mais do 
que imagina!
5. Às vezes, as versões em inglês e em português do título de um filme são iguais; às vezes são 
completamente diferentes! Nas colunas a seguir, faça a associação entre títulos corresponden-
tes.
a) O diário de Anne Frank
b) Bee movie
c) Um herói de brinquedo
d) O show de Truman
e) Miss Potter
f ) Jogos mortais
( ) Saw
( ) The diary of Anne Frank
( ) The Truman show
( ) Bee movie
( ) Jingle all the way
( ) Miss Potter
6. Responda às questões a seguir a respeito dos títulos da Atividade 5.
a) Que títulos estão iguais em inglês e em português?
b) Que títulos em português são uma tradução do original?
c) Que títulos em português estão completamente diferentes do título original?
Resposta da questão 5: f; a; d; b; c; e.
 Think about it!
Por que alguns títulos de filmes são mantidos 
em inglês? Você acha que isso atrai mais as pessoas? 
Pense sobre isso!
Inglês – 2a série – Volume 1
52
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 à primeira palavra 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 – 2a série – Volume 1
53
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 – 2a série – Volume 1
54
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 – 2a série – Volume 1
55
Sentence 
from the text
Situated Learning 7
Inglês – 2a série – Volume 1
56
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 usando outros Cadernos e até 
estudando na 3a série do Ensino Médio!
Movies and movie making 
Kinds of movies
Documentary
Love story
Comedy
Horror
Drama
Thriller
Adventure
Science fiction
Some professionals
Screenwriter
Producer
Reviewer
Director
Actor
Actress
Elements of a narrative
Plot
Setting
Theme
Characters
Linking words
but, however
although
so, so that
because, due to 
and, moreover
first, then, next, finally
CONTRAST: 
CONCESSION: 
PURPOSE OR RESULT: 
EXPLANATION: 
ADDITION: 
TIME SEQUENCERS: 
Inglês – 2a série – Volume 1
57
Word formation
Prefix Example 
UN- unsaid 
IL- illegal 
MIS- misunderstand 
NEO- neologism 
POLY- polyglot 
RE- redo 
DIS- disconnect 
UN- unsatisfied (also dissatisfied)
IM- impossible 
IN- inflexible 
OVER- overheat 
Suffix Example 
-ER teacher 
-IST pianist 
-OR director 
-ION action
-MENT government
-ATION examination
-ITY familiarity
-NESS blindness
-ABLE comfortable
-FUL useful
-AL logical
-ING willing
-OUS famous
-Y lucky
-IVE active
-LESS careless
Imperative form
Positive: verb in the infinitive (without “to”) 
Examples: Go there! Talk to him! Look at me!
Negative: don’t + verb in the infinitive (without “to”)
Examples: Don’t look back! Don’t stop walking! Don’t come here again!
Comparatives and superlatives: use
We use comparative adjectives to say that two or more things or 
people are different in some way.
We use superlative adjectives to highlight a characteristic of one 
thing or person in relation to a group of things or people.
Inglês – 2a série – Volume 1
58
Comparatives and superlatives: form
Short adjectives (one syllable)
Adjective Comparative Superlative
tall taller (than) the tallest
young younger (than) the youngest
Spelling: special cases
Adjectives ending in “consonant + y”: happy – happier – the happiest 
Adjectives ending in “e”: nice – nicer – the nicest 
Adjectives ending in “consonant + vowel + consonant”: hot – hotter – the 
hottest
Some verbs & phrases
beat the eggs bring something to life
pour the mixture get a message across
deserve a break worry about something
Adjective Comparative Superlative
beautiful more beautiful (than) the most beautiful
famous more famous (than) the most famous
Long adjectives (two syllables or more)
Inglês – 2a série – Volume 1
59
Some adjectives
big (large) x small 
cheap x expensive
clear x dark 
easy x difficult 
exciting x boring 
fast x slow 
fat x thin
good x bad
heavy x light 
long x short 
new (young) x old 
noisy x quiet 
wet x dry 
catchy
convincing 
effective 
emotional 
exclusive 
incomparable 
incredible 
informative 
irresistible 
persuasive 
powerful 
spectacular 
wonderful 
REVIEW OF VERB TENSES
Present simple
Affirmative
I
We
You
They
work here 
every day.
He
She 
It
works here 
every day.
Negative
I
We
You
They
don’t work 
here every day.
He
She 
It
doesn’t work 
here every day.
Interrogative
Do 
I
we
you
they
work here 
every day?
Does
he
she 
it
work here 
every day?
Inglês – 2a série – Volume 1
60
Past simple
Affirmative
I
He
She 
It 
We
You
They
worked here 
last year.
Negative
I
He
She 
It 
We
You
They
didn’t work 
here last 
year.
Interrogative
Did
I
he
she 
it 
we
you
they
work here 
last year?
Present continuous
Affirmative
I am working here 
today.
He
She
It
is working here 
today.
We
You
They
are working here 
today.
Negative
I am not working here today.
He
She
It
is not working 
here today.
(or)
isn’t working 
here today.
We
You
They
are not working 
here today.
(or)
aren’t working 
here today.
Interrogative
Am I
working 
here 
today?
Is
he
she
it
Are
we
you
they
Past continuous 
Affirmative
I
He
She
It
was working 
here yesterday.
We
You
They
were 
working here 
yesterday.
Negative
I
He
She
It
was not working 
here yesterday.
(or)
wasn’t working 
here yesterday.
We
You
They
were not working 
here yesterday.
(or)
weren’t working 
here yesterday.
Interrogative
Was I
he
she
it
working 
here 
yesterday?
Were 
we
you
they
Inglês – 2a série – Volume 1
61
Can-do Chart
Competências e habilidades Consigo
Consigo, mas 
com ajuda
Ainda não 
consigo
 1. Reconhecer a organização de uma resenha 
crítica e uma sinopse (organização 
macrotextual).
 2. Reconhecer a diferença de organização 
textual entre uma resenha crítica e uma 
sinopse.
 3. Localizar informações específicas em 
um texto para construir opiniãoe fazer 
avaliação crítica.
 4. Localizar informações explícitas em um 
texto.
 5. Reconhecer o uso de adjetivos formados 
pela adição de prefixos e sufixos para 
mostrar opinião.
 6. Reconhecer palavras que mostram uma 
opinião contrária e palavras que mostram 
a sequência de acontecimentos.
 7. Levantar hipóteses sobre o assunto de um 
texto e verificá-las com base na leitura.
 8. Identificar palavras cognatas ou 
emprestadas da língua inglesa para 
compreender um texto.
 9. Elaborar uma resenha crítica.
10. Reconhecer uma propaganda 
(organização macrotextual).
11. Reconhecer o uso dos graus de adjetivos 
nas propagandas.
12. Levantar hipóteses sobre o assunto de um 
texto e verificar a partir da leitura.
Inglês – 2a série – Volume 1
62
13. Elaborar uma propaganda e/ou roteiro de 
anúncio publicitário.
14. Trabalhar em equipe, assumindo funções 
e contribuindo para o trabalho em grupo.
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
Plural Indústria GráÅca Ltda.
A Secretaria da Educação do Estado de São Paulo autoriza a reprodução do conteúdo do material de sua titularidadepelas 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 Rodrigues Pereira, 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 
Antonio Rafael Namur Muscat
Vice-presidente da Diretoria Executiva 
Alberto Wunderler Ramos
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, Angélica dos Santos 
Angelo, Bóris Fatigati da Silva, Bruno Reis, Carina 
Carvalho, Carla Fernanda Nascimento, Carolina 
H. Mestriner, Carolina Pedro Soares, Cíntia Leitão, 
Eloiza Lopes, Érika Domingues do Nascimento, 
Flávia Medeiros, Gisele Manoel, Jean Xavier, 
Karinna Alessandra Carvalho Taddeo, Leandro 
Calbente Câmara, Leslie Sandes, Mainã Greeb 
Vicente, Marina Murphy, Michelangelo Russo, 
Natália S. Moreira, Olivia Frade Zambone, Paula 
Felix Palma, Priscila Risso, Regiane Monteiro 
Pimentel Barboza, Rodolfo Marinho, Stella 
Assumpção Mendes Mesquita, Tatiana F. Souza e 
Tiago Jonas de Almeida.
Direitos autorais e iconografia: Beatriz Fonseca 
Micsik, Érica Marques, José Carlos Augusto, Juliana 
Prado da Silva, Marcus Ecclissi, Maria Aparecida 
Acunzo Forli, Maria Magalhães de Alencastro 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