CadernoDoAluno_2014_Vol1_Baixa_LC_LEM_Ingles_EM_1S.pdf

a1 SÉRIE ENSINO MÉDIO Caderno do Aluno Volume 1 INGLÊS Linguagens GOVERNO DO ESTADO DE SÃO PAULO SECRETARIA DA EDUCAÇÃO MATERIAL DE APOIO AO CURRÍCULO DO ESTADO DE SÃO PAULO CADERNO DO ALUNO INGLÊS ENSINO MÉDIO – 1a SÉRIE VOLUME 1 Nova edição 2014 - 2017 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 para atendimento a turistas. especialmente em grandes empresas multinacionais e no setor de serviços. você pode desenvolver a capacidade de trabalhar em grupo. além de melhorar o seu conhecimento do idioma. músicas e filmes que podem ajudá-lo a aprender mais sobre o conteúdo estudado. No trabalho conjunto com seus colegas. O idioma também é muito importante em situações de trabalho. construindo coletivamente os textos. visam a prepará-lo para atuar no mundo fora do ambiente escolar. tendo sua produção revisada por outros grupos e sugerindo correções para os trabalhos deles. Essas atividades. Lembre-se de que os Cadernos trazem dicas de sites. Você também tem as seções que lhe permitem sistematizar o estudo do vocabulário e da gramática. Nesta nova fase de sua vida escolar. Também vai mostrar como jornais e suas diversas seções são organizados. além de apresentar alguns termos específicos e lhe proporcionar as ferramentas para produzir seus próprios textos jornalísticos. Você já deve ter percebido que a língua inglesa é um excelente meio de aprender sobre outros povos e sua cultura. além de lhe proporcionar momentos significativos de enriquecimento pessoal. Todas essas seções contêm informações que podem ser úteis em outras séries e até mesmo quando já tiver concluído o Ensino Médio. em especial em atividades profissionais. Equipe Técnica de Inglês Área de Linguagens Coordenadoria de Gestão da Educação Básica – CGEB Secretaria da Educação do Estado de São Paulo . ao mesmo tempo em que podemos utilizar os nossos conhecimentos sobre o idioma para transmitir informações sobre nosso país e nossa cultura. enquanto aprofunda seus conhecimentos e entra em contato com novos assuntos. além de fazer sua autoavaliação em relação às metas de aprendizagem propostas. Este volume vai lhe mostrar como o trabalho voluntário pode lhe garantir uma experiência inicial importante para seu currículo.Caro(a) aluno(a). Guarde com carinho cada Caderno. você vai ter a oportunidade de rever alguns temas e estruturas apresentados em anos anteriores. . 13. Escrever um texto informativo sobre um programa de estudos interculturais. Relacionar os nomes das seções de um jornal em língua portuguesa aos nomes. Trabalhar em equipe. identificando suas características. since e ago. 9. Localizar informações específicas em um texto. Identificar a opinião do autor com base em pistas verbais presentes no texto. Deduzir uma regra gramatical com base na análise de exemplos e aplicar essa regra em situações de uso. 7. 20. Identificar palavras cognatas ou emprestadas da língua inglesa para compreender um texto. Levantar hipóteses sobre o assunto de um texto e verificá-las a partir da leitura. 10. em língua inglesa. Produzir um anúncio.LEARNING TARGETS Neste Caderno. Reconhecer o uso das palavras during. assumindo funções e contribuindo para o trabalho em grupo. por exemplo: go to. observando suas características de organização. dessas mesmas seções. uma nota de correção e uma manchete. 3. 4. Inferir significados não explícitos em um texto. 19. você fará atividades relacionadas a dois temas: 1) English around the world: cultural interactions e 2) Newspapers – Part I. Reconhecer o uso do tempo verbal passado simples. 16. 14. Reconhecer os usos de algumas preposições em contexto. Compreender por que a língua inglesa é considerada uma língua internacional. presentations about. Relacionar conteúdos e manchetes às respectivas seções em um jornal. 5. 18. Reconhecer o uso do tempo verbal presente simples. Reconhecer o gênero de um texto. Fazer inferências apoiadas em palavras cognatas. 17. 2. Descobrir em que países a língua inglesa é falada como língua oficial. 15. stay with. Essas atividades vão ajudá-lo a: 1. 8. 6. 5 . 11. Identificar o gênero de um texto por meio da apreensão de sua organização geral e comparar gêneros distintos. 12. Then discuss this question in Portuguese: Do you know their names? a) b) c) d) e) f) g) 6 . Work in groups and study the following flags (they all represent countries where English is spoken as a first language).Inglês – 1a série – Volume 1 THEME 1 ENGLISH AROUND THE WORLD: CULTURAL INTERACTIONS ? ! SITUATED LEARNING 1 WHERE ENGLISH IS SPOKEN: FACTS AND FIGURES © Claudio Ripinskas 1. 1       196. no Brasil. Disponível em: <http://www. English made in Brazil.Inglês – 1a série – Volume 1 2. Complete the following information: a) Total of native speakers of English: b) Percentage of native speakers of English in Canada: c) Country with the highest percentage of English native speakers: d) Country with the lowest percentage of native speakers of English: e) Countries where the whole population has only one native language: Nota: o quadro indica que 100% da população. br/sk-stat. Dados de 2002.6 20 3.8   TOTAL 405   347.6  TOTAL     217. tanto do Brasil quanto de Portugal. o mirandês.5 60 8. Ricardo.7 New Zealand 4 95 3. What is it about? English and Portuguese in the world English Countries Portuguese Population % of native Native (million) speakers speakers Countries Population (million) % of native speakers Native speakers United States 286 86 246 Brazil 175 100 175 United Kingdom 59 97 57 Portugal 10 100 10 Canada 32 63 20 Angola 13. Acesso em: 17 maio 2013. falado no norte do país. foi reconhecido como língua em 1999. são falantes da língua portuguesa. Read the table quickly. se estima que haja pelo menos 180 línguas indígenas. Em Portugal. Esse dado desconsidera o fato de que. 3.8 Fonte: SCHÜTZ.html>. Read the table again. 7 .sk. O inglês e o português no mundo.com.8   Ireland 4 95 3.1 Australia 20 85 17 Mozambique 18. In this sense. it is the second official language. a British person would call a taxi to go home. for example. a student at school in the USA uses an eraser. Pakistan and India. English is considered a lingua franca. lots of them are in English. but an American would call a cab. But is the language the same in all these contexts of use? Of course not.Inglês – 1a série – Volume 1 4. like in the USA and the United Kingdom. The international language: English! English is present in our daily lives. In other countries. In Canada. most of the information there is in English: if you like listening to pop songs. we are in contact with English all the time. Read the following text to find out if your answers to the questions in Activity 4 are right. discuss the following questions. whereas a school boy in England uses a rubber. There are about 700 million speakers of English around the world. most film productions are in English. There are many different kinds of English. if you go to the cinema. in other words. like South Africa. Work in groups. whereas a British waits in a queue. people speak English and French as official languages. And an American inside a bank waits in line. If you have access to the internet. In Portuguese. In some countries it is the first language. For example. And we cannot forget people who need to speak the language for professional reasons: the world of science and business uses English as a means of communication. You may not find all the answers. 8 . a) What is the other language Canadians speak? Do you know why? b) Why don’t all the people in the USA speak English? c) Do you know any countries where English is spoken as a second language? d) Why is English considered an international language? e) What are the differences between American and British English varieties? 5. American x British English: Vocabulary Varieties American English British English elevator lift faucet tap cookies biscuits stove cooker check bill refrigerator fridge movie theater cinema 9 .Inglês – 1a série – Volume 1 HOMEWORK : FOCUS ON LANGUAGE 1 © Claudio Ripinskas 1. Study the table. Then read the situations and choose the correct answer. England.=¸ a) · India # ƈ · ƅ b) ¿ · # ٘ ƅ Ȍ + F) € ƅ ¥ ƅ · ſ ƅ G) Ÿ Ɓ © · ŷ Ɓ H) ¿ ƅ ¥ + ƅ I) Ȍ Ɔ · © · Ȍ 10 Ȍ ? Ɓ · # Ɓ ¿ . We live in a small flat downtown. but now she lives in Florida. US. US. Americans always ask for the when they want to pay for the meal and go home. for instance. We don’t like climbing up the stairs very much. $ ƅ ( Ɓ I=· M=¥ 4=Ԧ 8=Ɣ <=ŭ ==ŷ %=Ÿ )=Ɖ J=€ N=# R=? 9=Ż &=ſ *=٘ . Study the code and break it to discover 5 (five) names of countries where English is an official language. His American friends wrote to him asking what present he would prefer: a or a . e) Tommy is going to get married soon. His favorite genres are comedy and thriller. UK. US.=ļ O=+ S=¿ :=ŵ '=ƈ +=Ɔ L=© 3=Ȍ 7=Ž . “Would you like some ?” and he said. The building is not high. of course. At the beginning it was difficult for her to understand some words American people use. “Yes.Inglês – 1a série – Volume 1 a) My stepfather Mike is from New York. so it doesn’t have a . b) Peter and I were born in London. In restaurants. He loves going to the movie theater . c) Jeremy is staying with his cousins in California. 2. The eldest one asked him this morning.” d) Debbie is from Liverpool. I prefer the chocolate ones. Inglês – 1a série – Volume 1 3. a) Linda/German/does/speak Does Linda speak German? b) languages/Peter/do/how many/speak/and/Tom c) you/why/from California/move/did d) Monica’s husband/French/study/does e) Steven/how old/Mark/and/are 11 XXX . ( ) a verb. Pay attention to punctuation. Study the chart to understand how to make questions in English. ( ) a verb. b) Information questions begin with ( ) a question word. 4. Make questions using the following given words. Yes/No questions Information questions Yes/No questions Information questions Question word Auxiliary verb Subject Information speak any foreign languages? ----- Do you Why don’t all the people in the USA speak English? Question word Verb to be Subject Information ----- Are you from Jamaica? What is Canadians speak? How old are the other language your mom and dad? Now choose the correct alternative to complete the rules: a) Yes/No questions begin with ( ) a question word. 12 .Inglês – 1a série – Volume 1 LITERARY MOMENT “I know nothing more imposing than the view which the Thames offers during the ascent from the sea to London Bridge. The conditions of the working class in England. Friedrich.” ENGELS. they are divided into smaller groups that go to different states in the U. What is it about? Where was it taken from? Youth Ambassadors Program The Youth Ambassadors Program is an initiative of social responsibility of the U. The experience of being a Youth Ambassador gives these outstanding students the opportunity to expand their horizons at the same time as they help us strengthen the ties of friendship. transforming them in models to their colleagues and communities. attend classes in local high schools and interact with Americans of their same age. academic excellence.Inglês – 1a série – Volume 1 ? ! SITUATED LEARNING 2 INTERCULTURAL STUDIES 1 1.org. Capital and its main landmarks. After that first week in Washington D. Study the text “Youth Ambassadors Program”.S. they visit the U.br/ya-index.S. Embassy in Brazil. the Brazilian Ministry of Education – MEC. and take a course on youth protagonism. where they stay with host families. visit schools and social projects.S. The winners of this contest travel in January to a three-week program in the United States. this program targets Brazilian students who are examples in their communities – in terms of proven leadership.C. positive attitude. participate in meetings in public and private sector organizations. Disponível em: <http://www.. and the large network of U. in partnership with public and private organizations. Acesso em: 17 maio 2013. and English language ability. php&itemmenu=10>. proven social consciousness. Among our key collaborators are the National Council of State Secretaries of Education – CONSED.-Brazil Binational Centers. During the first week. The Program’s main goal is to value and promote the strengthening of public education through these students..php?action=materia&id=7229&submenu=ya-materia. take part in cultural and social responsibility activities in the community and deliver presentations about Brazil. […] Created in 2002.embaixada-americana. respect and collaboration between Brazil and the United States. 13 .S. respect. social consciousness c) study ( ) friendship.A. course. ( ) Ministry of Education. Answer the questions in Portuguese. a) What are the objectives of the Youth Ambassadors Program? b) What are the requirements to be a Youth Ambassador? 14 . Now.S. Binational Centers 4. Read the text quickly. A B a) public and private organizations ( ) school. Where can you find information about: a) the benefits of the Youth Ambassadors Program to students? b) when the Program started? c) the organizations that collaborate with the Program? d) what Youth Ambassadors do in the USA? 3. Match the ideas in A with the items in B.Inglês – 1a série – Volume 1 2. read the text carefully. classes b) model students ( ) leadership. collaboration d) relationship with the U. Inglês – 1a série – Volume 1 c) Mention five activities that Youth Ambassadors do in the United States. Study the sentences taken from the text. 5. Complete the gaps.S.” c) “they stay d) “deliver presentations e) “collaboration host families” Brazil” Brazil and the United States” 15 . a) “a three-week program the United States” b) “smaller groups that go different states in the U. c) Find in the text the noun for the verb “to present”. Activity 1. of “When I first arrived in Australia to learn English. I guess I’m good (d) starting a good chat with with all my classmates and I am never. Now. 2. Follow the instructions. I was alone and I had never been abroad before. 15) 3. a) Michael would love to travel/traveling to South Africa to learn English. I was interested (b) but. Refer to the Instant language section for help. never tired (e) our own effort!” anybody I meet. My first classes at school making myself understood. Read the text and fill in the gaps with the correct preposition. after two weeks. you know. Then read the following sentences and circle the correct form. f ) Find in the text the noun for the verb “to win”. I was afraid (a) making mistakes the culture and habits of Australians or not having friends. d) Find in the text a synonym for “equal”/“identical”. a) Find in the text the noun for the verb “to organize”.Inglês – 1a série – Volume 1 HOMEWORK : FOCUS ON LANGUAGE 2 1. Go back to the third paragraph of the text in Situated Learning 2. 16 . organization b) Find in the text a word in English for “concurso”. e) Find in the text the opposite of “before”. Learning a foreign language depends a lot (f ) (Elisa. Study the uses of -ing in the Instant language section. even with my were cool and I think I succeeded (c) making conversation poor English. (call) LITERARY MOMENT “Be not afraid of greatness: some are born great. Twelfth night. she always goes to warm places because she can’t stand be/ being in cold places. e) When Betsy has time to travel. c) Why did you give up d) Henry can’t afford (talk) to her (work) at the International School of Languages? (study) abroad. d) There were lots of options to choose from. 4. 17 . William. c) I am looking forward to meet/meeting new people in my intercultural exchange program in Canada. I want you to promise every week. some achieve greatness. I’m sure it will be exciting. her family missed every day. Refer to the Instant language section for help. e) If you decide to travel around Germany.Inglês – 1a série – Volume 1 b) Sandra doesn’t want to stay/staying away from home for a long time. a) John refused him very well. to change (change) his host family. She is staying in Belize for only a month.” SHAKESPEARE. He needs a scholarship. and some have greatness thrust upon them. They were incredible and treated b) When Carol was away studying German. Complete the sentences with the -ing or the infinitive form of the verbs in parentheses. but Kelly chose to go/going to the United Kingdom to learn English. Answer the questions in Portuguese.S. the U. ten more than in previous years.org.br/ya-index. Acesso em: 17 maio 2013. D. which involved 64 partner institutions throughout the country. 249 public school students have represented Brazil in the United States as Youth Ambassadors. Embassy and the Department of State have selected 45 students. Young people representing 26 Brazilian states and the Federal District will participate in the program in January. “Youth Ambassadors 2012” in the United States. […] Disponível em: <http://www.php?action=materia&id=9732&submenu=&itemmenu=10>.S. Embassy in Brazil announced today the 45 students from Brazilian public schools who have been selected to participate in the threeweek cultural exchange program. Since its inception in 2002. October 28. Embassy to attend an English language and American culture immersion course in July 2012.S.C. To celebrate the program’s 10th anniversary.000 students from every Brazilian state competed for placement in the 2012 program. […] To further celebrate the 10th anniversary of the program. Read the text about the Youth Ambassadors program. 2011 – The U. in January 2012 will be invited by the U. a) How many Brazilian students were selected to be Youth Ambassadors? 18 .Inglês – 1a série – Volume 1 ? ! SITUATED LEARNING 3 INTERCULTURAL STUDIES 2 1. more than 7.embaixada-americana. The 117 semi-finalists not selected to travel to the U.S. […] This year. former Brazilian and American Youth Ambassadors have also been selected to participate as mentors to the 2012 students during the first part of the exchange program in Washington. Presenting the 45 public school students representing Brazil in the 2012 Youth Ambassadors Program São Paulo. Inglês – 1a série – Volume 1 b) “Youth Ambassadors 2012” was also a celebration of the 10th anniversary of the program. a) “The U. Embassy in Brazil today the names of the Youth Ambassadors 2012. Work in groups. We learn from each other because we are different. What was done to celebrate the anniversary? c) How many other Brazilian students were Youth Ambassadors in the past? d) Who is going to do an immersion course? Why? 2. In Portuguese.” 3. Complete the following sentences using verbs from the text.” for a position in the program.” b) “Thousands of Brazilian students 19 . discuss the following statement: “We relate to each other because we are similar.S. My name _____ (be) Silvia and I am learning English in Guyana. but I ________ (want) to learn it. Complete the gaps using the present simple or past simple form of the verbs in parentheses. But I quickly ________ (make) friends and people here _______ (be) so nice and friendly. a) I’ve been learning English in Guyana since/ago May.” d) “Unfortunately. b) The results of the program were announced one week since/ago.” 4. I __________ (study) English every day and __________ (help) my host family. I __________ (arrive) two weeks ago and at first it _________ (be) difficult because I _______ (feel) unhappy without my friends and family near me. It is a great experience for me! Best wishes. 117 semi-finalists were not to go to the U. Read the following sentences. From To Subject Hi. 20 .Inglês – 1a série – Volume 1 c) “The 2012 program dozens of institutions all over the country.S. and I’m enjoying the visit a lot. c) I missed my friends and my family during/since the trip. Silvia 5. Underline the correct option. South America. I _______ (come) to this country with the help of my family. d) This cultural exchange program started during 10 years/10 years ago. I _______________ (not speak) English fluently. Our parents are neighbors. I have to in a sustainability project. b) Tim: Joey. Sue? Sue: No. 2001. have you and Ann been friends for a long time? Joey: Yeah. Paul: Why? Robbie: Because their gives them energy and enthusiasm to learn the job. Maybe because India is a former British colony. Tim: Really? So you know her well. Hum. I think. very long. e) Zac: You must be excited about the trip to Japan. Activity 1. They are all taken from the text in Situated Learning 3. Laureen: Yes. My first time in Paris was the 1990s.Inglês – 1a série – Volume 1 HOMEWORK : FOCUS ON LANGUAGE 3 1. when I was a student. I really am but also kind of worried.. Fill in the gaps in the dialogues with the words in the box. help with the housework and participate Laura: Well. f ) Joe: What are your responsibilities as an exchange student? school.. I’d been there a couple of times before. does she have a boyfriend? c) Glenn: Was it your first time in Paris. Zac: Worried about what? course. so I’ll have lots of classes and Laureen: You know. 21 . it’s a language many other activities. since – during – former – youth – attend – immersion a) Sam: Do you know why English is spoken in India? Vicky: I don’t know. d) Robbie: I’d prefer to hire teenagers for this job. Laureen. I also (c) (miss) them a lot while I was in Guadalajara. Read the e-mail and fill in the gaps with the past simple form of the verbs in parentheses. 3. b) The car crash was awful! ( ) However.com To Subject phoebbe_liu@engels. students learn spoken language skills very fast. My cousin Elvis (call) me yesterday and started talking in Spanish. Study the sentences. we didn’t get any answer. Intercultural exchange programs are good opportunities to grow up.com intercultural studies Hi. My trip to Mexico (a) was (be) fantastic.Inglês – 1a série – Volume 1 2. Take care! Alex 22 . f) ( ) In addition. c) Have a safe return! Let me know ( ) and then I took the test and did it well. I (b) (come) back home last Saturday and everybody was really eager to see me. I (e) (d) (get) really happy with myself. d) Talk to your teacher ( ) when you get back home. nobody was hurt. Refer to the item Linking words in the Instant language section for help. Match the beginnings of the sentences in column A with the endings in column B. e) We tried to call you several times. From alextin_44@hit. a) A First I reviewed all the activities B ( ) if you need extra activities. ( ) Fortunately. (speak) fluently with him and I (f ) Write me soon. Phee! Hope you are well. so now it’s time for the family. b) The undergraduate students at university don’t/doesn’t need to leave the campus in order to have lunch. a) Luke: Do/Did you see Emily at the disco last night? Adam: No. I think she was not around when I got there. d) Why doesn’t/don’t Becky stay with us? We have a spare room for her at home. They can use the university restaurant.” BURNS. It will be nice to have her in. Why? Michael: We need a lot more than that. 23 . but now I do/did. To a mouse. c) When I was a child I don’t/didn’t use to eat fruit and vegetables. I don’t/didn’t. e) Michael: How many bottles of fizzy water did/does Alison get at the market? Hope: About 4 or 5. Read the sentences and circle the correct auxiliary verb.Inglês – 1a série – Volume 1 4. Didn’t/Don’t you tell her? LITERARY MOMENT “The best-laid schemes o’ mice an’ men gang aft agley. Robert. PEOPLE LANGUAGE 24 . habits. Now. 2. Write a list with your ideas. get into small groups and compare your lists.Inglês – 1a série – Volume 1 ? ! SITUATED LEARNING 4 AN INTERCULTURAL STUDY PROGRAM IN BRAZIL 1. Organize the ideas into topics and write them down in the following lines. Imagine the following situation: you work for the Brazilian Embassy in the United States and have to write in English about our country for their website. You will need to create a section about the advantages of coming to Brazil to study Portuguese! Think about learning opportunities. etc. people’s culture. there is a festival called bumba meu boi or boi-bumbá. Then ask your teacher to check it! 25 . draft = rascunho Write your draft in the lines that follow. there are several cultural traditions. Example: In Brazil. compare your notes and put your ideas together to complement the description. people are very nice. In the north. First draft: still in groups. You can make lots of friends and learn a lot of different things! Because the country is so big.Inglês – 1a série – Volume 1 HABITS TRADITIONS OTHER 3. show it to your classmates or have a school exhibition. Editing: can you correct the mistakes your teacher indicated? Are there any other changes you can make to improve your text? 5. After your text is finished. Now produce the final version of your text.Inglês – 1a série – Volume 1 4. An intercultural study program In Brazil 26 . Remember that it should look like a web page! Use illustrations or photos from your city and from Brazil. br>. 129 min. Você pode fazer boas reflexões sobre como podemos (e tentamos) nos comunicar mesmo sem falar fluentemente uma língua estrangeira. Tom Hanks é um europeu que mora em um país fictício na Europa oriental e fala uma língua estranha.wikipedia. sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês. t

Beautiful day (U2. 2004. Acesso em: 17 maio 2013. Direção: Steven Spielberg. vive a situação incômoda de ter de morar em um aeroporto. Comédia. 1987). Direção: James L.Inglês – 1a série – Volume 1 LEARN MORE Para aprender mais sobre os conteúdos do primeiro tema (English around the world: cultural interactions). Acesso em: 17 maio 2013. Comédia. em virtude de problemas com sua entrada no país.sk. e seu patrão. 12 anos. Acesso em: 17 maio 2013. 2000).br>. Neste misto de drama e comédia. t


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Língua Estrangeira <http://www.pro. Brooks. Trata das dificuldades de comunicação e do conflito cultural entre uma recém-chegada aos EUA. sem falar inglês. EUA. Ao viajar para os EUA. Then answer: Are there any other sections in the newspaper you analyzed whose names are not on the list? Front page Classifieds: jobs Science & technology Classifieds: real estate Classifieds: autos Local news Sports Letters to editors Editorial World news NEWSPAPER Entertainment Economy 2. Get together in groups.Inglês – 1a série – Volume 1 THEME 2 NEWSPAPERS – PART 1 ? ! SITUATED LEARNING 5 NEWS AND NEWSPAPER SECTIONS 1. of some of these sections. leaf through a local printed newspaper (written in Portuguese) and see if you can find the corresponding sections in it. Newspapers – online or printed – are organized in different sections. in English. Below you have the names. Now decide which newspaper section listed in Activity 1 you should read in order to find: a) the main news articles in a newspaper b) market and economic trends c) the newspaper opinion on a recent debate d) readers’ opinions on a recent debate e) cars for sale 28 . C. Notice the use of the relative pronouns.S. called Youth Ambassadors. I’ve got a scholarship and I’m taking a course in hotel administration at Johnson & Wales University. which/that c) The weather forecast is the newspaper content ________________ you read to know whether it will rain or not. Reporter: Where exactly are you from. a Brazilian waiter working in a well-known restaurant in the city. How long have you been in the USA? Vitor: I’ve been here for almost 2 years. which is a language center for public school students in São Paulo.S. where b) A newsstand is the place ________________ you can buy newspapers.S. We visited Washington. Embassy in Brazil in 2002. Read it and then do the activities. I was one of the winners in 2009 and I had the opportunity to come to the U. when d) Early morning is the time ________________ newspapers are distributed. Also I took part in a Program created by the U. and the White House. I got this summertime job to make some money. I studied in a public state school and attended a one-year English course at CEL – Centro de Estudos de Línguas –. 4. Reporter: You speak English very well. Reporter: And you will.Inglês – 1a série – Volume 1 f ) houses/apartments to let or for sale g) job offers h) an accident involving a bus and a truck on a local highway i) a diplomatic agreement between two foreign countries j) the result of a soccer match k) a movie review and the movie theater where the film is playing l) recent research on DNA sequencing 3. in Brazil? Vitor: I’m from a small town in São Paulo state. D. for sure! Good luck! Vitor: Thank you! 29 . Reporter: And why did you decide to come back to study here? Vitor: I wanted to go on improving my English and make my dream come true: I want to be an international chef and open my own restaurant here in the U. Can you infer the rule? who/that a) An anchor is a person ________________ presents TV news programs. Southeastern region. The following text is an interview published in a local Miami newspaper about Vitor Costa. 20 years old. Study the following sentences. for a three-week stay with a host family. III. II.Inglês – 1a série – Volume 1 I. D. c) Local news. Mark the alternative that is not true about Vitor. c) His dream is to become an international chef. He had the opportunity to visit _________. Discuss the following questions with your colleagues: a) Is it common for a university student in Brazil to take holiday jobs? What kind of job are they? b) Have you ever had a summertime job? What kind? c) Do you get some pocket money to do small jobs at home for your familiy? Or is it part of your obligations? 30 . he is working as a __________________ to make some ______________ during his summer break. Miami News talked to Brazilian student Vitor Costa. for 2 years. He told Miami News that he had decided to come ____________ to the United States because he wanted to go on ___________ his English and make __________ dream come _________: to become an _________________ ___________ and open his ______ restaurant. He comes from a _________ in the state of ___________.S. At present. He stayed with a _________ family for _________ weeks. b) He comes from a small town in São Paulo state. Discuss with your colleagues: Is it a good idea to have an experience abroad? Why? 5. in the _____________ region of Brazil. Vitor is _________ years old and he is taking a course in ___________ at ____________ University. a) He studied at a state school in Brazil. Based on the information presented in the interview. complete the following report. a) Science & technology. 6.C. In what newspaper section would you probably find this interview? Circle the correct alternative. he doesn’t speak English very well. In ______ he came to the United States as a Youth Ambassador. and the ________________. b) Sports. d) Classifieds. d) Although he has been in the U.S. This is not his first time in the U. Put the two sentences together using who/that or which/that. The girls in our school love him. a) A traffic warden is someone who/where makes sure that cars drive correctly in the streets and are not parked who/where they should not be. Circle the correct option to complete the sentences. 31 . a) They chose the magazines. b) The painting which/when was stolen is worth $1. f ) I saw a strange woman. I have to hand in the paper on the history of Krenak indians in Brazil tomorrow. They chose the magazines which/that they wanted to read.000. Follow the example. c) She is the Portuguese teacher. The strange woman tried to sell her cell phone to me. She will teach our class next year. d) He is that teen singer of Ya-all.Inglês – 1a série – Volume 1 HOMEWORK: FOCUS ON LANGUAGE 5 1. He took the one which/where is closer to his house. d) John was offered two jobs. Jane made the cake. They wanted to read the magazines. e) I’m writing a paper on the history of Krenak indians in Brazil. e) Look over there! Isn’t that the actress who/when played the captain’s girl in the movie we saw last night? 2.000! c) The 7th of September is the day who/when we celebrate Brazilian independence. b) We ate the cake. Several people were seriously injured this morning a truck (a) (b) was carrying concrete poles skidded and hit four cars. Complete these two news articles with when. Oscar. so a helicopter was used to transport the paramedics. Intentions. 32 . Ambulances could not reach the site (d) the accident happened.Inglês – 1a série – Volume 1 3. who or which. where.m. The accident on Highway 5 caused a huge traffic jam and people (c) were in their cars traveling to work were held there for over two hours. (f ) the noise of an explosion was heard in a disco near the bank. that. The police are after four suspects (e) stole jewels and money from the National Bank. The robbery happened between 2 and 2:15 a. LITERARY MOMENT “It is because humanity has never known where it was going that it has been able to find its way.” WILDE. Inglês – 1a série – Volume 1 ? ! SITUATED LEARNING 6 FINDING WHAT YOU NEED 1. The following texts were taken from a newspaper. Read them quickly and answer in English: Which newspaper section each text was taken from? TEXT A TEXT B Kancil 850 EZ, 2001 model. Metallic gold. Single owner. Used by pensioner. New paint work. Reasonable price. 8543-20918. Apart at Bandar Botanic – 900sf, 3r 2b, Brand New and Vacant. Quality built by Gamuda. 1 Allocated car park. 9843-1234. Nissan Cefiro 3.0 Sedan (yr 2002), Lady owner, good condition, low mil, regist numb TAC 13. 2348-50493. Hse to let – 3 bd, 2 ba, bonus rm, laundry, fenced yd, AC, stove/fridge. $800/mo + dep. 541-977-3302. NO PETS! CHEVY Silverado, 2004, 1500 4x4 w/ ext cab, excel. $18,900. Call 503-432-12. 3 BD, 2 BA hse – 1700 sqft +/-, close to schools, pets OK, fenced & landscaped back yd. $850/mo. 541-788-9027. FORD - Escort LX, 1991. 4 cyl., low mil, runs great. Good, no dents. $950 cash. 433210349. Single Hse for sale – Taman District 3+1 rooms 1 Bath+1Toilet 2 min to Silk Highway 5 min to KTM Commute. 524-30980. SATURN - SL2, 1992, AUTO, all power, AC, nice running cond., w/ radio&CD player. $1900 cash. 503-266-7625. WARM AND COZY – 2 bd, 1 ba w/fireplace, lg fenced yd, animals OK w/deposit. $675/mo. Call Victoria 475-7953. 2. The texts that follow are extended versions of two of the ads in Activity 1. Which ones? a) I am the owner of a house and would like to let it. It is a comfortable house, with central air conditioning. There are three bedrooms, two bathrooms and a bonus room where a studio can be set up. There is also a laundry, and the kitchen is equipped with a stove and a fridge. The yard is fenced, so the house is isolated and safe. The only restriction I make concerns pets – they are not allowed. The rent is $800 per month, and you will be asked to make an initial deposit. If you are interested, you can call me at 541-977-3302. b) I am interested in selling my car. It is a vehicle called Chevy Silverado, with an extended cabin. It is a 2004 model with a 1500 engine. It has traction on the four wheels. It is in excellent condition and I am selling it for only $18,900. If you are interested, you can call me at 503-432-12. 33 Inglês – 1a série – Volume 1 3. Compare the extended texts in Activity 2 and the ads in Activity 1. Tick ( ) the correct option to complete the following table. Extended versions Ads Have longer sentences Have abbreviations Present key information only (i.e., are concise texts) Present information and also opinions and explanations Now answer in Portuguese: Why do ads have these characteristics? 4. Read the texts in Activity 1 again and figure out what the following abbreviations stand for: a) yr 2002 f ) w/ radio&CD player b) low mil g) 1700 sqft +/- c) regist numb h) 2 min d) 4 cyl i) w/fireplace e) running cond j) lg fenced yd 5. Crop (shorten) the text to write an ad. Remember to use abbreviations! I have an apartment and I would like to sell it. It is a small but comfortable place, within 5 minutes distance from the city center. It has two bedrooms with built-in wardrobes, one bathroom and a toilet. The kitchen is equipped with a stove, a fridge and a freezer. I am selling it for $80,000 and I accept a 2006 car as part of the payment. If you are interested, you can call me at 9757-4302. 6. Now think of something you would like to sell. Write an ad and then pass it around the class to see if your friends can understand it! 34 Inglês – 1a série – Volume 1 HOMEWORK: FOCUS ON LANGUAGE 6 1. Read the tips. Then match the numbers on the left to how they are spoken on the right. Finally, practice saying these numbers. Tip 1: Telephone numbers are usually read one by one. 0 = “zero” or “oh”. Twice the same number = double + number (33 = double three). Tip 2: Addresses and years are usually read in two halves (1545 = fifteen forty-five). Tip 3: Dates are usually “month + day + year” (March 20th, 1919 = 3/20/1919). a) Call 553-0122 ( ) two million, four hundred and fifty thousand, nine hundred and eighty-seven b) Call 543-0098 ( ) seven sixty-eight c) 3513 Park Avenue ( ) April the fifth, nineteen eighty-seven d) 768 Spike Lane ( ) five – four – three – double oh – nine – eight e) 4/5/1987 ( ) thirty-five thirteen f) 5/4/1878 ( ) one hundred and fifty thousand, three hundred and twenty g) 150,320 ( ) double five – three – oh – one – double two h) 2,450,987 ( ) May the fourth, eighteen seventy-eight 35 burning bright In the forests of the night. Songs of experience. Find the words to label the parts of the house.Inglês – 1a série – Volume 1 © Claudio Ripinskas 2. (b) (c) (a) (g) (e) (d) C K Z E D J P Y W R C A M W I Q A Z U L J S F D S N (f ) A T T I C K M B C V T D B F C E Q N I L A U N D R Y G H R X H L U T R N B F A H E T S Y O R H F Y H G R LITERARY MOMENT “Tyger. Tyger. What immortal hand or eye Could frame thy fearful symmetry?” BLAKE. William. 36 J N G W B E D R O O M H D K X B C M P B O Z P N Q V L I V I N G R O O M P K C O V X W Z B J M S E G L P . 53 2. In a society which is struggling hard to guarantee and protect the rights not only of women but also of several minority groups – or maybe I should call them priority groups –. I totally agree with every single line I read and I want to say it loud and clear. After reading this article. 40 To the editor When I read the article “Women: go back to where you belong”. It was a shame to see that all the gains in the field of social democracy and equity were totally disregarded by the author. In a news article entitled “Women: go back to where you belong”. the columnist firmly stood up for his argument that violence among teenagers is a domestic problem. people have been hiding the truth about what has been making our society fall apart. Kean Smashfield. It is time we went back to traditional values. Read the following letters and answer: Who supports the ideas presented by the author? Who is against them? What evidence in both texts helped your answer? To the editor I want to congratulate you for publishing such an insightful article. on account of what is “politically correct”. and the solution for it can only be achieved if women take over their role as mothers and caretakers who stay at home educating their children instead of competing against men in a game that both sides are fated to lose. published in the Opinion section of a newspaper. I was totally shocked. it is outrageous to find people who still think like this. Johanne Sushbeck. two readers sent letters to the newspaper. and it seems that. What is it? Why do you think he makes this suggestion? 37 .Inglês – 1a série – Volume 1 ? ! SITUATED LEARNING 7 NEWSPAPER READERS 1. Read the letters to the editor again and answer in Portuguese: a) Kean Smashfield suggests an alternative term for minority groups. You’re absolutely right. That’s so true. What do you think these values are? HOMEWORK: FOCUS ON LANGUAGE 7 1.Inglês – 1a série – Volume 1 b) Johanne Sushbeck calls for a return to traditional values. I have a different opinion! Expressing agreement Expressing disagreement 38 . Then copy them in the correct place in the table. I’m afraid I disagree with you. I’d say the exact opposite. I don’t think so. Study the following sentences. I agree with you 100 percent. That’s exactly what I think. That’s not always true. I couldn’t agree with you more. the more addicted you become.Inglês – 1a série – Volume 1 2. men and women have similar social roles and should have the same rights. a 16-year-old person is responsible enough to drive! I believe television is just like a drug. If you ask me. Read the following statements. Do you agree or disagree with each of them? Use sentences from Activity 1 to express your opinion. In my opinion. The way I see it. I think television is great not only for entertainment but also for educational purposes! 39 . If you want my honest opinion. men tend to be more successful than women in their professional life! As far as I’m concerned. I think people should only get a driving license when they are 21. The more you watch it. but follows religiously the new. a) Pedro Álvares Cabral discovered America. c) The first atomic bomb exploded during World War I.Inglês – 1a série – Volume 1 3. b) The Berlin Wall came down in 1998. e) Shakespeare wrote Great expectations. 40 . Follow the example to correct them. He discovered Brazil. The following sentences have factual mistakes. d) The First Industrial Revolution took place in Germany. LITERARY MOMENT “Every generation laughs at the old fashions. Walden. Pedro Álvares Cabral didn’t discover America. Henry David.” THOREAU. ( ) are written in the present. Fact: Two people were killed in a chemical explosion that occurred downtown last night. ( ) bring details about the news story. ( ) bring only enough information to give an impression of the entire story. Read the following headlines and decide which newspaper section they were taken from. Headline: Celtics win 7th straight. Fact: The Celtics won the seventh game in a row on Sunday. Write P for Politics. ( ) include extra adjectives and adverbs to characterize the news story. IN for International News and LN for Local News. ( ) 9 indicted for human trafficking in China. ( ) President intervenes to cease commotion. Study how the following facts became news and then headlines.Inglês – 1a série – Volume 1 ? ! SITUATED LEARNING 8 HEADLINES 1. ( ) 17 UN staffers killed in Algiers bombings. 41 . Headline: Two killed in chemical explosion downtown. Headlines… ( ) are concise and direct. News: Two people are killed in a chemical explosion downtown. ( ) always bring the full name of the people they refer to. 3. 2. Decide whether the following statements are true (T) or false (F). S for Sports. ( ) High-altitude ban stays in football. ( ) Celtics win 7th straight. News: The Celtics win the seventh game in a row. Read the headlines in Activity 1 again paying attention to how they are written. ( ) Two killed in chemical explosion downtown. ( ) False doctor gets 30 years for running illegal pharmacy. a) Study these pairs of sentences. the verb tense is indicated by the: ( ( ) past participle. ) auxiliary verb. Somebody KILLED two teenagers last night. (b) The news is in the ( ) past tense (passive or active) because it is about something that has already happened. ( ) present (passive or active) to emphasize the relevance of the fact as an updated piece of news. active) Paper IS MADE out of wood. (future. Which ones are in the passive voice? Which ones are in the active voice? Why? 42 . passive) The man IS BUILDING a house. passive) They MAKE paper out of wood. ( ) gerund. (future. The passive voice is formed by: the auxiliary verb ( ( ) to be ) to have ( ) to do + the main verb in the ( ) infinitive. passive) They WILL DISCUSS this topic in the staff meeting. (c) The headline is in the 4. (present continuous. active) A house IS BEING BUILT. (present continuous. (present. ) main verb. active) Two teenagers WERE KILLED last night. (past. ( In the passive voice. Language study: passive voice x active voice.Inglês – 1a série – Volume 1 Now match the beginning of the sentences to their endings to find the explanations: (a) The fact is in the ( ) present (reduced passive or active) with only key information. passive) b) Now tick the correct options to complete the rules. (present. (past. active) This topic WILL BE DISCUSSED in the staff meeting. c) Go back to the headlines in Activity 1. Passive or active? Choose the correct option to complete the sentences. e) VW is manufactured/manufactures cars in different countries. Use the passive voice. a) Six people b) The telephone (invent) by Alexander Graham Bell. c) English is spoken/speaks in several countries. so the school soccer team (train) by a volunteer for the time being. e) Two accidents (cause) by drunken drivers since last Tuesday. (kill) in the accident yesterday.000 letters to the Congress. f ) Only one theft (report) in the school since last year. d) This product (use) for cleaning silver. g) In 2002 the graduation ceremony and the party (organize) by all the students in class.Inglês – 1a série – Volume 1 HOMEWORK: FOCUS ON LANGUAGE 8 1. h) We don’t have a coach. (send) tomorrow. d) These electronic devices are made/make in India. c) Ten houses (build) by this company everyday. b) Several people were seen/saw the accident. i) The recommendations 43 . f ) They have been sold/have sold all the tickets for the show. Fill in the blanks with the correct form of the verbs in parentheses. a) The song Imagine was written/wrote by John Lennon. 2. g) Brian has been sent/has sent 1. and the federal government last two weeks. the level of water in several People from other regions of the country rivers (a).” THOREAU.Inglês – 1a série – Volume 1 3. causing (d) food and floods in both small and big cities in the clothes to help. Henry David. Walden. Catarina. were sheltered has announced had to leave are sending increased Millions of reais worth of damage in the South of Brazil Due to prolonged rain in Santa in schools and government buildings. Thousands of families (e) (b) their homes and the provision of financial aid to three hundred (c) municipalities. LITERARY MOMENT “It is never too late to give up our prejudices. 44 . Use the verbs in the box to complete this news story. 45 . You will now write headlines for the front page of a class or school newspaper. Local news. 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No news is good news (New Found Glory. 48 . vídeos e até uma pequena novela chamada The flatmates. testes de conhecimento. não necessariamente a jornais. 1983) Sites No site BBC Learn English <http://bbc. Alguns sites de jornais em língua inglesa: t
The Independent <http://www. o nome do artista e a palavra lyrics em seu site preferido de busca na internet. e para cada notícia selecionada há um pequeno glossário. A seguir estão os sites oficiais de algumas redes de televisão: t
CNN <http://edition.com> (acesso em: 20 maio 2013).co.uk/worldservice/learningenglish> (acesso em: 20 maio 2013).com> (acesso em: 20 maio 2013) – apresenta tanto notícias estadunidenses como internacionais. t
Fox News <http://www. Songs Para encontrar as letras das músicas sugeridas.uk> (acesso em: 20 maio 2013). sugerimos uma lista de músicas (songs). Além desses recursos.com> (acesso em: 20 maio 2013) – a versão deste site com notícias estritamente estadunidenses é acessada por um link na própria página. The New York Times <http://www.Inglês – 1a série – Volume 1 LEARN MORE Para aprender mais sobre os conteúdos do segundo tema (Newspaper – Part I).theindependent. bloody Sunday (U2. você encontra ainda atividades com vocabulário e gramática. artigos ou entrevistas em versões adaptadas.nytimes. na seção News English.co.com/> (acesso em: 20 maio 2013) e The Guardian <http:// www. t
The news (Jack Johnson. e podem gerar boas discussões. mas também as palavras do glossário. 2004) t
Sunday.foxnews. basta escrever o título.cnn. É possível ouvir não só a notícia ou o artigo.guardian. As músicas a seguir estão ligadas ao tema notícias. sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês. é possível selecionar notícias. No entanto. que trabalhou por três anos na revista The New Republic. assim como no último filme da série. quando se descobre que aquilo que ele escrevia era completa ou parcialmente inventado. Homem-Aranha 3. EUA. 2004. 12 anos. Livre. Quando sai da escola. Comédia romântica. Nesse filme. 107 min. Comédia na qual uma jovem jornalista (Drew Barrymore) em início de carreira tem a oportunidade de tornar-se repórter fazendo uma matéria sobre o que está “na moda” entre os jovens do Ensino Médio. 49 . ainda adolescente. t
Homem-Aranha 2 (Spiderman 2). EUA. Livre. uma inesperada previsão a fará mudar sua forma de encarar a vida. Peter Parker. t
Uma vida em sete dias (Life or something like it). Glass já era considerado um dos principais jornalistas de seu país graças aos seus escritos. descobre que adquiriu poderes semelhantes aos de uma aranha. Direção: Sam Raimi. Direção: Billy Ray. 14 anos. No primeiro filme da trilogia Homem-Aranha. Surge então um grande problema. t
Homem-Aranha 3 (Spiderman 3). EUA. tornando-se assim uma workaholic. Direção: Stephen Herek. Direção: Sam Raimi. Livre. 2002. 95 min. tentando conciliar o trabalho temporário como entregador de pizza com o trabalho no jornal. Aventura. t
Nunca fui beijada (Never been kissed). Aventura. 139 min. The Daily Bugle. EUA. a faculdade e as várias tarefas de um super-herói. Parker já é um jovem em início de carreira. Comédia romântica. 104 min. Canadá/Estados Unidos. 1999. Direção: Raja Gosnell. Neste há ainda uma disputa por cargos entre Parker e Eddie Brock dentro do jornal. t
O preço de uma verdade (Shattered glass). 2007. Aos 20 anos de idade. Drama. 127 min. No segundo filme. há várias cenas que envolvem a rotina de um jornal. EUA. Aventura. 2002. Para isso. acaba trabalhando como fotógrafo freelancer para um dos jornais da cidade. O filme conta a história de uma repórter que sonha ser âncora de jornal. Este filme é baseado em fatos reais e conta a história do jornalista Stephen Glass. 12 anos. ela se disfarça de estudante e se matricula novamente na escola que frequentou. 121 min.Inglês – 1a série – Volume 1 Films t
Homem-Aranha (Spiderman). 2003. Direção: Sam Raimi. além dos significados de uma palavra: a classe gramatical à qual a palavra pertence. os diferentes contextos de uso e as formas flexionadas. trabalho sm 1 work: trabalho pesado hard work 2 (emprego) job: tenho dois trabalhos I have two jobs Ŷ trabalho bem pago well-paid job 3 (na escola) assignment.Inglês – 1a série – Volume 1 LEARN TO LEARN Using a bilingual dictionary Agora você vai aprender um pouco mais sobre como usar o dicionário para estudar inglês. 50 . a) A palavra work só pode ser usada como verbo em inglês. a palavra equivalente a “trabalho” no contexto escolar é diferente da palavra “trabalho” no sentido de emprego. decida se as afirmações a seguir são verdadeiras ou falsas. Corrija as afirmações falsas. d) Em inglês. em português. Material necessário: vamos precisar de um dicionário bilíngue (inglês-português-inglês). 1. project: fazer um trabalho de História to do a History assignment/project. Um verbete de dicionário contém várias informações. entre outras. b) Worked pode ser o pretérito e o particípio passado do verbo work. work /wɡ:rk/ 1 s [não contável] trabalho: to go to work ir para o trabalho 2 s obra: the complete works of Dante as obras completas de Dante 3 vi (pret. pp worked) trabalhar: to work as a clerk trabalhar como balconista 4 vi (mec) funcionar: the watch isn’t working o relógio não está funcionando 5 adj working de trabalho: working hours horário de trabalho. use o da biblioteca da sua escola ou peça um emprestado a um colega ou parente. Estude os verbetes a seguir.: se você não tiver um dicionário. Agora. a “Ele tem dois trabalhos”. c) A frase “He has two works” equivale. Obs. complete: Na variante estadunidense.Inglês – 1a série – Volume 1 2. Ela varia de classe gramatical? Há contextos de uso diferentes para essa palavra? Think about it! Você conhece palavras ou expressões que têm sentidos diferentes no português falado no Brasil e no português falado em Portugal? 51 . a palavra em inglês equivalente a “táxi” é . apartment /ԥ’partmԥnt/ (GB tb flat) s apartamento. taxi /’tæksi/ 1 s (tb taxicab. Explore o dicionário. Na variante britânica. 3. Procure as palavras indicadas a seguir e responda às perguntas: a) Procure a palavra checkers. a palavra em inglês equivalente a “apartamento” é . esp USA cab) táxi 2 vi (part pres taxiing) (Aeronáut) taxiar. As variantes linguísticas dominantes do inglês (o inglês estadunidense e o inglês britânico) também aparecem indicadas em vários dicionários. Estude os verbetes a seguir. O que ela significa? Há alguma indicação sobre a qual variante do inglês ela pertence? b) Procure a palavra move. Agora. Also called mini-dictionary. ( ) A kind of dictionary in which words are grouped together by their end sounds. ( ) A kind of dictionary that traces the development of a word over time. 5. ( ) A kind of dictionary that uses the same language for the words and their definitions. f. they rhyme. e. it is designed to be carried around. It is used more frequently in poetry than in prose. with translations into the other language.Inglês – 1a série – Volume 1 Getting to know different kinds of dictionary Agora você vai aprender um pouco mais sobre diferentes tipos de dicionário. When two words end with the same sound. so synonyms and near-synonyms will be grouped together. giving historical examples to show changes. Ao conhecê-los. Agora leia os verbetes de dicionário a seguir e identifique o tipo de dicionário a que eles pertencem: 52 . ( ) A kind of dictionary that has words grouped together by the number of letters in them to help people find words of a certain length to complete their crossword puzzles. ( ) A kind of dictionary that brings words in two languages. Each language is grouped alphabetically in separate halves of the book. c. a. Relacione os tipos de dicionário a seguir com suas definições: a) bilingual dictionary e) crossword dictionary b) pocket dictionary f ) rhyming dictionary c) thesaurus g) etymological dictionary d) monolingual dictionary ( ) A kind of dictionary that is small and portable. ( ) A kind of dictionary that organizes words by categories and concepts. d. Resposta da questão 4: b. você poderá encontrar aquele que melhor atende a suas necessidades de estudo! 4. g. “word”. e) dictionary – revolutionary. wordbook. related words: glossary. b) dictionary from Medieval Latin dictionarium. extemporary. f ) dictionary – synonyms: lexicon. Escolha uma palavra em inglês e pesquise-a em cada um dos sites a seguir. from Classical Latin dictio. “collection of words and phrases”. vocabulary. Veja quantas coisas você pode aprender cruzando as informações encontradas nos diferentes dicionários! 53 . d) d_ _ t_ _ _a_ _ (10 letters) – DEATH CHAIR/DEATH TRAPS/DENTAL CARE/DEUTOPLASM/DICTIONARY/ DIETICIANS/DIETITIANS/ DISTILLATE. nonmilitary. “of words”.Inglês – 1a série – Volume 1 a) dictionary n (pl –aries) 1. commentary. thesaurus. a book that consists of an alphabetical list of words with their meanings. probably first English use in the title of a book was in Sir Thomas Elyot’s Latin Dictionary (1538). glossário. 6. vocabulário. from Classical Latin dictionarius. c) dictionary sm dicionário. além dos sugeridos a seguir. t
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 Think about it! Nesta seção. Você conhece dicionários semelhantes em língua portuguesa? 54 . você anota a frase em que a palavra apareceu no Caderno. example or picture). 5. escreva algo ligado à primeira palavra ou dê um exemplo. Situated Learning 1 Sentence from the text Situated Learning 1 Sentence from the text Situated Learning 2 Sentence from the text 55 . você também pode fazer uma ilustração nesse espaço. 7 e 8. Depois. No campo 4 (Sentence from the text). no campo 3 (Association.Inglês – 1a série – Volume 1 VOCABULARY LOG Aqui você vai registrar o vocabulário que aprendeu nas Situated Learning 1. Escolha duas palavras ou expressões de cada situação e escreva cada uma delas no campo 1 (My word or expression). 6. 3. 2. No campo 2 (Definition or translation). você anota uma definição ou tradução para a palavra. Inglês – 1a série – Volume 1 Situated Learning 2 Sentence from the text Situated Learning 3 Sentence from the text Situated Learning 3 Sentence from the text Situated Learning 5 Sentence from the text 56 . Inglês – 1a série – Volume 1 Situated Learning 5 Sentence from the text Situated Learning 6 Sentence from the text Situated Learning 6 Sentence from the text Situated Learning 7 Sentence from the text 57 . Inglês – 1a série – Volume 1 Situated Learning 7 Sentence from the text Situated Learning 8 Sentence from the text Situated Learning 8 Sentence from the text 58 . 59 . I can’t stand listening to punk music. She is thinking about taking a trip to Germany. They can’t afford to buy a new house. Most verbs are followed by infinitives She wants to go home. She looks forward to meeting you. He promised to talk to you. Adjective: Noun: Jamaica is an English-speaking country. She refused to see the doctor. Você pode usar essas tabelas como um material de referência e consultá-las mesmo quando estiver utilizando outros volumes e até estudando em outras séries do Ensino Médio! Some uses of -ING forms in English Progressive form of verbs: Verbs after prepositions: You are working very hard. você encontra alguns conteúdos linguísticos sistematizados em tabelas para auxiliá-lo em seu trajeto de aprendizagem da língua inglesa. They won’t mind explaining the situation again. She has given up smoking. Some verbs are followed by -ING I enjoy travelling. They couldn’t help crying. They chose to travel by train. I miss talking to you.Inglês – 1a série – Volume 1 INSTANT LANGUAGE Nesta seção de seu Caderno. She feels like dancing. Swimming is good for your health. I need to see you. I like reading. I hate talking on the phone.Inglês – 1a série – Volume 1 Some verbs can be followed by -ING or infinitives with no significant difference in meaning She loves walking. to things that I did. They started fighting. (He stopped the action he was performing to start doing something different. (It refers to the past.) Collocations Adjectives + prepositions Verbs + prepositions afraid of interested in good at tired of excited about worried about depend on succeed in listen to belong to wait for thank for 60 . Some verbs can be followed by -ING or infinitives with different meanings He stopped to count the stars. (or) They started to fight.) I will remember to bring all your books back. (or) I hate to talk on the phone. (He stopped the action he was performing. (or) I like to read. (It refers to what I still have to do. (or) She loves to walk.) He stopped counting the stars.) I remember going to a lot of parties. (*) (*) Be careful! Would like is always followed by the infinitive: I would like to live abroad. ? We worked... They didn’t work.. Do I work. thus Condition: if.... We didn’t work.. They worked. whether Time: then.? Does she work.? Do you work.. She worked...Inglês – 1a série – Volume 1 Linking words Addition: and.. We don’t work...... in addition. what’s more Contrast: fortunately.. You didn’t work...? Past simple Affirmative Negative Interrogative I worked....? Did it work.. however Consequence: so. since. I didn’t work.... You worked.? Did you work.... when..... They don’t work.. as soon as.........? Did you work.. Did I work. You worked... ago..? Do they work... You didn’t work..? Does he work.. She didn’t work.. Did we work....? Does it work.. He works......? We work.. You don’t work.. You don’t work. It worked.. She works....? 61 .. She doesn’t work..? Did they work... I don’t work....... during Present simple Affirmative Negative Interrogative I work. He worked.. He doesn’t work.. Do we work. as a consequence.? Did he work...... It doesn’t work. It works. It didn’t work.... You work....? Did she work.. He didn’t work.. They work....? Do you work. unfortunately.. You work.. Inglês – 1a série – Volume 1 Relative pronouns and adverbs who/that – used to refer to a person or people where – used to refer to a place when – used to refer to time which/that – used to refer to a thing or things Numbers.000.000 – one thousand 4 x 4 – four by four 1.000.000 – one million 3 + 1 – three plus one 1.000.77 sq ft (square feet) = 1 m2 (square meter) 100 – one hundred 1.000 – one billion 1 mile = 1. figures and measurements 10.609 meters Some verbs & phrases lower is/are due go back drop make sure hide the truth leaf through make a cake win three games in a row get together hand in hold the attention stand up for 62 . 63 . Are they being made now? Past continuous: It wasn’t being made yesterday. It mustn’t be made. They haven’t been made several times. Past simple: It was made in the 1970’s. They won’t be made next month. They aren’t made of wood. Modal verbs: Can it be made? It should be made. Were they made in the 1970’s? Present continuous: It is being made now. They were being made yesterday. Future: It will be made next month. Present perfect: It has been made several times.Inglês – 1a série – Volume 1 Passive voice verb to be in the appropriate verb tense + main verb in the past participle Present simple: It is made of wood. Inglês – 1a série – Volume 1 Some irregular verbs Base form Past simple Past participle be become build buy do drink eat fall get give go grow have hear hold know lead leave lose make meet read ride see send spend take tell wear write was. gotten given gone grown had heard held known led left lost made met read ridden seen sent spent taken told worn written 64 . were became built bought did drank ate fell got gave went grew had heard held knew led left lost made met read rode saw sent spent took told wore wrote been become built bought done drunk eaten fallen got. stay with. 7. Leitura: localizar informações específicas em um texto. Escrita: escrever um texto informativo sobre os benefícios de um programa de estudos interculturais. 10. Reconhecer o uso do tempo verbal presente simples. assumindo funções e contribuindo para o trabalho em grupo. Leitura: identificar palavras cognatas ou emprestadas da língua inglesa para compreender um texto. Leitura: localizar informações explícitas em um texto. 11. 4. Reconhecer o uso do tempo verbal passado simples. presentations about. ago.Inglês – 1a série – Volume 1 Can-do Chart Competências/habilidades Consigo 1. 3. 65 Consigo. 2. 5. Leitura (organização macrotextual): reconhecer o gênero de um texto. Leitura: levantar hipóteses sobre o assunto de um texto e verificá-las a partir da leitura. Leitura: reconhecer o uso das palavras during. since. Leitura (vocabulário): relacionar tópicos a vocabulário pertinente. Leitura: reconhecer os usos de algumas preposições em contexto: go to. 6. 9. mas com ajuda Ainda não consigo . Leitura e escrita: trabalhar em equipe. 8. 12. 15. Escrever uma manchete. sua organização em seções.Inglês – 1a série – Volume 1 13. dessas mesmas seções. 21. Identificar a opinião do autor com base em pistas verbais presentes no texto. 17. Inferir significados não explícitos no texto. observando suas características de organização. em língua inglesa. 24. Comparar gêneros distintos. Relacionar conteúdos e manchetes às suas respectivas seções em um jornal. Identificar as características de organização de uma manchete. 14. 16. Reconhecer. Relacionar os nomes das seções de um jornal em língua portuguesa aos nomes. Identificar o gênero de um texto por meio da apreensão de sua organização geral. 20. 18. 23. 22. Escrever manchetes para a primeira página de um jornal. 19. em um jornal em língua portuguesa. identificando suas características. Aplicar regras em situações de uso. 66 . Deduzir uma regra gramatical com base na análise de exemplos. . . . . Márcia Regina Xavier Gardenal. Física: Carolina dos Santos Batista. Ciências: Davi Andrade Pacheco. Massuko S. Viviani. Regina Maria Lopes. Geografia: Ana Helena Veneziani Vitor. A. Área de Ciências Humanas Filosofia: Álex Roberto Genelhu Soares. Lopes. Rosana Jorge Monteiro. História: Aparecida de Fátima dos Santos Pereira. Luciana Moraes Funada. Renato José de Souza. Franklin Julio de Melo. Herbert Gomes da Silva e Maria da Graça de Jesus Mendes. Everaldo José Machado de Lima. Rosângela Teodoro Gonçalves. Edivaldo Bezerra Viana. Área de Ciências da Natureza Biologia: Aureli Martins Sartori de Toledo. Patrícia Fernanda Morande Roveri. Celso Francisco do Ó. Ivan Castilho. Sandra Maria Fodra e Walter Garcia de Carvalho Vilas Boas. Evaristo Glória. Eliane Graciela dos Santos Santana. Marta Ferreira Mafra. Elizete Buranello Perez. Rita de Cássia Araujo. Ednéa Boso. Apoio: Fundação para o Desenvolvimento da Educação . Roseli Soares Jacomini. Luciana Vanessa de Almeida Buranello. Idê Moraes dos Santos. Edison Luiz Barbosa de Souza. Silvana Alves Muniz. Silvia Ignês Peruquetti Bortolatto e Zilda Meira de Aguiar Gomes. Milton Paulo dos Santos. José Maria Sales Júnior. Ignacio Cunha. Rosinei Aparecida Ribeiro Libório. Marina Tsunokawa Shimabukuro. Educação Física: Marcelo Ortega Amorim. Sandra Pereira Mendes. Elizabeth Reymi Rodrigues. Sandra Maira Zen Zacarias e Vanderley Aparecido Cornatione. Fabio Augusto Trevisan. Mônica Antonia Cucatto da Silva. Karin Sant’Ana Kossling. Fernanda Rezende Pedroza. Carla Flaitt Valentini. Mirna Leia Violin Brandt. C. Ronaldo Cesar Alexandre Formici. Ester Galesi Gryga. Ferreira. Edilene Bachega R. Karina Xavier. Claricia Akemi Eguti. Letícia M. Cleide Antunes Silva. Eliana Cristine Budisk de Lima. Química: Ana Joaquina Simões S. Marcia Magali Rodrigues dos Santos. Área de Ciências Humanas Filosofia: Emerson Costa. Cristiane Gonçalves de Campos. Warigoda. Selma Marli Trivellato e Sonia Maria M. de Matos Carvalho. Área de Matemática Matemática: Carlos Tadeu da Graça Barros. Maria Márcia Zamprônio Pedroso. Física: Ana Claudia Cossini Martins. Marceline de Lima. Silva. S. Língua Portuguesa e Literatura: Angela Maria Baltieri Souza. Cristiane Gislene Bezerra. Leandro dos Reis Marques. Juliana Munhoz dos Santos. Geografia: Andréia Cristina Barroso Cardoso. Ivan Castilho. Paulo Roberto Orlandi Valdastri. Inês Chiarelli Dias. Ciências: Eleuza Vania Maria Lagos Guazzelli. Sociologia: Anselmo Luis Fernandes Gonçalves. Daniel B. Paulo Garcez Fernandes. Mônica Estevan. Clóvis Antonio de Lima. Marcia Aparecida Ferrari Salgado de Barros. Roza K. Márcio Luiz Verni. Lídia Maria Batista BomÅm. Garcia. Fabiana Hernandes M. Katia Mendes e Silva. Claudia Elisabete Silva. Cirila Tacconi. Ellen Claudia Cardoso Doretto. Jesus. Elana Simone Schiavo Caramano. Valdir P. Lindomar Alves de Oliveira. Mário José Pagotto. Sociologia: Alan Vitor Corrêa. Marcio Bortoletto Fessel. Maria Margarete dos Santos e Walter Nicolas Otheguy Fernandez. Mercia Albertina de Lima Camargo. Neide Ferreira Gaspar e Sílvia Cristina Gomes Nogueira. Eduardo Granado Garcia. Edinei Pereira de Sousa. João Batista Santos Junior e Natalina de Fátima Mateus. Kátia Vitorian Gellers. Química: Armenak Bolean. Robson Rossi. Isabel Cristina Albergoni. Sebastiana Gonçalves Ferreira Viscardi. Kátia Lucila Bueno e Roseli Ventrela. Patrícia Pinto Santiago. Roseli Cordeiro Cardoso e Rozeli Frasca Bueno Alves. Elisabeth Pacheco Lomba Kozokoski. Sandra Raquel Scassola Dias. Língua Estrangeira Moderna (Inglês): Célia Regina Teixeira da Costa. Jucimeire de Souza Bispo. Liamara P. Célio Batista da Silva. Maria Elisa Kobs Zacarias. Tânia Gonçalves e Teônia de Abreu Ferreira. Berti e Willian G.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. Renata Cristina de Andrade Oliveira e Tatiana Souza da Luz Stroeymeyte. Priscila Lourenço. Anderson Luiz Pereira. João Mário Santana. Anderson Gomes de Paiva. Mara Lúcia David. Mauro Celso de Souza. Impressão e acabamento GráÅca e Editora Posigraf . Lucila Conceição Pereira e Tânia Fetchir. Marcos Antônio Gimenes. Luciana de Paula Diniz. Rosângela Aparecida de Paiva e Sergio Roberto Silveira. Romano. Evandro Rodrigues Vargas Silvério. Rocha da Silva. Língua Portuguesa: Andrea Righeto. Sandra Regina Teixeira Batista de Campos e Silmara Santade Masiero. Rodrigo Soares de Sá. Ana Paula Vieira Costa. Eliane Cristina Gonçalves Ramos. Viveiros.FDE CTP. Juliana Pavani de Paula Bueno e Rodrigo Ponce. Isabel Cristina dos Santos Dias. Rosimeire da Cunha e Wilson Luís Prati. Morikawa. Área de Ciências da Natureza Biologia: Aparecida Kida Sanches. Patrícia Helena Passos. Cátia Lunardi. Rafael Plana Simões e Rui Buosi. Paula Pereira Guanais. M. Fabiana Oliveira da Silva. Rosana Jorge Monteiro. Liliane Renata Tank Gullo. Selma Rodrigues e Sílvia Regina Peres. Rogerio Sicchieri. Regina Célia Batista. Laura C. Maria Cristina Cunha Riondet Costa. Fabiola Maciel Saldão. Gerson N. Área de Matemática Matemática: Carlos Alexandre Emídio. João dos Santos. Sílvia H. André Henrique GhelÅ RuÅno. Língua Estrangeira Moderna (Inglês e Espanhol): Ana Paula de Oliveira Lopes. Abrunhosa Tápias. Neusa A. Gisele Nanini Mathias. de Barros L. Regina Helena de Oliveira Rodrigues. Delizabeth Evanir Malavazzi. História: Cynthia Moreira Marcucci. PROFESSORES COORDENADORES DO NÚCLEO PEDAGÓGICO Área de Linguagens Educação Física: Ana Lucia Steidle. Maria José de Miranda Nascimento. Carlos Eduardo Povinha. Nascimento. Otavio Yoshio Yamanaka. Graciana B. Edney Couto de Souza. Elizandra C. Marcos Rodrigues Ferreira. Idma A. 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. Lúcia Aparecida Arantes. Rodrigo Soares de Sá. Débora Regina Aversan e Sérgio Luiz Damiati. Kátia Regina Pessoa. Fábio Bresighello Beig. Regiani Braguim Chioderoli e Rosimara Santana da Silva Alves. Renata Motta Chicoli Belchior. Carlos Fernando de Almeida e Tony Shigueki Nakatani. Claudio Nitsch Medeiros e José Aparecido Vidal. Fernandes. Jeronimo da Silva Barbosa Filho. Xavier. Cristina de Lima Cardoso Leme. Ricardo Rechi Aguiar. Direitos autorais e iconografia: Beatriz Fonseca Micsik. Biologia: Ghisleine Trigo Silveira. Maria Augusta Querubim Rodrigues Pereira. Maria Fernanda Penteado Lamas e Yvone Mussa Esperidião. ressaltando que direitos autorais protegidos*deverão ser diretamente negociados com seus próprios titulares. Paulo Roberto da Cunha. Maia González. Mauro Betti. Isabel Gretel María Eres Fernández. Margareth dos Santos e Neide T. Todos esses endereços eletrônicos foram checados. Maurício Pietrocola Pinto de Oliveira. Lino de Macedo. Maria Magalhães de Alencastro e Vanessa Leite Rios. Lucilene Aparecida Esperante Limp. Érica Marques. Glaydson José da Silva. Felipe Bandoni de Oliveira. Lívia de Araújo Donnini Rodrigues. desde que mantida a integridade da obra e dos créditos. Maria Augusta Querubim Rodrigues Pereira. CONCEPÇÃO Guiomar Namo de Mello. Geografia: Angela Corrêa da Silva. Ivã Gurgel. Eliane Aparecida de Aguiar. Ciências: Ghisleine Trigo Silveira. Mainã Greeb Vicente. Mestriner. Cíntia Leitão. Carla de Meira Leite. Carolina H. Edição e Produção editorial: Jairo Souza Design GráÅco e Occy Design projeto gráÅco!. Flávia Medeiros. Jocimar Daolio. Roberto Perides Moisés. Simone Jaconetti Ydi e Yassuko Hosoume. Olivia Frade Zambone. Luciane Hiromi Akahoshi. * Nos Cadernos do Programa São Paulo faz escola são indicados sites para o aprofundamento de conhecimentos. Guilherme Brockington. no que diz respeito à grafia adotada e à inclusão e composição dos elementos cartográficos (escala. Priscila Risso. Arte: Gisa Picosque. Renata Elsa Stark e Sérgio Roberto Silveira. Filosofia: Paulo Miceli. Stella Assumpção Mendes Mesquita. Karinna Alessandra Carvalho Taddeo. LEM – Inglês: Adriana Ranelli Weigel Borges. Ciências da Natureza Coordenador de área: Luis Carlos de Menezes. Cristina Leite. Luiz Sanches Neto. Carolina Pedro Soares. Gisele Manoel. Paulo Rogério Miranda Correia. Juliana Prado da Silva. Leslie Sandes. Raul Borges Guimarães. a Secretaria da Educação do Estado de São Paulo não garante que os sites indicados permaneçam acessíveis ou inalterados. 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. Paula Felix Palma. LEM – Espanhol: Ana Maria López Ramírez. Estevam Rouxinol. Caderno do Gestor Lino de Macedo. Sociologia: Heloisa Helena Teixeira de Souza Martins. Matemática: Nílson José Machado. Luciana Venâncio. como fonte de consulta dos conteúdos apresentados e como referências bibliográficas. Angélica dos Santos Angelo. Marcus Ecclissi. Natália S. Eloiza Lopes. Matemática Coordenador de área: Nílson José Machado. Olga Aguilar Santana. Bóris Fatigati da Silva. Regiane Monteiro Pimentel Barboza. Bruno Reis. João Carlos Miguel Tomaz Micheletti Neto. Leandro Calbente Câmara.GESTÃO DO PROCESSO DE PRODUÇÃO EDITORIAL 2014-2017 CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS CONTEÚDOS ORIGINAIS FUNDAÇÃO CARLOS ALBERTO VANZOLINI COORDENAÇÃO DO DESENVOLVIMENTO DOS CONTEÚDOS PROGRAMÁTICOS DOS CADERNOS DOS PROFESSORES E DOS CADERNOS DOS ALUNOS Ghisleine Trigo Silveira 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. Maxwell Roger da PuriÅcação Siqueira. Alzira da Silva Shimoura. Diego López Silva. Física: Luis Carlos de Menezes. . Hebe Ribeiro da Cruz Peixoto. Moreira. José Carlos Augusto. Carlos Eduardo de Souza Campos Granja. Mirian Celeste Martins. Débora Mallet Pezarim de Angelo. legenda e rosa dos ventos). Jéssica Mami Makino e Sayonara Pereira. Maciel. Maíra Batistoni e Silva. Jean Xavier. Rosana dos Santos Jordão. Lucilene Aparecida Esperante Limp. * Os mapas reproduzidos no material são de autoria de terceiros e mantêm as características dos originais. Rodrigo Venturoso Mendes da Silveira e Solange Soares de Camargo. AUTORES Linguagens Coordenador de área: Alice Vieira. Luís Paulo de Carvalho Piassi. como a internet é um meio dinâmico e sujeito a mudanças. Maria Aparecida Acunzo Forli. Julio Cézar Foschini Lisbôa. Marcelo Santos Masset Lacombe. José Luiz Pastore Mello. Melissa de Mattos Pimenta e Stella Christina Schrijnemaekers. Rodolfo Marinho. Ciências Humanas Coordenador de área: Paulo Miceli. Carla Fernanda Nascimento. Luis Carlos de Menezes. Regina Araujo e Sérgio Adas. Fabio Luiz de Souza. Fabíola Bovo Mendonça. Maria Inês Fini coordenadora! e Ruy Berger em memória!. Geraldo de Oliveira Suzigan. Jaime Tadeu Oliva. Tatiana F. Priscila Mayumi Hayama e Sueli Salles Fidalgo. Carina Carvalho. Marcelo de Carvalho Bonetti. José Luís Marques López Landeira e João Henrique Nogueira Mateos. Maria Eliza Fini e Zuleika de Felice Murrie. Denilse Morais Zambom. Educação Física: Adalberto dos Santos Souza. Isis Valença de Sousa Santos. Renata Alves Ribeiro. Mônica Lungov Bugelli e Raquel dos Santos Funari. Ivan Rodrigues Martin. Ruy César Pietropaolo e Walter Spinelli. Souza e Tiago Jonas de Almeida. Rogério Ferreira da Fonseca. Sonia Salem e Yassuko Hosoume. Língua Portuguesa: Alice Vieira. Luiza Christov. Adilton Luís Martins e Renê José Trentin Silveira. sob pena de infração aos artigos da Lei no 9. Química: Maria Eunice Ribeiro Marcondes. * 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. História: Paulo Miceli. Michelangelo Russo. No entanto. Marina Murphy. Érika Domingues do Nascimento.610/98. Validade: 2014 – 2017 .