caderno do aluno inglês 1 ano vol 2 2014-2017

CADERNO DO ALUNO

1a SRIE ENSINO MDIOVolume 2

INGLSLinguagens

MATERIAL DE APOIO AOCURRCULO DO ESTADO DE SO PAULO

CADERNO DO ALUNO

INGLSENSINO MDIO

1a SRIEVOLUME 2

Nova edio

2014-2017

GOVERNO DO ESTADO DE SO PAULO

SECRETARIA DA EDUCAO

So Paulo

Governo do Estado de So Paulo

Governador

Geraldo Alckmin

Vice-Governador

Guilherme Af Domingos

Secretrio da Educao

Herman Voorwald

Secretria-Adjunta

Cleide Bauab Eid Bochixio

Chefe de Gabinete

Fernando Padula Novaes

Subsecretria de Articulao Regional

Rosania Morales Morroni

Coordenadora da Escola de Formao e Aperfeioamento dos Professores EFAP

Silvia Andrade da Cunha Galletta

Coordenadora de Gesto da Educao Bsica

Maria Elizabete da Costa

Coordenadora de Gesto de Recursos Humanos

Cleide Bauab Eid Bochixio

Coordenadora de Informao, Monitoramento e Avaliao

Educacional

Ione Cristina Ribeiro de Assuno

Coordenadora de Infraestrutura e Servios Escolares

Dione Whitehurst Di Pietro

Coordenadora de Oramento e Finanas

Claudia Chiaroni Afuso

Presidente da Fundao para o Desenvolvimento da Educao FDE

Barjas Negri

Caro(a) aluno(a),

Com este Caderno, voc completa seu primeiro ciclo de estudos de ingls no Ensino Mdio.

Continuar vendo como se organizam as diferentes sees de jornais e discutir o que deve ser

levado em conta ao analisar e/ou redigir uma notcia. Voc aprender a utilizar o vocabulrio e as

estruturas gramaticais pertinentes para produzir suas prprias dicas de entretenimento, manchetes

e notcias, em trabalho conjunto com seus colegas.

Lembre-se de que nossos Cadernos sempre trazem dicas de sites, msicas e lmes que podem

ajud-lo a aprender mais sobre os contedos de cada volume. Voc tambm conta com as sees es-

peccas para sistematizar seu estudo da gramtica e do vocabulrio, que podem ajudar a organizar

seus registros, de forma a tornar a aprendizagem mais efetiva. H, ainda, a grade de autoavaliao,

com as metas de aprendizagem propostas para este volume.

Equipe Tcnica de Inglsrea de Linguagens

Coordenadoria de Gesto da Educao Bsica CGEBSecretaria da Educao do Estado de So Paulo

5LEARNING TARGETS

Neste Caderno, voc far atividades relacionadas a dois temas: 1) The entertainment section: newspapers e 2) Newspapers: news stories, headlines and leads. Essas atividades vo ajud-lo a:

1. Relacionar o contedo/tema de um texto s suas experincias pessoais.

2. Localizar informaes especcas em um texto para corrigir armaes.

3. Interpretar informaes no explcitas no texto.

4. Identicar o gnero de um texto, bem como seu portador, pela compreenso geral.

5. Identicar leitores-alvo de determinado gnero textual.

6. Reconhecer e utilizar a estrutura will /wont + verb para fazer previses sobre o futuro.

7. Identicar a traduo, a denio, a antonmia e a sinonmia como diferentes processos pelos quais possvel expressar o signicado de uma palavra.

8. Interpretar dicas e produzir palavras cruzadas (dicas e grade).

9. Escrever dicas de entretenimento para a seo As escolhas dos crticos.

10. Participar de decises coletivas para compilar, escolher e revisar textos produzidos pelos colegas, a m de organizar um jornal de classe.

11. Reconhecer o tema de uma notcia.

12. Formular hipteses sobre o contedo de uma notcia e conrm-las por meio da leitura.

13. Identicar objetivos e pblico-leitor de um texto.

14. Utilizar o tempo verbal present simple em manchetes.

15. Reconhecer usos dos tempos verbais present simple, past simple e past continuous.

16. Identicar palavras especcas em um texto por meio dos processos de sinonmia, anto-nmia, denio e traduo.

17. Identicar pronomes interrogativos e relacion-los organizao de um lead.

18. Produzir um lead sobre determinado fato.

19. Produzir uma manchete, observando suas caractersticas de organizao.

20. Editar e revisar manchete e lead, tendo como referncia critrios preestabelecidos.

21. Contribuir em momentos coletivos de tomada de deciso e produo escrita.

Ingls 1a srie Volume 2

6

1. Read the following texts quickly and answer:

a) Where can you nd these texts?

b) Who are the potential readers of these texts?

Symbol: The crab

Element: Water

Ruling planet: Moon

Period: Jun 21-Jul 22

Initial prole

People born under the sign of Cancer are usually intuitive, responsive, aware, family-oriented, shy, understanding, imaginative, conservative and sensitive.

They can also be moody, hostile and touchy, depending on circumstances and the degree of pressure they suer.

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

Text A: CANCER

Text B: CANCER

THEME 1THE ENTERTAINMENT SECTION: NEWSPAPERS

SITUATED LEARNING 1 ENTERTAINMENT HOROSCOPES

!?


7

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

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

b) There are a lot of adjectives in texts and .

c) Texts and have a lot of predictions.

d) Texts and are mainly written in the present tense.

e) Texts and are mainly written in the future tense.

Symbol: The goat

Element: Earth

Ruling planet: Saturn

Period: Dec 22-Jan 19

Initial prole

Those born under Capricorn are determined, serious, ambitious, self-disciplined, competitive, reserved, responsible and extremely organized.

They can also show a more negative side and be rigid, pessimistic and egocentric.

Text C: CAPRICORN

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

Text D: CAPRICORN


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

have

be

need

achieve

represent

come

give

help

Now complete the rules:

To make predictions for the future in the armative form we use + verb.

To make predictions for the future in the negative form we use + verb.

4. Make predictions for a close friends future. Use verbs and expressions from the box, if you like. Remember to include predictions in the armative and negative forms.

E.g.: Carlos will buy a new car next year.

My sister wont get married until she graduates.

buy a new

meet someone new

go to a lot of parties

nd a job in

get married

fail a test

have an argument with

make an important decision

help someone in need

need patience


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5. Below you have the complete list of signs of the zodiac. Follow your teachers instructions to write predictions.

ARIES Mar 21-Apr 19

TAURUS Apr 20-May 20

GEMINI May 21-Jun 20

CANCER Jun 21-Jul 22

LEO Jul 23-Aug 22

VIRGO Aug 23-Sept 22

LIBRA Sept 23-Oct 22

SCORPIO Oct 23-Nov 21

SAGITTARIUS Nov 22-Dec 21

CAPRICORN Dec 22-Jan 19

AQUARIUS Jan 20-Feb 18

PISCES Feb 19-Mar 20

: FOCUS ON LANGUAGE 1

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

will pass wont talk wont go will be will help

a) You can phone me this afternoon. I at home.

b) John has a lot of homework to do. He to the movies with us.

c) If you study hard, you the exam.

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

Dont worry! I you!

e) Brian is so rude! I to him again ever!


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

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

cities. Yesterday he (b) in Porto Feliz. Today he (c)

in Sorocaba and tomorrow he (d) in Alumnio.

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

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

crying. God only knows how she (g) at night!

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

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

BIRTHDAY REMINDERS

Name Age today Birthday Days left for birthday e.g. Joana 14 September 22nd 24 days

a)

b)

c)

d)

e)


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4. Choose the correct adjective to complete the sentences.

a) Sally is highly intuitive/imaginative. She makes her decisions based on her rst impressions most of the time!

b) My best friend is very pessimistic/determined. If he wants something, hell keep on trying until he gets what he wants.

c) My younger sister is extremely shy/precipitate. She is usually quiet and nds it hard to make new friends.

d) I love to play games, but I hate it when I lose. I am very competitive/responsive.

e) Brian is really self-disciplined/egocentric. His favorite words are me, myself and I!

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

LITERARY MOMENT


12

SITUATED LEARNING 2 ENTERTAINMENT CROSSWORD PUZZLES

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

!?

a) b)

c) d)

( ) Crossword puzzle ( ) Jigsaw puzzle ( ) Sudoku puzzle ( ) Rubiks cube

C

onex

o E

dito

rial

A

ce S

tock

Lim

ited/Al

amy/

Glo

w Im

ages

A

shle

y C

oope

r/Al

amy/

Glo

w Im

ages

A

shle

y C

oope

r/Al

amy/

Glo

w Im

ages


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

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

translation denition antonym synonym

NIGHT day

NIGHT = the part of each period of twenty-four hours when it is

dark outside

NIGHT = evening

NIGHT = noite

DESTROY = destruir

DESTROY = demolish, dismantle

DESTROY build, construct

DESTROY = cause so much damage to something that it is completely ruined or does not exist anymore

4. Now match the columns:

a) A denition is ( ) a word which has a similar meaning.

b) A synonym is ( ) an equivalent word in another language.

c) An antonym is ( ) an explanation of the meaning of a word.

d) A translation is ( ) a word which has the opposite meaning.


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

1

5 C

6 S 4

L

7 U D

3

8 R

2

9 R

Y

10 W

DOWN

1. When you tend to do something, you are to do it.

2. The word in English for arrepender-se or arrependimento.

3. An antonym for dicult.

4. A synonym for suggestion, recommendation.

ACROSS

5. The word in English for conseguir or alcanar.

6. When a plan or work has , it achieves the desired results.

7. The word in English for intuitivo.

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

9. A synonym for stress.

10. A synonym for but.

6. Follow your teachers instructions to create your own crossword puzzle.


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

Code Tip Name

a) (one word) The opposite of NARROW + a synonym for

PATH

The name of a street in New York that is closely associated

with theater.

b) (three words) Nickname for WILLIAM + the + synonym for

CHILD

The popular name of a famous US criminal who lived

between 1859 and 1881.

c) (one word) The month after April + the general name of plants like

roses and lilies

The name of the ship in which Pilgrims sailed from England

to what is now the US.

d) (one word) The word MILKSHAKE milk + the

English word for LANA + the fth letter of the alphabet

The name of the most famous English poet and playwright.

e) (one word) The letter that comes before T in the alphabet + the

name of a crusty kind of cake that may have sweet or salty lling + the second letter in ALIBI + the

word ICEBERG ice

The last name of a famous US movie director.

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

adjective synonym(s) antonym(s)

a) conservative ( ) engaged, liable ( ) fullled, satised

b) aware ( ) emotional, susceptible ( ) progressive

c) ambitious ( ) unfriendly, unsociable ( ) insensitive

d) responsible ( ) compassionate, considerate ( ) intolerant

e) hostile ( ) aspiring, desirous (b ) unaware f ) sensitive (b ) attentive, acquainted ( ) gentle, kind g) understanding ( ) constant, conventional ( ) irresponsible


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3. Now use the words from Activity 2 to describe two people you know. Follow the example.

a) My best friend, Silvia, is very engaged and compassionate but sometimes she can be intolerant.

b)

c)

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

a) All cats are grey in the dark. ( ) melhor prevenir do que remediar.

b) A burnt child dreads the re. ( ) Deus ajuda quem cedo madruga.

c) A stitch in time saves nine. ( ) melhor um pssaro na mo que dois voando.

d) Dont bark if you cant bite. ( ) O barato sai caro.

e) No smoke without re. ( ) O inferno est cheio de boas intenes.

f ) Long absent, soon forgotten. ( ) Gato escaldado tem medo de gua fria.

g) A bird in the hand is worth two in the bush.

( ) De noite todos os gatos so pardos.

h) The road to hell is paved with good intentions.

( ) Onde h fumaa h fogo.

i) The early bird catches the worm. ( ) Co que ladra no morde.

j) You get what you pay for. ( ) O que os olhos no veem o corao no sente.

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

LITERARY MOMENT


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SITUATED LEARNING 3 ENTERTAINMENT LEISURE AND CULTURE

1. Take a quick look at this newspaper page written in Portuguese. Then answer:

a) What newspaper section is it taken from?

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

c) Who are the target readers of the page?

!?

F

olha

pres

s


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2. When deciding what to do to entertain themselves, some people rely on critics opinions. Read the critics picks below and answer:

a) What do the words in italics and bold refer to?

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

A pick is something that is considered

the best choice, according to someones opinion.

CRITICS PICKS

Theater Around the bend, a play by Brian Swift is usually worth watching. Manion Studio, until November 15.

Dance The geobody, best modern dance company ever. A perfect production in every possible sense. Capitol Theater, until November 13.

Music E&F, live recording of new album. Rap lovers cant miss it. Hype Music Hall, only this Saturday and Sunday.

Movie The killing eect, a must-see for trash horror lm fans. The Odeon, after-midnight sessions until December.

Restaurant Thai scent, experimental holistic cuisine with a Thai touch. Perfect for risk takers! 1473 Gowen Avenue.

3. The sentences below are all false. Read the text in Activity 2 again and explain, in Portuguese, why they are false.

a) Brian Swift is the critics name.

b) Everybody will love eating at Thai scent.

c) The geobody is a classical ballet company.

d) E&F play rocknroll music.

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


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


1. In the dialogues below, people are talking about going out. Unscramble the lines to make conversations. Then practice these conversations with a friend!

a) Dialogue 1 ( ) Not really. Ive had a tough week.( ) Maybe we could rent a movie and watch it at home.( ) Would you like to go to the movies this weekend? ( ) Fine. What shall we see?

b) Dialogue 2( ) Good idea! Im not in the mood for cooking. Where shall we eat?( ) Lets go out for dinner. ( ) OK. I heard they have great pasta there!( ) How about that new restaurant on Main Street?

c) Dialogue 3( ) Great! Count me in!( ) Are you free on Friday night?( ) I have tickets to a rock concert. Paula and Sandra are also coming.( ) Maybe Why?

2. Read the Critics picks in Situated Learning 3 and decide which entertainment option(s) you would suggest to the following people. Explain your suggestions in Portuguese.

a) Jane likes music, but she cant stand rap or hip hop.

Eu recomendo assistir ao espetculo The geobody. Ela gosta de msica, mas o nico show em cartaz

justamente de rap. O espetculo sugerido de dana, o que envolve, tambm, msica!

b) Sally is taking a drama course. She dreams of becoming an actress.

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


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

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

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

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

call go play listen stay hang read ride watch see

a) my friends

b) around with my friends

c) for a walkout with my boyfriend/girlfriendto a music concertto the moviesto the theater to church

d) a musical instrumentcomputer or video gamessports in the park or in the club

e) a book a magazinethe newspaper

f ) a bikea motorbike

g) TV

h) a movie at home

i) to music

j) home and get some rest home and tidy up my stu home and surf the web


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4. Now write about your free time. Add other activities apart from the ones in Activity 3. Study the example below.

During the week, I dont have much free time because I go to school

and work. Whenever I have a break, I listen to music or talk to my friends

on-line. During the weekends, I dont go out very often, either. I usually stay

at home and get some rest. I like to surf the web, watch TV, read a book,

things like that. I sometimes go to the movies usually with a friend.

Disinterested love for all living creatures, the most noble attribute of man. DARWIN, Charles. The descent of man.

LITERARY MOMENT

INGLES_CAA_1s_V2_2014.indd 21 22/05/14 15:41


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SITUATED LEARNING 4 SCHOOL PAPER ENTERTAINMENT SECTION

You will now work in groups in order to collect, revise and organize the texts you wrote during the previous classes to produce the entertainment page of a class or school newspaper. Follow the steps below.

1. Group work get organized in twelve groups:

a) four groups will work with the Horoscope Section: each group should collect and revise horoscope predictions for three dierent signs of the zodiac (written task in Situated Learning 1);

b) four groups will work with the Crosswords Section: each group should collect the crosswords produced in Situated Learning 2 and revise them;

c) four groups will work with the Critics Picks Section: each group should collect the texts written in Situated Learning 3 and revise them.

Use the lines below to make notes or rewrite parts of the texts you have collected. Remember to use a dictionary and ask your teacher whenever you need help.

First draft

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

!?

at rst sight = primeira vista


23

Final version


24

2. Class work:

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

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


25

LEARN MORE

Para aprender mais sobre os contedos deste tema, sugerimos uma lista de msicas (songs), sites e lmes (lms) com os quais voc pode ampliar suas oportunidades de aprender ingls.

Songs

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

Signs (Beyonc, 2003).

Aquarius (do musical Hair, 1979).

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

Sites

Read, write, think. . Acesso em: 12 nov. 2013. Nesse site possvel montar palavras cruzadas em ingls.

Longman dictionary of contemporary English. . Acesso em: 12 nov. 2013. Nesse site voc pode fazer consultas on-line em um dicionrio monolngue, o que possibilita o processo de busca de denies de palavras, bem como a localizao de sinni-mos e de expresses nas quais uma determinada palavra aparece com frequncia.

Thesaurus. . Acesso em: 12 nov. 2013. Um thesaurus um tipo de dicionrio que contm exclusivamente sinnimos e antnimos. No site indicado voc pode fazer consultas, digitando a palavra que procura no campo de busca. Nele h tambm ati-vidades ldicas e voc pode se cadastrar para receber, em seu e-mail, listas de vocabulrio e expresses para estudo individual.

Film

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


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


27

Snake befriends its meal

Brian McDevon, 38, zookeeper at the

New Ark Municipal Zoo, made a stunning

discovery last Saturday: a snake and a

hamster can be friends.

The zookeeper was cleaning the snakes

pits when he saw a peculiar scene. Endora,

the pet name of an African Python, lying

side by side with its dinner: a living

hamster. McDevon reported what he had

seen to Edwin Ferry, one of the vets in the

zoo staff. Three days have passed and

Endoras friendship with the hamster, now

called Tiny, is still strong, explains Ferry.

Tiny seems to be enjoying his life with

the snake, and has been seen climbing onto

Endora to take a nap. What are the chances

of a lifelong relationship between predator

and prey? Not many, probably. One day the

snakes instincts will make the call and Endora

will probably devour her furry little friend.

THEME 2NEWSPAPERS: NEWS STORIES, HEADLINES AND LEADS

SITUATED LEARNING 5 NEWS STORIES

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

!?


28

2. Now read only the rst paragraph of each news story and check your hypotheses.

3. Read the two news stories quickly and match the columns:

a) Brian McDevon ( ) hamster

b) Endora ( ) veterinarian (vet)

c) Tiny ( ) doctor

d) Edwin Ferry ( ) cheerleader

e) Susan Gouldin ( ) zookeeper

f ) Robert Kingsdale ( ) snake (an African Python)

Cheerleader on a stretcher helps team pull off a win

Susan Gouldin, 18, a cheerleader from

KCW University, in Winston, refused to

abandon her team during the Inter University

Football Championship nals held in the university campus after falling 15 feet from

the top of a human pyramid.

During the half-time show, Gouldin

was standing atop a human pyramid

formed by 10 cheerleaders when the

stunt went wrong and she fell on her

head. Emergency paramedics quickly

immobilized her and put her on a stretcher

to be taken to the nearest hospital, but

the spirited teenager refused to leave the

eld. I was there to motivate the team, not to distract them by making them feel

worried, says the cheerleader.

After her team won the game, she was

taken to the hospital, where doctors ran

tests to guarantee there was no serious

injury. She was really lucky to have the

paramedics right on the spot. A few weeks

rest and she will be totally recovered,

explained Dr. Robert Kingsdale of the

County Hospital. A happy ending to what

could have been a disastrous event.

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

4. Finally, read both news stories again and answer the questions in Portuguese:

a) Will Endora and Tinys friendship last forever?


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

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

d) Who are the target readers?

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

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

1. Choose the correct sentence to complete the conversations.


a) Sorry! Did I interrupt?

( ) Never mind. I didnt do anything important.

( ) Never mind. I wasnt doing anything important.

( ) Never mind. I dont do anything important.

b) Why didnt you look when I called?

( ) I didnt hear you! I was listening to music and had my earphones on!

( ) I didnt hear you! I listened to music and had my earphones on!

( ) I didnt hear you! I was listening to music and was having my earphones on!


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

P

aulo

Man

zi

do comb talk read take

a) Sally her hair.

b) John a magazine.

c) Brian and Maggie a nap.

d) Kate on the cell phone.

e) Sandy and Mark their homework.

3. Past simple or past continuous? Choose the correct form of the verbs in the sentences below.

a) It didnt rain/wasnt raining when the car accident happened/was happening.

b) The lights went/were going out when they did/were doing the test.

c) Jack and Jane didnt watch/werent watching TV when their mother arrived/was arriving.

c) I tried to talk to you for hours this morning, but your line was always busy!

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

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

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

d) Didnt they hear the doorbell?

( ) No, they rehearsed and played real loud music.

( ) No, they were rehearsing and playing real loud music.

( ) No, they rehearsed and were playing real loud music.


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

e) My friends and I talked/were talking outside the school when we heard/were hearing a scream.

4. Use the verbs in the box to complete the story.

LITERARY MOMENT

saw opened was waiting picked needs

realized returns belongs contained left

says went found

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

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

Sandra Oliveira, 17, (b) R$1,000.00 in a paper bag near a trash can in

the Trianon subway station, SP. The high school student (c) for the train

to go back home last Tuesday when she (d) a dirty bag lying on the floor.

She (e) it up to throw it away properly when she (f) it was

not trash. She (g) the bag and saw it (h) a considerable

sum of money. Instead of putting it in her bag, she (i) the platform

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

(k) to someone who (l) it more than I do. Besides, it

is not right to keep something that is not yours, (m) the honest teenager.

An example of citizenship!


32

SITUATED LEARNING 6 NEWS STORIES FOCUS ON LEAD PARAGRAPHS

!?

The inverted pyramid shows the traditional

structure of news stories. The most relevant

information comes in the headline and in the

first paragraph, called the lead; the details are

given in the follow-up paragraphs.

There are two main reasons for the use of this

structure. On the one hand, it allows the busy

reader to get the gist of the story by reading just

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

for editors to cut articles short, from the bottom

up, to fit the available space on the printed page

without losing essential information.

Remember:

Good headline writing grabs the readers

attention so that they will read on.

The lead is a short introductory paragraph

sometimes just a sentence or two that contains

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

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

what, why) and the H (how).

Writing news stories

NEWS STORIES

HEADLINE

LEAD

REST OF STORY

WHO? WHAT?

WHO? WHEN? WHY? WHAT? WHERE?

HOW?

OTHER DETAILS

The follow-up paragraphs explain and

amplify the story by providing relevant

details.

News articles require direct quotes to

be lively and believable. When quoting,

the first and last names, alongside a brief

descriptive phrase that explains what

the person does, must be acknowledged.

Once people have been identified, they

should be referred to by last name only.

Elaborado especialmente para o So Paulo faz escola.


33

1. Find in the text:

a) a synonym for the general meaning;

b) a synonym for holds, attracts;

c) the antonym of irrelevant;

d) the antonym of modern, contemporary;

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

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

g) the English word for resumo;

h) the English equivalent for espao disponvel.

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


34

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

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

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

a) WHO ( ) the way or manner in which the fact happened

b) WHERE ( ) the fact itself

c) WHEN ( ) the reason for the fact or its motivation

d) WHAT ( ) the date or time

e) WHY ( ) the person or people involved in the news

f ) HOW ( ) the place

Snake befriends its meal Cheerleader on a stretcher helps team pull o a win

Who

What

Where

When

Why

How


35

1. Match the columns.


a) make ( ) side by side ( ) to move towards the top of a motorcycle in order to ride it

b) lie ( ) a nap ( ) to nd out something that was not expected

c) climb ( ) a surprising discovery ( ) to sleep for a short period of time during the day

d) take ( ) onto a motorbike ( ) to be in or to move into a horizontal position next to something or somebody

2. Match questions and answers.

a) Who did you visit yesterday? ( ) Not much. I stayed at home and surfed the web.

b) What did you do last weekend?( ) Because there was too much noise in the

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

c) When did you last watch a movie?

( ) In the shopping mall. She was having an argument with her boyfriend. It was pretty embarrassing.

d) How did you cut yourself? ( ) My grandmother. It was her birthday.

e) Why did you shout at me on the phone?( ) Last weekend. I rented a DVD. A great

comedy, by the way.

f ) Where did you meet Carol? ( ) I was crying chopping some onions and the tears blurred my vision.


36

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

a) A: are you so worried?

B: My brother is in hospital.

b) A: I cant believe you passed the exam! did you manage to do it?

B: No miracle. I just studied really hard.

c) A: Chris told me you have a new boyfriend. is the lucky guy?

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

d) A: Its Carols birthday party tomorrow. did you buy for her?

B: A teddy bear. She will love it!

e) A: I heard you are moving. are you going to live?

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

f ) A: did you start working here?

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

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

What happened?

Where were you when it happened?

When did it happen?

Was there anybody else with you or were you alone?

What were you doing when it happened?

How did you feel?


37

,ZDVLQWKHNLWFKHQSUHSDULQJDVDQGZLFKZKHQWKHWHOHSKRQHUDQJ,WZDVDERXWSPODVW)ULGD\,SLFNHGXSWKHWHOHSKRQHDQGVDLGKHOOREXWWKHSHUVRQRQWKHRWKHUHQGRIWKHOLQHGLGQWVD\DZRUGMXVWVFUHDPHG,KXQJXSWKHSKRQHDQGZHQWEDFNWRWKHNLWFKHQ$IHZPLQXWHVODWHUWKHSKRQHUDQJDJDLQ,DQVZHUHGLWDQGWKHUHZDVWKHVFUHDP7KHVDPHKDSSHQHGDWKLUGWLPH,JRWDQJU\EXWDOVRZRUULHG0D\EHWKHSHUVRQRQWKHRWKHUHQGRIWKHOLQHZDVLQVRPHNLQGRIWURXEOH%UDG

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

LITERARY MOMENT


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SITUATED LEARNING 7 WRITING HEADLINES AND LEAD PARAGRAPHS

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

I) Part A Class work

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

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

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

!?


39

II) Part B Group work:

Get into groups of four.

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

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

Headline and lead First draft


40

Swap headlines and leads with another group to correct and edit your texts. Make sure that:

a) verb tenses are used correctly (facts in the past, headline in the present active or passive);

b) the lead paragraph contains answers to some of the 5 Ws and the H;

c) quotes are followed by the identication of people (rst and last names, alongside a brief descriptive phrase that explains what the person does, and the persons age).

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

Headline and lead Edited version


41

1. Present simple active or present simple passive? Fill in the blanks with the correct form of the verb in brackets.

a) Paper (make) from wood.

b) People (speak) Chinese in Beijing.

c) Several professionals (need) to publish a magazine. Its teamwork!

d) Mrs. Santos (teach) Chemistry in our school.

e) Healthy habits (prolong) life.

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

a) The National Museum in 1834.

( ) built ( ) was built ( ) were built

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

( ) helped ( ) was helped ( ) were helped

c) During World War II, radios as the main means of communication.

( ) used ( ) was used ( ) were used

d) Jane Austen Pride and prejudice in 1813.

( ) published ( ) was published ( ) were published

e) They visited several cities when they around Uruguay.

( ) traveled ( ) was traveled ( ) were traveled



42

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

a) The suspects were being questioned by the police ocer.

b) The meal wasnt being prepared by the cook.

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

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

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

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

LITERARY MOMENT

The police ocer was questioning the suspects.

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

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

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


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SITUATED LEARNING 8 PUTTING TOGETHER A SCHOOL OR CLASS NEWSPAPER

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

I) Part A Class work

Hold a plenary discussion to decide:

a) What will the name of your newspaper be? If you have already chosen a name, will you keep it or change it?

b) What will the format of your paper be? Will you use A4 paper? Will it be horizontally set (landscape) or vertically set (portrait)?

c) How will it be printed? Will it be handwritten or typed using a word processor? Will there be photographs? If so, who will take the pictures? Are there cameras available for this?

d) Will each group be in charge of the nal layout and production of their respective sections or will you assign a special group just to work on the nal production of all sections?

e) Are there resources such as photocopies to distribute the newspaper around the school? If not, you might need to rethink the format of your newspaper maybe you can produce a poster-like newspaper using A3 paper. The important thing is to keep in mind that newspapers are written to be read, so you will have to work out a solution to make your newspaper available to a larger set of readers!

Use the lines below to write down your decisions.

!?


44

II) Part B Group work

Get organized in groups. Each group will be in charge of a dierent section of your newspaper:

Group 1: In charge of the FRONT PAGE. The front page should have all the headlines for the leads your class wrote in Situated Learning 7. You can also use the nal written task produced previously (Caderno do Aluno, 1a srie volume 1) as a reference of how to organize the FRONT PAGE of your newspaper.

Group 2: In charge of the NEWS STORIES PAGE. You should put together the headlines and leads written in Situated Learning 7, identifying the section they belong to (for example, School news, Class news, Sports, People, Curiosities).

Group 3: In charge of the ENTERTAINMENT PAGE CRITICS PICKS. You should choose some of the texts you produced previously, but remember that these texts will need to be edited/adapted to update the content.

Group 4: In charge of the ENTERTAINMENT PAGE CROSSWORD PUZZLE. Same recommendations as given to Group 3.

Group 5: In charge of the ENTERTAINMENT PAGE HOROSCOPES. Same recommendations as given to Groups 3 & 4.

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


45

III) Part C Individual work

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

Voc estava presente nos momentos de tomada de deciso coletiva?

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

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

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

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

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


46

LEARN MORE

Para aprender mais sobre os contedos deste tema, sugerimos uma lista de msicas (songs), sites e lmes (lms) com os quais voc pode ampliar suas oportunidades de aprender ingls.

Songs

Para encontrar as letras das msicas sugeridas, basta escrever o ttulo, o nome do artista e a palavra lyrics em seu site de busca preferido.

The news (Jack Johnson, 2001).

Newspaper (88 Fingers Louie, 1998).

In the news (Ionic Vision, 2002).

Sites

Alm dos sites indicados no volume anterior, nos quais o jornal e alguns textos jornalsticos foram trabalhados, indicamos:

t Learning resources. Disponvel em: . Aces-so em: 12 nov. 2013. Neste site, h uma coletnea de artigos de jornal escritos em ingls facilitado para estudantes de ingls como lngua estrangeira.

t Adult learning activities story list. Disponvel em: . Acesso em: 12 nov. 2013. Aqui voc encontra arti-gos em ingls facilitado, acompanhados de gravaes em udio com a leitura dos textos.

Films

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

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


47

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


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LEARN TO LEARN

Vocabulary learning

Aqui voc vai aprender um pouco mais sobre como adquirimos vocabulrio.

1. Para comear, vamos fazer uma rpida atividade. Leia as situaes a seguir e faa o que pedido.

a) Ao ler a palavra CHUVA, em que voc pensa? Escreva aqui palavras que vm imediata-mente sua cabea.

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

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


49

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

2. Que campo voc construiu para responder aos itens a), b) e c) da Atividade 1? Compare suas respostas com as de outros colegas. H mais semelhanas ou diferenas? Por que isso ocorre?

3. Veja as listas de vocbulos abaixo e identique se constituem um campo lexical, um campo semntico ou um campo associativo.

a) work, working, worker, working hours, workaholic.

b) work, labor, assignment, business, employment, function.

c) work, salary, competence, promotion, stress.

4. Folheie este Caderno e escolha pelo menos trs palavras e expresses que voc aprendeu. A partir delas, forme um campo associativo, um campo lexical e um campo semntico.

CAMPO ASSOCIATIVO


50

CAMPO SEMNTICO

CAMPO LEXICAL

Think about it!

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


51

Internets

Nesta seo, vamos reetir um pouco sobre algumas relaes entre aprender ingls, internet e internets.

Internets uma linguagem muito usada em ambientes virtuais, sobretudo em aplicativos de mensagens instantneas, nas quais as palavras so abreviadas e os acentos e a pontuao pratica-mente desaparecem.

5. Na coluna da esquerda, temos alguns termos em internets; na da direita, em portugus-pa- dro. Associe as colunas.

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

Eu sempre uso o internets quando estou na internet, mas tento no me viciar, porque seno vou ter problemas para escrever em outras situaes. (P., 17)

Acho uma bobagem esse negcio de internets. Nossa lngua nossa lngua e, se no tomar-mos cuidado, vamos acabar com ela! (S., 24)

O problema que hoje em dia a gente escreve muito e muito rpido na internet, e pouco fora dela. Ento, nas poucas vezes que tenho que escrever fora dela, eu demoro muito e acabo escrevendo mal. (C., 16)

a) naum, n

b) kd

c) blz

d) w

e) qq

( ) qualquer

( ) falou

( ) no

( ) cad

( ) beleza

Internets: neologismo formado por internet + suxo -s

Think about it!

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


52

a) HTML

b) HTTP

c) IP

d) LAN

e) LOGIN

f ) LOGOFF

g) TCP

h) URL

i) ID

j) WWW

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

Think about it!

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

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


53

VOCABULARY LOG

Aqui voc vai registrar o vocabulrio que aprendeu neste Caderno. Escolha duas palavras ou expresses nas Situated Learning 1, 2, 3, 5, 6 e 7 e escreva cada uma delas no campo 1 (My word or expression). No campo 2 (Denition or translation), anote uma denio ou traduo para a palavra. Depois, no campo 3 (Association, example or picture), escreva algo ligado s palavras ou um exemplo; voc tambm pode fazer uma ilustrao nesse espao. No campo 4 (Sentence from the text), anote a frase em que a palavra apareceu no Caderno.

Sentence from the text

Situated Learning 1


Situated Learning 1


Situated Learning 2


54


Situated Learning 2


Situated Learning 3


Situated Learning 3


Situated Learning 5


55


Situated Learning 5


Situated Learning 6


Situated Learning 6


Situated Learning 7


56


Situated Learning 7


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INSTANT LANGUAGE

Nesta seo de seu Caderno, voc encontra alguns contedos lingusticos sistematizados em tabelas para auxili-lo em seu trajeto de aprendizagem da lngua inglesa. Voc pode usar essas tabelas como um material de referncia e consult-las mesmo quando estiver em outras sries do Ensino Mdio!

Months of the year

January

February

March

April

May

June

July

August

September

October

November

December

Ordinal numbers

1st rst

2nd second

3rd third

4th fourth

5th fth

6th sixth

7th seventh

8th eighth

9th ninth

10th tenth

()

20th twentieth

21st twenty-rst

22nd twenty-second

23rd twenty-third

24th twenty-fourth

Days of the week

Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Prepositions

IN + month: In February

ON + day of the week: On Monday

ON + date: On February 22nd


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Some verbs & phrases

To make a choice To get a promotion

To rely on someone/somethingTo be inclined to do something

To give advice To meet someone

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

Future: WILLWe use WILL/WONT + VERB to talk about possibilities and predictions or decisions

you make when you are speaking.Maybe I WILL STAY at home and get some rest this weekend. I dont know what Sally WILL DO, and I WONT TALK to her about it!I have too many books to carry. WILL you HELP me, please?WILL the school team WIN the next game?

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

Adjectives

ambitious

aspiring

aware

compassionate

competitive

conservative

considerate

determined

egocentric

emotional

gentle

hostile

insensitive

intolerant

intuitive

irresponsible

kind

pessimistic

responsible

sensitive

shy

unaware

unfriendly

unsociable


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Some more verbs & phrases

To make a discoveryTo lie side by sideTo climb onto somethingTo take a napTo make a call To run tests

To remain in a place/positionTo be friends with someoneTo refuse to do something To allow someone to do something

To cut something short

To be in charge of

Wh-question words

Who to ask about people

Where to ask about places

When to ask about time

What to ask about events or thingsHow to ask about the way or method

in which something is doneWhy to ask about the reasons

Passive voice

verb to be in the appropriate verb tense + main verb in the past participle

Present simple: It is made of wood. They arent made of wood.

Past simple: It was made in the 1970s. Were they made in the 1970s?

Present continuous: It is being made now. Are they being made now?

Past continuous: It wasnt being made yesterday. They were being made yesterday.

Present perfect: It has been made several times. They havent been made several times.

Modal verbs: Can it be made? It should be made. It mustnt be made.

Future: It will be made next month. They wont be made next month.


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Passive and active

VERB TENSE

Present simplePast simple

Present continuousPast continuousPresent perfectModal verbs

Future

ACTIVE

Our company builds the houses.Our company built the houses.

Our company is building the houses.Our company was building the houses.

Our company has built the houses.Our company can build the houses.

Our company should build the houses.Our company must build the house.Our company will build the houses.

PASSIVE

The houses are built.The houses were built.

The houses are being built.The houses were being built.The houses have been built.

The houses can be built.The houses should be built.The houses must be built.The houses will be built.


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Can-do Chart

Competncia/habilidades ConsigoConsigo, mas

com ajudaAinda no

consigo

1. Relacionar o contedo/tema de um texto a experincias pessoais.

2. Relacionar recursos grficos a seu uso em um gnero textual.

3. Localizar informaes especficas em um texto para corrigir informaes.

4. Interpretar informaes especficas em um texto para corrigir informaes.

5. Identificar o gnero de um texto, bem como seu portador, pela compreenso geral.

6. Identificar leitores-alvo de determinado gnero textual.

7. Mobilizar e usar recursos lingusticos e expressivos para alcanar determinados objetivos comunicativos.

8. Identificar algumas caractersticas do gnero textual horscopo.

9. Reconhecer e utilizar a estrutura de futuro will/wont + verb para fazer previses.

10. Identificar a traduo, a definio, a antonmia e a sinonmia como diferentes processos pelos quais possvel expressar o significado de uma palavra.

11. Interpretar dicas para resolver palavras cruzadas.

12. Produzir palavras cruzadas (dicas e grade).

13. Escrever dicas de entretenimento para a seo As escolhas dos crticos.


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14. Reconhecer o tema de uma notcia.

15. Formular hipteses sobre o contedo de uma notcia e confirm-las por meio da leitura.

16. Identificar objetos e pblico-leitor de um texto.

17. Utilizar o tempo verbal present simple em manchetes.

18. Reconhecer usos dos tempos verbais present simple, past simple e past continuous.

19. Identificar palavras especficas em um texto por meio dos processos de sinonmia, antonmia, definio e traduo.

20. Identificar pronomes interrogativos e relacion-los organizao de um lead.

21. Produzir um lead noticiando determinado fato.

22. Produzir uma manchete, observando suas caractersticas de organizao.

23. Editar e revisar manchete e lead, tendo como referncia critrios preestabelecidos.

24. Contribuir em momentos coletivos de tomada de deciso e de produo escrita.

25. Participar de decises coletivas para compilar, escolher e revisar textos produzidos pelos colegas.

CONCEPO E COORDENAO GERALNOVA EDIO 2014-2017

COORDENADORIA DE GESTO DA EDUCAO BSICA CGEB

Coordenadora Maria Elizabete da Costa

Diretor do Departamento de Desenvolvimento Curricular de Gesto da Educao Bsica Joo Freitas da Silva

Diretora do Centro de Ensino Fundamental dos Anos Finais, Ensino Mdio e Educao Prossional CEFAF Valria Tarantello de Georgel

Coordenadora Geral do Programa So Paulo faz escolaValria Tarantello de Georgel

Coordenao Tcnica Roberto Canossa

Roberto Liberato

Suely Cristina de Albuquerque Bomm

EQUIPES CURRICULARES

rea de Linguagens Arte: Ana Cristina dos Santos Siqueira, Carlos Eduardo Povinha, Ktia Lucila Bueno e Roseli

Ventrella.

Educao Fsica: Marcelo Ortega Amorim, Maria Elisa Kobs Zacarias, Mirna Leia Violin Brandt,

Rosngela Aparecida de Paiva e Sergio Roberto

Silveira.

Lngua Estrangeira Moderna (Ingls e Espanhol): Ana Beatriz Pereira Franco, Ana Paula de Oliveira Lopes, Marina Tsunokawa Shimabukuro

e Neide Ferreira Gaspar.

Lngua Portuguesa e Literatura: Angela Maria Baltieri Souza, Claricia Akemi Eguti, Id Moraes dos

Santos, Joo Mrio Santana, Ktia Regina Pessoa,

Mara Lcia David, Marcos Rodrigues Ferreira, Roseli

Cordeiro Cardoso e Rozeli Frasca Bueno Alves.

rea de Matemtica Matemtica: Carlos Tadeu da Graa Barros, Ivan Castilho, Joo dos Santos, Otavio Yoshio

Yamanaka, Rosana Jorge Monteiro, Sandra Maira

Zen Zacarias e Vanderley Aparecido Cornatione.

rea de Cincias da Natureza Biologia: Aparecida Kida Sanches, Elizabeth Reymi Rodrigues, Juliana Pavani de Paula Bueno e

Rodrigo Ponce.

Cincias: Eleuza Vania Maria Lagos Guazzelli, Gisele Nanini Mathias, Herbert Gomes da Silva e

Maria da Graa de Jesus Mendes.

Fsica: Anderson Jacomini Brando, Carolina dos Santos Batista, Fbio Bresighello Beig, Renata

Cristina de Andrade Oliveira e Tatiana Souza da

Luz Stroeymeyte.

Qumica: Ana Joaquina Simes S. de Mattos Carvalho, Jeronimo da Silva Barbosa Filho, Joo Batista Santos Junior, Natalina de Ftima Mateus e Roseli Gomes de Araujo da Silva.

rea de Cincias Humanas Filosoa: Emerson Costa, Tnia Gonalves e Tenia de Abreu Ferreira.

Geograa: Andria Cristina Barroso Cardoso, Dbora Regina Aversan e Srgio Luiz Damiati.

Histria: Cynthia Moreira Marcucci, Maria Margarete dos Santos Benedicto e Walter Nicolas Otheguy Fernandez.

Sociologia: Alan Vitor Corra, Carlos Fernando de Almeida e Tony Shigueki Nakatani.

PROFESSORES COORDENADORES DO NCLEO PEDAGGICO

rea de Linguagens Educao Fsica: Ana Lucia Steidle, Eliana Cristine Budiski de Lima, Fabiana Oliveira da Silva, Isabel Cristina Albergoni, Karina Xavier, Katia Mendes e Silva, Liliane Renata Tank Gullo, Marcia Magali Rodrigues dos Santos, Mnica Antonia Cucatto da Silva, Patrcia Pinto Santiago, Regina Maria Lopes, Sandra Pereira Mendes, Sebastiana Gonalves Ferreira Viscardi, Silvana Alves Muniz.

Lngua Estrangeira Moderna (Ingls): Clia Regina Teixeira da Costa, Cleide Antunes Silva, Edna Boso, Edney Couto de Souza, Elana Simone Schiavo Caramano, Eliane Graciela dos Santos Santana, Elisabeth Pacheco Lomba Kozokoski, Fabiola Maciel Saldo, Isabel Cristina dos Santos Dias, Juliana Munhoz dos Santos, Ktia Vitorian Gellers, Ldia Maria Batista Bomm, Lindomar Alves de Oliveira, Lcia Aparecida Arantes, Mauro Celso de Souza, Neusa A. Abrunhosa Tpias, Patrcia Helena Passos, Renata Motta Chicoli Belchior, Renato Jos de Souza, Sandra Regina Teixeira Batista de Campos e Silmara Santade Masiero.

Lngua Portuguesa: Andrea Righeto, Edilene Bachega R. Viveiros, Eliane Cristina Gonalves Ramos, Graciana B. Ignacio Cunha, Letcia M. de Barros L. Viviani, Luciana de Paula Diniz, Mrcia Regina Xavier Gardenal, Maria Cristina Cunha Riondet Costa, Maria Jos de Miranda Nascimento, Maria Mrcia Zamprnio Pedroso, Patrcia Fernanda Morande Roveri, Ronaldo Cesar Alexandre Formici, Selma Rodrigues e Slvia Regina Peres.

rea de Matemtica Matemtica: Carlos Alexandre Emdio, Clvis Antonio de Lima, Delizabeth Evanir Malavazzi, Edinei Pereira de Sousa, Eduardo Granado Garcia, Evaristo Glria, Everaldo Jos Machado de Lima, Fabio Augusto Trevisan, Ins Chiarelli Dias, Ivan Castilho, Jos Maria Sales Jnior, Luciana Moraes Funada, Luciana Vanessa de Almeida Buranello, Mrio Jos Pagotto, Paula Pereira Guanais, Regina Helena de Oliveira Rodrigues, Robson Rossi, Rodrigo Soares de S, Rosana Jorge Monteiro,

Rosngela Teodoro Gonalves, Roseli Soares Jacomini, Silvia Igns Peruquetti Bortolatto e Zilda Meira de Aguiar Gomes.

rea de Cincias da Natureza Biologia: Aureli Martins Sartori de Toledo, Evandro Rodrigues Vargas Silvrio, Fernanda Rezende Pedroza, Regiani Braguim Chioderoli e Rosimara Santana da Silva Alves.

Cincias: Davi Andrade Pacheco, Franklin Julio de Melo, Liamara P. Rocha da Silva, Marceline de Lima, Paulo Garcez Fernandes, Paulo Roberto Orlandi Valdastri, Rosimeire da Cunha e Wilson Lus Prati.

Fsica: Ana Claudia Cossini Martins, Ana Paula Vieira Costa, Andr Henrique Ghel Runo, Cristiane Gislene Bezerra, Fabiana Hernandes M. Garcia, Leandro dos Reis Marques, Marcio Bortoletto Fessel, Marta Ferreira Mafra, Rafael Plana Simes e Rui Buosi.

Qumica: Armenak Bolean, Ctia Lunardi, Cirila Tacconi, Daniel B. Nascimento, Elizandra C. S. Lopes, Gerson N. Silva, Idma A. C. Ferreira, Laura C. A. Xavier, Marcos Antnio Gimenes, Massuko S. Warigoda, Roza K. Morikawa, Slvia H. M. Fernandes, Valdir P. Berti e Willian G. Jesus.

rea de Cincias Humanas Filosoa: lex Roberto Genelhu Soares, Anderson Gomes de Paiva, Anderson Luiz Pereira, Claudio Nitsch Medeiros e Jos Aparecido Vidal.

Geograa: Ana Helena Veneziani Vitor, Clio Batista da Silva, Edison Luiz Barbosa de Souza, Edivaldo Bezerra Viana, Elizete Buranello Perez, Mrcio Luiz Verni, Milton Paulo dos Santos, Mnica Estevan, Regina Clia Batista, Rita de Cssia Araujo, Rosinei Aparecida Ribeiro Librio, Sandra Raquel Scassola Dias, Selma Marli Trivellato e Sonia Maria M. Romano.

Histria: Aparecida de Ftima dos Santos Pereira, Carla Flaitt Valentini, Claudia Elisabete Silva, Cristiane Gonalves de Campos, Cristina de Lima Cardoso Leme, Ellen Claudia Cardoso Doretto, Ester Galesi Gryga, Karin SantAna Kossling, Marcia Aparecida Ferrari Salgado de Barros, Mercia Albertina de Lima Camargo, Priscila Loureno, Rogerio Sicchieri, Sandra Maria Fodra e Walter Garcia de Carvalho Vilas Boas.

Sociologia: Anselmo Luis Fernandes Gonalves, Celso Francisco do , Lucila Conceio Pereira e Tnia Fetchir.

Apoio:Fundao para o Desenvolvimento da Educao - FDE

CTP, Impresso e acabamento Grca e Editora Posigraf

A Secretaria da Educao do Estado de So Paulo autoriza a reproduo do contedo do material de sua titularidade pelas demais secretarias de educao do pas, desde que mantida a integri-dade da obra e dos crditos, ressaltando que direitos autorais protegidos*devero ser diretamente negociados com seus prprios titulares, sob pena de infrao aos artigos da Lei no 9.610/98.

* Constituem direitos autorais protegidos todas e quaisquer obras de terceiros reproduzidas no material da SEE-SP que no estejam em domnio pblico nos termos do artigo 41 da Lei de Direitos Autorais.

* Nos Cadernos do Programa So Paulo faz escola so indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos contedos apresentados e como referncias bibliogrcas. Todos esses endereos eletrnicos foram checados. No entanto, como a internet um meio dinmico e sujeito a mudanas, a Secretaria da Educao do Estado de So Paulo no garante que os sites indicados permaneam acessveis ou inalterados.* Os mapas reproduzidos no material so de autoria de terceiros e mantm as caractersticas dos originais, no que diz respeito graa adotada e incluso e composio dos elementos cartogrcos (escala, legenda e rosa dos ventos).

Cincias Humanas Coordenador de rea: Paulo Miceli. Filosoa: Paulo Miceli, Luiza Christov, Adilton Lus Martins e Ren Jos Trentin Silveira.

Geograa: Angela Corra da Silva, Jaime Tadeu Oliva, Raul Borges Guimares, Regina Araujo e Srgio Adas.

Histria: Paulo Miceli, Diego Lpez Silva, Glaydson Jos da Silva, Mnica Lungov Bugelli e Raquel dos Santos Funari.

Sociologia: Heloisa Helena Teixeira de Souza Martins, Marcelo Santos Masset Lacombe, Melissa de Mattos Pimenta e Stella Christina Schrijnemaekers.

Cincias da Natureza Coordenador de rea: Luis Carlos de Menezes. Biologia: Ghisleine Trigo Silveira, Fabola Bovo Mendona, Felipe Bandoni de Oliveira, Lucilene Aparecida Esperante Limp, Maria Augusta Querubim Rodrigues Pereira, Olga Aguilar Santana, Paulo Roberto da Cunha, Rodrigo Venturoso Mendes da Silveira e Solange Soares de Camargo.

Cincias: Ghisleine Trigo Silveira, Cristina Leite, Joo Carlos Miguel Tomaz Micheletti Neto, Julio Czar Foschini Lisba, Lucilene Aparecida Esperante Limp, Mara Batistoni e Silva, Maria Augusta Querubim Rodrigues Pereira, Paulo Rogrio Miranda Correia, Renata Alves Ribeiro, Ricardo Rechi Aguiar, Rosana dos Santos Jordo, Simone Jaconetti Ydi e Yassuko Hosoume.

Fsica: Luis Carlos de Menezes, Estevam Rouxinol, Guilherme Brockington, Iv Gurgel, Lus Paulo de Carvalho Piassi, Marcelo de Carvalho Bonetti, Maurcio Pietrocola Pinto de Oliveira, Maxwell Roger da Puricao Siqueira, Sonia Salem e Yassuko Hosoume.

Qumica: Maria Eunice Ribeiro Marcondes, Denilse Morais Zambom, Fabio Luiz de Souza, Hebe Ribeiro da Cruz Peixoto, Isis Valena de Sousa Santos, Luciane Hiromi Akahoshi, Maria Fernanda Penteado Lamas e Yvone Mussa Esperidio.

Caderno do Gestor Lino de Macedo, Maria Eliza Fini e Zuleika de Felice Murrie.

GESTO DO PROCESSO DE PRODUO EDITORIAL 2014-2017

FUNDAO CARLOS ALBERTO VANZOLINI

Presidente da Diretoria Executiva Mauro de Mesquita Spnola

GESTO DE TECNOLOGIAS APLICADAS EDUCAO

Direo da rea Guilherme Ary Plonski

Coordenao Executiva do Projeto Angela Sprenger e Beatriz Scavazza

Gesto Editorial Denise Blanes

Equipe de Produo

Editorial: Amarilis L. Maciel, Ana Paula S. Bezerra, Anglica dos Santos Angelo, Bris Fatigati da Silva, Bruno Reis, Carina Carvalho, Carolina H. Mestriner, Carolina Pedro Soares, Cntia Leito, Eloiza Lopes, rika Domingues do Nascimento, Flvia Medeiros, Giovanna Petrlio Marcondes, Gisele Manoel, Jean Xavier, Karinna Alessandra Carvalho Taddeo, Leslie Sandes, Main Greeb Vicente, Mara de Freitas Bechtold, Marina Murphy, Michelangelo Russo, Natlia S. Moreira, Olivia Frade Zambone, Paula Felix Palma, Pietro Ferrari, Priscila Risso, Regiane Monteiro Pimentel Barboza, Renata Regina Buset, Rodolfo Marinho, Stella Assumpo Mendes Mesquita, Tatiana F. Souza e Tiago Jonas de Almeida.

Direitos autorais e iconograa: Beatriz Fonseca Micsik, Dayse de Castro Novaes Bueno, rica Marques, Jos Carlos Augusto, Juliana Prado da Silva, Marcus Ecclissi, Maria Aparecida Acunzo Forli, Maria Magalhes de Alencastro, Vanessa Bianco e Vanessa Leite Rios.

Edio e Produo editorial: Jairo Souza Design Grco e Occy Design projeto grco!.

CONCEPO DO PROGRAMA E ELABORAO DOS CONTEDOS ORIGINAIS

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

CONCEPO Guiomar Namo de Mello, Lino de Macedo, Luis Carlos de Menezes, Maria Ins Fini coordenadora! e Ruy Berger em memria!.

AUTORES

Linguagens Coordenador de rea: Alice Vieira. Arte: Gisa Picosque, Mirian Celeste Martins, Geraldo de Oliveira Suzigan, Jssica Mami Makino e Sayonara Pereira.

Educao Fsica: Adalberto dos Santos Souza, Carla de Meira Leite, Jocimar Daolio, Luciana Venncio, Luiz Sanches Neto, Mauro Betti, Renata Elsa Stark e Srgio Roberto Silveira.

LEM Ingls: Adriana Ranelli Weigel Borges, Alzira da Silva Shimoura, Lvia de Arajo Donnini Rodrigues, Priscila Mayumi Hayama e Sueli Salles Fidalgo.

LEM Espanhol: Ana Maria Lpez Ramrez, Isabel Gretel Mara Eres Fernndez, Ivan Rodrigues Martin, Margareth dos Santos e Neide T. Maia Gonzlez.

Lngua Portuguesa: Alice Vieira, Dbora Mallet Pezarim de Angelo, Eliane Aparecida de Aguiar, Jos Lus Marques Lpez Landeira e Joo Henrique Nogueira Mateos.

Matemtica Coordenador de rea: Nlson Jos Machado. Matemtica: Nlson Jos Machado, Carlos Eduardo de Souza Campos Granja, Jos Luiz Pastore Mello, Roberto Perides Moiss, Rogrio Ferreira da Fonseca, Ruy Csar Pietropaolo e Walter Spinelli.

Valid

ade: 2014 2017

caderno do aluno inglês 1 ano vol 2 2014-2017

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