caderno do aluno inglês 3 ano vol 1 2014-2017

3a SÉRIE ENSINO MÉDIOCaderno do AlunoVolume 1

INGLÊSLinguagens

MATERIAL DE APOIO AOCURRÍCULO DO ESTADO DE SÃO PAULO

CADERNO DO ALUNO

INGLÊSENSINO MÉDIO – 3a SÉRIE

VOLUME 1

Nova edição

2014-2017

GOVERNO DO ESTADO DE SÃO PAULO

SECRETARIA DA EDUCAÇÃO

São Paulo

Governo do Estado de São Paulo

Governador

Geraldo Alckmin

Vice-Governador

Guilherme Afif Domingos

Secretário da Educação

Herman Voorwald

Secretário-Adjunto

João Cardoso Palma Filho

Chefe de Gabinete

Fernando Padula Novaes

Subsecretária de Articulação Regional

Rosania Morales Morroni

Coordenadora da Escola de Formação e Aperfeiçoamento dos Professores – EFAP

Silvia Andrade da Cunha Galletta

Coordenadora de Gestão da Educação Básica

Maria Elizabete da Costa

Coordenadora de Gestão de Recursos Humanos

Cleide Bauab Eid Bochixio

Coordenadora de Informação, Monitoramento e Avaliação

Educacional

Ione Cristina Ribeiro de Assunção

Coordenadora de Infraestrutura e Serviços Escolares

Ana Leonor Sala Alonso

Coordenadora de Orçamento e Finanças

Claudia Chiaroni Afuso

Presidente da Fundação para o Desenvolvimento da Educação – FDE

Barjas Negri

Caro(a) aluno(a),

Você já sabe que o inglês é a língua mais usada nas comunicações internacionais e é cada vez mais comum usar o idioma sem sair do Brasil. Ao entrar em contato com outros povos, podemos aprender sobre seus países e sua cultura, ao mesmo tempo que transmitimos informações sobre nosso país e nossa cultura.

Você está se aproximando do momento em que deixará a escola; os conhecimentos adquiridos até agora serão a base para sua formação futura. Com este Caderno, você retomará assuntos importantes para sua vida e para a sociedade, como o voluntariado. O trabalho voluntário pode ser uma experiência pessoal muito enriquecedora e é bem visto pelas empresas quando consta do currículo dos candidatos a emprego. Neste volume, você também revisará a linguagem associada com o gênero “anúncio de emprego”, que inclui as habilidades e responsabilidades pertinentes a várias funções. Mais uma vez, o inglês lhe permitirá falar sobre você e suas experiências, agora enfatizando suas qualificações para a atuação profissional.

Desde que teve os primeiros contatos formais com a língua inglesa como parte de seu currículo escolar, você aprendeu que são muitas as oportunidades para aprofundar seu conhecimento sobre esse idioma. Você sabe que a língua inglesa está presente em seu dia a dia de várias formas: em anúncios e slogans publicitários, na internet, em dizeres impressos em peças de vestuário, em notícias sobre esportes. Assim, é fácil complementar o que é apresentado nas aulas regulares, através de sites, redes de relacionamento, músicas e filmes, por exemplo.

Seu Caderno traz sugestões nesse sentido, além das seções que lhe permitem sistematizar o estudo do vocabulário e da gramática, e fazer sua autoavaliação em relação às metas de aprendizagem propostas no início do volume. Todos os registros dessas seções contêm informações que podem ser úteis quando já tiver terminado o Ensino Médio. Guarde seus Cadernos para futuras consultas.

Equipe Curricular de InglêsÁrea de Linguagens

Coordenadoria de Gestão da Educação Básica – CGEB

Secretaria da Educação do Estado de São Paulo

5

Neste Caderno, você fará atividades relacionadas a dois temas: 1) Volunteer work as professional experience e 2) First job. Essas atividades vão ajudá-lo a:

1. Reconhecer a organização de um texto informativo descritivo e um relato pessoal de uma experiência (testimonial).

2. Conhecer adjetivos que descrevem as qualidades de um voluntário.

3. Relacionar informações, apoiado em inferências.

4. Inferir significados para compreender a mensagem de um texto.

5. Levantar hipóteses sobre o assunto de um texto e verificá-las com base na leitura.

6. Identificar palavras cognatas para auxiliá-lo na compreensão de um texto.

7. Reconhecer os usos do tempo verbal presente simples.

8. Reconhecer os usos do tempo verbal presente perfeito.

9. Elaborar um relato pessoal de uma experiência (testimonial).

10. Reconhecer as características e a organização de um anúncio de emprego.

11. Identificar os diferentes tipos de informação veiculados em um anúncio de emprego.

12. Reconhecer o significado de abreviações em anúncios de emprego.

13. Reconhecer o uso de verbos que indicam diferentes habilidades.

14. Identificar palavras cognatas ou próprias da língua inglesa como recurso para compreen-der um texto.

15. Elaborar um anúncio de emprego.

16. Trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.

LEARNING TARGETS

Inglês – 3a série – Volume 1

6

1. Read the definition of “volunteer” and answer: What kind of text is this? Where can you find it? What is its purpose?

2. Have a look at the following text and answer the questions.

a) What is the text about?

b) Who is the target reader?

c) What kind of projects are there?

VOLON (France) –

VOLUNTEER – A volunteer can be a teenager or an adult who works in a community, organized or not, in different kinds of activities for the benefit of the natural environment or social issues. A volunteer donates his/her time, work, and talent without getting paid or receiving compensation for services rendered.

VOLUNTEER PARK (Seattle, USA) –

Volunteer projects in Brazil

There are many opportunities to work as a volunteer in Brazil. Have a look at these projects.

Hospital work: volunteers can serve at hospitals that attend poor children every day with all kinds of diseases. It is possible to help at the kitchen, and even play with children at the physiotherapy room. Volunteers can also work at the toy library in the pediatric area, play or do arts and crafts with children.

Support house: in many hospitals there are support houses that ………… (to ac-commodate) children and teenagers under treatment. As time ………………(to pass) slowly for them, they …………… (to like) to play with volunteers in activities such as chess, dominoes, bingo, music, and arts.

Childcare and recreation: volunteers can work at preschools with children from families who live in marginal conditions in different cities in Brazil. The preschools serve children aged one to six. The volunteers can take part of the classroom lessons and different activities, such as: art projects, games, play time, and outdoor recreation. It is also essential to give attention and affection to the children.

English classes: volunteers can offer conversational English lessons for the com-munity for an hour each day.

If you want further information about volunteer projects in Brazil click here.

Volunteer projects in Brazil

There are many opportunities for volunteer work in Brazil. Have a look at these projects.

Children’s hospitals: volunteers can work at hospitals that assist poor children with all kinds of diseases. They can help at the kitchen, and even play with children at the physical therapy room. Volunteers can also work at the playroom in the pediatric area, play or do arts and crafts with the children.

Support houses: many hospitals have support houses that (to accommodate) children and teenagers under treatment. Since time (to pass) slowly for them, they (to like) to play with volunteers in activities such as chess, dominoes, bingo, music, and arts.

Childcare and recreation: volunteers can work at preschools with children from underprivileged families in different cities in Brazil. The preschools admit children aged 1-6. The volunteers can take part in the classroom lessons and in different activities, such as art projects, games, play time, and outdoor recreation. Giving attention and affection to the children is an essential part of the work.

English classes: volunteers can teach conversational English lessons for the community for an hour each day.

If you want further information about volunteer projects in Brazil, click here.

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Islend on Leki Iroi, suathirn Unterou, Cenede. Ot lois nier thi

THEME 1

VOLUNTEER WORK AS PROFESSIONAL EXPERIENCE

SITUATED LEARNING 1

LEARNING ABOUT VOLUNTEER WORK

!?


7

3. Read the text and answer the questions.

a) How old are the children in preschools?

b) If the volunteer does not work in the medical field, what can he/she do?

c) How can a volunteer help in the support house?

d) How often are English classes offered?

4. Look at the paragraph on support houses and complete the gaps using the present simple tense form of the verbs in parentheses.

5. Read the text below and write the subtitles in the correct places.

a) Be open-minded.

b) Be respectful.

c) Be well-trained.

Source: © It’s my life. Disponível em: <http://pbskids.org/itsmylife/emotions/volunteering/article10.html>. Acesso em: 17 maio 2013.

Volunteering: How to be a good volunteer

Volunteering is fun and rewarding, but it’s also a little more complicated than just showing up and having a good time. Here’s some advice on how to make the most of your volunteer work:

Be sel ess. el ess is the opposite of sel sh. on’t think about what you can do to help yourself. Think about what you can do to help others.

Know what you’re doing as a volunteer. If you need some time to learn your job, take that time. If you need training or need someone to show you what you’re supposed to do, speak up. If you’re good at your job, it will be much easier to help others (plus you’ll have a lot more fun).

Be dependable. o what you say you’ll do, and do your best. on’t show up late, and always keep your promises. People will be relying on you so you don’t want to let them down.

Be enthusiastic. on’t moan and groan your way through your volunteer work. If you really don’t like what you’re doing, nd something else. Always have a positive attitude and show others that you’re doing this because you WANT to.

One of the really great things about being a volunteer is the chance to learn and experience new things. Keep your mind open to new possibilities, and you’ll probably grow as a person.

Always remember to show respect for other people and other cultures. Keep in mind that your way of thinking or living is not the only way there is.

Volunteering: how to be a good volunteer

Volunteering is fun and rewarding, but it’s also a little more complicated than just showing up

and having a good time. Here’s some advice on how to make the most of your volunteer work:

Be selfless. Selfless is the opposite of selfish. Don’t think about what you can do to help

yourself. Think about what you can do to help others.

( ) Know what you’re doing as a volunteer. If you need some time to learn your job, take that

time. If you need training or need someone to show you what you’re supposed to do, speak up. If you’re

good at your job, it will be much easier to help others (plus you’ll have a lot more fun).

Be dependable. Do what you say you’ll do, and do your best. Don’t show up late, and always

keep your promises. People will be relying on you, so you don’t want to let them down.

Be enthusiastic. Don’t moan and groan your way through your volunteer work. If you really don’t

like what you’re doing, find something else. Always have a positive attitude and show others that you’re

doing this because you WANT to.

( ) One of the really great things about being a volunteer is the chance to learn and experience

new things. Keep your mind open to new possibilities, and you’ll probably grow as a person.

( ) Always remember to show respect for other people and other cultures. Keep in mind that

your way of thinking or living is not the only way there is.


8

Expansion activities

a) Decide if the following recommendations are true (T) or false (F), according to the text “Volunteering: how to be a good volunteer”.

( ) Don’t complain about your volunteer work.

( ) Think about what you can do to help yourself.

( ) Don’t waste time learning about your volunteer work.

( ) Be punctual.

b) Which of the characteristics of a good volunteer do you have?

HOMEWORK: FOCUS ON LANGUAGE 1

1. Complete the sentences with the verbs in parentheses. Use the present simple. Follow the example.

a) Brazil (have) several opportunities for volunteer work, but people

(not/know) much about them.

b) He (work) in a home for elderly people every Sunday morning.

c) They usually (visit) children in an orphanage, but they

(not/play) with them, they just (tell) them stories.

d) Albert and Joe (help) in the kitchen of a shelter for homeless

people in Massachusetts.

e) Lucy (go) to the cinema every Wednesday, but I only

(go) once a month.

f ) Their car (be) very old. It (make) a lot of noise and it

(not/go) very fast.

2. Read the answers and complete the questions using the present simple.

a) What time to bed?

I usually go to bed about 11 p.m.

has don’t know

do you go


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b) Where chess?

He plays at the school library.

c) When ?

They work from Monday to Saturday.

d) How often English classes?

She has English classes twice a week, on Tuesdays and Thursdays.

e) What time home to go to school?

They leave home at 6:30 a.m every day.

f ) How often the dentist?

We see the dentist twice a year.

3. Complete the negative sentences using words from the box. Follow the example.

Japanese much gas classes on Saturday

her phone number to play chess fishing

a) Ann/not speak

b) My girlfriend/not know/how

c) I/not remember

d) My father/not like

Ann doesn’t speak Japanese.


10

“The fault, dear Brutus, is not in our starsBut in ourselves [...].”SHAKESPEARE, William. Julius Caesar.

LITERARY MOMENT

e) Our new car/not use

f ) We/not have

4. The following sentences contain factual mistakes. Correct them. Follow the example.

a) Giraffes live in the Amazon rainforest.

b) Madonna lives in Italy.

c) Spiderman and Batman rob banks.

d) Sugar comes from apples.

e) Brazilian soccer players play badly.

f ) Most spiders eat plants.

Giraffes don’t live in the Amazon rainforest. They live in Africa.


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SITUATED LEARNING 2

VOLUNTEER WORK: A PERSONAL EXPERIENCE

1. Have a look at the following texts. Discover what they are about and match them to the pictures.

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Forest habitat protection projects

The Volunteer Program has work opportunities in different projects. Here are two

interesting and famous projects in South America.

Turtle rescue project

The turtle rescue project works to protect different species of turtles. It is possible to work with Baula turtles from October to February and olive ridley turtles from May to September. From March to July the project attends to the leatherback turtles. These kinds of turtles are threatened with extinction due to overharvesting of eggs, pollution, and fishing for their meat and leather. This program will give the volunteer an opportunity to collaborate in the protection of endangered wildlife, while getting to know about the cultural aspects of the selected country. Please click here for more information about this program.

a)

b)

In South America there are some nonprofit organizations dedicated to nationally and internationally famous biological reserves. These organizations are considered an important reference in the development of environmental education. Volunteers may take part in research, education, community service, plant conservation, and other activities carried out in some biological reserves. Please click here to visit the site for further information.

Volunteer news


12

2. Read the texts and answer these questions.

a) Who is the reader of this kind of text? How do you know?

b) What is the objective of these texts?

3. Read the testimonials and answer: What kind of rewards can a volunteer have? Explain why.

( ) social awareness.

( ) sense of responsibility.

( ) self-confidence and self-esteem.

( ) friendship.

( ) personal experience.

( ) financial compensation.

( ) maturity.

Volunteers’ testimonials

Testimonial 1

I have just finished a 9-week stay at a wildlife rescue center in a small town in Africa. It was a great opportunity to learn how to work with animals. Accommodations were clean and comfortable. I had the chance to make friends from different countries who were equally interested in helping animals. The staff was kind and dedicated, but demanding about the project and the animals. I have enjoyed my time there!

Mary Ann

Testimonial 2

I have always done a lot of volunteering since I was a teen. In my opinion it’s very important to volunteer, because you can really learn about helping people. Most Saturday mornings I go out with some friends to sort donated toys for poor kids. I have sold cookies to help an orphanage to get money for Christmas presents. I think we can use any personal skill to help people, like playing games with kids, teaching them how to cook, to sew, or to play a musical instrument. Volunteering is a really rewarding personal experience!

Michael


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4. Complete the sentences using the verbs in parentheses in the present perfect tense.

a) I (to return) from four months as a conservation volunteer in Ecuador.

b) They (to enjoy) their time in Costa Rica dealing with turtles.

c) I (to book) a flight to Costa Rica this July, where I will teach English.

d) We (to help) the volunteer project with their marketing needs.

e) She (to arrive/just) home from South America.

f ) We (to spend) one month volunteering with street children in Peru.

g) I (to visit) the websites you listed and contacted these NGOs.

h) He (to spend) four weeks with the spectacled bear project in northern Ecuador.

Expansion activity

Work in groups of 3 students. Write C for Correct and I for Incorrect. Discuss why some sentences are incorrect.

a) ( ) My brother has changed his job.

b) ( ) Laura has gone to India last month.

c) ( ) We think everybody has arrived now.

d) ( ) They have seen a very nice film yesterday.

e) ( ) Peter has written to us two weeks ago.

f ) ( ) I have forgotten your birthday last Tuesday.

g) ( ) Sorry – I have forgotten your name...

Testimonial 3

Since 7th grade, I have taught people how to play the flute at my church. I teach different

ages, but my favorite group is the kids from 6 to 9 years old. I have learned how to be more

patient and responsible from my experience working with them, and I have gotten better at

public speaking. From my point of view, volunteering increases maturity, since people have

to give up their time for no money in return.

Allan


14

a) you ever by plane?

( ) Yes, I have. ( ) No, I haven’t.

b) your best friend ever with chopsticks?

( ) Yes, he/she has. ( ) No, he/she hasn’t. ( ) I don’t know.

c) you ever a horse?


d) your mother ever Thai food?

( ) Yes, she has. ( ) No, she hasn’t. ( ) I don’t know.

e) you ever a test?


f ) your teacher ever on TV?

( ) Yes, he/she has. ( ) No, he/she hasn’t. ( ) I don’t know.

2. Rewrite the sentences using for or since and the time expression in parentheses. Use the present perfect. Follow the examples.

a) I don’t speak Italian nowadays. (three years)

b) They distribute Christmas gifts to poor children. (2001)

HOMEWORK : FOCUS ON LANGUAGE 2

1. Complete the sentences with the verbs in the box using the present perfect tense. Then interview a friend and collect the answers.

I haven’t spoken Italian for three years.

They have distributed Christmas gifts to poor children since 2001.

Have traveled

cook travel eat

fail appear ride ever = já, alguma vez


15

c) We help the turtles in Tamar Project. (six years)

d) My friend works for a food bank to help homeless people. (2003)

e) Our teachers take part in health campaigns in our city. (five years)

f ) My parents read fairy tales to children and elderly people every month. (1998)

g) Ann takes care of animals in a local shelter. (one year)

3. Read the questions of an interview for a volunteer job and match them to the answers.

a) Have you ever worked as a volunteer?

( ) I am a member of the monitoring staff. We monitor the visitors and teach children to respect animals and trees.

b) How interesting! What do you do there exactly?

( ) Only on Sundays. I have classes on Saturdays.

c) What have you learned in that project?

( ) Yes, I have. In fact, I have worked for the National Forest Project since 2005.

d) Have you ever traveled abroad?

( ) I’ve learned how to understand and respect nature, and also human beings.

e) Can you work at weekends? ( ) Yes, twice. To Ecuador two years ago, and to Argentina last year.

4. Ann is having a birthday party. Two of her guests have just met. Complete their dialogue using the verbs in parentheses.

Peter: (a) (know) Ann for a long time?

Joe: (b) I (know) her since high school. What about you?

Peter: In fact, we are cousins and we (c) (work) together since 2000.

Joe: How nice! So, are you an engineer, too?

Have you known


16

Peter: Yes. And what do you do, Joe?

Joe: I’m an archeologist.

Peter: Great! That’s really different! (d) you (ever/be) to Egypt?

Joe: Yes, as a matter of fact, I (e) (live) there for 5 years. I’m here on vacation.

Peter: That’s fantastic!!

“Every life is in many days, day after day. We walk through ourselves, meeting robbers, ghosts, giants, old men, young men, wives, widows, brothers-in-love. But always meeting ourselves.” JOYCE, James. Ulysses.

LITERARY MOMENT


17

SITUATED LEARNING 3

VOLUNTEER WORK X PROFESSIONAL WORK

1. Have a look at the text and find the following information.

!?

Volunteer news

Opportunities – Street Kids Project Duration: 1 to 16 weeks Hours: Mon to Fri, 5 hrs per day Activities: Teaching, community project, environmental actions Location: Click here to choose the city Accommodation: 3* Hotel Requirements: Aged 18+ Donation: From US$ 875 per week

The Street Kids project is based in different cities in Latin America; you can choose where you would like to work. The project includes orphanages, educational and environ-mental program, community project, and vocational training.

The objective of this project is to assist the kids, training them in vocational skills so that they can make part of the society again.

Daily schedule

It is possible to join the project for a minimum of one week up to four months. Volun-teers can participate in many activities like: teaching, sports, games, arts, environmental actions, and vocational training.

The donation includes: airport pick up; project orientation guide; city tour; ac-commodation; Spanish classes for the rst week.

Volunteer News

Opportunities – Street Kids Project

Duration: 1 to 16 weeks

Hours: Mon to Fri, 5 h per day

Activities: Teaching, community project, environmental actions

Location: Click here to choose the city

Accommodation: 3-star hotel

Requirements: aged 18+

Donation: From US$ 875 per week

The Street Kids project is based in different cities in Latin America – you can

choose where you would like to work. The project includes orphanages, educational and

environmental programs, community projects, and vocational training.

The objective of this project is to assist the kids, training them in vocational skills

so that they can become part of society again.

Daily schedule

It is possible to join the project for a minimum of one week up to four months.

Volunteers can participate in many activities such as teaching, sports, games, arts,

environmental actions, and vocational training.

The donation includes: airport transfer, project orientation guide, city tour,

accommodation, and Spanish classes for the first week.

a) Volunteer’s age.

b) Place where the project is based.

c) Price.

d) Kind of project.

e) What the donation is for.

2. Read the text again and answer: (T) true or (F) false?

a) Volunteers have to pay to take part in this project. ( )

b) The minimum period to join the project is 6 months. ( )

c) Volunteers cannot take part in activities like teaching and sports. ( )

d) Volunteers will have Spanish classes. ( )

e) Volunteers will stay in a five-star hotel. ( )


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3. Read the following testimonial and answer:

a) What project is Peter talking about?

b) What did he gain working in that project?

c) What happens when Peter goes to a job interview?

d) According to Peter, is it important to include volunteer work in a résumé? Why?

Volunteer’s testimonial

“I have gained very valuable work experience working as a volunteer in a project assisting street kids. I have gained confidence in working with people of diverse backgrounds. I think that this ex-perience has helped me a lot, mainly when I have to look for a job in my area. In job interviews, my volunteer work experience shown in my resume is usually a topic that calls attention. The interviewer always wants to know more about that. So, include your volunteer work in your resume! It shows you are self-motivated and willing to work hard.”

Peter Swan

Volunteer’s testimonial

“I have gained very valuable work experience working as a volunteer in a project assisting street kids. I have gained

confidence in working with people from diverse backgrounds. I think that this experience has helped me a lot, mainly

when I have to look for a job in my area. In job interviews, the volunteer work experience in my résumé is usually a topic

that calls attention. The interviewer always wants to know more about that. So include your volunteer work in your

résumé! It shows you are self-motivated and willing to work hard.”

Peter Swan

4. Volunteering has many benefits. Tick ( ) the ones you agree with. Then work in small groups and explain your choices.

Volunteering is an opportunity to:

( ) work in a multicultural environment. ( ) see more of your community and the world.

( ) adjust to difficult living conditions. ( ) build confidence and self-esteem.

( ) make new friends. ( ) develop a sense of achievement for getting things done and helping others.

( ) gain important skills and experience that will help you in your professional life.

( ) use your mind, body and creativity.

( ) make connections that can lead to a job or career.

( ) feel like you’re part of a community.


19

Expansion activity

Answer the questions with information about yourself or about someone you know.

a) Have you ever volunteered to help a person, organization or cause?

b) Where?

c) When?

d) What did you do?

e) How did you feel?


1. Unscramble the words to make sentences. Follow the example.

a) I/exams./just/my/have/final/finished

b) just/dinner./has/He/had

c) won/My/have/lottery./cousins/just/the

d) a/has/She/just/CD./bought/new

e) just/Edward/and/have/married!/Pat/got

f ) seen/have/Cathy./We/just

I have just finished my final exams.


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2. Read the chart about Meg’s tasks for today and say what she has already done or hasn’t done yet. Have a look at the examples.

My chores for today

send an e-mail inviting Jeff to the party next weekend √ ok

pay the rent X no

finish reading the text on medieval history √ ok

make an appointment with the dentist X no

study for the Math test X no

tidy up the bedroom √ ok

finish the Chemistry report √ ok

a)

b)

c)

d)

e)

f )

g)

3. Circle the correct words to complete the sentences.

a) Have you ever/yet gone parachuting?

b) I have never/ever eaten snails.

c) She hasn’t finished studying this chapter already/yet.

d) They have just/ever left home.

e) She has already/yet met a few famous people.

She has already sent Jeff an email inviting him to the party next weekend.

She hasn’t paid the rent yet.


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4. Complete the report about a selection process for volunteers. Use the verbs in parentheses in the present perfect.

In some ways, the two 17-year-old boys, Mark Stephen and Karl Scott, are the ideal

candidates for this volunteer program. They are knowledgeable, intelligent and adaptable.

They (a) (work) with children for two years in an orphanage

in their city. They also packed over 500 boxes of food for seniors in need last year.

Mark (b) (assist) the library staff at school during the Summer

Reading Program for three years. Karl and his family (c) (prepare)

meals for homeless people for a year and a half. They are on vacation now, but they

(d) (finish) high school yet. They (e)

(never live) abroad, but they speak English. They also speak Italian well, but that’s no use

in Chile. The problem is that neither of them (f ) (learn)

Spanish at school.

“Ah! The strength of women comes from the fact that psychology cannot explain us. Men can be analyzed, women... merely adored.” WILDE, Oscar. A woman of no importance: an ideal husband.

LITERARY MOMENT


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SITUATED LEARNING 4

PRODUCING A TESTIMONIAL

1. You are going to write a testimonial of a volunteer experience. Work in small groups (three or four). You have to interview a volunteer who lives in your city. It may be someone from your family or a friend of yours. During the interview, ask about:

a) the kind of volunteer work;

b) who does this work;

c) where and when it is done;

d) what activities are done;

e) why the person does this kind of volunteer work;

f ) how the person feels about doing this kind of work.

2. After the interview, discuss the information you gathered and complete the following chart using keywords.

!?

What kind of volunteer work are you going

to write about?

Who does it?

Where is it done?

When is it done?

How is it done? What are the activities?

Why does the person you interviewed do that

kind of work?

How does the person feel about doing that work?


23

draft = rascunho

3. Now enter more details about the information you have put in the chart. Try to write short sentences to express your ideas. Don’t worry about mistakes now; it is only a draft!

4. Try to link the ideas you wrote down in Activity 3, using words to connect the sentences (but, however, also, in addition, and, moreover, so, when), in order to write a personal account of a volunteer experience. Pay attention to the use the appropriate verb tenses (present simple, present perfect, past simple). You can refer to the personal accounts in Situated Learning 2 and 3 to help you organize your text.

5. It is time to share texts. Swap drafts with another group. Read your friends’ testimonials carefully and help them improve their text. How can it be better? Do you have any suggestions? Are the verbs in the correct tense? What about spelling and punctuation?

6. Now, get your text back. Read it again and try to make corrections.

7. To round it off, produce the final version of your text. Hang it on the classroom wall, read your classmates’ texts and talk about the personal experience described in each testimonial.

swap = trocar


24

Producing a testimonial


25

Para aprender mais sobre os conteúdos deste Caderno, sugerimos uma lista de músicas (songs), sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.

Songs

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

Heal the world (Michael Jackson, 1992).

With a little help from my friends (The Beatles, 1967).

Help (The Beatles, 1965).

You’ve got a friend (James Taylor, 1971).

Film

O amor é contagioso (Patch Adams). Direção: Tom Shadyac. EUA, 1998. 115 min. Drama. Livre. O estudante de medicina Patch Adams procura em seus professores respostas para suas várias dúvidas a respeito da formação profissional. Para Patch, falta humanidade na re-lação entre médico e paciente. O filme desperta a solidariedade a partir de fatos. Patch Adams cria um trabalho que se espalha por todo o mundo, representado no Brasil pelos Doutores da Alegria: pessoas preparadas para visitar pacientes e fazer que eles riam, mo-vimentando a energia e força que está dentro de cada um.

Sites

Para saber mais sobre trabalhos voluntários e depoimentos pessoais de experiências como voluntário, em inglês, você pode visitar os seguintes endereços:

Globalteer. Disponível em: <http://www.globalteer.org/>. Acesso em: 17 maio 2013.

It’s my life – Volunteering: give and get back! Disponível em: <http://pbskids.org/itsmylife/emotions/volunteering/index.html>. Acesso em: 17 maio 2013.

Global Volunteer Network. Disponível em: <http://www.globalvolunteernetwork.org>. Acesso em: 17 maio 2013.

UN Volunteers. Disponível em: <http://www.unv.org/>. Acesso em: 17 maio 2013. Para fazer atividades adicionais sobre os usos do tempo verbal presente perfeito, visite:

Activities for ESL students. Disponível em: <http://a4esl.org/q/f/z/zz29bms.htm>. Acesso em: 17 maio 2013.

Auto English. Disponível em: <http://www.autoenglish.org/tenses/gr.presper.i.htm>. Acesso em: 17 maio 2013.

LEARN MORE


26

1. Match the jobs to the duties.

security guard teacher nurse architect receptionist dentist

accountant waiter salesclerk lawyer

a) Looks after your teeth:

b) Answers the phone, makes appointments:

c) Helps people to learn:

d) Sells products:

e) Takes care of patients in hospitals:

f ) Serves in restaurants:

g) Writes contracts, represents people in court:

h) Checks financial results:

i) Designs buildings:

j) Is in charge of protecting people and things:

2. Match the personal qualities and skills to their definitions.

a) cooperative b) motivated c) talented d) proactive, self-starter

e) computer literate f ) flexible g) numerate h) methodical and organized

( ) good at working on their own and making decisions.

( ) can work in a planned way.

( ) good with numbers.

THEME 2

FIRST JOB

SITUATED LEARNING 5

LOOKING FOR THE FIRST JOB

!?


27

( ) good with computers.

( ) very interested in doing well at their job.

( ) naturally very good at what they do.

( ) can assume different responsibilities if necessary.

( ) can work well with other people.

Expansion activity

Read a list of ten qualities and skills employers seek in job candidates according to the National Association of Colleges and Employers (NACE) Annual Job Outlook Survey, conducted in early 2003. Number them, trying to guess the order of importance according to NACE. Discuss the results in groups.

( ) Flexibility and adaptability.

( ) Strong work ethics.

( ) Honesty and integrity.

( ) Organizational skills.

( ) Teamwork skills.

( ) Motivation and initiative.

( ) Communication skills (verbal and written).

( ) Analytical skills.

( ) Interpersonal skills.

( ) Computer skills.

3. Read the following text and write the subtitles in the correct places.

a) Follow-up.

b) Body language.

c) Where to search.

d) A simple résumé.


28

Tips for your first job

If you want to prepare yourself to get your first job, read the following tips. They will help

you understand what is involved in the job-search process.



you understand what is involved in the job-search process.

( )…………………….……….……………….. Visit job websites, read job ads in

local newspapers, go to employment agencies, or walk in your town/neighborhood looking for

“help wanted” signs. Add to your list the companies where you would like to work.

Computer literacy. Dealing with computers is a must nowadays. Knowledge about basic

computer programs and internet skills certainly make a difference in a competitive market.

( )………………………………………………… Everybody needs a résumé to

introduce themselves. It is an essential tool to describe your qualities and skills. Even if you

are still at school and have no work experience, you can show the things you are able to do. A

résumé can point out some topics like the school subjects you like best, the volunteer

work you have done or internships you have completed. Remember: a résumé has to be

well-written (check for any language errors) and concise (one page is enough), so that anybody

can scan it easily.

Your appearance. When looking for a job or having an interview, take care of your

appearance. Choose a simple hair style and appropriate clothes to help create a professional

look.

Interview. Try to feel comfortable and smile during the interview. Give precise answers

and ask questions about the company and the job to show that you are interested in the

position.

( )…………………………………………………………. Keep eye contact and

have a firm handshake to show you are confident. When invited to take a seat, sit up straight

and avoid moving your hands all the time.

( )…………………………………………………………… After the interview,

remember to make a follow-up call to check if you will be hired or not. If you get a “No, I’m

sorry”, keep your attitude positive and try to discover the reason you were not selected. This

can help you in the next interview.



you understand what is involved in the job-search process.y j p

f fi b

y j p


29

4. Read the text again and answer these questions.

a) What is the purpose of the tips? Are they written for experienced professionals only?

b) What kind of document is a résumé? Why is it important?

c) Does appearance matter in the job-search process? Why?

d) What kind of message does eye contact send to the interviewer?

e) Why is it important to make a follow-up call even if you get a negative answer?

f ) How can you show interest in the position during the interview?

5. In your opinion, which is the most important tip when looking for your first job?


30

2. Which professional can solve these problems? Unscramble the words to find out.

a) I have a terrible toothache.

TTIEDNS

b) My dog got sick after our trip.

AATIIVEENNRR

c) We are going to celebrate our wedding anniversary and we would like to have some pictures

of the party.

PTOPHRAHREOG

d) I definitely need to wear glasses! I can’t read well!

NTIPOICA

e) I need to have a haircut immediately, my fringe is too long.

HAEDRERSSIR

f ) All the lights went off last night because of a short circuit.

TRIELECIANC

dentist

k


1. Look at the word snake and find four adjectives, four occupations and four verbs. Pay attention: sometimes the same letter is used in two words!


31

3. Use a dictionary to find the corresponding adjectives to the following nouns. Follow the example.

Noun Adjective

honesty

curiosity

popularity

self-confidence self-confident

reliability

energy

4. Complete the sentences using the adjectives from Activity 3 to describe the professions.

a) An English teacher has to be .

b) A doctor needs to be .

c) A Physical Education teacher has to be .

d) A politician needs to be .

e) A bank cashier has to be .

f ) A scientist has to be .

self-confident

“Any man’s death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee.” DONNE, John. Devotions upon emergent occasions.

LITERARY MOMENT


32

SITUATED LEARNING 6

LEARNING ABOUT JOB ADS 1

1. In your opinion, what kind of information does a job ad bring?

( ) skills and qualifications needed ( ) job types: part-time, full-time, temporary, permanent

( ) benefits available ( ) contact information

( ) job description ( ) education level required

( ) salary ( ) name of the company

( ) working hours ( ) responsibilities

2. Read the job ad and answer: What kind of information from Activity 1 does it present?

!?

Vistrom

Vistrom Automotive Systems, one of the

world’s largest suppliers in the automotive industry,

employing over 82,000 people based in 23

countries, is seeking highly motivated professionals

to work at its Chassis Division. Candidates must

be fluent in English and available for occasional

traveling to meet the team.

Please send your CV in English, with salary

expectations to Basildon, Essex – UK – SS14 7TH.

(Please write the code of the desired position on the

envelope.)

Controls Engineer

– a degree in Electronic or Mechanical

Engineering;

– experience in electronic automation,

testing and calibration in assembly plant

(hardware and software), pneumatic and

hydraulic systems, TPM concepts;

– good knowledge of the operation of CNC

and PLC programs;

– Code: “Control-877”.

Manufacturing Engineer

– 3 to 5 years of experience in machining

processes (turning, grinding, milling);

– experience in dimensional control gauging,

tolerance analysis, line balancing, new

equipment try-outs and acceptance;

– knowledge of FMEA process, APQP, lean

manufacturing concept;

– Code: “Man-877”.

Application/Product Engineer

– 2 to 5 years of experience in steering systems;

– experience in application and research in

product design and specification;

– experience in field analysis;

– experience in the development of new

systems technologies;

– experience in regional market trend analysis;

– Code: “Aplic-877”.


33

3. Read the ad again and answer the following questions.

a) What is Vistrom’s line of business?

b) Where is it based?

c) How many employees does Vistrom have?

d) What are the essential requirements for all applicants?

e) What are the specific requirements for the Application/Product Engineer position?

f ) What are the two options of degrees required for the Controls Engineer position?

g) If you were interested in one of the positions, what should you do?


34

4. Read the five employment ads and complete the chart.

Ads Job advertised Qualifications ResponsibilitiesHow to get in

touch

Ad 1

Ad 2

Ad 3

Ad 4

Ad 5


35

Ad 1

Executive Assistant

Large asset management firm is selecting an Executive Assistant to work in NYC. The professional’s responsibilities include making travel arrangements, coordinating meetings, and typing documents, spreadsheets, and presentations. Applicants must have 3+ years of experience supporting high-level executives. Please send your résumé to P.O. Box 4213 ZIP Code 03112-049 White Plains/NY.

Ad 2

Bilingual Receptionist

International telecommunications company is selecting a Bilingual Receptionist to provide foreigners with front office reception support, answer all international incoming calls and sort the international mail. No previous experience is required, but fluency in English is mandatory.Applicants should send résumés to P.O. Box 321 – 03117-001 São Paulo/SP. Brazil.

Ad 3

Marketing/Sales Manager

Miracles wholesale bakery needs hands-on Marketing/Sales Manager capable of creating effective marketing/sales strategies & implementing them. Successful candidate will have 5+ yrs of experience in the food industry. Competitive salary plus benefits. Fax résumé including salary history to: Christopher Hans. 914-375-1514.

Ad 4

Nanny/Housekeeper

Live-out. Flex hrs/5 days. Some travel. Must be energetic, neat, organized, light cooking. Bnfts. Top pay. 212-605-0562.

Ad 5

Programmer Analyst

US-based multinational company is seeking a Programmer Analyst to work in New Jersey. Requirements: advanced user of Java and Java Script, JDBC, Oracle, Vignette, HTML; Bachelor’s Degree in Computer Science, Engineering, Mathematics, Technology or related degree (math-oriented); two (2) years of experience as a Senior Systems Administrator, two (2) years of experience as a Senior Programmer Analyst or two (2) years of related experience as a Web Developer/Programmer.Applicants can send their résumés in duplicate to: HR Manager, SOFTWARE PROFESSIONAL SERVICES, CORP., 1 Austin Ave., 2nd floor, Iselin, NJ 08830; or e-mail it to [email protected].


36


1. Here is a list of words to describe employee qualities and performance. Use the prefixes un; dis; ir; in; im to make these adjectives negative. You may use a dictionary for help.

a) organized

b) patient

c) secure

d) experienced

e) responsible

f ) reliable

g) obedient

h) honest

i) friendly

2. Match the sentences to another that has a similar meaning.

a) He got a promotion after five months in the company.

b) He applied for a job advertised in a newspaper.

c) He got a pay raise at the end of the year.

d) He resigned yesterday morning.

e) He retired at the age of 70.

f ) He was unemployed for the first time in his life.

g) He was fired last month.

( ) He was dismissed a month ago.

( ) He was given more money.

( ) He was given a better job.

( ) He got old and stopped working.

( ) He answered a job ad.

( ) He decided to leave the job.

( ) He didn’t have a job.

3. Complete the sentences using the words in the box.

business income successful qualifications

unemployed employees phone

a) The manager will talk to you in a minute. She is on the .

b) Mr. Vince is not here at the moment. He is away on .

c) Get a Job is a company that helps people to find new jobs.

d) I hope to leave high school with some useful .

e) Jean became a professional in this area.

phone


37

f ) Her father has three jobs, so he has a high .

g) All the in this company have vacation in January.

4. Use the code to read the mysterious job ad. Would you like to apply for this job?

= A = B = C = D = E = F = G = H = I

= K = L = M = N = O = P = R = S = T

= U = V = W = X = Y = &

.

- , ,

, , 16-20

, .

.

“If I had my life to live again, I would have made a rule to read some poetry and listen to some music at least once every week.” DARWIN, Charles. The autobiography of Charles Darwin.

LITERARY MOMENT


38

SITUATED LEARNING 7

LEARNING ABOUT JOB ADS 2

1. Study the verbs below and rewrite them in the chart, classifying them according to their meaning.

!?

to be available to join to seek to be able to to send to travel

to look for to test to contact to develop to research to select

to find a job to coordinate to call to scheduleto apply for

a jobto manage

to type to follow up to get in touch to submit to provideto have an

interview

to answer the

phoneto assist to organize to file to negotiate to analyze

Verbs used when you are looking for a job

Verbs used to show the tasks and responsibilities of your position at work

2. Read the following sentences and complete them using the verbs from Activity 1.

a) The accountant has and approve schedules, reports, and balance sheets.

b) The administrative assistant has meetings and make travel arrangements.

c) The sales assistant has the clients to offer new products.

d) The secretary has the telephone and her boss.

e) The sales representative has sales contacts to maximize sales volume.

3. Order this list to show the usual process for getting a job.

( ) Have an interview.

( ) Write your résumé, telling the story of your working life and/or studies.

( ) Send a résumé and a cover letter.


39

( ) Write a cover letter explaining why you want the job and why you are the right person for that position.

( ) Read the classified ads in the newspaper, visit job websites.

4. Read the two ads and fill in the chart according to the information requested.

Ad 1 Ad 2

Position

Place of work

Salary

Experience

How to contact

Requirements

Ad 1

<http://www.letsfindafunjob.com>

Receptionist

Job Description

Well-established law firm in St.

Petersburg seeks a full-time receptionist.

No previous legal experience is necessary.

Basic word processing and clerical skills are

required. Position involves interaction with

clientele and office staff. Hours are 9 a.m.

– 5 p.m., Monday – Friday. Compensation

will be based upon skills and experience.

Contact information

E-mail: [email protected]

Apply now!

Ad 2

<http://www.letsfindafunjob.com>

Children Entertainers

Reply to: [email protected]

Looking for individuals who can dress up as

various characters for kids’ parties. We are also

looking for performers such as clowns, singers,

etc. We offer training and provide everything,

including the costumes. You just need to have the

right attitude. Please e-mail us with your basic

information. Our pay begins at $25 per hour show

plus travel once trained. Call 954-239-1334 and

please check www.SPtheclown.com.

Compensation: from $25 per hour show

Apply now!


40

5. Some classified ads in newspapers have abbreviations. Study this ad and underline the abbreviations. Can you figure out what they mean?

Expansion activities

1. Have a look at this list of abbreviations used in ads and try to guess their meanings.

FT

PT

a.m./p.m.

eves

M-F

sal

$9/h

$450/wk

$1200/mo

HS Dip

exp

pref.

req.

2 yrs exp. pref.

refs

apply ASAP

2. Discuss the following questions in groups of four.

a) If you work:

What do you do?

What are your responsibilities?

What time do you start and leave work?

How do you go to work?

How long does it take you to get to work?

b) If you don’t work:

What kind of job would you like to have?

Where would you like to work?

What routine would you like to have?

Would you like to work from home?

What kind of working hours would you like to have?

Have you ever applied for a job? If so, have you been interviewed?

Receptionist

Two perm posns available in our lux off

immed start. Prev exp in similar posn pref

and some typ exp reqd. Sal neg to $7500. Pls

ph Mr P Framer after 9 a.m. to set up appt

during bus hrs. 555 6789. Refs nec.


41


1. Circle the correct words to complete the sentences.

a) Did you get a job as a typist/typewriter?

b) Don’t forget to ask the cash/cashier for a receipt for your payment.

c) Mr. Coleman is a good employer/employ: he pays his employees/unemployed well.

d) I’ll talk to the bank manager/management to get a loan to buy a new house.

e) Stuart’s sister is a very famous science/scientist in our country.

2. Use the tips to complete the word puzzle.

a) When you a team, you become a member of that team.

b) Your manager or supervisor at work is your .

c) “Refs” is an for “references”.

d) If you are interested in this job, you should for it!

e) Applicants should their résumés to P.O. Box 321.

f ) You can buy a at the newsstand and look for a good job.

a) J

b) O

c) B

d) A

e) D

f ) S

j

b

a

a

s

n


42

3. Read these sentences and number them (1-8) to discover what happened to Sarah.

( ) She accepted the job because it was an excellent opportunity for her career.

(1 ) Sarah saw a job ad on a website that called her attention.

( ) After three years Sarah got a promotion to a new department.

( ) She decided to apply for the job and sent her résumé.

( ) But her boss wasn’t satisfied with her work in the new position.

( ) Two weeks later she was interviewed by her future boss.

( ) She was fired.

( ) The company decided to hire her.

4. Read the job ad 1 for a receptionist in Situated Learning 7, Activity 4. Find out eight words that can be abbreviated to save space and money.

a)

b)

c)

d)

e)

f )

g)

h)

i)

“A wise man will make more opportunities than he finds.” BACON, Francis. The works of Francis Bacon.

LITERARY MOMENT

office – OFF


43

SITUATED LEARNING 8

PRODUCING JOB ADS

!?

Ad 1

Experienced Nursing Assistant – to care for your loved one. Over 20 yrs exp. Available FT. Own transp. Ref. 879-569-451.

Ad 2

Mechanic – self-motivated and hard working. Over 10 yrs exp. Diploma in Mechanical Engineering. Solid exp. in equipment maintenance. FT. Call 727-786-5568.

Ad 3

Hairdresser – creative, artistic, w/excellent interpersonal skills. Specialized in haircuts for men, women and children. HS Dip. Available M-F/PT. Refs. 727-658-1891.

Ad 4

Motivated Personal Trainer – enthusiastic about health and fitness. Effective leader w/ excellent communication skills. 3 yrs exp. Available a.m./p.m. Ref. 813-650-4711.

1. When looking for a job, we can find ads in different places, such as the internet, newspapers, and employment agencies. But we can also post personal ads to show employers that we are available. Study these examples of ads posted by job seekers.

2. Have a look at Situated Learning 6 and 7 and pay attention to the way a job ad is organized. What kind of information does it bring? What is the sequence of the information? What are the verbs used to describe responsibilities? What are the qualities and skills required? What are the abbreviations used?

Now work in small groups (three or four). Suppose you are looking for a job and there is a website where you can post your personal ad offering your work. You may decide if it will be real or fictitious. Suggested positions: clown, spy, food tester, stuntman, window cleaner, kitchen assistant on a submarine; cook needed for expedition to the South Pole.


44

3. Choose the position your group is going to write about. Then fill in the chart to organize the information you will possibly use.

Skills/qualifications

Job description

Salary

Working hours

Job types: part-time, full-time, temporary, permanent

Education level

Responsibilities

Contact information

Verbs related to tasks and responsibilities

Abbreviations

4. Now you will write the ad giving more details about the information you put in the chart. Try to write short sentences to express your ideas. Don’t worry about mistakes now; it is only a draft!

draft = rascunho


45

Draft

5. It is time to share the texts! Swap drafts with another group. Read your friends’ job ad carefully and help them improve their text. How can it be better? Do you have any suggestions? Are the verbs in the correct tense? What about spelling and punctuation?

6. Now get your text back. Read it again and try to make corrections.

7. Finally, produce the final version of your job ad. Hang it on the classroom wall, read your classmates’ texts and talk about the different kinds of professions presented.

swap = trocar


46

Job ad: final version


47

LEARN MORE

Para aprender mais a respeito dos conteúdos deste tema, sugerimos uma lista de músicas (songs), sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.

Songs

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

A hard day’s night (The Beatles, 1964).

Blue sky mine (Midnight Oil, 1990).

Livin’ on a prayer (Bon Jovi, 1986).

Out of work (Bruce Springsteen, 1984).

Sites

Para saber mais sobre anúncios de emprego, exemplos de CV, cartas de apresentação, entrevistas e textos com dicas a respeito de como se comportar em uma entrevista, em inglês, você pode visitar os seguintes endereços eletrônicos:

The New York Times – Jobs <http://my.nytimes.monster.com/> . Acesso em: 20 maio 2013.

National Association of Colleges and Employers <http://www.naceweb.org/> . Acesso em: 20 maio 2013.

Films

O diabo veste Prada (The devil wears Prada). Direção: David Frankel. EUA, 2006. 109 min. Drama/Comédia. Livre. Uma jovem recém-formada em jornalismo se muda para Nova Iorque e busca um emprego. Consegue uma entrevista em uma famosa revista de moda e, por causa de sua atitude proativa, consegue o emprego. Mas seu estilo é motivo de piada entre os colegas de trabalho.

Uma babá quase perfeita (Mrs. Doubtfire). Direção: Chris Columbus. EUA, 1993. 125 min. Comédia. Livre. Essa é a história de um homem separado e impedido pela ex-esposa de passar mais tempo perto de seus filhos. Ele tem a ideia de se disfarçar de mulher e trabalhar de babá em seu antigo lar para poder participar mais intensamente da vida deles. A mãe en-trevista várias candidatas para a vaga de babá e acaba contratando seu próprio ex-marido.


48

LEARN TO LEARN

Using a bilingual dictionary

Aqui você vai aprender um pouco mais sobre como usar o dicionário para estudar inglês.

1. No verbete a seguir, qual a abreviação utilizada para indicar a lista de phrasal verbs e suas traduções? E quantos phrasal verbs são apresentados?

2. Sublinhe no verbete todas as ocorrências das abreviações sb e sth. Complete então o trecho a seguir usando as palavras: algo, alguém, objeto, pessoa, somebody, something.

A abreviação sb representa a palavra em inglês, que em português

significa . A abreviação sth representa a palavra

em inglês, que em português significa . Portanto, quando leio to turn

sth off, no dicionário, interpreto que é necessário substituir a abreviação sth pelo nome de

um . Assim, posso dizer, por exemplo, “Turn the radio off” (Desligue o

rádio). Já no caso de to turn sb/sth down, vejo que é possível usar o nome de um objeto (sth)

ou de uma (sb). Então posso dizer, por exemplo, “The boss turned the

applicant down” (O chefe recusou o candidato).

Phrasal verb é o nome dado a um tipo de expressão bastante comum na língua in-glesa. Phrasal verbs são formados por um verbo e uma ou mais partículas, e essa com-binação “verbo + partícula (preposição/advérbio)” pode ter um significado diferente do significado desse verbo isoladamente. Por exemplo, o verbo look significa “olhar”; já o phrasal verb look after significa “cuidar, tomar conta”.

turn vi, vt virar(-se), fazer girar, dar voltas LOC to turn a blind eye (to sth) fazer vista grossa (para algo) to turn back the clock voltar ao passado to turn over a new leaf começar vida nova PHRAS to turn away (from sb/sth) afastar-se (de alguém/algo) to turn sb/sth down rejeitar/recusar alguém/algo to turn sth off apagar, desligar algo to turn sth on acender, ligar algo to turn up chegar, aparecer.

Os verbetes de dicionário também apresentam a tradução de algumas expressões idiomáticas e frases mais frequentes. Do português para o inglês, no verbete “pai”, por exemplo, pode constar a expressão “tal pai, tal filho” (like father, like son).


49

3. Releia o verbete do verbo turn e encontre a abreviação utilizada para indicar a lista de ex-pressões idiomáticas e suas traduções. Quantas expressões são apresentadas?

Formal and informal English

Agora vamos aprender um pouco sobre linguagem formal e informal em inglês.

4. Classifique as frases como formais (F) ou informais (I).

( ) E aí, tudo bem?

( ) Bom dia, como vai o senhor?

( ) Você teria alguns minutos para podermos conversar?

( ) Cê tá com pressa?

( ) Eu quero falar com a Ana.

( ) Eu poderia falar com a Ana, por favor?

5. Em que situações usamos a linguagem formal (F) e a linguagem informal (I)?

( ) Em entrevistas de emprego.

( ) Em casa, com familiares.

( ) Na escrita de documentos.

( ) No ambiente profissional.

( ) Com os amigos mais próximos.

( ) Com pessoas não conhecidas.

Releia as expressões idiomáticas no verbete e compare-as com suas respectivas traduções em português. A tradução corresponde exatamente às palavras da expressão em inglês? Por quê?

Think about it!


50

6. Veja como essa mudança ocorre na língua inglesa. Observe o uso das palavras.

a) Em um restaurante:

Cliente: “A coffee.” (informal)

Cliente: “I would like some coffee, please.” (formal)

b) Em uma ligação telefônica:

Quem liga: “Is John in?” (informal)

Quem liga: “I would like to talk to John.” (formal)

c) Em uma loja:

Vendedor: “It’s ten bucks.” (informal)

Vendedor: “It costs ten dollars.” (formal)

A mudança do registro de fala, dependendo da situação e da pessoa com quem se fala, mostra que você consegue perceber o grau de intimidade e por isso sabe como agir adequadamente. Dirigimo-nos a pessoas desconhecidas (situação formal) com maior distan-ciamento por meio de uma fala mais elaborada. Já com pessoas conhecidas e bem próximas (situação informal), demonstramos maior intimidade por meio do uso de expressões colo-quiais, algumas gírias e palavras contraídas (cê = você). Comece a prestar atenção ao modo como você fala com as pessoas. É interessante perceber que mudamos de registro natural-mente nas diferentes situações do dia a dia.

Think about it!

Por que é importante conhecer diferentes registros quando se aprende uma língua estrangeira? Que situações constrangedoras podem ocorrer quando um falante é muito for-mal ou muito informal em determinada situação? Até que ponto aprender inglês por meio de músicas e filmes, por exemplo, pode ajudar o aprendiz de língua estrangeira a ter maior consciência a respeito dos diferentes registros de linguagem? Pense nisso!

Na língua inglesa, dizer “Give me a coffee” pode soar como uma ordem e causar constrangimento. Por outro lado, o uso da expressão “Would you be so kind as to give me some coffee? ” pode soar exageradamente formal e até pedante. Já o uso de would like mostra certa neutralidade e, ao mesmo tempo, polidez no tratamento com as pessoas.


51

VOCABULARY LOG

Aqui você vai registrar o vocabulário que aprendeu neste Caderno. Escolha duas palavras ou expressões nas Situated Learning 1, 2, 3, 5, 6 e 7 e escreva cada uma delas no campo 1 (My word or expression). No campo 2 (Definition or translation), você anota uma definição ou tradução para a palavra. Depois, no campo 3 (Association, example or picture), escreva algo ligado à primeira palavra ou um exemplo; você também pode fazer uma ilustração nesse espaço. No campo 4 (Sentence from the text), você anota a frase em que a palavra apareceu no Caderno.

Sentence from the text

Situated Learning 1


Situated Learning 1


Situated Learning 2


52


Situated Learning 2


Situated Learning 3


Situated Learning 3


Situated Learning 5


53


Situated Learning 5


Situated Learning 6


Situated Learning 6


Situated Learning 7


54


Situated Learning 7


55

INSTANT LANGUAGE

Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em tabelas para auxiliá-lo em seu trajeto de aprendizagem da língua inglesa. Você pode usar essas tabelas como um material de referência e consultá-las mesmo após o final do Ensino Médio!

open-minded

respectful

well-trained

self-confident

knowledgeable

intelligent

flexible

selfless

dependable

enthusiastic

Some adjectives

always

usually

sometimes

rarely

never

once a week/month/year

twice a week/month/year

three times a week/month/year

Some frequency words & expressions


56

Present simple

Affirmative

I

We

You

They

play soccer

every day

He

She

It

plays soccer

every day

Negative

I

We

You

They

don’t play

soccer

every day

He

She

It

doesn’t play soccer

every day

Present simple: verb TO BE

Affirmative

Iam a good

listener.

He

She

It

is a good

listener.

We

You

They

are good

listeners.

Negative

Iam not a good

listener.

He

She

It

is not a good

listener.

(or)

isn’t a good

listener.

We

You

They

are not good

listeners.

(or)

aren’t good

listeners.

Interrogative

Do

I

we

you

they

play soccer

every day?

Doeshe

she

it

play soccer

every day?

Interrogative

Am I

a good

listener?Ishe

she

it

Arewe

you

they

good

listeners?


57

Present perfect

Affirmative

I

We

You

They

have played

soccer for 5

years.

He

She

It

has played soccer for 5

years.

Negative

I

We

You

They

have not played soccer for 5 years.

(or)

haven’t played soccer for 5 years.

He

She

It

has not played soccer for 5 years.

(or)

hasn’t played soccer for 5 years.

Interrogative

Have

I

we

you

theyplayed

soccer for 5

years?

Hashe

she

it

I have never seen a ghost. (Eu nunca vi um fantasma.)

Peter has just left. (Peter acabou de sair.)

Janet and Jean have already finished their homework. (Janet e Jean já acaba-ram a lição de casa.)

They haven’t arrived yet. (Eles ainda não chegaram.)

Have you ever been to Argentina? (Você já foi à Argentina? Você alguma vez já esteve na Argentina?)

I have studied English for 7 years. (Eu estudo inglês há 7 anos.)

I have lived in this house since I was born. (Eu moro nesta casa desde que nasci.)

Present perfect: usage


58

Some verbs & phrases

look after

answer the phone

be in charge of

be available

be able to

take care of

get prepared

to play with someone

to give something to someone

show up

have a good time

do your best

get involved

get in touch with

take place

pick up

paint a picture

give someone a call

apply for a job

keep your mind open

take part in

be interested in

call one’s attention

Word formation

Prefixes to make negative adjectives Some suffixes and prefixes

un-: reliable – unreliable

dis-: respectful – disrespectful

ir-: rational – irrational

in-: valid – invalid

im-: patient – impatient

(v) employ

(n) employer

(n) employment

(n) employee

(adj) employed

(adj) unemployed


59

Some jobs & occupations

accountant

architect

cashier

dentist

electrician

hairdresser

lawyer

manager

nurse

optician

photographer

receptionist

salesclerk

scientist

security guard

teacher

typist

veterinarian

waiter

Some adjectives & qualities

cooperative

flexible

honest

methodical

motivated

organized

proactive

reliable

responsible

self-confident

flexibility

adaptability

honesty

integrity

motivation

initiative

organization

creativity

sensitivity

independence


60

Some irregular verbs

Base form Past simple Past participle

be was, were been

become became become

build built built

buy bought bought

do did done

drink drank drunk

eat ate eaten

fall fell fallen

forget forgot forgotten

get got got, gotten

give gave given

go went gone

grow grew grown

have had had

know knew known

lead led led

leave left left

lose lost lost

make made made

meet met met

read read read

ride rode ridden

see saw seen

send sent sent

spend spent spent

take took taken

tell told told

wear wore worn

write wrote written


61

Can-do Chart

Competência/habilidades ConsigoConsigo, mas

com ajudaAinda não

consigo 1. Reconhecer a organização de um texto

informativo descritivo e um relato de

experiência – testimonial (organização

macrotextual).

2. Relacionar informações, baseando-se em

inferências.

3. Localizar informações explícitas em um

texto.

4. Inferir significados para compreender a

mensagem.

5. Levantar hipóteses sobre o assunto de

um texto e verificá-las a partir da leitura.

6. Identificar palavras cognatas ou empres-

tadas da língua inglesa para compreender

um texto.

7. Reconhecer os usos do tempo verbal

presente simples.

8. Reconhecer os usos do tempo verbal

presente perfeito.

9. Elaborar um relato de experiência de

voluntariado.

10. Reconhecer um anúncio de emprego

(organização macrotextual).

11. Reconhecer o assunto geral de um texto.

12. Reconhecer o uso de verbos típicos de

anúncios de emprego.

13. Elaborar um anúncio pessoal (fictício ou

real) para candidatar-se a um emprego.

14. Trabalhar em equipe, assumindo funções

e contribuindo para o trabalho em grupo.

15. Reconhecer o significado de abreviações

em anúncios de emprego.

Inglês - 3a série - Volume 1

62

CONCEPÇÃO E COORDENAÇÃO GERALNOVA EDIÇÃO 2014-2017

COORDENADORIA DE GESTÃO DA EDUCAÇÃO BÁSICA – CGEB

Coordenadora Maria Elizabete da Costa

Diretor do Departamento de Desenvolvimento Curricular de Gestão da Educação Básica João Freitas da Silva

Diretora do Centro de Ensino Fundamental dos Anos Finais, Ensino Médio e Educação Profissional – CEFAF Valéria Tarantello de Georgel

Coordenadora Geral do Programa São Paulo faz escolaValéria Tarantello de Georgel

Coordenação Técnica Roberto Canossa Roberto Liberato Suely Cristina de Albuquerque Bom m

EQUIPES CURRICULARES

Área de Linguagens Arte: Ana Cristina dos Santos Siqueira, Carlos Eduardo Povinha, Kátia Lucila Bueno e Roseli Ventrela.

Educação Física: Marcelo Ortega Amorim, Maria Elisa Kobs Zacarias, Mirna Leia Violin Brandt, Rosângela Aparecida de Paiva e Sergio Roberto Silveira.

Língua Estrangeira Moderna (Inglês e Espanhol): Ana Paula de Oliveira Lopes, Jucimeire de Souza Bispo, Marina Tsunokawa Shimabukuro, Neide Ferreira Gaspar e Sílvia Cristina Gomes Nogueira.

Língua Portuguesa e Literatura: Angela Maria Baltieri Souza, Claricia Akemi Eguti, Idê Moraes dos Santos, João Mário Santana, Kátia Regina Pessoa, Mara Lúcia David, Marcos Rodrigues Ferreira, Roseli Cordeiro Cardoso e Rozeli Frasca Bueno Alves.

Área de Matemática Matemática: Carlos Tadeu da Graça Barros, Ivan Castilho, João dos Santos, Otavio Yoshio Yamanaka, Rodrigo Soares de Sá, Rosana Jorge Monteiro, Sandra Maira Zen Zacarias e Vanderley Aparecido Cornatione.

Área de Ciências da Natureza Biologia: Aparecida Kida Sanches, Elizabeth Reymi Rodrigues, Juliana Pavani de Paula Bueno e Rodrigo Ponce.

Ciências: Eleuza Vania Maria Lagos Guazzelli, Gisele Nanini Mathias, Herbert Gomes da Silva e Maria da Graça de Jesus Mendes.

Física: Carolina dos Santos Batista, Fábio Bresighello Beig, Renata Cristina de Andrade

Oliveira e Tatiana Souza da Luz Stroeymeyte.

Química: Ana Joaquina Simões S. de Matos Carvalho, Jeronimo da Silva Barbosa Filho, João Batista Santos Junior e Natalina de Fátima Mateus.

Área de Ciências Humanas Filosofia: Emerson Costa, Tânia Gonçalves e Teônia de Abreu Ferreira.

Geografia: Andréia Cristina Barroso Cardoso, Débora Regina Aversan e Sérgio Luiz Damiati.

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

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

PROFESSORES COORDENADORES DO NÚCLEO PEDAGÓGICO

Área de Linguagens Educação Física: Ana Lucia Steidle, Eliana Cristine Budisk de Lima, Fabiana Oliveira da Silva, Isabel Cristina Albergoni, Karina Xavier, Katia Mendes e Silva, Liliane Renata Tank Gullo, Marcia Magali Rodrigues dos Santos, Mônica Antonia Cucatto da Silva, Patrícia Pinto Santiago, Regina Maria Lopes, Sandra Pereira Mendes, Sebastiana Gonçalves Ferreira Viscardi, Silvana Alves Muniz.

Língua Estrangeira Moderna (Inglês): Célia Regina Teixeira da Costa, Cleide Antunes Silva, Ednéa Boso, Edney Couto de Souza, Elana Simone Schiavo Caramano, Eliane Graciela dos Santos Santana, Elisabeth Pacheco Lomba Kozokoski, Fabiola Maciel Saldão, Isabel Cristina dos Santos Dias, Juliana Munhoz dos Santos, Kátia Vitorian Gellers, Lídia Maria Batista Bom m, Lindomar Alves de Oliveira, Lúcia Aparecida Arantes, Mauro Celso de Souza, Neusa A. Abrunhosa Tápias, Patrícia Helena Passos, Renata Motta Chicoli Belchior, Renato José de Souza, Sandra Regina Teixeira Batista de Campos e Silmara Santade Masiero.

Língua Portuguesa: Andrea Righeto, Edilene Bachega R. Viveiros, Eliane Cristina Gonçalves Ramos, Graciana B. Ignacio Cunha, Letícia M. de Barros L. Viviani, Luciana de Paula Diniz, Márcia Regina Xavier Gardenal, Maria Cristina Cunha Riondet Costa, Maria José de Miranda Nascimento, Maria Márcia Zamprônio Pedroso, Patrícia Fernanda Morande Roveri, Ronaldo Cesar Alexandre Formici, Selma Rodrigues e Sílvia Regina Peres.

Área de Matemática Matemática: Carlos Alexandre Emídio, Clóvis Antonio de Lima, Delizabeth Evanir Malavazzi, Edinei Pereira de Sousa, Eduardo Granado Garcia, Evaristo Glória, Everaldo José Machado de Lima, Fabio Augusto Trevisan, Inês Chiarelli Dias, Ivan Castilho, José Maria Sales Júnior, Luciana Moraes Funada, Luciana Vanessa de Almeida Buranello, Mário José Pagotto, Paula Pereira Guanais, Regina Helena de Oliveira Rodrigues, Robson Rossi, Rodrigo Soares de Sá, Rosana Jorge Monteiro,

Rosângela Teodoro Gonçalves, Roseli Soares Jacomini, Silvia Ignês Peruquetti Bortolatto e Zilda Meira de Aguiar Gomes.

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

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

Física: Ana Claudia Cossini Martins, Ana Paula Vieira Costa, André Henrique Ghel Ru no, Cristiane Gislene Bezerra, Fabiana Hernandes M. Garcia, Leandro dos Reis Marques, Marcio Bortoletto Fessel, Marta Ferreira Mafra, Rafael Plana Simões e Rui Buosi.

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

Área de Ciências Humanas Filosofia: Álex Roberto Genelhu Soares, Anderson Gomes de Paiva, Anderson Luiz Pereira, Claudio Nitsch Medeiros e José Aparecido Vidal.

Geografia: Ana Helena Veneziani Vitor, Célio Batista da Silva, Edison Luiz Barbosa de Souza, Edivaldo Bezerra Viana, Elizete Buranello Perez, Márcio Luiz Verni, Milton Paulo dos Santos, Mônica Estevan, Regina Célia Batista, Rita de Cássia Araujo, Rosinei Aparecida Ribeiro Libório, Sandra Raquel Scassola Dias, Selma Marli Trivellato e Sonia Maria M. Romano.

História: Aparecida de Fátima dos Santos Pereira, Carla Flaitt Valentini, Claudia Elisabete Silva, Cristiane Gonçalves de Campos, Cristina de Lima Cardoso Leme, Ellen Claudia Cardoso Doretto, Ester Galesi Gryga, Karin Sant’Ana Kossling, Marcia Aparecida Ferrari Salgado de Barros, Mercia Albertina de Lima Camargo, Priscila Lourenço, Rogerio Sicchieri, Sandra Maria Fodra e Walter Garcia de Carvalho Vilas Boas.

Sociologia: Anselmo Luis Fernandes Gonçalves, Celso Francisco do Ó, Lucila Conceição Pereira e Tânia Fetchir.

Apoio:Fundação para o Desenvolvimento da Educação - FDE

CTP, Impressão e acabamentoLog Print Grá ca e Logística S. A.

A Secretaria da Educação do Estado de São Paulo autoriza a reprodução do conteúdo do material de sua titularidade pelas demais secretarias de educação do país, desde que mantida a integri-dade da obra e dos créditos, ressaltando que direitos autorais protegidos*deverão ser diretamente negociados com seus próprios titulares, sob pena de infração aos artigos da Lei no 9.610/98.

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

* Nos Cadernos do Programa São Paulo faz escola são indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos conteúdos apresentados e como referências bibliográficas. Todos esses endereços eletrônicos foram checados. No entanto, como a internet é um meio dinâmico e sujeito a mudanças, a Secretaria da Educação do Estado de São Paulo não garante que os sites indicados permaneçam acessíveis ou inalterados.* Os mapas reproduzidos no material são de autoria de terceiros e mantêm as características dos originais, no que diz respeito à grafia adotada e à inclusão e composição dos elementos cartográficos (escala, legenda e rosa dos ventos).

Ciências Humanas Coordenador de área: Paulo Miceli. Filosofia: Paulo Miceli, Luiza Christov, Adilton Luís Martins e Renê José Trentin Silveira.

Geografia: Angela Corrêa da Silva, Jaime Tadeu Oliva, Raul Borges Guimarães, Regina Araujo e Sérgio Adas.

História: Paulo Miceli, Diego López Silva, Glaydson José da Silva, Mônica Lungov Bugelli e Raquel dos Santos Funari.

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

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

Ciências: Ghisleine Trigo Silveira, Cristina Leite, João Carlos Miguel Tomaz Micheletti Neto, Julio Cézar Foschini Lisbôa, Lucilene Aparecida Esperante Limp, Maíra Batistoni e Silva, Maria Augusta Querubim Rodrigues Pereira, Paulo Rogério Miranda Correia, Renata Alves Ribeiro, Ricardo Rechi Aguiar, Rosana dos Santos Jordão, Simone Jaconetti Ydi e Yassuko Hosoume.

Física: Luis Carlos de Menezes, Estevam Rouxinol, Guilherme Brockington, Ivã Gurgel, Luís Paulo de Carvalho Piassi, Marcelo de Carvalho Bonetti, Maurício Pietrocola Pinto de Oliveira, Maxwell Roger da Puri cação Siqueira, Sonia Salem e Yassuko Hosoume.

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

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

GESTÃO DO PROCESSO DE PRODUÇÃO EDITORIAL 2014-2017

FUNDAÇÃO CARLOS ALBERTO VANZOLINI

Presidente da Diretoria Executiva Antonio Rafael Namur Muscat

Vice-presidente da Diretoria Executiva Alberto Wunderler Ramos

GESTÃO DE TECNOLOGIAS APLICADAS À EDUCAÇÃO

Direção da Área Guilherme Ary Plonski

Coordenação Executiva do Projeto Angela Sprenger e Beatriz Scavazza

Gestão Editorial Denise Blanes

Equipe de Produção

Editorial: Amarilis L. Maciel, Angélica dos Santos Angelo, Bóris Fatigati da Silva, Bruno Reis, Carina Carvalho, Carla Fernanda Nascimento, Carolina H. Mestriner, Carolina Pedro Soares, Cíntia Leitão, Eloiza Lopes, Érika Domingues do Nascimento, Flávia Medeiros, Gisele Manoel, Jean Xavier, Karinna Alessandra Carvalho Taddeo, Leandro Calbente Câmara, Leslie Sandes, Mainã Greeb Vicente, Marina Murphy, Michelangelo Russo, Natália S. Moreira, Olivia Frade Zambone, Paula Felix Palma, Priscila Risso, Regiane Monteiro Pimentel Barboza, Rodolfo Marinho, Stella Assumpção Mendes Mesquita, Tatiana F. Souza e Tiago Jonas de Almeida.

Direitos autorais e iconografia: Beatriz Fonseca Micsik, Érica Marques, José Carlos Augusto, Juliana Prado da Silva, Marcus Ecclissi, Maria Aparecida Acunzo Forli, Maria Magalhães de Alencastro e Vanessa Leite Rios.

Edição e Produção editorial: Jairo Souza Design Grá co e Occy Design projeto grá co .

CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS CONTEÚDOS ORIGINAIS

COORDENAÇÃO DO DESENVOLVIMENTO DOS CONTEÚDOS PROGRAMÁTICOS DOS CADERNOS DOS PROFESSORES E DOS CADERNOS DOS ALUNOS Ghisleine Trigo Silveira

CONCEPÇÃO Guiomar Namo de Mello, Lino de Macedo, Luis Carlos de Menezes, Maria Inês Fini coordenadora e Ruy Berger em memória .

AUTORES

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

Educação Física: Adalberto dos Santos Souza, Carla de Meira Leite, Jocimar Daolio, Luciana Venâncio, Luiz Sanches Neto, Mauro Betti, Renata Elsa Stark e Sérgio Roberto Silveira.

LEM – Inglês: Adriana Ranelli Weigel Borges, Alzira da Silva Shimoura, Lívia de Araújo Donnini Rodrigues, Priscila Mayumi Hayama e Sueli Salles Fidalgo.

LEM – Espanhol: Ana Maria López Ramírez, Isabel Gretel María Eres Fernández, Ivan Rodrigues Martin, Margareth dos Santos e Neide T. Maia González.

Língua Portuguesa: Alice Vieira, Débora Mallet Pezarim de Angelo, Eliane Aparecida de Aguiar, José Luís Marques López Landeira e João Henrique Nogueira Mateos.

Matemática Coordenador de área: Nílson José Machado. Matemática: Nílson José Machado, Carlos Eduardo de Souza Campos Granja, José Luiz Pastore Mello, Roberto Perides Moisés, Rogério Ferreira da Fonseca, Ruy César Pietropaolo e Walter Spinelli.

Valid

ade: 2014 – 2017