caderno do aluno inglês 3 ano vol 2 2014-2017

3a SRIE ENSINO MDIOVolume 2

INGLSLinguagens

CADERNO DO ALUNO

MATERIAL DE APOIO AOCURRCULO DO ESTADO DE SO PAULO

CADERNO DO ALUNO

INGLSENSINO MDIO

3a 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),

Voc est se aproximando do momento em que deixar a escola. Os conhecimentos adquiridos

at agora sero a base para a sua formao futura. Neste volume, voc ver textos relacionados

organizao de um depoimento, de um guia de estudante e de assuntos ligados ao mundo do tra-

balho, como anncios de emprego e currculos. Ao analisar como se organizam e quais estruturas

gramaticais e itens de vocabulrio so mais adequados para esses tipos de textos, o Caderno vai

auxili-los a elaborar depoimentos sobre planos prossionais, bem como seu prprio currculo para

oportunidades de empregos que exigem conhecimento do ingls. Assim, mais uma vez, o ingls lhe

permitir falar sobre assuntos diretamente relacionados com sua vida fora da escola, discutindo as

qualicaes necessrias para a atuao prossional em diversas reas.

Desde os seus primeiros contatos formais com a lngua inglesa como parte de seu Currculo na

escola pblica, voc aprendeu que so muitas as oportunidades para aprofundar o conhecimento

sobre esse idioma. Como sabe, o ingls est presente no nosso dia a dia de vrias formas e fcil

complementar o que apresentado nas aulas regulares atravs de sites, redes de relacionamento,

msicas e lmes. Use essa facilidade, associada ao conhecimento do idioma construdo ao longo de

sua vida escolar, para auxili-los em pesquisas sobre outras reas e disciplinas, bem como a aprender

mais sobre o prprio idioma.

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) 21st century professions e 2) Creating a CV. Essas atividades vo ajud-lo a:

1. Reconhecer as caractersticas e a organizao de um depoimento, de um guia do estu-dante e de uma apresentao de cursos universitrios.

2. Identicar o assunto principal de um texto e relacion-lo a experincias pessoais e pers-pectivas futuras.

3. Inferir o sentido de palavras ou expresses em um texto.

4. Reconhecer e usar conjunes: either... or e neither... nor.

5. Reconhecer e usar oraes condicionais (tipo 1).

6. Reconhecer e usar as estruturas verbais que indicam planos futuros (will, going to).

7. Reconhecer e usar os verbos modais may e might.

8. Retomar os tempos verbais past simple e present perfect.

9. Elaborar um depoimento pessoal sobre planos prossionais para o futuro.

10. Reconhecer como se organiza um currculo, que tipo de informaes apresenta e qual o seu objetivo.

11. Reconhecer os tipos de currculos apropriados s necessidaddes do candidato: chronological CV e functional CV.

12. Identicar como se organiza um anncio de emprego e que tipo de informaes apresen-ta.

13. Localizar informaes em diferentes textos.

14. Identicar o uso de verbos no passado para descrever habilidades em um currculo.

15. Elaborar um currculo contendo informaes pessoais, formao, habilidades e objetivos.

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

Ingls 3a srie Volume 2

6

1. Look at the text and answer. What is its purpose? Who would read this kind of text? What for?

1. Business Administration Prepares people to manage different kinds of public or private organizations. This professional will be able to plan, organize, control and foresee a companys development in order to achieve better results.

Course duration or years. Further development


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2. Read the text in Activity 1 and answer.

a) What kind of information does the text bring?

( ) course descriptions.

( ) where to study.

( ) where to work.

( ) where to live.

( ) prices.

( ) websites for research.

( ) salaries.

( ) articles about choosing a career.

( ) descriptions of professions.

( ) testimonials.

b) Which courses have the shortest duration?

c) Which course can be taken on-line? What kind of people take an on-line course?

d) Find out where professionals from these elds might work: Logistics and Digital Games.

e) What does a Digital Games professional do?

f ) What does a Logistics professional have to do to develop his/her career?

3. Read the following sentences and identify the appropriate meaning for the underlined conjunctions.

a) The company may also arrange more training courses either in-company or in training centers outside the company.

b) We neither sell nor rent equipment.

( ) This kind of conjunction shows that both alternatives are excluded.

( ) This kind of conjunction shows two possible alternatives.


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4. Have a look at the examples and rewrite the sentences using either... or or neither... nor.

Examples:

a) Mark may take Mathematics or he may take Computer Science.

Mark may take either Mathematics or Computer Science.

b) Carol doesnt smoke and she doesnt drink.

Carol neither smokes nor drinks.

c) Ann doesnt study during the day and she doesnt study in the evening.

d) Alfred doesnt work and he doesnt study.

e) I may become an engineer or I may become a Mathematics professor.

f ) They can enter university next semester or they can enter next year.


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5. Have a quick look at the text, read the title, the subtitle and pay attention to the layout. What do you think it is about?

Career

,I \ou choose \our career taking into consideration \our interests \ou will Ee IullledCareer planning is a never-ending process.


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Expansion activity

Read the text in Activity 5 again and do as asked.

a) Underline the questions in the rst and second steps, and answer them.

b) Read the third step and answer: What are your values at work?

c) Point out the two most relevant steps in your opinion. Discuss your choice in a small group.

d) Do you think these steps can help you choose a career? Why (not)?


11

: FOCUS ON LANGUAGE 1

1. Word search. Find out the past participle form of the verbs in the grid.

be speak sign nish get recruit work

W L K M G J H T W Q G F

C B D S X F Z J K L N K

R E C R U I T E D S D J

K E H D G N Z K X S H W

L N R G H I J G K L P U

M N B S F S P O K E N A

N D S F R H K T L M P Y

F S I G N E D G F G H J

H J Q W S D W O R K E D

2. Complete these sentences using the verbs you found in Activity 1.

a) I have just a new job!

b) He has in that company for ve years.

c) We havent to your sister for a long time.

d) She has unemployed since last year.

e) I have already the rst term of my course.

f ) They havent anyone for the position yet.

g) She hasnt the contract yet.


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3. Circle the correct alternative.

a) Unfortunately neither/either the documents nor/or the contracts are ready yet.

b) We neither/either sell nor/or rent computers in this store. It is a music store!

c) Neither/Either Ben nor/or Marta has the qualities we need. We must keep on interviewing other candidates!

d) He is a great actor! He can be neither/either the hero nor/or the villain.

e) I can meet you neither/either Wednesday nor/or Friday. Im available both these days!

f ) Neither/Either Brazil nor/or Spain played well at the nals. The game was unbelievably boring!

4. Combine the sentences with either... or or neither... nor. Follow the examples.

a) He can work in the oce. He can work at home.

b) I dont know where she is. She is not at the oce. She is not at the airport.

c) The hotel wasnt clean. The hotel wasnt comfortable.

d) We can leave today. We can leave tomorrow. Its up to you!

e) Mark doesnt drink. Mark doesnt smoke.

f ) You can write an e-mail. You can call them.

He can work either in the oce or at home.

She is neither at the oce nor at the airport.

The rst test of a truly great man is his humility. RUSKIN, John. English art and social critic: modern painters.

LITERARY MOMENT


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SITUATED LEARNING 2 CAREER: CHOOSING A PROFESSION PART II

1. Discuss in groups of three.

a) Have you ever been to a university? If so, which one? How did you like it?

b) What program would you like to take? Why?

c) Look at the following list and check which criteria you would use to choose the program and the university to attend.

( ) location/distance from home.

( ) public vs. private.

( ) costs and nancial assistance packages.

( ) campus resources (labs, libraries, computer access, etc.).

( ) internship programs.

( ) Brazilian Education Ministry evaluation.

( ) class size.

( ) quality/reputation/ranking.

( ) safety (campus, community).

( ) social life (sports, parties, etc.).

( ) religious aliation.

( ) housing options (dorms, apartments).

( ) on-line courses.

d) In your point of view, how important is it to have a college education in Brazil nowadays?

!?


14

2. Have a look at the following text and check where it was taken from. How do you know?

( ) a magazine. ( ) a yer. ( ) a brochure.

3. Read the text in Activity 2 and answer the questions.

a) What is the objective of the Table of contents?

b) What is the objective of the Welcome letter?

c) What kind of relevant information does the Welcome letter bring?

Welcome letter 4

General information 5

Schedule of the program 7

Admission requirements 8

Arts and humanities 9

Biomedicine 11

Social sciences 14

Technology 16

Science 27

3 4

Welcome to the World Citizen University

The World Citizen University began in 1811, and it is the oldest public university in the world. Over the past few years, it has become the university that oers the most famous on-line courses. As of this moment, there are about 40,000 students from dierent countries attending on-line courses.

The World Citizen University oers more than 250 undergraduate and graduate programs across a wide range of elds. Some of the most popular are Business, Engineering and Communication. You can obtain bachelors (B.A., B.S.), masters (M.A., M.S.), and doctoral (Ph.D.) degrees. The World Citizen University Graduate Schools provide graduate education of the highest quality, stimulating and promoting a supportive and professional environment for students.

We hope you will consider studying at the oldest and nest public university in the world.

Table of contents

Elaborado especialmente para o So Paulo faz escola.


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4. Choose the correct meaning of if in the sentences below.

If I enter the university, I will take the Agribusiness course to help my father in his farm.

If I take Business Administration, I will be able to manage companies.

( ) You use if to express conditions.

( ) You use if to show uncertainty.

5. Work in pairs and write some sentences using If I..., I will... referring to your professional future.

a)

b)

c)

d)

e)


1. Complete the sentences using the words from the box.

graduate enter read invest choose

a) If you more books, your vocabulary will improve a lot.

b) If you the right profession, you will feel more motivated to study and work.

c) If you , you will have new job opportunities.

d) If you in your studies now, you will have many benets in the future.

e) If I university, I will take Computer Science.


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2. Circle the correct word to complete the sentences.

a) What career suits/suit you best?

b) How much do you knew/know about being a journalist?

c) Should I gone/go to college or look for a job?

d) What are/is your strengths?

e) Have you ever being/been to a university?

3. Read the testimonial and complete it using the words from the box.

designer experience knowledge games dream education grow up create Math computers

Testimonial

I think that everyone has a (a) of something they would like to

be or to do when they (b) . When I was in the 8th grade, my

(c) teacher asked me what I wanted to do when I grew up. I told

him my dream was to work with (d) . I have been fascinated by

computers since I was very young. When I was four years old my father gave me a toy computer to

play (e) it was a fantastic (f ) ! Technology

is an essential part of my (g) . Nowadays Im a computer games

(h) and I love what I do. Next year I will take another

course to develop my (i) about computers so that I can

(j) new games.

4. Read the testimonial again and write (F) for False and (T) for True.

( ) His father gave him a toy computer when he was fourteen.

( ) He is a computer analyst.


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( ) When his teacher asked him what he wanted to do, he didnt know what to answer.

( ) He is a computer games designer, but he doesnt enjoy it very much.

( ) He will create new games after he takes a course to develop his knowledge.

I respect faith but doubt is what gets you an education. MIZNER, Wilson.

LITERARY MOMENT


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SITUATED LEARNING 3 TESTIMONIALS: CHOOSING A PROFESSION

1. Look at the testimonials in the Student guide and discover what they are about. More than one alternative may be correct.

( ) choosing a profession. ( ) rst job. ( ) looking for a job. ( ) plans.

!?

Testimonials: choosing my profession

Student guide Choosing your profession!

3

Computer ScienceThe idea of a world without computers and information technology is unconceivable nowadays.

That is because humankind has become highly dependent on computers. Being aware of that, I decided I would study Computer Science. I have become very fond indeed of developing new computer programs so I might become a programmer. I have Must been offered a Mob in an $merican company where I will help the IT analysts. I am looking forward to it because I will nally be able to put my knowledge into practice.

Ann Barley

DentistryI am pleased to say I have Must got a degree in 'entistry, Must like my father. 'uring my childhood

days I always enMoyed going to work with my father, who is a dental surgeon. +aving realized my interest in such a Mob, he encouraged me to choose this career and has supported me during my university years. I am going to apply for a graduate course. Professional improvement is very important in this career, as I will be dealing with other peoples health.

Marilyn Stuart

EngineeringSince my childhood days I dreamt of becoming either an engineer or a Mathematics professor

because I have always been keen on numbers and calculations. By the time I nished high school, I had made up my mind. I entered university in order to take a Mechanical Engineering course. I knew it would be a hard nut to crack, but I could not picture myself in any other profession. I have Must landed my rst Mob in a *erman car company. It is going to be an internship and, depending on my personal development, I might be hired once the internship program is over.

Edward Smith



19

2. Read the testimonials and complete the chart.

First job/Internship Interests/Abilities Plans

Engineering

Dentistry

Computer Science

3. Now read the previous chart and the testimonials again and pay attention to the way people express their plans. To talk about future plans they use:

( ) will.

( ) present perfect.

( ) going to.

( ) might.

4. Think about three classmates and write some predictions about their future professional lives. There are some examples below to help you. Do not use your classmates names.

Examples:

I think he will take Nanotechnology at the university.

I think she is going to be an English Language and Literature teacher.

a)

b)

c)


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5. Have a look at these sentences and check the appropriate meaning of might and may.

It is going to be an internship and, depending on my personal development, I might be hired once the internship program is over.

It is the nurse who is supposed to provide everything the sick person may need.

( ) They express future possibility.

( ) They express prohibition.

6. Read the sentences and circle the correct alternative.

a) Peter: When will you attend classes at the university?

Mark: I am not sure. It is going to/might/will be around the beginning of March.

b) Beth: Are you taking another final test next month?

John: I am not sure if I did well on Calculus. I will/might/am going to need to.

c) Eric: Do you think he will pass the exam?

Ann: Well, he will/might/is going to pass, but I dont think he will.


1. Look at Alans weekly planner for the afternoons next week. Complete the sentences following the example.

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

9English class

at 3 p.m.

10Study for

Science test at Johns house

11English class

at 3 p.m.

12Help my

brother with computer

lessons

13Soccer class

14Extra

computer class

15watch a

soccer game

a) Alan cant play soccer on Wednesday afternoon because he...

b) He wont be home on Tuesday afternoon because he...

is going to have an English

class at 3 p.m.

INGLES_CAA_3s_V2_2014.indd 20 09/06/14 08:18


21

c) He cant go out on Thursday because he...

d) On Friday he...

e) On Saturday Alan cant go out with friends because he...

f ) He doesnt want to go to the cinema with friends on Sunday because he...

2. Rewrite the sentences using the correct verb tense: future (will) or present simple. Follow the example.

a) Harry/get into/university/after/he/nish/high school.

Harry will get into university after he nishes high school.

b) He/get/his rst job/before/he/go/to college.

c) When/he/nish/high school/he/look for/a job.

d) He/take/Computer Science/at college/after/he/nd/a job.

e) He/get/a promotion/if/he/work/one year/as an intern.

f) Ann/improve/her knowledge of digital games/when/she/start/a university course.

3. Unscramble the words to form sentences.

a) nal/I/exams./pass/the/History/might

b) next/Jones/win/election./might/the


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c) get/into/year./next/might/They/college

d) company/next year./developing/I/be/projects/in the/might/responsible for/new

e) two/You/be/after/years./might/promoted

4. Match the columns to complete the sentences.

a) I dont think the entrance exam to college

b) I doubt that student

c) I guess he

d) I suppose Bob and Melanie

e) You work so hard Im sure you

( ) will get his rst job soon.

( ) will have a baby soon after they get married.

( ) will need extra classes on Biology to pass the exam.

( ) will be promoted soon!

( ) will be very dicult.

Nothing great was ever achieved without enthusiasm. EMERSON, Ralph Waldo. Essays.

LITERARY MOMENT


23

SITUATED LEARNING 4 PRODUCING TESTIMONIALS: PROFESSIONAL PLANS

1. Work in groups of three students to write about your professional plans. Suppose you are invited to write a testimonial about your future career and that it will be published in a guide called Student guide Choosing your profession!.

2. Look at the text in Situated Learning 3 and pay attention to the way a testimonial is organized. What kind of information does it bring? In what sequence is the information presented? What are the verbs used to talk about careers, personal interests, plans and responsibilities?

3. You can also look at some student guides in English or Portuguese (on-line or printed) in order to remember how a testimonial is organized and also to check the dierent kinds of plan people talk about.

4. Discuss and decide on the following items to produce your testimonial:

Profession:

First job or internship:

Interests and abilities:

Plans (courses, projects etc.):

5. Now it is time to start writing the testimonial. Dont worry about mistakes, it is only a draft. Write a complete testimonial like the examples you read in Situated Learning 3. Dont forget to:

a) talk about your rst job or internship, your abilities and plans, and the courses you wish to take to develop your knowledge;

b) use verb forms that indicate plans, like: will, going to, may, might;

c) use the correct verb tense to talk about previous experience (past simple) and life experience (present perfect);

d) sign your testimonial.

draft = rascunho

!?


24

6. It is time to share your texts. Swap drafts with another group. Read your friends testimonials and help them improve their texts. How can they be better? Do you have any suggestions?

Check if your friends testimonials have the characteristics listed below.

( ) They mention the chosen profession.

( ) They mention the rst job or internship.

( ) They describe plans.

( ) They identify the writers name.

( ) They use appropriate verb forms to write about plans: will, going to, may, might.

( ) They use appropriate verb tenses to write about experience (past simple, present perfect).

( ) They are organized like a testimonial.

swap = trocar

Producing testimonials: Professional plans Draft


25

7. Now, get your own text back and check your friends suggestions. Re-read your text and try to make further corrections. Are the verbs in the correct tense? What about spelling and punctuation?

8. To round it o, produce the nal version of your testimonial. You can also create the page of the Student guide Choosing your profession! to present your nal production.

Producing testimonials: Professional plans Final version

9. Now, you are ready to present your nal version to the group. Read your friends testimonials and vote for the most interesting one.


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LEARN MORE

Para aprender mais sobre este tema, sugerimos uma lista de sites e lmes com os quais voc pode ampliar suas oportunidades de aprender ingls.

Sites

Visite os seguintes endereos para saber mais sobre testes vocacionais, descries de ativi-dades realizadas por diferentes prossionais, informaes sobre reas de trabalho e prosses, tudo em ingls!

CarrerTest.net. Disponvel em: . Acesso em: 12 nov. 2013.

CareerSteer. Disponvel em: . Acesso em: 12 nov. 2013.

BBC. Disponvel em: . Acesso em: 12 nov. 2013.

GovUK. Disponvel em: . Acesso em: 12 nov. 2013.

The University of Melbourne. Disponvel em: . Acesso em: 12 nov. 2013.

Para saber mais sobre verbos modais em ingls, voc pode visitar o seguinte endereo:

S lngua inglesa. Disponvel em: . Acesso em: 12 nov. 2013.

Films

procura da felicidade (The pursuit of happyness). Direo: Gabriele Muccino. EUA, 2006. 127 min. Livre. Drama. Filme inspirado na histria real de Chris Gardner (Will Smith), um vendedor que luta para construir um futuro melhor para si e para seu lho de cinco anos. O personagem procura mudar de vida e consegue um estgio no remunera-do na esperana de ser contratado ao nal de alguns meses. O lme mostra cenas em que o protagonista procura emprego e faz entrevista. Uma curiosidade sobre o ttulo original


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do lme: a palavra happyness grafada incorretamente decorrente de uma das cenas. O lho do personagem principal ca em uma escola para crianas pequenas durante o dia e no muro da escola est escrito happyness e no happiness. Sempre que Chris vai apa-nhar o lho, ele pede para corrigirem a palavra.

Fama (Fame). Direo: Alan Parker. EUA, 1980. 134 min. Livre. Musical. Em Nova Iorque, estudantes de diversas origens sociais em uma escola de artes cnicas se deparam com seus sonhos e suas frustraes no decorrer do curso, mas acima de tudo almejam ser amados e reconhecidos artisticamente.

Coach Carter Treino para a vida (Coach Carter). Direo: Thomas Carter. EUA, 2005. 136 min. 14 anos. Drama. Histria real e inspiradora de um treinador, Ken Carter, que decide mostrar os diversos valores da vida ao suspender seu time campeo por causa do desempe-nho acadmico dos atletas. Dessa forma, o treinador recebe elogios e crticas, alm de muita presso para levar o time de volta s quadras. a que ele deve superar os obstculos de seu ambiente de trabalho e mostrar aos jovens um futuro que vai alm de gangues, da priso e at mesmo do basquete.

Ao mestre, com carinho (To Sir, with love). Direo: James Clavell. Reino Unido, 1967. 105 min. 12 anos. Drama. Baseado no livro homnimo de E. R. Braithwaite, Ao mestre, com carinho um timo drama vivido por um professor negro em uma escola de um bairro operrio de Londres. Ele decide enfrentar uma indisciplinada classe de alunos adolescentes e est disposto a transform-los em futuros bons cidados. O lme levanta alguns problemas sociais e tnicos, e outros prprios das angstias e inseguranas da adolescncia, bem como vrias mensagens positivas em relao a esse universo.


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1. Get in groups of four and do the following activities.

a) Suppose you are applying for a job. Put the following actions in the appropriate sequence.

( ) Write a cover letter.

( ) Write a CV.

( ) Have an initial interview.

( ) Look for job ads.

( ) Take part in a job selection process or training course.

b) Have you ever written a CV? If so, when and what for?

c) What is the objective of a CV?

( ) To get you a job interview.

( ) To work as a guide for the interviewer.

( ) To record your life history.

d) What kind of information does a CV bring?

( ) Limited personal information.

( ) Detailed personal information.

( ) Capabilities.

THEME 2CREATING A CV

SITUATED LEARNING 5 LEARNING ABOUT CV FORMATS

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29

( ) A list of educational experiences and honors.

( ) Work experience.

( ) Career objective.

( ) Life experience.

( ) Volunteer work experience.

( ) Salary.

( ) Skills and interests.

2. Have a look at the text and say the names given to the CV formats.

3. Read the text. Complete the sentences below and answer the questions.


There are two traditional C9 formats. The rst and most common standard is the chronological C9 format. It is good for Mob seekers with a steady, consistent employment history. The second one is the functional C9 format, which may be the best one if you are entering the workforce, have a limited Mob history or are changing careers. It emphasizes your skills, capabilities and accomplishments rather than your work history. It will highlight your strengths instead of your shortcomings. 'epending on your situation, you may choose one of them. +ere is a brief outline of each one.

Chronological CV outline Functional CV outlinea) Career obMective a) Career obMective b) :ork e[perience b) $ccomplishments and capabilitiesc) Education and Tualications c) :ork e[perienced) Skills and interests or additional information d) Education and Tualications e) References e) Skills and interests or additional information f) References

Job seekers who opt for a functional CV format may organize it by intentionally omitting company names, employment dates and positions because the focus is on their accomplishments and capabilities. This kind of CV may work for new graduates entering the Mob market.

Writing a CV

www.mycve[pert.orgformats


30

a) A chronological CV format is good for

b) A functional CV format is good if you are entering

c) A chronological CV emphasizes

d) A functional CV emphasizes

e) Analyze the two CV outlines. What is the dierence between them?

f ) You are almost leaving high school. Which CV format would be the best for you? Why?

4. During a job selection process, a CV is usually discarded when it:

( ) contains spelling or grammatical errors.

( ) is too wordy.

( ) has one page.

( ) is poorly formatted.

( ) presents you as a serious potential worker.

( ) is too long.

5. Have a look at the following text and nd out how many pages a CV can have.


31


6. Read the text and write (T) for True or (F) for False for the following sentences.

( ) Light blue or green are good colors for your CV.

( ) An employer will read your CV carefully.

( ) Remember to include your volunteer work experience.

( ) Be creative and design your own CV.

( ) Ask someone you trust to check your CV over for mistakes.

Golden rules for an effective CVHere are some simple DOs and DONTs that can help you avoid many of the most common mistakes when

writing a CV.

DOs

f Make sure your CV is easy to read. Remember, it is a summary.f Focus on information that is relevant to the position you are applying for. Focus on the employers needs. f Highlight your past accomplishments and skills to make the employer call you for an interview.f Keep your CV short, one or two pages. An employer will only scan it for a few seconds. f Use action words, such as developed, managed, designed, accomplished, conducted, established,

collaborated, coordinated, organized, planned, produced, supervised, etc. Remember: verbs are always in the past tense.

f Read your CV a number of times looking for mistakes. It is a good idea to have your best friend look it over, and then ask your parents or teachers to do the same. It has to be free of grammar and content errors.

f Be sure to use good quality paper. Keep the color neutral: white or ivory. f Have your CV word-processed.f Make sure your CV is neat and visually organized. Use normal margins (2 cm on top and bottom, 2.5 cm on

the sides).f Remember: a CV is a fundamental tool in the job-seeking process.DONTs

f Dont lie. Be honest. Always tell the truth about your skills and work experience. f Dont repeat information. If you have performed a specic task at more than one job, list it in one place only. f Dont use personal pronouns, such as I and me.f Dont forget to list your volunteer work experience. You probably have learned a lot from volunteering at local

charities. f Dont create your own CV format. Respect the prescribed formats.f Dont staple your CV.f Dont write your CV in a hurry. To have an effective CV you must take the time to do it right.

Writing a CV

www.mycvexpert.org/rules


32

1. Circle the correct word to complete the sentences.

a) I am/have interested in applying for the administrative assistant position advertised in The New York Times on June 27th.

b) I like/liked spending my free time surng the internet.

c) I have/am responsible for organizing childrens birthday parties.

d) My present job gives/given me the opportunity to communicate with people from dierent places.

e) I am a very organized, reliable person and I am willing/will to work long hours and on weekends.

f ) I didnt got/get the job as a driver because I didnt have/had a clean driving license.

2. Unscramble the following words to make sentences.

a) sent/I/you/CV./have/my

b) I/a/in/have/Engineering./degree

c) computers./I/a lot of/in/with/have/working/experience

d) I/to apply for/guide./position of/writing/am/the/tour

e) are/who/looking for/English./We/people/speak

HOMEWORK : FOCUS ON LANGUAGE 5


33

3. Match the columns to nd out what Patricia did yesterday at work.

Column A

a) I bought

b) I typed

c) I answered and made

d) I interviewed

e) I organized and managed

f ) I contacted the clients

Column B

( ) an event at the company.

( ) international phone calls.

( ) all the stationery that the department needed.

( ) from our branches in the countryside.

( ) two candidates for the position of administrative assistant.

( ) letters and documents.

4. Word search. Find out the opposite of these business qualities in the grid.

experienced tidy organized patient responsible secure honest reliable exible

B L E R M L I A S H I I U

A F O N L I D Y U A N R I

L U N R E L I A B L E R M

E L I A B L S L M W X E P

D A E N I O O I J S P S A

U N T I D Y R Y O N E P T

S E C U R U G K P I R O I

E S T E S N A H U Q I N E

A D I S H O N E S T E S N

I N F L E X I B L E N I T

A S E X I M Z U N T C B N

E R A I N S E C U R E L R

S T U I W A D H J F D E G

LITERARY MOMENT

Work saves us from three great evils: boredom, vice and need. VOLTAIRE. Candide.


34

SITUATED LEARNING 6 HOW TO WRITE A CV PART I

1. Have a look at the text and check what it is about.

( ) How to evaluate a CV. ( ) How to correct a CV. ( ) How to elaborate a CV.

!?

How to write a CV

The outline of a CV can be dened according to your necessities; you may write a chronological or a functional CV. But what kind of information is relevant in each part of a CV"First of all, organize the information about your work experience by describing your relevant activities.

After that, organize the data about your education. Remember to select courses and certicates that are relevant to the job you are applying for. This is the most important point of your CV if you are a recent graduate.

Lets have a look at these topics to check how a CV is organized.

Personal details: full name, address, telephone number and e-mail. This information has to be placed on the center of the page, preferably in bold.

Career objective: a short sentence describing the job you are applying for.

Work experience: a list showing the companies where you have worked. For each job experience, include: company name, your position and relevant activities and responsibilities. Begin with the most recent job. Include your volunteer work experience.

(GXFDWLRQDQGTXDOLFDWLRQVa list showing the most important courses that are specically relevant to the job you are applying for. Be sure to include the name of the school where you attended the course, its duration and the type of certicate or degree you have acquired. Additional skills: languages, computer skills and others.

Interests: hobbies and main interests.

References: you may include the full reference (name, contact address, telephone number and e-mail) or write References available on request.

Remember:

Use double space after each topic: OBJECTIVE double space E;PERIENCE double space EDUCATION double space ADDITIONAL SKILLS double space REFERENCES.

Use left side alignment in all topics, except for your name and address, which will be on the center of the page, preferably in bold. It will give your CV a positive and professional layout.

For further information, click here.

Writing a CV


www.mycvexpert.org/howto


35

2. Read the text in Activity 1 and answer:

a) Where was this text taken from? How do you know?

b) What kind of information is necessary in each of the following topics? Complete the chart.

Personal details

Career objective

Work experience

Education and qualications

Additional skills

Interests

References

3. Have a look at the two CVs on the following pages. Pay attention to the way they are organized and match the columns. Support your answer.

a) Curriculum Vitae 1.

b) Curriculum Vitae 2.

( ) Chronological CV format.

( ) Functional CV format.


36

Curriculum Vitae 1Cynthia Bucklad

8970 Oakley BoulevardChicago, IL 10623

(312) [email protected]

Career objectiveTo secure an administrative/executive secretary position entailing responsibility, professional growth and contact with the public.Capabilities/Responsibilities Supervised ofce staff routine. Handled business and social correspondence. Organized and maintained client les. Arranged travel and planned itineraries for executives. Recorded meetings with clients for les. Scheduled launch meetings with staff and prepared

account agendas. Maintained company social events calendar. Scheduled Executive Committee Meetings and recorded

minutes for distribution to Committee members. Disseminated condential personnel information to

regional branch ofces. Coordinated activities of different areas involved in a

project. Purchased ofce supplies. Communication skillsStrong oral and written communication skills.Fluent English and *erman, reading and speaking knowledge in French.Computer skillsElectronic spreadsheets, word-processing, basic programming skills.Work experience200-present Abey Electronics, INC, Chicago, ILExecutive Secretary to Vice President/Personnel2001-2003 Bera Pharmaceuticals Company, Chicago, ILAccount SecretaryEducation1998-2000 Marys Business College, Baton Rouge, LA.1997 Secretarial Training Program, Boston, LA.

References: available on request.

Curriculum Vitae 2Cynthia Bucklad

8970 Oakley BoulevardChicago, IL 10623

(312) [email protected]

Career objectiveTo secure an administrative/executive secretary position entailing responsibility, professional growth and contact with the public.Work experience200-present Abey Electronics, INC, Chicago, IL Executive Secretary to Vice President/Personnel Arranged travel and planned itineraries for executives. Recorded meetings with clients for les. Scheduled launch meetings with staff and prepared

account agendas. Scheduled Executive Committee Meetings and

recorded minutes for distribution to Committee members.

Disseminated condential personnel information to regional branch ofces.

2001-2003 Bera Pharmaceuticals Company, Chicago, IL Account Secretary Supervised ofce staff routine. Handled business and social correspondence. Organized and maintained client les. Purchased ofce supplies. Maintained company social events calendar. Coordinated activities of different areas involved in a

project.Communication skillsStrong oral and written communication skills.Fluent English and *erman, reading and speaking knowledge in French.Computer skills Electronic spreadsheets, word-processing, basic programming skills.Education1998-2000 Marys Business College, Baton Rouge, LA.1997 Secretarial Training Program, Boston, LA.References: available on request.



37

Expansion activity

Read the two CVs and answer.

a) Which position is Cynthia applying for?

b) What is Cynthias position at Abey Electronics?

c) What languages is Cynthia good at?

d) Name three of her activities at Bera Pharmaceuticals Company.

e) In which CV did you nd the information needed to answer the previous question?

f ) In groups of four, discuss the way the two CVs are organized. What is the focus in each one?


1. Tick the correct word to complete the sentences.

a) Peter lost his job month.

( ) next. ( ) last. ( ) near.

b) It would be a big mistake to school.

( ) leave. ( ) live. ( ) left.

c) They have some very dicult decisions.

( ) makes. ( ) made. ( ) make.

d) I am responsible for the Resources department.

( ) Humane. ( ) Humanity. ( ) Human.


38

e) Her job experience really good for that position.

( ) has. ( ) were. ( ) was.

2. Read this extract of a functional CV and check its correct heading.


( ) Capabilities/Responsibilities.

( ) Communication skills.

Helped customersReceived visitorsDealt with complaintsOrganized catalogues and samples of productsHandled correspondenceTrained new employees on a computer operating systemAnswered phone calls, arranged meetings, scheduled appointmentsPrepared daily and weekly payrollFiled reports and documentsOrganized payment of suppliers

3. Read the paragraph and complete it using the words in the box.

CV = Curriculum Vitae; also rsum

cover letter candidate look for employment agencies interview rsums

references qualications newspapers apply for

When people (a) a job they read the job vacancies advertised in (b) by companies and (c) . They select the job ad they are interested in and (d) that job. Then they become a (e)

. They write their (f ) and send them along


39

with a (g) . Sometimes it is necessary to provide the names of two people to give (h) for the candidate. If the (i) and abilities match the job description, the candidate might be selected to attend an (j) .

4. Read the text Writing a CV in Situated Learning 6 and write (F) for False and (T) for True.

( ) Relevant skills are not the most important points of your CV if you are a recent graduate student.

( ) Use single space after each topic when you write your CV.

( ) The topic Work experience should begin with your most recent job and include your volunteer work experience.

( ) Summarize your education background including only important facts.

LITERARY MOMENT

Nothing is more dangerous than an idea, when you have only one idea. ALAIN. Propos sur la religion.


40

SITUATED LEARNING 7 HOW TO WRITE A CV PART II

1. Have a look at the two job ads and nd out the position oered.

!?

2. Read the job ads and complete the chart.

Job ad 1 Job ad 2

Position

Part-time or full-time

Experience required

Benets

3. Have a look at Marcys CV on the following page and identify the CV format and its focus.

APPLY NOW!

JOB ad 2 Boutique Retail Sales Assistant

New Yorks most valued, luxury fashion landmark has openings for experienced Boutique Retail Sales Assistants, full-time, seeking to develop a career in designing ladieswear, menswear and accessories. The successful candidate will be able to demonstrate his/her abilities for selling cutting edge boutique fashion and have experience in this area. :e offer competitive salaries, annual bonus and the opportunity to provide the ultimate luxury fashion shopping experience.Requirements: excellent customer service skills. :ell-spoken. Impeccably well-dressed.Reply to: [email protected]

APPLY NOW!

JOB ad 1 Retail Sales Assistant for Big Feet Sports

Part-time Retail Sales Assistant. Must be friendly, articulate and enjoy working with the public. Duties include making recommendations on different kinds of products, including athletic shoes and a large number of accessories for running and tness. Retail experience is a plus. Must be able to work on weekends and 15 hours per week minimum. Benets: training, exible schedule, pleasant atmosphere, discounts on our products for you and your family.Reply to: [email protected]


www.mycvexpert.org/ads1


41

Marcy *arbanzo2892 Hemingway Ln.

Austin, T; 78722(512) 23-7788

[email protected]

Career objectiveDependable and mature high school student looking for a part-time retail sales position in a youth-oriented clothing business to gain experience and insight into the fashion industry for a future career in fashion and design.

Work experienceMunicipal Library (Fall 2013)

Collected and delivered catering supplies for luncheons and functions. Mail sorting and delivery. Document delivery. Assisted students in the library and in dealing with computers. Delivered books to and from the Municipal Library and other libraries nearby.

Volunteer work

Street Kids Projects (2012-2013)

Assisted with and participated in group activities. Monitored children during activities. Tutored ages 6-10 and assisted with homework assignments.

School for the Blind (2012) Book reader. Read different kinds of books into a tape recorder to be used by the community. Assisted with volunteer ofce duties.

School events organization and other experience*raduation Party (2013)Secretary

Spring Party (2009 and 2010)

Decorations Committee Chair

Class Student Representative (2010 and 2011)

EducationMunicipal Senior High School (*raduation in 2017)



42

Expansion activity

Read the CV and answer.

a) What position is Marcy applying for?

b) Does she have experience in the area she is applying for?

c) What is Marcys educational level? Did she graduate?

d) Which of the jobs in Activity 1 could Marcy apply for? Why?

e) Is Marcys CV well organized enough for her to apply for that position? Support your answer.

Extra activities

1. Peter Okra is having a job interview for a position in a famous magazine. Complete the conversation on the next page using the sentences in the box.

a) Thats right. Ive been working for Inland Geographic Resources for six years and a half, in the international area too.

b) Yes, Im uent in Spanish, French, German and Italian. I also speak basic Japanese.

c) My rst job? I was an international photographer for WCKI International.

d) It was an excellent course. I had the opportunity to learn a lot.

e) Sure, it was a great rst job. I have learned a lot about international issues, reporting and taking pictures all over the world.

f ) Sure. Word-processing, electronic spreadsheets, web design, electronic image treatment.

g) Yes, I took a Photography course there.

h) Id like to work as an international photographer for your magazine.


43

A: OK, Peter, lets talk about your education and experience.

B: Yes, of course.

A: You graduated from Barry University, Florida, in 1998.

B:

A: OK. How did you like the course?

B:

A: And what was your rst job after graduation?

B:

A: Did you like it?

B:

A: And nowadays youre with Inland Geographic Resources magazine.

B:

A: Very interesting. And what would you like to do for our company, Peter?

B:

A: Do you have any computer skills?

B:

A: Do you speak any foreign languages?

B:


44

2. Look at the interview with Peter Okra again and complete his CV.

Peter Okra

346 Berkshire Ave.

Cohoes, NY 12047-1613

Phone: 518-2359889

[email protected]

CAREER OBJECTIVE

WORK EXPERIENCE

2002-present

1998-2002

EDUCATION

1995-1998

SKILLS

Computer:

Languages:


c) Sales manager.

d) Junior software support attendant.

1. Choose the correct job ad extract for each position.

a) Motor mechanic.

b) Receptionist.

( ) Some experience with the software program mentioned is fundamental, but a training course will be oered to the successful candidate.

( ) Must be experienced in the repair and maintenance of heavy vehicles. Uniform supplied.


45

( ) You will be responsible for the administration of our sales head oce and national branches.

( ) You are the rst person our customers will meet, so it is necessary to be friendly, ecient and well-dressed.

2. Read the job ad and answer the questions.

Nursery nurse

We are looking for two nursery nurses to work in our early years nursery school. One for 13 hrs. per week, the other for 18 hrs. per week. Essential requirement 2 yrs exp. The nurses are expected to support the teacher in meeting the dierent needs of the children within a safe and positive environment. Excellent opportunity and salary.

Interested applicants can send their rsums asap to: [email protected].

a) What is the job position oered?

b) What is the place of work?

c) What does the professional have to do?

d) What are the working hours for this position?

e) Whats the essential requirement?

f ) If you are interested in the position, what should you do?

asap = as soon as possible


46

3. Read Helens prole and write (F) for False and (T) for True.

Helens prole

Helen has worked as a nursery nurse for 6 years. She worked for Tots and Kids for two years, and has worked for Planet Kids since 2005. She works with children from birth to around seven years of age, helping them to develop and learn. Some of her responsibilities are: helping children to develop numerical and dressing skills and teaching them how to use cutlery; reading stories and playing games to develop language skills; feeding, bathing and changing babies. She is a specialist in working with children with learning diculties and physical disabilities. Diploma in Child Care and Education, Learning and Development.

( ) Helen doesnt work for Planet Kids anymore.

( ) She works with babies only.

( ) She cant work with disabled children.

( ) She helps children during the meals.

( ) She knows how to deal with learning diculties.

4. Helen has just read the job ad for the position of Nursery nurse (Activity 2) and decided to apply for the job. Read Helens prole again and check the kind of CV she should send to apply for the nursery nurse position. Explain your answer.

( ) Chronological CV.

( ) Functional CV.

LITERARY MOMENT

If I have seen further it is by standing on the shoulder of giants. NEWTON, Isaac. Letter to Robert Hooke.


47

SITUATED LEARNING 8 PRODUCTION: WRITING A CV

1. Suppose you are looking for a job on-line. Work in groups of three to create a Curriculum Vitae. Your CV may be chronological or functional; it depends on the job ad you will choose. You may decide if it will be real or ctitious.

2. First, analyze the following job ads, and decide which job will be the best for you.

!?

Job ad 1Company Tasty Burger Co.Job Title Assistant ManagerJob Type Full-time Hours VariableWages To be discussed Location 188 Riverwalk :ay, Cohoes, NYAs an Assistant Manager at our restaurant you will be an important member of a great team and will work with people who care about customer satisfaction. You will get training on the job to succeed in our dynamic company. :e offer the opportunity for steady career progression: you might progress from Assistant Manager to Senior Assistant Manager.Responsibilities: Supervise and train team members *uarantee satisfaction to customer Implement quality procedures Requirement: Minimum age 18+ Reply to: [email protected] NOW!

Job ad 2Company Tasty Burger Co.Job Title Team memberJob Type Full-time or part-time Hours VaryWages To be discussed Location 287 Hudson Street, NY

Tasty Burger Co. is looking for Team Members who are self-motivated, friendly, dependable, able to work in a team environment and willing to provide excellent client service Come and be part of a great team. :ork with usRequirement: Minimum age 16+ Reply to: [email protected] NOW!

Job ad 3Company Meggs RestaurantsJob Title Team memberJob Type Part-time Hours Less than 20 hours/weekWages To be determined Location 1073 Monroe Street, Albany, NYEat at your favorite fast food restaurant for 50 off Come to a team that provides prompt and friendly customer service and high-quality food in a friendly and pleasant atmosphere. You will get training on how to prepare food, provide quality service, serve the clients and keep the place clean.Requirements: Minimum age 16+.Benets: Free uniform (logoed polo shirt or logoed apron).Reply to: [email protected] NOW!




48

3. Now decide on the best format for your CV: chronological or functional.

4. To help you organize the CV, have a look at Situated Learning 5, 6 and 7. Pay attention to the way a CV is organized, and to the Dos and Donts of writing a CV. What kind of information does it bring? In what sequence is the information presented? What are the verbs used to describe capabilities and responsibilities? Check the Instant language section for a summary of the two types of CV you have studied.

5. It is time to start writing the CV. Dont worry about mistakes now, it is only a draft. Write a complete CV like the examples you have read in Situated Learning 6 and 7.

draft = rascunho

Job ad 4Receptionist:ell-established law ofce in NY 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 ofce staff. Hours are 9 a.m.-5 p.m., Monday-Friday. Compensation package will be based upon skills and experience. Reply to: [email protected]

APPLY NOW!

Job ad 5Children EntertainersLooking for individuals who can dress up as various characters for kids parties. :e are also looking for performers such as clowns, singers, etc. :e offer training and provide everything, including costumes. You just have to have the right attitude. Please e-mail us with your basic information and a recent full body picture. Our pay begins at 25 per show hour plus travel expenses, once trained. 95-239-133 please check www.SPtheclown.com Reply to: [email protected]

APPLY NOW!




49

Writing a CV Draft


50

6. Now share your texts. Swap drafts with another group. Read your friends CV and help them improve their text. How can you make it better? Do you have any suggestions?

Check if your friends CV includes the items listed below.

swap = trocar

( ) Personal details.

( ) Career objectives.


( ) Education and qualication.

( ) Accomplishments and capabilities.

( ) Simple past tense to describe the capabilities.

( ) Skills and interests or additional information.

( ) References.

( ) The look and organization of a CV.

7. Get your own text back and check your friends suggestions. Re-read your text and try to make further corrections. Are the verbs in the correct tense? What about the spelling and punctuation?

8. Finally, produce the nal version of your CV. Prepare a poster and put it up on the classroom walls so that everybody can read it.


51

Writing a CV Final version


52

LEARN MORE

Para aprender mais sobre este tema, sugerimos uma lista de sites com os quais voc pode ampliar suas oportunidades de aprender ingls.

Sites

Utilize seu site de busca preferido e coloque as seguintes palavras-chave para pesquisar so-bre os contedos trabalhados neste tema: how to write a CV; functional CV; chronological CV; CV writing; CV writing guide; CV writing format; CV for high school.

Os sites a seguir so bastante interessantes, porque trazem textos com dicas para elaborar um currculo eciente e exemplos de currculos em formatos diferentes. Podem ser usados tanto para pesquisar como para produzir seu prprio currculo.

AIE. Disponvel em: . Acesso em: 12 nov. 2013.

Alec. Disponvel em: . Acesso em: 12 nov. 2013.

Kent. Disponvel em: . Acesso em: 12 nov. 2013.


53

LEARN TO LEARN

Job interviews

Agora vamos reetir um pouco mais sobre entrevistas de emprego.

1. Relacione as duas colunas para descobrir o objetivo das perguntas que so feitas em uma entrevista de emprego.

a) Descrio de qualidades e habilidades pessoais e prossionais.

b) Descrio das atividades e responsabi-lidades do emprego anterior.

c) Descrio de desejos para o futuro.

( ) Fale-me sobre voc.

( ) Quais so seus objetivos de curto e lon-go prazo?

( ) O que considera como seu ponto fraco?

( ) Que habilidades prossionais voc desenvolveu?

( ) O que voc fazia exatamente em seu l-timo emprego?

( ) Onde voc se imagina daqui a trs anos?

( ) O que voc aprendeu em seu ltimo emprego?

2. Leia as orientaes a seguir sobre como se preparar para uma entrevista de emprego e mar-que o que no adequado para essa situao.

( ) Evitar perfumes fortes. ( ) Vericar se a roupa est limpa e bem passada. ( ) Evitar roupas curtas, transparentes ou surradas.( ) Usar sapatos surrados.( ) Usar maquiagem pesada. ( ) Vericar se as unhas esto aparadas e limpas. ( ) Chegar 10 minutos antes da hora marcada. ( ) Levar cpias do currculo, papel e caneta, bem como algumas anotaes sobre suas

competncias e objetivos.( ) Reclamar do emprego/empresa anterior.( ) Usar uma linguagem mais formal no usar grias.

Respostas da questo 1: a; c; a; b; b; c; b

Respostas da questo 2: Usar sapatos surrados./Usar maquiagem pesada./Reclamar do emprego/empresa anterior.


54

Em uma entrevista de emprego, voc deve mostrar suas qualidades e conheci-mentos, dando destaque queles que podem ser teis para a empresa que oferece a vaga. Por que importante preparar-se para uma entrevista de emprego? Essa pre-parao mostra que voc considera esse momento importante e est interessado em conseguir o emprego. Tambm fundamental fazer uma pesquisa para saber mais sobre a empresa que oferece a vaga. Uma boa ideia praticar as perguntas e respostas de uma entrevista com algum familiar ou amigo. Assim voc conseguir organizar e antecipar possveis respostas.

3. Observe como so as perguntas de uma entrevista de emprego em lngua inglesa. Numere--as de acordo com a classicao usada na Atividade 1.

( ) Can you tell me about your previous job? What exactly did you do there?

( ) What personal and professional skills have you developed?

( ) What do you do in your free time? What hobbies and interests do you have?

( ) What are your career objectives? Where do you see yourself three years from now?

( ) What have you learned in your current job?

( ) Are you a persistent and determined person? Can you give me an example?

Em lngua inglesa, as expresses que indicam os principais tpicos em uma entrevista so: personal and professional skills; previous job or current job; responsibilities; career objectives; job position.

Think about it!

Por que importante olhar nos olhos (eye contact) do entrevistador ao cumpriment-lo e durante a conversa? Por que importante ter um aperto de mo rme ao cumprimentar algum? Voc olha nos olhos das pessoas quando est conversando? Como seu aperto de mo? Pense sobre isso!

Respostas da questo 3: b; a; a; c; b; a.


55

Learning English from now on

Agora vamos pensar em como podemos continuar a estudar ingls daqui pra frente.

4. Assinale as alternativas que considera adequadas para aprender ingls:

( ) Eu assisto a lmes com udio e legendas em ingls.

( ) Eu uso o dicionrio.

( ) Eu fao listas de palavras ou de diculdades que tenho com a lngua.

( ) Eu ouo msica e leio a letra em ingls.

( ) Eu leio notcias e pginas da internet em ingls.

( ) Eu reviso meus trabalhos escritos em ingls antes de entregar ao professor.

5. Quando voc encontra uma palavra nova, o que faz para entender seu signicado?

( ) Pula a palavra e continua lendo.

( ) Tenta adivinhar o signicado da palavra por meio do contexto.

( ) Compara a palavra com outras que voc conhece, mesmo na lngua materna.

( ) Pergunta o signicado para algum.

( ) Usa o dicionrio.

Hoje, aprender ingls tornou-se uma tarefa mais fcil. A internet, a TV por assinatura e o DVD ajudam a aproximar a lngua inglesa do nosso dia a dia. A internet possibilita a conversa on-line, em tempo real, aumentando nossa motivao para conversar em uma lngua estrangeira. uma interao desaadora, porque no d tempo para ter medo de errar! Conversando, voc poder aprender novas formas de falar coisas diferentes, inclusive grias! provvel que consiga entender mais do que imagina! Voc vai se surpreender!

6. H vrias outras coisas que voc pode fazer para continuar aprendendo a lngua inglesa.

Leia a lista a seguir e assinale as alternativas que parecem mais adequadas para continuar aprendendo ingls.

( ) Read on-line newspapers and magazines.

( ) Play on-line games.

( ) Read books or blogs.


56

( ) Translate English songs.

( ) Watch TV programs in English and try to understand what they are saying.

( ) Have pen pals or e-pals.

( ) Talk to native speakers on the web.

Think about it!

Voc tem medo de falar em ingls? J tentou gravar a si mesmo lendo um trecho em ingls ou falando alguma coisa nessa lngua? Tente! Alm de ser uma experincia interessante, uma maneira de reconhecer sua pronncia e, se for preciso, tentar melhor-la. Give it a try!


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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. 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 d 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


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Situated Learning 2


Situated Learning 3


Situated Learning 3


Situated Learning 5


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Situated Learning 5


Situated Learning 6


Situated Learning 6


Situated Learning 7


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Situated Learning 7


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Verbs & phrases

To be able to To make a decisionTo dream of To be keen on something To deal with To be aware of To look forward to doing something To apply forTo take part in To get a job To keep something short To keep something neutral To look something over

To make up ones mindTo get retired To achieve resultsTo be responsible forTo attend a courseTo look for a job To take a courseTo tell the truthTo do something in a hurryTo be interested in somethingTo be responsible for something To look for something/somebody To write something down

Careers: some collocations

Verb + Career Career + Noun Adjective + Career

Begin a career Build a career Choose a career Have a career

Career choiceCareer developmentCareer goalsCareer objectivesCareer plansCareer prospects

Future careerGood careerPrevious career

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 tiver concludo o Ensino Mdio!


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MIGHT & MAY

MIGHT and MAY are used to indicate a possibility.

You MIGHT try to talk to him.

They MAY nd a good opportunity in business.

Conditional sentences

Type 1 conditionals (If + present + future) are used to talk about future possibilities.

If I get the money, I will travel to the northeast. (I dont have the money now, but there is a chance Ill get money. Then I can travel.)

They will miss the class if they dont hurry. (They are late, but there is a chance that they will arrive in time. They just need to hurry up.)

Attention! When you begin the sentence with the if sentence, use a comma (,).

Compare:

It will be more comfortable if we travel by car.If we travel by car, it will be more comfortable.

Conjunctions: either... or/neither... nor

Use EITHER... OR with armative sentences to state two possibilities:You can EITHER write an essay OR a testimonial.

Use NEITHER... NOR with verbs in the armative to state that the two alternatives are not viable:You can NEITHER write an essay NOR a testimonial.


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Future: WILL and GOING TO

We 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?

We use TO BE + GOING TO + VERB to talk about plans and decisions already made.

I AM GOING TO TRAVEL on Saturday at 9 oclock. Here is my ticket.

He ISNT GOING TO PLAY basketball in the afternoon. He has an appointment with the dentist.

Why ARE they GOING TO REWRITE all the letters?


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Past simple Present perfect

Use the past simple to ask and say WHEN something happened, with a clear reference to a nished time in the past. Use the present perfect to ask and say HOW LONG something has been happening, with an unclear or unnished time reference. Also use the PRESENT PERFECT to refer to unnished periods of time or to talk about past events which relate to the present in some way. Compare:

I saw Kate this morning (it is now evening).

I have seen Kate this morning (it is still morning).

I studied Engineering for four years, between 1987 and 1990. (I am not studying Engineering anymore.)

I have studied Engineering for four years. (I began four years ago but I havent nished the

course. Im still studying.)

I worked in that company for ve years, between 1999 and 2003. (Now Im not working there any longer.)

I have worked in that company for ve years. (I started ve years ago and Im still working

there.)

They studied Medieval History last year. (Now they are studying something dierent.)

They have studied Medieval History since last year. (They began their studies last year and they are still studying.)

She broke her arm twice last year. (We know the accidents happened last year.)

She has broken her arm twice. (We dont know exactly when the accidents happened.)


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We also use the PRESENT PERFECT

To give news without making reference to when they happened. Compare:I have bought a new car! Finally!I bought a new car last Saturday.

To talk about life experience. Compare: Sally has been to Japan twice. Sally went to Japan twice last year.


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Some irregular verbs

Base form Past Participle

be was, were beenbecome became becomebuild built builtbuy bought boughtdo did done

drink drank drunkeat ate eatenfall fell fallen

forget forgot forgottenget got got, gottengive gave givengo went gone

grow grew grownhave had hadhear heard heardhold held heldknow knew knownlead led ledleave left leftlose lost lost

make made mademeet met metread read readride rode riddensee saw seen

send sent sentspend spent spenttake took takentell told told

wear wore wornwrite wrote written


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Imperatives

AFFIRMATIVE: verb in the innitive (without to) Examples: Go there! Talk to him! Look at me!NEGATIVE: dont + verb in the innitive (without to)

Examples: Dont look back! Dont stop walking! Dont come here again!

Information in a CV

Chronological CV outline

a) Personal details.

b) Career objective.

c) Work experience.

d) Education and qualications.

e) Skills and interests or additional

information.

f ) References.

Functional CV outline

a) Personal details.

b) Career objective.

c) Accomplishments and capabilities/responsibilities.

d) Work experience.

e) Education and qualications.

f ) Skills and interests or additional information.

g) References.


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Can-do Chart

Competncia/habilidades ConsigoConsigo, mas

com ajudaAinda no

consigo 1. Reconhecer a organizao de um

depoimento pessoal, de um guia do estudante e de um folheto de apresentao de cursos universitrios (organizao macrotextual).

2. Localizar informaes especficas em um texto.

3. Localizar informaes explcitas em um texto.

4. Reconhecer o uso de verbos que indicam planos.

5. Reconhecer o uso de marcadores textuais (conjunes) que indicam opes (either... or.../neither... nor...).

6. Levantar hipteses sobre o assunto de um texto e verific-las a partir da leitura.

7. Elaborar um depoimento pessoal sobre planos profissionais.

8. Reconhecer a organizao de um currculo (organizao macrotextual).

9. Reconhecer o uso de verbos no passado para descrever habilidades em um currculo.

10. Identificar palavras cognatas ou emprestadas da lngua inglesa para compreender um texto.

11. Elaborar um currculo.

12. Trabalhar em equipe, assumindo funes e contribuindo para o trabalho em grupo.


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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 Log Print Grca e Logstica S.A.

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 3 ano vol 2 2014-2017

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