caderno do aluno inglês 6 série vol 2 2014-2017

6a SÉRIE 7oANOENSINO FUNDAMENTAL – ANOS FINAISVolume 2

INGLÊSLinguagens

CADERNO DO ALUNO

MATERIAL DE APOIO AOCURRÍCULO DO ESTADO DE SÃO PAULO

CADERNO DO ALUNO

INGLÊSENSINO FUNDAMENTAL – ANOS FINAIS

6a SÉRIE/7o ANOVOLUME 2

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

Secretária-Adjunta

Cleide Bauab Eid Bochixio

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

Dione Whitehurst Di Pietro

Coordenadora de Orçamento e Finanças

Claudia Chiaroni Afuso

Presidente da Fundação para o Desenvolvimento da Educação – FDE

Barjas Negri

Caro(a) aluno(a),

Neste Caderno, você verá que a organização visual, o formato e as ilustrações de cada texto

dão pistas importantes sobre ele, o que facilita a busca pelas informações mais relevantes, sem que

precise entender cada palavra ou recorrer à tradução. Você também irá aprender a usar algumas

estruturas gramaticais, que vão ajudá-lo a falar sobre espaços de entretenimento, datas e horários

desses eventos, e suas preferências em relação a atividades de lazer.

É importante, ainda, lembrar que o Caderno traz sugestões de sites, músicas e filmes que podem

ajudá-lo a aprofundar seu conhecimento sobre os conteúdos deste volume. Use as seções extras,

dedicadas ao estudo do vocabulário e da gramática. Não se esqueça de fazer sua autoavaliação em

relação às metas de aprendizagem propostas para este volume.

Equipe Técnica de InglêsÁrea de Linguagens

Coordenadoria de Gestão da Educação Básica – CGEB

Secretaria da Educação do Estado de São Paulo

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LEARNING TARGETS

Neste caderno, você fará atividades relacionadas a dois temas: 1) Leisure in the city e 2) My profile, my preferences. Essas atividades vão ajudá-lo a:

1. Reconhecer os meses do ano e os dias da semana em inglês (por extenso e abreviados).

2. Reconhecer espaços de lazer em inglês com base na leitura de informações verbais e não verbais.

3. Localizar informações específicas em um texto com base em leitura rápida.

4. Valorizar a existência, na cidade, de espaços de lazer e entretenimento que atendam a todos os moradores.

5. Relacionar imagens a informações específicas em um texto.

6. Localizar informações específicas em um texto para corrigir frases.

7. Reconhecer usos do present simple e suas estruturas.

8. Reconhecer usos do present continuous e suas estruturas.

9. Utilizar conhecimentos prévios para compreender informações em um texto.

10. Reconhecer os usos do verbo can.

11. Reconhecer os usos da expressão there to be.

12. Relacionar atividades a espaços de lazer.

13. Reconhecer o assunto geral de um texto com base em leitura rápida.

14. Escrever descrições simples usando o vocabulário aprendido.

15. Produzir um folheto ilustrativo sobre uma opção de lazer na cidade.

16. Identificar o assunto geral de um texto com base na leitura do título.

17. Reconhecer onde um texto pode aparecer (em revista, jornal, livro ou internet).

18. Localizar informações implícitas em um texto.

19. Relacionar atividades de lazer a imagens.

20. Reconhecer e usar o tempo verbal present simple nas formas afirmativa, negativa e interrogativa.

21. Falar sobre as preferências relativas a atividades de lazer.

22. Escrever um texto de acordo com seu perfil individual: informações pessoais e preferências.

23. Personalizar informações com base na leitura.

Inglês – 6a série/7o ano – Volume 2

6

1. Get into small groups. Discuss the questions in Portuguese.

a) How does your family spend their free time? Where do you usually go?

b) How do you have fun with your friends? Where do you usually go? What do you usually do?

c) If a leisure event happens in your city, how do you get information about it?

2. Read the posters below and match the places in the list to the events described in the posters. Be careful! There are more places than events.

( ) a community center

( ) a theme park

( ) a concert hall

( ) a theater

( ) a cinema

a) b)

c)

© C

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Ed

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alTHEME 1

LEISURE IN THE CITY

SITUATED LEARNING 1

ENTERTAINMENT IN MY CITY

!?


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3. Read the posters in Activity 2 again. Answer the questions in English.

a) What time are the film sessions in the afternoon?

b) What’s the name of the film?

c) How many artists are there in the music show?

d) What kind of music do they play?

e) What month are the events at the Bakersville CCE scheduled for?

f ) Do you have to pay for the activities at the CCE?

g) Are there activities for every weekday at the CCE?

h) Is the community center open at night? How do you know?

4. Read the sentences below. Where do the activities take place? Write the names of the places.

a) “I love playing games in this place. My favorite one is basketball, but my friends like football and volleyball. My younger brother Thomas also enjoys playing tennis.” ( )

b) “My grandfather Isaac is 76 years old and he walks in this place every day. He enjoys the trees, the fresh air and the birds. Sometimes he plays cards or chess with his friends here. Grandpa is a very active man and I admire him a lot!” ( )

c) “I don’t know this place, but some friends say that it is very beautiful: the city hall ballet performs awesome choreographies there during the year. And people usually go there because of the city orchestra presentations.” ( )

d) “My sister Gabrielle likes to play computer games with her friends or chat on-line in this place. It’s great fun for her: she is playing games there right now!” ( )


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5. Get into small groups. Refer back to the posters in Activity 2 and discuss the following questions in Portuguese.

a) Would you like to see the film Dracula revival ? Why/Why not?

b) Do you listen to black music? If so, where? Do you have any favorite singer or band?

c) Could you go to the music show if you wanted to? Why/Why not?

d) Are there any community centers for the elderly in your city or neighborhood? If there are, what kinds of activities do they offer?

e) Does any elderly person from your family participate in activities in community centers?

f ) If so, what do they say about them?

g) Do you think community centers are important for older people? Why/why not?


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: FOCUS ON LANGUAGE 1

1. Complete the sentences with days of the week. The first letter is given to help you!

a) I hate M . The week starts and everybody is always so busy!

b) Lisa: “What are you going to do on F night?”

Sam: “I don’t have any plans. Why?”

Lisa: “Would you like to go to the cinema?”

Sam: “Sure, why not?”

c) I have two favorite days of the week: T and T .

It’s when I have soccer classes at school.

d) My father never goes to work on W . He is a car dealer and it is his day off.

2. Circle the correct option in the sentences.

a) Wow! That’s the new lan house/cinema. Peter told me it has more computers than the old

one on Baker Street.

b) There is a new exhibition of Di Cavalcanti in the city zoo/art gallery. Let’s go and see it.

c) The community center/shopping mall in Riverside is comfortable but there aren’t many

shops and I think they are quite expensive.

d) We always travel in December/September. It’s Christmas time and we start school

vacation. But when it’s the end of October/January, we come back home because my

classes begin at school.

3. Complete the sentences using the present simple or the present continuous form of the verb in parentheses.

a) Carol usually (spend) her free time at the club. She loves sports.

b) Look! Tom and Meg (have) fun at the water ride. It’s really cool, isn’t it?


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c) Kate: “Hello. Can I speak to Sarah, please?”

Luke: “Sorry, she is not in. Sarah (study) at a friend’s house.”

Kate: “Oh, thanks anyway. I’ll talk to her later. Bye.”

d) My children (play) chess very well. Their teacher says they are

great players.

e) John: “Do you (fly) kites, Peter?”

Peter: “Yes, I do. I (love) it. My younger brother David also

(like) it very much.”

4. Unscramble the words to make affirmative, interrogative or negative sentences.

a) sending – I’m – an e-mail.

b) dance – your sister – hip-hop? – Does

c) you – are – What – doing?

d) to go – doesn’t – to museums. – She – like

e) working – your father – Is – now?

“A man travels the world in search of what he needs and returns home to find it.” MOORE, George. The brook kerith.

LITERARY MOMENT


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SITUATED LEARNING 2

FUN AT THE AMUSEMENT PARK!

1. Study the text below and answer the questions in Portuguese.

a) What kind of text is it?

b) Where can we find it?

c) Who is the target reader?

d) What does it talk about?

!?

Located 10 miles outside London, the park is one of the most famous in Europe. If you are in London, get there by car or bus: the journey is nice and fast!

New attraction opening this year:SEA WORLD: In this aquarium, you will have the illusion of

walking through the seven seas. Awesome!The good old ones are still worthwhile:LAND OF WILD SNAKES: Take a ride at the Snake Fury roller

coaster and get thrills down your spine! Real excitement for you and your parents.

COWBOY LAND: You will get a real western adventure in the wild rides here. Try the rodeo ride: you can’t miss it.

TOY LAND:a success with children!

For more information: 08704457878Adults: £ 19.95/Children under twelve: £ 3.95

Elaborado especialmente para o São Paulo faz escola.

GET WILD AT KINGSTONWORLD OF ADVENTURES

1

2

3

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2. Read the text in Activity 1 again and label the pictures in it.

3. Now, answer the following questions in Portuguese.

a) Is the park in England?

b) How many attractions does the text mention?

c) What do you have to do to get more information about the park?

d) How much is the ticket for an adult?

4. Go back to the text and read it carefully. Then correct the information in the sentences below. Follow the example.

a) Kingston World of Adventures is the name of the city.

Kingston World of Adventures is the name of the park.

b) The park is in the center of London.

c) There are no buses to go to the park.

d) Sea World is an old attraction.

e) Sea World is a ghost castle.

f ) Cowboy Land isn’t an adventurous place.

g) There are toys for small kids in Cowboy Land.


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h) Parents can’t go to the park with their children.

i) Children under 12 don’t have to pay to get into the park.

5. Talk to a friend. Have you ever been to a theme or amusement park? If so, when? Which attractions did you go to? Did you like them? If you haven’t been to a park, would you like to go someday? Which park?


1. Read the poster and answer the questions.

Days and TimesFrom Tuesday to Sunday / 10 am – 8 pm.(*) Some attractions are closed on Wednesdays for maintenance.

Ticket pricesAdults: R$ 46,00Senior adults (60 +) and children (3 –): freeStudents (with ID cards): 50% discount

COBRA RIDE PANTHER GO-ROUND SWAMP COASTER ALLIGATOR WHEEL


© J

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a) What kind of place is the poster about?

b) How many attractions are mentioned in it?

c) Can I have free access to this place if I am 62?

d) How much is the ticket for students who show identification cards?

2. Use the words in the box to label the pictures.

water ride merry-go-round roller coaster Ferris wheel

a) b)

c) d)

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Tips:

Round – em volta (de)

Wheel – roda


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3. Read the dialogue and fill in the blanks using can or can’t.

Bianca: “George, come on, let’s have a ride in the Supersnake.”

George: “No, I (a) I’m not tall enough to go. What about the Shaking Pyramids?”

Bianca: “Sorry, I (b), I have a heart problem, so…”

George: “Ok, let’s see. We (c) go on the Water Cool Ride. What do you think of that? It’s awesome!”

Bianca: “Right, I think I (d) survive that!

4. Read the sentences and circle the correct verb form.

a) Richard: “I like my city very much. There is/are a very famous theme park here. It’s called Third Dimension World.”

Paul: “Really? That’s nice!”

b) Cris: “Why don’t/doesn’t you come with us to the cinema?”

Bob: “Because I have a training session at the sports club.”

c) Ted: “Are/Is there any leisure events in the city this weekend?”

Monica: “No, there aren’t/isn’t.”

Ted: “What a pity!”

d) Jessica: “My History teacher said there are/is a new dinosaur exhibition in the city mu-seum. I’d like to see that.”

Pat: “Me too.”

© J

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“What is the city but the people?” SHAKESPEARE, William. Coriolanus.

LITERARY MOMENT


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SITUATED LEARNING 3

HAVE FUN AND LEARN!

1. In Portuguese, make a list of activities you can do in a museum.

2. Read the text quickly. What museum is it about?

!?

Você sabia que o Museu da Língua Portuguesa é um museu interativo de referência mundial?

Museu da Língua Portuguesa/IDBrasil Cultura, Educação e Esporte/Secretaria da Cultura do Governo do Estado de São Paulo. Disponível em:

<http://www.museulinguaportuguesa.org.br/info_ingles.php>. Acesso em: 11 nov. 2013.

Portal do Governo Cidadão SP

Secretaria da Cultura

Investe SP Destaques OK

busca ok

Institucional

Instalações

Notícias

Programação

Exposições

Textos

Links

Contato

Portuguese Language Museum

The Portuguese Language Museum is located in the dowtown area of São Paulo city inside Luz Train Station. Luz Train Station is an imposing 1901 English construction. The building shows a surprising mix of the new and ancient. The modern instalations of the museum are in complete harmony with the train station´s Victorian style of architecture.

Currenttly, the Portuguese Language Museum is the only museum in the world dedicated to only one language, in this case it´s Portuguese language. Inaugurated in March of 2006, the museum has three main halls; a temporary exhibition, a permanent exhibition hall and an auditorium.

In the permanent exibition hall, you can see the history and the development of the Portuguese language; you can see what it was like in the past and the changes it underwent in Brazil. Other interesting aspects are the cultural expressions and the regional accents.

The museum also shows temporary exibitions dedicated to writers and important subjects related to the Portuguese language.

This museum is a must-see to those who live in or visit the São Paulo city. To date, almost two million people have visited our exibitions.

When you visit the museum you will find people who can help you in English, French and Spanish languages. If you are interested, you can contact us before your visit.

Services

Address:Museu da Língua PortuguesaPraça da Luz, CentroSão Paulo,SP-Brasil

Opening Hours:Ticket office: Tuesday through Sunday: 10 A.M - 5 P.MMuseum: Tuesday through Sunday: 10 A.M - 6 P.MClosed: On Mondays throughout the year (including holidays); January 1st; Carnival Tuesday; December 24th, 25th and December 31st.

Ticket Sales:Admissions:Payment can be made only in cash.Full price: R$ 6,00Half-price: R$ 3,00

Contact:+55 11 [email protected]

Portuguese Language Museum

The Portuguese Language Museum is located in the dowtown area of São Paulo city inside Luz Train Station. Luz Train Station is an imposing 1901 English construction. The building shows a surprising mix of the new and ancient. The modern instalations of the museum are in complete harmony with the train station´s Victorian style of architecture.

Currently, the Portuguese Language Museum is the only museum in the world dedicated to only one language, in this case it´s Portuguese language. Inaugurated in March of 2006, the museum has three main halls; a temporary exhibition, a permanent exhibition hall and an auditorium.

In the permanent exibition hall, you can see the history and the development of the Portuguese language; you can see what it was like in the past and the changes it underwent in Brazil. Other interesting aspects are the cultural expressions and the regional accents.

The museum also shows temporary exibitions dedicated to writers and important subjects related to the Portuguese language.

This museum is a must-see to those who live in or visit the São Paulo city. To date, almost two million people have visited our exibitions.

When you visit the museum you will find people who can help you in English, French and Spanish languages. If you are interested, you can contact us before your visit.

Services

Address: Museu da Língua Portuguesa – Praça da Luz, Centro - São Paulo,SP-BrasilOpening Hours:Ticket office: Tuesday through Sunday: 10 A.M - 5 P.MMuseum: Tuesday through Sunday: 10 A.M - 6 P.MClosed: On Mondays throughout the year (including holidays); January 1st; Carnival Tuesday; December 24th, 25th and December 31st.

Ticket Sales:Admissions:Payment can be made only in cash.Full price: R$ 6,00 – Half price: R$ 3,00

Contact: +55 11 3322-0080 – [email protected]


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

a) Where is the museum in São Paulo?

b) What kind of exhibitions does the museum have?

c) Which days of the week is the museum closed?

d) How much do you pay to visit the museum?

4. Get into small groups and discuss the following questions.

a) Would you like to visit the museum described in Activity 2? Have you been there?

b) Are there any museums in your city? If so, what are they dedicated to? If not, do you know

where the nearest museum is located?


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1. Match the columns.

A B

a) Wax Museum( ) In this place you can learn about how children played in the past. There is

also a collection of games and dolls from the past up to the present.

b) Museum of

Natural History( ) In this place you can learn about the history of the cell phone, the

computer and other inventions which have revolutionized our world.

c) Museum of

Toys

( ) In this museum you will find models of famous people and celebrities from the past and the present, all made of wax. They are really life-like.

d) Museum

of Modern

Inventions

( ) Here you can learn about the evolution of plants and animals.

2. Study the Instant language section. Then complete the dialogue with always, usually, sometimes, never.

Susan: “So Michael, you like playing football...”

Michael: “Yes, that’s right. I (a) play it at school, every day. What about you? Any favorite sport?”

Susan: “I like swimming but not very much. I (b) swim, but not every day – only when the weather is hot. And you, do you swim?”

Michael: “Me? No, (c) . I hate it, but my mother (d) goes swimming when she has time.”

3. Complete the sentences using do, does, don’t or doesn’t.

a) David: “Where Michael and Lucas work?”

Mrs. Jones: “At the Museum of Natural Science.”


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b) Carol: “ your sister know how to make wax models?”

Lucy: “No, she . But she wants to take lessons to learn.”

c) William: “ the Museum of Soccer open on Sundays?”

Sam: “Yes, it .”

d) Jane: “I know anything about Madame Tussauds Wax Museum.”

Gary: “Oh, it’s very famous. There are some around the world, in London and New York for example.”

4. To talk about a language, we need to know specific words related to the way it is organized as a system. Study the words below and complete the definitions.

verb tense pronoun nouns adjective preposition

a) A is the form of a verb that indicates time, for example: present, past or future.

b) A is usually used to establish a relationship between words, for instance, when we need to indicate connections in time and space. Examples are in, on, before, of, etc.

c) An is used to modify (characterize) nouns (things, objects, people). For example: old, young, big, small, pretty, modern, etc.

d) A is used to replace nouns (names, for example) in order not to repeat them. For example: she, her, they, them, etc.

e) are words that name the world we live in. They name people, places, and things, for example.

“[...] I am the master of my fate: I am the captain of my soul.” HENLEY, W. E. Invictus.

LITERARY MOMENT


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SITUATED LEARNING 4

PRODUCING A LEAFLET

1. Work in groups of four. Read the steps below with the help of your teacher. You are going to produce a leaflet about an entertainment place in your city or neighborhood. Follow the steps:

a) Think back about entertainment places in your city or neighborhood. Use the lists you have made during the previous Situated Learning activities.

b) Choose one of them and think about the activities people do there and the positive aspects of the place.

2. Now, two students in the group will be responsible for writing sentences describing the activities and the place. Use the texts about the Museum of the Portuguese Language and about Kingston World of Adventures for help. Remember to include ticket prices (if necessary) and timetables for activities. The other two students will be responsible for drawing the attractions or selecting images for the leaflet. Use the next page to write a draft.

3. When you are ready, put everything together and think about the layout (the organization of images and text on the paper). Ask your teacher to help you edit the text.

4. To finish, prepare the final leaflet and show it to your friends.

!?


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Your draft


22

Final version


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LEARN MORE

Para aprender mais sobre os 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.

Fun day (Stevie Wonder, 1991). Essa música fala sobre a busca por um dia de diversão nas atividades e nos lugares mais simples do cotidiano.

La isla bonita (Madonna, 1986). Conta uma história de amor que acontece na ilha San Pedro, um lugar paradisíaco onde as pessoas se divertem.

Discotheque (U2, 1997). Essa música tem ritmo dançante e sua letra, em linguagem rela-tivamente simples, é sobre uma paquera em uma danceteria.

Sites

Para conhecer as atrações do parque temático Chessington World of Adventures, visite esse endereço:

Chessington. Disponível em: <http://www.chessington.org>. Acesso em: 11 nov. 2013.

Para conhecer museus dedicados a línguas, visite:

Museu da Língua Portuguesa (notícia em inglês). Disponível em: <http://www.museudalinguaportuguesa.org.br/info_ingles.php>. Acesso em: 11 nov. 2013.

Museu do Africâner. Disponível em: <http://www.taalmuseum.co.za>. Acesso em: 11 nov. 2013.

Films

Uma noite no museu (Night at the museum). Direção: Shawn Levy. EUA, 2006. 105 min. Livre. Aventura/Comédia. O filme retrata as desventuras de Larry, o novo vigia noturno de um museu cujos “moradores” voltam à vida durante a noite. Assista com atenção à cena do primeiro dia de trabalho de Larry no museu. É uma cena muito divertida e reple-ta de referências à história mundial e dos Estados Unidos.

O parque dos dinossauros (Jurassic park). Direção: Steven Spielberg. EUA, 1993. 101 min. Livre. Aventura. Primeiro filme de uma trilogia, dirigido por Steven Spielberg, conta a história de um parque temático criado por um cientista biogenético que consegue clonar


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dinossauros. Dê atenção especial às cenas iniciais, em que um paleontólogo, sua namorada, um matemático e os netos do cientista, todos seus convidados, são os primeiros a visitar o parque. Aproveite para discutir com os colegas e com seu professor de Ciências se realmen-te existe a clonagem de animais extintos.


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1. Read the text quickly and answer these questions:

a) Where is the text taken from?

b) What kind of information does it present?

c) What are the names of the people?

64 65

Star for a month

Teen SUPERSTAR

NAME: Sonja.BIRTH: January 14th, 2002.GENDER: Female.ORIGIN: Australia.ZODIAC SIGN: Capricorn.MUSIC: Rock bands like Simple Plan.CINEMA: I love funny stories, like Big momma’s house. BOOKS: I like Harry Potter and the philosopher’s stone.TELEVISION: My wife and kids.

NAME: Mark.BIRTH: November 25th, 2003.GENDER: Male.ORIGIN: South Africa.ZODIAC SIGN: Scorpio.MUSIC: Rock and roll, heavy metal. CINEMA: Movies that make me laugh. Big momma’s house is a good example. BOOKS: What books? The thin ones.TELEVISION: Soap operas! I love them all.

NAME: Elizabeth.BIRTH: June 23rd, 2002.GENDER: Female.ORIGIN: Canada.ZODIAC SIGN: Cancer.MUSIC: Justin Timberlake. He’s awesome.CINEMA: When I go to the cinema, I want to be happy, I don’t like crying. My favorite one is School of rock.BOOKS: I’m crazy about love stories, any love stories.TELEVISION: My wife and kids.©

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THEME 2

MY PROFILE, MY PREFERENCES

SITUATED LEARNING 5

A READER PROFILE

!?


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2. Read the text Star for a month carefully and answer the questions.

a) Who likes comedies?

b) Who has a favorite book?

c) Does Mark like classical music?

d) Is Sonja the same age as Mark?

e) Who doesn’t like reading a lot?

f ) Do they watch TV?

g) What kind of music do they like?

h) What do Sonja and Elizabeth have in common?

3. Read the profiles in Activity 1 again and underline the information that is similar to yours. Then get into small groups and check the similarities.


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1. Complete the sentences with the zodiac signs. Use the illustrations and the Instant language section for help.

a) Hello! I was born on June 24th and I’m a .

b) My best friend Julia is a .

c) Suzi: “And what about your boyfriend, Thomas? Are you getting on well?”

Cintia: “Not really, we are very different. And, he is a . I’m

a Gemini, impossible to be together.”

d) Max: “What sign are you?”

Marilyn: “ .”

e) Sandra is so impatient. This is typical of an .

2. Study the Instant language section and complete the sentences with the correct form of the verb in parentheses.

a) Sylvia: “So, what’s on at the Huster Cinema tonight?”

Karen: “Don’t cry for me! at 6 p.m.”

Sylvia: “Ugh! I don’t like (cry) in films. Let’s see another one. “

b) Luke: “Hey, Joe, Lucy is coming to my house soon. Why don’t you come over?”

Joe: “Sorry, I want (see) a DVD my father rented before he returns it to the video rental shop.”

crying

HOMEWORK : FOCUS ON LANGUAGE 5

Cancer

© V

enki

Tal

ath/

Illu

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tion

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etty

Im

ages


28

c) My parents would like (visit) my sister at the end of the year. She lives in another city.

d) Philip hates (watch) game shows on TV. He says they are terrible.

e) I love the 5 o’clock teen soap opera. It makes me (laugh)!

3. Study the Instant language section and complete the sentences with who or what.

a) Teacher: “ likes classical music here, folks?”

Elizabeth: “I like it. I play the violin and I like Mozart very much.”

b) Tommy: “ is your favorite TV program?”

Lucy: “I like Drake and Josh.”

c) Bruna: “You know, for me Brad is the best…”

Carol: “Brad? Brad ?”

Bruna: “Brad Pitt, of course! He’s the best actor in the world.”

d) Sonja (singing): “I can’t be … perfect… ’cause we lost it all and I can’t forget...”

Mum: “Sonja! Turn down the volume. It’s too high.”

Sonja: “ ? I can’t hear you!”

Mum: “Turn the radio down, now!”

Sonja: “All right, all right…”

e) Peter: “ is the best American pop singer in your opinion?”

David: “Taylor Swift.”

Who


29

4. Find seven words in the word hunt below related to kinds of films and books.

LITERARY MOMENT

“When a man is tired of London, he is tired of life; for there is in London all that life can afford.” JOHNSON, Samuel. Life of Samuel Johnson.

S C O M I C B O O K S R H K L

B I A C Z A Q W S X C D E R F

C A Y O V E T Q A Z E D C R F

A F B M P L O K M I J N U H B

S C I E N C E F I C T I O N W

B E Y D Q W A S Z P J F V O D

C S S Y A B R E Y O E H V V R

G Z P E C J C S C E S C D E F

S D W C J G D R A M A I C L V

R C I H F I C E V S C T J S N

Y D W U C A B I E C H E A B V

B G B C E I V M V R D A C E N

J C S H O R T S T O R I E S O

F C B N E L U V I L C B R W T


30

SITUATED LEARNING 6

FREE TIME ACTIVITIES

1. Look at the pictures: What are these people doing?

!?

2. Study the expressions below. Organize them in three lists: indoor activities, outdoor activities or both.

© K

uttig

-Peo

ple/

Ala

my/

Glo

w I

mag

esa)

© J

upite

r Im

ages

/Thi

nkst

ock/

Get

ty I

mag

esb)

playing parlor games like categories!


31

3. Study the following text and answer the questions:

a) How many people are talking?

b) What’s the name of the famous person mentioned?

c) Why is he/she famous?

Entrevista fictícia elaborada especialmente para o São Paulo faz escola.

TEEN SUPERSTAR Our Super fan

We want to know all about them in TEEN SUPERSTAR, so let´s have a look at the interview we had with Stacy Noren, elected super fan of this month’s issue. She knows all about Daniel Radcliffe, the superstar playing Harry Potter on the big screen:

Teen Superstar: So Stacy, Daniel looks a lot different from a few years ago, when he played in the rst Harry Potter lm. How does he feel about becoming an adult?

Stacy Noren: Well, for him it’s not bad at all. Now that he’s 17 he wants people to see that he can do different things in his profession. He doesn’t want to be an eternal Harry Potter, you know…

TS: And his family, what do they think about his profession?

SN: His dad enjoys watching him in the cinema. His mom is proud but a little worried about fame and celebrity.

TS: What does he like doing in his free time, when he has some?

SN: You know, he is keen on listening to music: it’s his favorite pastime. For him, the music of Arcade Fire and Bloc Party is great! He also enjoys writing poetry – it’s one of his hobbies.

TS: And how does he deal with fame, I mean, what’s it like to be Britain’s most famous teenager?

SN: Well, fame and success attract dark forces. Paparazzi are everywhere and that’s why he doesn’t like partying a lot. You have to be careful with your privacy…

TS: He turns 18 on 23 July, legally becoming an adult. Any plans for the big day?

SN: He says he hasn’t thought of it… but for sure it is going to be cool!

© J

an-P

eter

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epa/

Cor

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Lat

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ock

issue 2 – Feb 2007


32

4. Read the interview carefully and write (T) for true or (F) for false.

a) ( ) Daniel Radcliffe is not happy to become an adult.

b) ( ) Harry Potter is part of his professional life, but he wants to play different characters.

c) ( ) Daniel’s mom is not worried about her son’s celebrity.

d) ( ) Daniel has a few hobbies.

e) ( ) The young actor thinks privacy is important.

f ) ( ) He likes going to parties a lot.

g) ( ) Daniel’s sign is Cancer.

h) ( ) The interview is recent.

Expansion Activity

In pairs, talk about preferences. Use the conversations below for help.

Dialogue 1 Student A: What do you like doing in your free time?Student B: I like/enjoy/am keen on...Dialogue 2 Student A: What does your sister like doing in her free time?Student B: She likes/enjoys/is keen on...

1. Label the illustrations with the expressions in the box.


a) b)

doing crosswords playing checkers painting walking the dog playing dodgeball

© L

ifeS

tyle

KB

/Ala

my/

Glo

w I

mag

es

© M

AR

KA

/Ala

my/

Glo

w I

mag

es


33

c)

e)

d)

© M

icha

el T

wee

d/A

lam

y/G

low

Im

ages

© I

mag

ebro

ker/

Ala

my/

Glo

w I

mag

es

© J

ohn

Giu

stin

a/T

he I

mag

e B

ank/

Get

ty I

mag

es

2. Study the box “Some expressions” on page 56. Then, use the expressions to complete the sentences below.

a) My sister and I are Zac Effron, you know, the actor who plays Troy in High school musical.

b) Lucy is her grandpa. He is in hospital for a surgery.

c) Jeremy did very well in his Portuguese test. His father is very him.

d) Jessica’s favorite pastime is doing water sports. She’s very windsurfing.

e) I don’t like watching films on TV. I prefer to watch them .

3. Refer to the Instant language section and complete the sentences with the correct -ing form of the verbs in parentheses.

a) (play) five-a-side football is very difficult for me.

b) (chat) on the internet is one of my favorite pastimes.

c) Why don’t you enjoy (ride) a bike? Are you afraid of falling?

Playing


34

d) When we go to the beach on holidays, I enjoy (lie) in the sun for hours, with sunblock on, of course.

e) My cousin Joe is crazy about (make) airplane models. He has a collection of over 34 models of them!

4. Read the dialogue and complete it using the present simple of the verbs in parentheses. The sentences may be positive, negative or interrogative, so be careful!

Charles: “What (a) John (like) doing in his free time?”

Helen: “He (b) (like) surfing.”

Charles: “And you? (c) you (enjoy) water sports?”

Helen: “To tell you the truth, I (d) (not / like) any water sports. I prefer indoor sports, for example basketball or volleyball.”

Charles: “Really? My twin brothers Jack and Joe (e) (play) basketball in the official state league. I think you would like to meet them!”

LITERARY MOMENT

does like

“Prejudice is the child of ignorance.” HAZLITT, William. On prejudice.


35

SITUATED LEARNING 7

VIRTUAL COMMUNITIES AND FRIENDS

1. Read the text quickly and answer the questions.

!?

lingo / lingow / (pl.) lingoes n an informal word. A lingo is 1 a foreign language, especially one which you cannot speak or understand. EG The state has its own local lingoes for its different districts. 2 a range of vocabulary which is normally used in a special context by a small group of people. EG I never know what lingo to use when I chat on-line.

a) What kind of text is it?

b) How do you know?

2. Read the text on the next page and answer the questions.

a) What kind of text is it? How do you know?

b) Where can we find it?


36

3. Rewrite the following expressions into plain English.

a) ILU =

b) R U =

c) TKS =

d) BB =

SIL saysr u doing anything special 2morrow?

Lizinha saysdunno… how about cinema?

MAIKON saysILU Sil….

SIL sayslol me2 lol

MAIKON saysu r soOOOOO pretty pretty pretty

Lizinha saysCome on guys.... cinema 2morrow.... HARRY POTTER 6?

SIL saystks… P911

Lizinha saysBB

MAIKON saysBB my LUV Sil

c) How is it related to the dictionary entry you have just read?


37

1. Match the words to their definitions.


A B

blog 1. It is similar to a blog but with photos.

chat room2. It is like an identification form, with personal information (name,

age, gender) and also information about hobbies and preferences. It is very common in virtual communities where people make friends.

phlog/photolog3. They are illustrations or symbols (usually faces) which we use to show our

emotions when we write on the internet. They are also called emoticons.

smilies (or smileys)

4. It is like a room where people start a conversation using internet lingo. Sometimes the talks are about specific topics.

profile5. It is like a virtual diary, you write about everyday facts and events

(personal or not), your feelings and impressions.

2. Chat lingo is usually formed by using the initial letters of the words in the message or by employing letters or numbers whose pronunciation is similar to the words. Study the example below and try to rewrite the other phrases in lingo. Then, check your answers in the Instant language section.

a) “Best friend forever” =

b) “For your information” =

c) “What are you doing?” =

d) “Eating at the keyboard.” =

e) “Too good to be true.” =

3. Match the columns.

BFF

A B

a) : ) ( ) this smiley shows the person is surprised.

b) : ( ( ) this smiley shows the person is happy.

c) =0 ( ) this smiley shows the person is very happy.

d) : )) ( ) this smiley shows the person is winking and very happy.

e) ; )) ( ) this smiley shows the person is not happy.


38

4. When chatting on the internet, people follow a netiquette (in Portuguese, netiqueta). Read the tips about how to chat on the internet (netiquette) and complete them with words from the box.

respect smilies chat lingo ignore all capital letters

a) When writing a message, try to avoid : people may understand that you are angry or shouting.

b) But when you want to write , it is better to use all caps.

c) It’s very important to use when you write messages or e-mails. People have to know if you are happy, sad or joking, so that you don’t hurt their feelings.

d) If you receive a message that hurts or insults you, don’t answer back – the message.

e) It’s important to the rights of people on-line. Never send e-mails or messages that are offensive or that ridicule people.

LITERARY MOMENT

all capital letters

“Prose = words in their best order; – poetry = the best words in the best order.” COLERIDGE, Samuel Taylor. Biographia literaria.


39

SITUATED LEARNING 8

MY PROFILE

1. Read the following steps with the help of your teacher. You are going to produce a profile (for a magazine or an on-line community).

a) As a class, discuss the following questions: what kind of information can we find in profiles? What about web profiles? Write a list of ideas in the lines below.

b) Now write a draft of your profile. Follow your teacher’s suggestions and use the profiles in Situated Learning 5 for help.

c) Swap profiles with another student. With your teacher’s help, read your colleague’s profile and make suggestions on how to improve it. Then return it to him/her.

d) To round it off, prepare the final version of your profile and write it in the “Final version” box.

!?


40

Your draft


41

Final version


42

LEARN MORE

Para aprender mais sobre os 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.

Message in a bottle (The Police, 1979). A música é um clássico do rock britânico, e a letra

fala de um homem solitário que resolve escrever uma mensagem e lançá-la ao mar den-

tro de uma garrafa. Para sua surpresa, ele recebe milhares de respostas, de pessoas que se

sentem tão solitárias quanto ele. Será que a comunicação via internet também não é uma

forma de combater a solidão?

The MySpace song (Good Clean Fun, 2006). A música conta a história de um jovem que

perdeu sua namorada para um internauta que navega em um site de relacionamento.

Sites

Para saber mais sobre internet lingo, visite:

Wikipedia. Disponível em: <http://en.wikipedia.org/wiki/Internet_slang#Types_of_slang>. Acesso em: 3 abr. 2014.

Para praticar seu inglês, visite:

Inglês on-line. Disponível em: <http://www.inglesonline.com.br>. Acesso em: 11 nov. 2013.

Films

Mensagem para você (You’ve got mail ). Direção: Nora Ephron. EUA, 1998. 119 min.

Livre. Comédia romântica. O filme trata da história de duas pessoas que se apaixonam

pela internet sem nunca terem se visto. Na verdade, eles se conhecem pessoalmente e são

inimigos mortais, mas pela internet... Trata-se de uma comédia romântica estrelada por

Tom Hanks e Meg Ryan.


43

A nova Cinderela (A Cinderella story). Direção: Mark Rosman. EUA, 2004. 96 min. Livre.

Comédia romântica. A comédia romântica estrelada por Hillary Duff reconta o clássico

conto de fadas. Sam (Hillary Duff) conhece seu príncipe encantado pela internet e finge

ser uma aluna universitária. Mas, quando o segredo vai ser revelado, ela descobre que seu

enamorado, Austin, é o aluno mais popular da escola!


44

LEARN TO LEARN

Using songs to learn English

Uma boa maneira de aprender inglês é, sem dúvida, ouvir músicas. Assim, podemos cantar – e até dançar! –, sozinhos ou com os amigos, enquanto aprendemos a língua. Faça as atividades a seguir e pense nisso!

1. Assinale as opções verdadeiras sobre você. Ao ouvir uma música em inglês, você:

( ) canta junto, mesmo sem saber o que está dizendo.

( ) canta junto, mesmo sem saber como pronunciar as palavras corretamente.

( ) não canta, porque todo mundo vai tirar sarro de você.

( ) fica curioso para saber o que diz a letra.

Em grupos, compare com seus amigos a opção (ou as opções) que você escolheu e verifique se há alguma semelhança.

2. Agora, responda às perguntas a seguir. Depois, converse com seus colegas em sala de aula sobre suas respostas.

a) O que você faz para conseguir a letra de uma música de que gosta?

b) Você usa um dicionário para compreender melhor o que diz a letra? Em caso afirmati-vo, você procura todas as palavras no dicionário?

c) Caso não consulte um dicionário, você pede a alguém que traduza a letra para você? Quem?


45

d) Você conhece alguma revista, site ou programa de televisão que apresente letras de mú-sica e suas traduções?

3. Se tiver acesso à internet, pesquise – em seu site de busca favorito – a letra de alguma música em inglês da qual você goste. Procure, também, ao menos duas traduções para ela. Compa-re as traduções: há alguma diferença entre elas? Em caso afirmativo, por que você acha que isso ocorre? É um erro? Uma interpretação diferente? Uma adaptação?

Think about it!

Você já usou alguma palavra ou expressão em inglês que tenha apren-dido em alguma música de que gosta ou que ouviu nas aulas de inglês? Qual (Quais)? Anote-a (s) a seguir e compartilhe o que aprendeu com seus colegas.

Using on-line communities to learn English: safety tips

4. Leia as perguntas a seguir e discuta suas respostas com seus colegas em sala de aula.

a) Uma pessoa acessa o perfil de seu amigo (ou amiga) e começa a enviar mensagens e co-mentários. A pessoa parece ser bem bacana, com muitas afinidades, e pede para conver-sar com mais privacidade com seu amigo (ou amiga). O que você diz para ele (ou ela)?

Você já deve conhecer algumas maneiras de aprender inglês em nosso cotidiano, não é? Ouvindo músicas, assistindo a filmes com legendas, usando a internet... E na internet, então, há tantas coisas que podemos fazer! Uma delas é participar de comunidades virtuais e entrar em contato com outros alunos de diferentes cantos do mundo para conversar e fazer amizades. Mas todo cuidado é pouco! Faça as atividades a seguir para pensar sobre o assunto e usar esse recurso de maneira segura!


46

b) Seu amigo (ou sua amiga) conhece uma pessoa pela internet. A pessoa, que parece ami-gável, pede que ele/ela envie uma foto de corpo inteiro para o e-mail pessoal. O que você aconselha seu amigo (ou amiga) a fazer?

c) Seu amigo (ou amiga) decide aceitar o convite de se encontrar pessoalmente com a pessoa que está teclando, afinal de contas eles se dão tão bem... O que você diz ao seu amigo (ou amiga)?

5. Em comunidades virtuais é possível encontrar fakes (perfis não verdadeiros, que podem ser escritos pela própria pessoa ou por outras). Agora reflita: por que será que algumas pessoas cadastram perfis fakes na internet?

6. Escreva três dicas sobre segurança na internet que você gostaria de dar a seus amigos.


47

Think about it!

Você conhece alguma história de pessoas que tenham sofrido algum tipo de problema por terem participado de bate-papos on-line ou terem perfis em comunidades virtuais? Converse com os colegas e compartilhe sua história.

Se você perceber qualquer comportamento estranho de alguém ao participar de comunidades virtuais, avise um adulto em quem você confia ou faça uma denún-cia no site <http://www.safernet.org.br/site/> (acesso em: 11 nov. 2013). Você tam-bém pode ligar para o Disque-denúncia da Secretaria Especial de Direitos Humanos (SEDH): o número é 100 e a ligação é gratuita.


48

VOCABULARY LOG

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

Sentence from the text

Situated Learning 1


Situated Learning 1


Situated Learning 2


49


Situated Learning 2


Situated Learning 3


Situated Learning 3


Situated Learning 5


50


Situated Learning 6


Situated Learning 7


Situated Learning 5


Situated Learning 6


51


Situated Learning 7


52

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 tabe-las como um material de referência e consultá-las mesmo quando estiver em outras séries/anos do Ensino Fundamental e Médio!

Days of the week and months of the year

Days of the week Months of the year

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

January

February

March

April

May

June

July

August

September

October

November

December

Entertainment

Amusement park/theme park

Aquarium

Art gallery

Cinema

Community center

Concert hall

Lan house

Museum

Park

Public library

Resort

Shopping mall

Sports club

Theater

Zoo


53

Some verbs & phrases

To spend one’s free time

To have fun

To be scheduled for

To play a game

To fly a kite

To chat on-line

To see/watch a film

To listen to music

To participate in

To go to work

To get thrills down your spine

Present simple & Present continuous

I PLAY chess every Saturday. × I AM PLAYING chess now.

He LISTENS to music every day. × He IS LISTENING to music now.

They usually GO to the cinema on Sundays. × They ARE GOING to the cinema now.

She DOESN’T STUDY in the library on Saturdays. × She ISN’T STUDYING in the library at the moment.

You DON’T TALK to him every night. × You AREN’T TALKING to him now.

DO you CHAT on-line every day? × ARE you CHATTING on-line now?

DOES your friend PLAY basketball in the afternoon? × IS your friend PLAYING basketball at the moment?


54

Adverbs of frequency

AC

TIV

ITY

FREQUENCY

NEVER

0%

30%

SOMETIMES

70%

USUALLY

100%

ALWAYS

There to be

THERE IS a theater on Main Avenue.

THERE ARE two clubs near my house.

THERE ISN’T a zoo in my city.

THERE AREN’T many parks in my neighborhood.

IS THERE a cinema downtown?

ARE THERE any art galleries in your town?

About

About


55

Zodiac signs

Signs Symbols

Aquarius (Jan 20-Feb 18)

Aries (Mar 21-Apr 19)

Taurus (Apr 20-May 20)

Gemini (May 21-Jun 20)

Cancer (Jun 21-Jul 22)

Virgo (Aug 23-Sept 22)

Leo (Jul 23-Aug 22)

Pisces (Feb 19-Mar 20)

© V

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Libra (Sept 23-Oct 22)

Sagittarius (Nov 22-Dec 21)

Capricorn (Dec 22-Jan 19)

Scorpio (Oct 23-Nov 21)

Leisure activities

playing parlor games like Categories

watching TV

playing football and basketball

listening to music

playing computer games

flying a kite

sunbathing

reading

chatting on the internet

playing musical instruments

riding a bike

doing crosswords

playing checkers

painting

walking the dog

playing dodgeball

Some expressions

keen on

crazy about

proud of

worried about

on the big screen

© V

enki

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ath/

Illu

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tion

wor

ks/G

etty

Im

ages


57

Some verb patterns

Verb + ing enjoy

ExampleMy sister Julie enjoys surfing.

Verb + ing OR infinitive (with to)

likehate

ExamplesI hate to fly.I hate flying.

Verb + infinitive (with to) want

would like

Examples Do you want to come

with me? I would like to go with you,

but I can’t.

Verb + person + infinitive (without to)

make somebody do something

help somebody do something

ExamplesDon’t make me repeat the

story, please. Please, can you help my son

learn English?

Question words: who/what

What

What’s your favorite book?

What happens at the end of the story?

What does Daniel Radcliffe say in

the interview?

Who

Who’s your favorite singer?

Who has more hits?

Who do you like to play computer games with?

Some chat lingo

Chat lingo TTUL

4U RU

2morrowlol

Me2P911TKSBB

14AA41HF

WAYDEAK

2G2BTBFFFYIFAQ

Plain English

Talk to you laterFor youAre you

TomorrowLaughing out loud

Me tooParents alert

ThanksBye-bye

One for all and all for oneHello friend

What are you doing?Eating at the keyboard

Too good to be trueBest friend forever

For your informationFrequently asked questions

Some verb patterns


58

Spelling: -ing forms

Infinitive form

play

sing

run

chat

ride

sunbathe

lie

-ING form

playing

singing

running

chatting

riding

sunbathing

lying

Films and books

Films

comedy

thriller

drama

science fiction

Books

short stories

poems

novels

comic strips

Present simple

Affirmative

I play

You play

He plays

She plays

It plays

We play

You play

They play

Negative

I don’t play

You don’t play

He doesn’t play

She doesn’t play

It doesn’t play

We don’t play

You don’t play

They don’t play

Interrogative

Do I play?

Do you play?

Does he play?

Does she play?

Does it play?

Do we play?

Do you play?

Do they play?


59

Can-do Chart

Competências e habilidades

Consigo Consigo, mas com ajuda

Ainda não consigo

1. Reconhecer vocabulário em inglês relativo a meses do ano e dias da semana (por extenso e abreviações).

2. Reconhecer espaços de lazer em inglês a partir da leitura de texto com informação verbal e não verbal.

3. Localizar informações específicas em um texto a partir de leitura rápida.

4. Valorizar a existência de espaços de lazer e entretenimento na cidade que atendam a todos os moradores.

5. Relacionar imagens a informações específicas em um texto.

6. Localizar informações específicas em um texto para corrigir frases.

7. Reconhecer usos do present simple e suas estruturas.

8. Reconhecer usos do present continuous e suas estruturas.

9. Utilizar conhecimento prévio de mundo para compreender informações em um texto.


60

Competências e habilidades

Consigo Consigo, mas com ajuda

Ainda não consigo

10. Reconhecer os usos do verbo can.

11. Reconhecer os usos da expressão there to be.

12. Relacionar atividades a espaços de lazer.

13. Reconhecer o assunto geral de um texto a partir de leitura rápida.

14. Escrever frases simples usando o vocabulário aprendido.

15. Produzir um folheto ilustrativo sobre uma opção de lazer na cidade.

16. Identificar o assunto geral de um texto a partir da leitura do título.

17. Reconhecer o suporte de um gênero.

18. Localizar informações implícitas em um texto.

19. Relacionar atividades de lazer a imagens.

20. Reconhecer os usos do tempo verbal present simple nas formas negativa e interrogativa.

21. Falar sobre preferências relativas a atividades de lazer.

22. Relacionar texto infomativo a imagem.

23. Escrever um texto com meu perfil individual.

24. Personalizar informações a partir da leitura.


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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

Ventrella.

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 Beatriz Pereira Franco, Ana Paula

de Oliveira Lopes, Marina Tsunokawa Shimabukuro

e Neide Ferreira Gaspar.

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, 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: Anderson Jacomini Brandão, Carolina dos

Santos Batista, Fábio Bresighello Beig, Renata

Cristina de Andrade Oliveira e Tatiana Souza da

Luz Stroeymeyte.

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

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 Benedicto 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 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, 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 acabamento Esdeva Indústria Grá ca Ltda.

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 Mauro de Mesquita Spínola

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, Ana Paula S. Bezerra, Angélica dos Santos Angelo, Bóris Fatigati da Silva, Bruno Reis, Carina Carvalho, Carolina H. Mestriner, Carolina Pedro Soares, Cíntia Leitão, Eloiza Lopes, Érika Domingues do Nascimento, Flávia Medeiros, Giovanna Petrólio Marcondes, Gisele Manoel, Jean Xavier, Karinna Alessandra Carvalho Taddeo, Leslie Sandes, Mainã Greeb Vicente, Maíra de Freitas Bechtold, Marina Murphy, Michelangelo Russo, Natália S. Moreira, Olivia Frade Zambone, Paula Felix Palma, Pietro Ferrari, Priscila Risso, Regiane Monteiro Pimentel Barboza, Renata Regina Buset, Rodolfo Marinho, Stella Assumpção Mendes Mesquita, Tatiana F. Souza e Tiago Jonas de Almeida.

Direitos autorais e iconografia: Beatriz Fonseca Micsik, Dayse de Castro Novaes Bueno, Érica Marques, José Carlos Augusto, Juliana Prado da Silva, Marcus Ecclissi, Maria Aparecida Acunzo Forli, Maria Magalhães de Alencastro, Vanessa Bianco 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

caderno do aluno inglês 6 série vol 2 2014-2017

Education