caderno do aluno inglês 8 série vol 1 2014-2017

8a SÉRIE 9oANOENSINO FUNDAMENTAL – ANOS FINAISCaderno do AlunoVolume 1

INGLÊSLinguagens

MATERIAL DE APOIO AOCURRÍCULO DO ESTADO DE SÃO PAULO

CADERNO DO ALUNO

INGLÊSENSINO FUNDAMENTAL – ANOS FINAIS

8a SÉRIE/9o ANOVOLUME 1

Nova edição

2014-2017

GOVERNO DO ESTADO DE SÃO PAULO

SECRETARIA DA EDUCAÇÃO

São Paulo

Governo do Estado de São Paulo

Governador

Geraldo Alckmin

Vice-Governador

Guilherme Afif Domingos

Secretário da Educação

Herman Voorwald

Secretário-Adjunto

João Cardoso Palma Filho

Chefe de Gabinete

Fernando Padula Novaes

Subsecretária de Articulação Regional

Rosania Morales Morroni

Coordenadora da Escola de Formação e Aperfeiçoamento dos Professores – EFAP

Silvia Andrade da Cunha Galletta

Coordenadora de Gestão da Educação Básica

Maria Elizabete da Costa

Coordenadora de Gestão de Recursos Humanos

Cleide Bauab Eid Bochixio

Coordenadora de Informação, Monitoramento e Avaliação

Educacional

Ione Cristina Ribeiro de Assunção

Coordenadora de Infraestrutura e Serviços Escolares

Ana Leonor Sala Alonso

Coordenadora de Orçamento e Finanças

Claudia Chiaroni Afuso

Presidente da Fundação para o Desenvolvimento da Educação – FDE

Barjas Negri

Caro(a) aluno(a),

Ao longo destes anos de estudo, você já percebeu a importância do estudo do

idioma inglês e teve muitas oportunidades para aprofundar seu conhecimento sobre essa

língua. Além disso, as aulas de Inglês ajudam a complementar o que você estuda em outras

disciplinas e lhe permitem desenvolver suas habilidades de leitura, de forma que você possa

compreender as ideias principais de um texto e retirar dele informações importantes, sem

necessidade de entender todas as palavras. Você também já sabe como pode sistematizar o

estudo do vocabulário e da gramática, além de fazer sua autoavaliação em relação às metas de

aprendizagem propostas para cada volume.

Neste volume, você lerá textos sobre pessoas famosas, como alguns esportistas, e

sobre invenções interessantes, atuais e antigas. Como nos outros Cadernos, os textos vão

lhe proporcionar um contato com a gramática do idioma de forma natural, sem exercícios

repetitivos e monótonos. Em conjunto com seus colegas, você também produzirá seus

próprios textos sobre os temas apresentados.

Os Cadernos sempre trazem dicas de sites, músicas e filmes que podem ajudar a

aprender mais, de forma que seus estudos não se limitem ao que é visto em sala de aula.

Lembre-se de que a internet é uma importante ferramenta de pesquisa e comunicação: você

pode usá-la tanto em seus estudos do inglês como para buscar informações sobre outras

disciplinas do seu currículo e para estar em contato com pessoas do mundo inteiro, usando

seus conhecimentos da língua inglesa.

Equipe Curricular de InglêsÁrea de Linguagens

Coordenadoria de Gestão da Educação Básica – CGEB

Secretaria da Educação do Estado de São Paulo

Inglês – 8a série/9o ano – Volume 1

5

Neste Caderno, você fará atividades relacionadas a dois temas: 1) Biographies of remarkable people e 2) Famous inventors and their inventions. Essas atividades vão ajudá-lo a:

1. Explicar algumas diferenças entre uma reportagem de revista, um verbete de enciclopédia e uma entrevista.

2. Completar uma ficha com dados biográficos.

3. Utilizar informações de uma ficha para completar um verbete de enciclopédia.

4. Identificar o assunto geral de um texto.

5. Completar pequenos textos com dados biográficos de uma pessoa.

6. Relacionar perguntas e respostas em uma entrevista.

7. Diferenciar frases e perguntas que tratam do presente daquelas que tratam do passado.

8. Conhecer um pouco sobre quem são Marta Vieira da Silva, Pelé e J. K. Rowling.

9. Identificar temas presentes em textos biográficos.

10. Identificar características de um anúncio publicitário, de um verbete de enciclopédia e de uma página da internet.

11. Identificar o tema geral de um texto.

12. Localizar informações específicas em um texto.

13. Identificar verbos no passado (regulares e irregulares).

14. Pesquisar, selecionar e organizar informações sobre uma invenção.

15. Descrever a função de uma invenção, bem como suas características.

16. Transpor informações de um texto para uma tabela.

17. Descrever, de modo simples, como era a vida das pessoas antes do surgimento de uma invenção.

18. Sugerir correções nos textos de seus colegas e analisar as correções sugeridas pelos co-legas para seu texto.

19. Escrever uma ficha com a descrição de uma invenção.

20. Fazer a edição final de um texto, considerando sua aparência (tamanho e estilo das letras, layout etc.)

21. Trabalhar em equipe e ajudar seus colegas e realizar suas tarefas.

LEARNING TARGETS


6

THEME 1

BIOGRAPHIES OF REMARKABLE PEOPLE

SITUATED LEARNING 1

BIOGRAPHICAL STUDIES

1. Work in groups and see how much you know about Marta Vieira da Silva, the Brazilian football player.

!?

Full name:

Date of birth:

Place of birth:

Club:

Awards and medals:

Family:

James Crawford

Marta Vieira da Silva is the most successful

female footballer in Brazil; the only female football

player in Brazil to win Fifa’s Women’s Player of the

Year award five consecutive times, in 2006, 2007,

2008, 2009, and 2010. And she keeps reaffirming

her position as world’s best female football player

of all time: when she played in the Uefa Cup

final for the Swedish team Umea IK, and she was absolutely outstanding in the match against Arsenal

Ladies, although her team lost. In the World Cup,

in 2011, it was a pity to see the Brazilian players

be eliminated by the United States in the knockout

stage. Marta’s position as one of the best in the

world, however, remains untouched. She now plays

for another Swedish team, Tyresö FF.

Marta was born on February 19th, 1986,

in Dois Riachos, a small town of about 13,000

people, in a very dry region in northeastern

Brazil. Marta’s father worked as a barber, but

Marta did not grow up with her father because

he left her mother when the player was just a

baby. She has two elder brothers and a sister, and

they all had a very hard childhood. At that time,

Marta did not have money to buy a football, so

she improvised a ball by scrunching up plastic

bags or paper, for example.

James Crawford is the author of a book about Brazilian soccer.

SPORTS OF THE WEEK Saturday, June 16, 2013

Path to perfection

2. Now read the following text and see if you can add more information to the form in Activity 1.

The oot toeuoteut Marta, oerouru fjo-

fueor jfoureoru jlkj ou uoueure jojoufd.

Ououue foue reu oeruoeute toeutoeur jdfd.

diddidodidjkjiejfeiojunuej Qndo eu aprende

a digitar serei o mais r[apido do munso, mas

enquando isso ta ai os erro.


7

3. Now answer these questions:

a) Who is the author of the article? Where is that information?

b) Where and when was the article published?

c) Has anything changed in Marta’s career since the article was published?

d) Check ( ) the correct option: the text about Marta is...

( ) an advertisement, because it sells an idea or product.

( ) a news article, because it reports a recent event.

( ) a biographical article, because it tells someone’s life story.

4. Look at the underlined verbs in the text Path to perfection. They are all in the past tense. Use a red pen to circle the regular verbs, a blue pen to circle the irregular verbs and a pencil to circle the verbs in the negative form.

5. Preparation for the writing task – part 1. Choose a football player that you like and complete the form with information about him/her. You may include other details too.

Full name:

Date of birth:

Place of birth:

Nationality:

Club:

Awards and medals:

Family:


8

HOMEWORK

1. Look at the word snake and find: 5 words connected with soccer, 4 names of family members and 3 verbs in the past tense.

2. Match the columns to make sentences.

a) I was

b) I did not grow up

c) I left

d) My favorite team

e) Yesterday I played

( ) basketball with my friends.

( ) born in Brazil.

( ) with my grandparents.

( ) lost the final match.

( ) home at 7 o’clock this morning.

3. Match the words from the text about Marta to their definitions. Follow the example.

a) footballer.

b) barber.

c) female.

d) improvise.

( ) opposite of “male”.

( ) a person who cuts men’s hair.

( a ) a person who plays football.

( ) a small city.

: FOCUS ON LANGUAGE 1

soccer = football

footballer = soccer player


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e) dry.

f ) town.

( ) with very little rain.

( ) to do something without preparation.

4. Now use the words from the previous activity to complete the sentences.

a) Millanton is a small with around 5,000 people.

b) She received an award for best singer of the year.

c) The boys didn’t have a racket to play ping-pong, so they had to with cardboard.

d) Very weather is not good for our health.

e) His dream is to be a great .

f ) My father goes to the every week.

town

LITERARY MOMENT

“I never travel without my diary. One should always have something sensational to read in the train.” WILDE, Oscar. The importance of being earnest.


10

SITUATED LEARNING 2

WHO IS HE?

1. What do you know about Pelé? Can you complete the form?

2. Read the text on the following page quickly and then answer the questions.

!?

Full name:

Nickname:

Place of birth: Três Corações, Minas Gerais – Brazil

Year of birth: 1940

Age:

Job:

Awards: three World Cups (1958, 1962, 1970)

Date and place of his 1 000th goal: November 19th, 1969 – Rio de Janeiro.

a) Where can you find this kind of text?

( ) In a newspaper.

( ) In an encyclopedia.

( ) In a TV guide.

b) What is the objective of the text?

( ) To describe a TV program.

( ) To report a recent event.

( ) To tell someone’s life story.

c) What does (1940-) indicate? (Obs.: more than one answer may be correct.)

( ) It indicates that Pelé was born in 1940.

( ) It indicates that Pelé died in 1940.

( ) It indicates that Pelé is alive.

( ) It indicates that we do not know when Pelé died.


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3. Now read the text in Activity 2 more carefully and complete it using information from the form in Activity 1.

4. Preparation for the writing task – part 2. Choose a person that you admire and complete the sentences with information about him/her.

a) [name] is a/an [job].

b) He/She was born on [date] in [place].

c) He/She is [nationality] and speaks [language].

d) He/She grew up with [family members] in [place].

e) He/She likes to [free-time activities or hobbies].

f ) I admire him/her because .

PEK – see Polyetherketone (plastic resin)

PELÉ – Edson Arantes do Nascimento (1940-)Brazilian soccer player Edson Arantes do Nascimento was born in __________ in _________ ,

Minas Gerais, Brazil. His nickname, ____________ , was given to him in his childhood. As a

teenager, he played for a soccer club in Bauru, in São Paulo. After that, in 1956, he joined Santos

Futebol Clube, a major league club. After two years, at the age of 17, Pelé led the Brazilian

national team into victory in the World Cup. He scored two goals and the team defeated Sweden

in the final. Pelé scored his 1000th goal in a professional game on ____________, against Vasco da

Gama, in the Maracanã stadium, in ____________. It was a highlight in a memorable career, which

included three World Cup championships, in ____________,____________ and ____________.

Today he is an ambassador for football and, in this role, travels around the world.

PELEE ISLAND – Ontario, Canada


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HOMEWORK

1. Unscramble the letters to find out 5 regular verbs and 2 irregular verbs. Tip: these verbs were in the text about Pelé.

a) WSA

b) LPAEYD

c) DJOEIN

d) ELD

e) SORDEC

f ) DFEETAED

g) LUINECDD

2. Circle the correct options in the following sentences.

a) Pelé is/was born in Brazil.

b) The Brazilian team defeat/defeated Argentina in the final match.

c) The team include/included Pelé and Garrincha.

d) I play/played volleyball every day after school.

e) In the last match he scores/scored two goals.

3. Match the verbs on the left to a suitable complement on the right.

a) to play

b) to score

c) to join

d) to defeat

e) to win

( ) a competition

( ) two goals

( ) a team

( ) for a team

( ) the opponent



13

4. Are you a good detective? Use the code to read the mysterious message. Then find out the name of a famous football player.

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

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

= T = U = V = W = Y = Í = Ã = ?

,

.

.

.

.

LITERARY MOMENT

“How can the bird that is born for joy

Sit in a cage and sing?”

BLAKE, William. Songs of innocence.


14

SITUATED LEARNING 3

STUDYING AN INTERVIEW

1. How much do you know about J. K. Rowling?

!?

a) Who is she? What does she do?

b) Where is she from?

2. Read the questions in the box and then the interview. Can you match the questions in the box to their corresponding gaps? Use the underlined sentences in the answers for help.

Questions:

a) How long does it take her to write a book?

b) What writers and books have influenced Rowling’s writing?

c) Did J. K. Rowling want to be an author when she was younger?

d) How old was she when she started to write?

All about J. K. Rowling: an interview by a fan1

Amie Lee

Weekly Supernatural Writing

Kate Wiskins is a big fan of the Harry Potter series and, in this interview, she talked to us about the writer J. K. Rowling, creator of the stories that have attracted millions of people to bookshops and movie theaters in recent years.

Weekly Supernatural Writing: (1)

Kate Wiskins: Yes, she has dreamed of being an author ever since she was very young. Although she loved English when she was at school, for some reason she decided to study French at university.

1 Entrevista fictícia elaborada pela autora do Caderno para esta atividade.


15

WSW: (2)

KW: Well, for instance, the seventh book in the Harry Potter series took her about two years to

write. That is about the average time.

WSW: (3)

KW: She wrote her very first complete story when she was 6. It was about a rabbit. She’s been

writing ever since she was 6 then.

WSW: (4)

KW: She says she doesn’t know who influenced her exactly. I guess it is always hard to tell who

influenced you.

3. Read the following sentences from the text again and say if they refer to the past or to the

present.

a) How long does it take her to write a book?

b) What writers and books have influenced Rowling’s writing?

c) How old was she when she started to write?

d) Kate Wiskins is a big fan of the Harry Potter series.

e) J. K. Rowling decided to study French at university.

f ) She wrote her very first complete story when she was 6.

g) She has dreamed of being an author ever since she was very young.

4. Work in groups to compare the text in Activity 2 with the texts that you have already read about

Marta and Pelé.

a) What do the three texts have in common? Answer in Portuguese.

b) Which text is an interview? Which is a magazine article? And which is an encyclopedia entry?


16

c) In Portuguese, explain your answers to the previous question.

d) Look at the following list of topics. For each one, say if it was mentioned in the text about Marta (M), Pelé (P), J. K. Rowling (R) or none (N). The same topic may be present in more than one text, and some topics may not be mentioned in any of the texts.

Family

Studies

Likes and dislikes

Address

Political opinions

Name

Date of birth

Job

Important accomplishments

HOMEWORK

1. Fill in the blanks using the words in the box.


How long When choose teacher subject

a) Why did you this profession?

b) did you graduate from medical school?

c) do you have to study to become a doctor?

d) What was your favorite in school?

e) Who was your favorite in school?

2. Now match the questions in Activity 1 to the following answers.

( ) I think it’s because of my father, he was a doctor too.

( ) The Biology teacher was nice, but my favorite was the Math teacher!


17

( ) Many, many years!

( ) I liked Biology, of course.

( ) In 1977.

3. Use the following tips to complete the word puzzle.

a) J. K. Rowling wrote the Harry Potter .

b) The opposite of “old”.

c) The same as “writer”.

d) Now you are studying .

e) J. K. Rowling’s first story was about a .

f ) The same as “films”.

g) After high school, some people go to .

h) The stories that you create in your mind when you sleep.

i) The past form of the verb “write”.

a) I

b) N

c) T

d) E

e) R

f ) V

g) I

h) E

i) W


18

I have always loved Math! (present perfect)

I loved Math when I was in 7th grade, but now I don’t! (past simple)

I have worked for this company for 10 years. (present perfect)

I worked for this company for three months in 2004. (past simple)

4. Complete the table with the missing forms of the verbs. Follow the example.

Base form Past simple Past participle

be was/were been

have had

lead

left

lose

loved loved

started

take taken

talk

wrote

5. Compare these pairs of sentences. Study the underlined verbs and the name of the verb tenses in parentheses.

Now, complete the rules with the correct name of the verb tenses:

a) When the time of the action is not mentioned, or when you refer to an unfinished period of time, use the .

b) When you talk about something that happened in a specific moment or period of time in the past, use the .

6. Choose the correct alternatives to complete the sentences.

a) José Saramago has written/wrote over ten novels in his career.

b) I knew/have known my best friend for five years.


19

c) The school volleyball team has lost/lost the final match last Sunday.

d) I have been/was a writer since 1995.

e) Brian hasn’t left/didn’t leave any message for you yesterday.

LITERARY MOMENT

“To err is human, to forgive, divine. POPE, Alexander. An essay on criticism.


20

SITUATED LEARNING 4

WRITING A BIOGRAPHY

You will write a biographical text about a person you admire. Your teacher will help you define the kind of text you will write. Follow these steps.

a) Choose a person you admire. This person may be a friend, a relative or someone famous.

b) Make notes to organize your text. What information does this kind of text bring? In what sequence is the information presented?

c) Collect the necessary information about the person. If possible, bring a photograph.

d) Write your first draft.

e) Show the draft to your teacher and to your partner(s) to have any mistakes corrected.

f ) Write the final version of the text and show it to your classmates.

!?


21

First draft


22

Edited version


23

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

Free Nelson Mandela (The Special A.K.A., 1984): a letra é um protesto contra a prisão do ativista e político sul-africano Nelson Mandela.

Candle in the wind (Elton John, 1977): ouça a música, escrita em homenagem a Marilyn Monroe, e descubra o verdadeiro nome da atriz.

Sites

Stories about People <http://www.manythings.org/voa/people>. Acesso em: 17 maio 2013. Você pode encontrar biografias de pessoas famosas e acompanhar a leitura do texto ouvindo o áudio.

The Biography Maker <http://www.bellinghamschools.org/department-owner/curriculum/biography-maker>. Acesso em: 17 maio 2013. Esse site apresenta um passo a passo sobre como escrever uma biografia.

ESL Quiz – Irregular Verbs <http://a4esl.org/q/h/irv001-ck.html>. Acesso em: 17 maio 2013. Nesse site você encontra jogos de vocabulário em inglês sobre os verbos irregulares.

Film

Ali – A verdadeira história de Muhammad Ali. (Ali). Direção: Michael Mann. EUA, 2001. 157 min. Drama. 12 anos. O filme narra a história de Cassius Marcellus Clay Jr. (Will Smith), mais conhecido como Muhammad Ali, de 1964 a 1974. Nesse período turbulento, o lendário boxeador tornou-se campeão mundial dos pesos pesados, depois foi banido do boxe e teve seu título cassado.


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THEME 2

FAMOUS INVENTORS AND THEIR INVENTIONS

SITUATED LEARNING 5

WHAT INVENTION IS THIS?

1. Can you identify these objects? Do you have any of them at home?

2. Complete the sentences with the names of the objects in Activity 1.

a) The is used for listening to music.

b) The is used for closing a jacket.

c) The are used for seeing more clearly.

d) The is used for talking to people.

e) The is used for removing wrinkles from washed clothes.

© S

amu

el S

ilva

!?

c)a)

© T

rave

lsto

ck44/A

lam

y/G

low

Im

ages

b)

© M

arka/

Ala

my/

Glo

w I

mag

es

d)

© J

oern

Sac

kerm

ann/A

lam

y/G

low

Im

ages

e)

© L

es p

olde

rs/A

lam

y/G

low

Im

ages


25

3. Look at the following text and answer these questions.

a) What kind of text is it?

( ) An advertisement.

( ) An encyclopedia entry.

( ) A website.

b) Why was it written?

( ) To sell a machine.

( ) To give instructions.

( ) To describe the history of an invention.

c) Tick ( ) three characteristics of this kind of text.

( ) The information is organized in paragraphs.

( ) Different kinds of fonts (typeface of letters) are used.

( ) The author of the text is identified.

( ) There is a picture.

( ) The price of the equipment is sometimes informed.

d) Do you think the text was written a long time ago or very recently? Why?

4. Read the text in Activity 3 more carefully. Find examples of words and expressions for each of the categories. Follow the example.

a) Price of the machine:

b) Appearance and size:

c) Durability:

d) Other qualities:

$18.00, cheap

© C

on

exão

Ed

itori

al


26

5. Preparation for the writing task – part 1. Get together in groups and choose an invention of your preference (your teacher will help you with this choice). Make notes about it.

a) Name of the invention:

b) Use/function: It’s used for

c) Price:

d) Qualities:

HOMEWORK: FOCUS ON LANGUAGE 5

1. Match the opposites.

a) cheap

b) beautiful

c) simple

d) old

e) big

( ) new

( ) expensive

( ) small

( ) complicated

( ) ugly

2. Use the words in the box to complete the sentences.

CD player can opener pencil sharpener printer eraser

a) The is used for printing documents.

b) The is used for opening cans.

c) The is used for sharpening pencils.

d) The is used for erasing what you write.

e) The is used for playing CDs.


27

3. Many words in English end in -er or -or. They often indicate an object or a person. Follow the example and classify the words in the box under the correct category.

can opener inventor computer ruler soccer player sailor calculator bus driver

object person

can opener

4. Circle the correct alternatives to complete the sentences.

a) An advertisement/A manual tries to sell a product and an advertisement/a manual explains how to use a product.

b) If you want to learn about the history of an invention, you can read an encyclopedia/ a dictionary entry.

c) An advertisement/A dictionary is organized in alphabetical order.

d) You can read the news on a website/a biography.

LITERARY MOMENT

“I can never close my lips where I have opened my heart.” DICKENS, Charles. Master Humphrey’s clock.


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SITUATED LEARNING 6

HOW WAS IT INVENTED?

1. Read the following texts quickly and answer these questions.

a) These texts are:

( ) advertisements.

( ) encyclopedia entries.

( ) websites.

b) How is the information organized?

( ) The equipment is described first.

( ) The invention process is described first.

( ) The inventor is described first.

c) Tick ( ) three characteristics of these texts.

( ) The information is in chronological order.

( ) The text is divided into paragraphs.

( ) Exclamation marks are used.

( ) The entries are in alphabetical order.

( ) The price of the equipment is informed.

!?

IRON CURTAIN

IRON, ELECTRIC

A device with a flat metal base that can be heated and is used for making garments and other pieces

of cloth smooth. The electric iron was invented by Henry W. Seely, an American from New York, who

patented the equipment on June 6, 1882. His iron weighed around 7.5 kg.

IRON GATE

447


29

2. Read the texts again to complete this table. Follow the example.

Who? When? Where? Successful?

electric iron Henry W. Seely

zipper (“clasp-locker”)

zipper (“hookless

fastener”)

zipper (the name)

ZIPHAH

ZIPPER

A device consisting of two lines of small metal or plastic teeth that can be interlocked to fasten

pieces of clothing, bags or other items. This type of fastener was first designed by Whitcomb L.

Judson, an American engineer. It was called the “clasp-locker’’ and was patented on August 29, 1893. In

the same year, Judson exhibited his device at the Chicago World’s Fair. He and Lewis Walker founded a

company (the Universal Fastener Company) to manufacture the product, but they never succeeded in

selling the invention. Judson died in 1909, before the “clasp-locker’’ became famous.

Later, in 1913, the zipper was improved by Gideon Sundback (a former employee of Judson).

Sundback called it “hookless fastener” and was more successful than Judson. He sold the device to the

US Army, which used zippers on the soldiers’ clothes during World War I.B.F. Goodrich manufactured

boots with Sundback’s fastener and invented the word “zipper” in 1923. The inspiration for the name

came from the zipping sound that zippers make when they open and close.

ZIRCON

1231


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3. Look at the underlined words in the text.

a) Are they in the past, present or future form? Why?

b) Now classify each of the underlined words in one of the three columns. Follow the example.

Regular verbs Irregular verbs Expressions with two verbs

patented became was invented

4. Preparation for the writing task – part 2. With your group, research about the history of the invention you chose in Situated Learning 5 – preparation for the writing task – part 1. Answer the following questions:

a) Who was its inventor?

b) When and where was the object invented?

c) Was the invention immediately successful?

d) Did other people improve the invention later? Who, when and where?


31


1. Unscramble the letters to form words. Then, associate each word with the corresponding picture.

a) RLEEICTC – IRNO

b) ETTEH

c) SRLDIOE

d) OTOB

2. Put the verbs in parentheses in the past tense to complete the sentences.

a) Alexander Graham Bell (to patent) the telephone in 1876.

b) Alberto Santos Dumont (to be) an aviation pioneer.

He (to die) in Brazil in 1932.

c) Albert Einstein, a famous scientist, (to come) to Brazil in 1925.

d) Henry Ford (to found) the Ford Motor Company in 1903.

( ) ( )

( )( )

© C

laudio

Rip

insk

as


32

3. Use the following hints to help you find five words in the grid. The words were taken from the text about the zipper.

a) The same as “equipment” or “machine”.

b) The month after July.

c) What you wear on your body (T-shirt, jeans, shorts, etc.).

d) The opposite of “to open”.

e) The same as “planet” or “globe”.

4. Use the words in Activity 3 to complete these sentences.

a) I was born in .

b) My mother gave me new for my birthday.

c) Can you the window, please?

d) We don’t know who invented this .

e) My dream is to travel around the .

T Q W F J A J A P D

Y S D N K U D T C A

C H E L E G M E C Z

E W V A O U K X L L

X T I N W S E P O L

P M C L O T H E S S

P Q E C R F N H E I

I M T H L I A N A D

E F D S D H Z X O V

T C O L O M I A H J

LITERARY MOMENT

“If I am occasionally a little over-dressed, I make up for it by being always immensely over- educated.” WILDE, Oscar. The importance of being earnest.


33

SITUATED LEARNING 7

WHY WAS IT INVENTED?

1. Look at the picture in the following text. It is a real invention. In your opinion, what is it for?

a) It’s used for carrying water.

b) It’s used for swimming.

c) It’s used for making music.

d) It’s used for playing a sport.

!?

Disponível em: <http://qdrum.co.za/>. Acesso em: 20 maio 2013.


34

2. Read the text in Activity 1 quickly and answer:

a) What kind of text is it (a letter, an advertisement etc.)? How do you know?

b) What is the invention for?

3. Find the following information in the text:

L = litera) Why is the Q Drum necessary?

b) How can we describe it?

c) What is the problem when you have to carry water?

d) What are the advantages of the Q Drum?

e) How much water can you carry in it?

4. Read the following texts. Then discuss these questions in Portuguese with your classmates.

a) What do the two texts below have in common?


35

b) How is the information organized in Text A? What about in Text B?

Text A

Q DRUM

Designer: P. J. and J. P. S. Hendrikse

Manufacturer: Kaymac Rotomoulders and Pioneer Plastics

Text B

The Q Drum was designed by P. J. and J. P. S. Hendrikse and it is manufactured by Kaymac Rotomoulders and Pioneer Plastics.

5. Preparation for the writing task – part 3. With your group, research about the invention you chose in Situated Learning 5 – preparation for the writing task – part 1. Then answer the following questions:

a) Who are the manufacturers of the invention?

b) What are its characteristics?

c) What difficulties did people have before the invention existed?


1. Match the two parts of the sentences.

a) The Q Drum was designed by

b) It is used in

c) It is difficult to

d) With the Q Drum you can

( ) disadvantaged and rural communities.

( ) carry a lot of water.

( ) P.J. and J.P.S. Hendrikse.

( ) reduce the time spent collecting water.


36

2. The following words were taken from the text about the Q Drum. Find them in the text and decide if they are adjectives (ADJ) or nouns (N). Circle the correct alternatives. You can use a dictionary to help you.

3. Use some of the words in Activity 2 to complete the following sentences. Follow the example.

a) Bags, bottles, and boxes are examples of .

b) is something that you drink every day.

c) If a product is , you can use it for a long time.

d) The opposite of “high” is .

e) is the same as “weight”.

f ) If your clothes are , you can wear them in different occasions.

g) is the opposite of “dirty”.

4. Choose the correct alternatives to complete the sentences.

a) I in São Paulo.

b) The woman is a baby.

c) Can you me some water, please?

d) This company cars.

containers

LITERARY MOMENT

“There is nothing I would not do for those who are really my friends. I have no notion of loving people by halves, it is not my nature.” AUSTEN, Jane. Northanger Abbey.

( ) live ( ) leave ( ) carry ( ) call

( ) living ( ) carrying ( ) drinking ( ) dancing

( ) produce ( ) make ( ) design ( ) fetch

( ) rolls ( ) manufactures ( ) brings ( ) leaves

a) low ADJ/N

b) burden ADJ/N

c) versatile ADJ/N

d) clean ADJ/N

e) water ADJ/N

f ) device ADJ/N

g) rural ADJ/N

h) durable ADJ/N

i) containers ADJ/N


37

SITUATED LEARNING 8

WRITING TASK DESCRIBING AN INVENTION

With your group, you are going to fill in a form on the following page describing the invention you chose. Follow the steps:

a) Get together with your group and collect all your previous writing activities (the ones you produced in the Preparation for the writing task 1, 2 and 3).

b) What invention did you choose?

c) Go back to the text about the Q Drum in Situated Learning 7. What are the characteristics of a descriptive form? Answer in Portuguese.

d) After writing your first draft, show your form to other groups and to your teacher. They will help you improve your text.

e) Make the necessary changes and write the final version. Remember to bring a picture or drawing of the invention to illustrate your text.

!?

First draft

Name of the invention:

Use or function: It’s used for

Price:

Qualities:

Manufacturers:

Life before the

The history of the


38

Who? Where? When? Successful?


39

Edited version


40

LEARN MORE

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

Sites

Hall of Fame <http://www.invent.org/hall_of_fame/1_1_search.asp>. Acesso em: 20 maio 2013. Site para pesquisa.

Inventors and Inventions <http://library.thinkquest.org/j0111766/index.htm>. Acesso em: 20 maio 2013. O site apresenta invenções e inventores.

Strange but True <http://www.sciencemuseum.org.uk/onlinestuff/games/strange.aspx>. Acesso em: 20 maio 2013. Nesse site você encontra uma atividade on-line em que é preciso identificar quais invenções estranhas são verdadeiras e quais são falsas.

Films

De volta para o futuro (Back to the future). Direção: Robert Zemeckis. EUA, 1985. 116 min. Aventura. Livre. Em 1985, Marty McFly (Michael J. Fox) participa de um experimento do cientista Emmett Brown (Christopher Lloyd), que inventou um carro que viaja no tempo. Marty retorna aos anos 1950, encontra seus próprios pais e acaba criando várias confusões na linha do tempo – e em seu futuro.

Inspetor Bugiganga (Inspector gadget). Direção: David Kellogg. EUA, 1999. 80 min. Co-média. Livre. Ao tentar capturar o terrível Dr. Claw (Rupert Everett), o ingênuo segurança John Brown (Matthew Broderick) é atingido por uma bomba. Para salvá-lo, uma cientista utiliza uma técnica experimental e reconstrói John, criando assim o Inspetor Bugiganga, um policial cheio de engenhocas na manga.


41

LEARN TO LEARN

Using a bilingual dictionary

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

1. Nas duas frases a seguir, a mesma palavra em português tem sentidos diferentes – ou seja, ela é polissêmica. Em cada caso, explique o que é “bateria”.

Ele toca bateria na banda.

Preciso recarregar a bateria do celular.

2. Leia o verbete “bateria”, retirado de um dicionário bilíngue, e preste atenção nas palavras entre parênteses. Elas dão dicas sobre a tradução mais adequada para a palavra em um de-terminado contexto. Então responda: Qual a palavra em inglês correspondente a “bateria” em cada uma das frases da Atividade 1?

bateria f eletricidade música

Um item lexical ou uma palavra são polissêmicos quando eles têm vários sentidos.

Muitas palavras, tanto em inglês quanto em português, têm essa característica. Um exem-

plo em inglês é can, que significa “lata” e também “poder/ser capaz de”. Em português,

“importar” é uma palavra polissêmica, pois pode significar “ter importância” ou ser o an-

tônimo de “exportar”.


42

3. Nas frases a seguir, as palavras sublinhadas têm vários sentidos em inglês (ou seja, são po-lissêmicas). Leia com atenção cada frase e o verbete ao lado. Então sublinhe a tradução adequada para a palavra sublinhada naquela frase. Dica: nos verbetes, as indicações entre parênteses servem para ajudar na identificação da tradução mais adequada.

Marta played in the match against Arsenal Ladies.

He scored two goals.

Pelé led the Brazilian national team in the World Cup.

Imagine se existisse uma língua em que cada palavra tivesse um único sentido. Essa língua teria mais ou menos palavras do que a língua portuguesa? Você acha que seria mais fácil ou mais difícil aprendê-la?

match n fósforo; (game) partida; par, parceiro.

score vt riscar; (a goal) marcar; (music) orquestrar.

cup n (drink) xícara; (prize) taça; (football) Copa.

Think about it!

Words with the same pronunciation

Algumas palavras em inglês têm a mesma pronúncia, mas são escritas de formas diferentes. Elas são chamadas “homófonas”. Os dicionários bilíngues apresentam a transcrição fonética das palavras (isto é, símbolos para mostrar como elas são faladas), e isso nos ajuda a saber se duas palavras são homófonas ou não.

4. Veja a seguir algumas palavras e sua respectiva transcrição fonética. Não se preocupe se alguns dos símbolos nas transcrições parecerem estranhos.

a) high /haI/ b) hair /her/ c) son /s n/ d) see /si:/v


43

5. Agora, compare os itens da Atividade 4 com a transcrição das palavras a seguir. Encontre uma palavra que não seja homófona com seu par da Atividade 4.

a) hi /haI/ b) her /h r/ c) sun /s n/ d) sea /si:/

6. Use um dicionário para verificar a transcrição fonética dos pares de palavras a seguir. Se a transcrição for igual, isso significa que as palavras são homófonas. Circule os itens que apre-sentam palavras homófonas.

a) sun – sum b) right – write c) here – hear d) then – them

v

Resposta da questão 2: as palavras hair e her não são homófonas; os demais pares (high-hi, son-sun, see-sea) são homófonos.

Resposta da questão 3: os itens b e c apresentam pares de palavras homófonas.

Observação: Você também pode acessar dicionários on-line para consultar a pronúncia das palavras, como o <http://www.ldoceonline.com> (acesso em: 08 out 2013) e o <http://www.oxforddictionaries.com> (acesso em: 08 out 2013).

Think about it!

A língua portuguesa também tem palavras homófonas. Alguns exemplos são: censo/sen-so, acento/assento e concerto/conserto. Você consegue lembrar-se de outros exemplos? Quando você ouve alguém dizer uma dessas palavras, como você sabe qual delas está sendo falada?


44

VOCABULARY LOG

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

Sentence from the text

Situated Learning 1


Situated Learning 1


Situated Learning 2


45


Situated Learning 3


Situated Learning 2


Situated Learning 3


Situated Learning 5


46


Situated Learning 6


Situated Learning 5


Situated Learning 7


Situated Learning 6


47


Situated Learning 7


48

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 outros volumes e até estudando em outras séries/anos dos Ensinos Fundamental e Médio.

Some verbs & phrases

grow up

dream of

play in the final

play for a team

win a competition/game/match

lose a competition/game/match

score a goal/point

defeat the opponent

join a team/a club

choose a profession

Question words

who

what

where

when

why

how long

how

Present simple

Affirmative

I

We

You

They

play soccer

every day.

He

She

It

plays soccer

every day.

Negative

I

We

You

They

don’t play

soccer

every day.

He

She

It

doesn’t play soccer

every day.

Interrogative

Do

I

we

you

they

play soccer

every day?

Doeshe

she

it

play soccer

every day?


49

Past simple: verb TO BE

Affirmative

I

He

She

It

was here

yesterday.

We

You

They

were here

yesterday.

Negative

I

He

She

It

was not here yesterday.

(or)

wasn’t here yesterday.

We

You

They

were not here yesterday.

(or)

weren’t here yesterday.

Interrogative

Was

I

he

she

it here

yesterday?

Werewe

you

they

Past simple

Affirmative

I

He

She

It

We

You

They

played

soccer last

Saturday.

Negative

I

He

She

It

We

You

They

didn’t play

soccer last

Saturday.

Interrogative

Did

I

he

she

it

we

you

they

play soccer

last Saturday?

Present perfect

Affirmative

I

We

You

They

have played

soccer for

5 years.

He

She

It

has played

soccer for

5 years.

Negative

I

We

You

They

have not played soccer

for 5 years.

(or)

haven’t played soccer

for 5 years.

He

She

It

has not played soccer

for 5 years.

(or)

hasn’t played soccer

for 5 years.

Interrogative

Have

I

we

you

theyplayed

soccer for

5 years?

Hashe

she

it


50

Some verbs & phrases

to describe something

to be organized

to be divided

to sell a product

to consist of

to succeed in

to pay for

Special verb pattern

to be + used for + verb in the –ing formThe zipper is used for closing a jacket.

Opposite adjectives

cheap ≠ expensive

beautiful ≠ ugly

simple ≠ complicated

old ≠ new

big ≠ small

Suffixes –er and –or

play – player

drive – driver

calculate – calculator

invent – inventor

Past simple

Affirmative Negative Interrogative

I invented… I didn’t invent… Did I invent…?

You invented... You didn’t invent… Did you invent…?

He invented... He didn’t invent… Did he invent…?

She invented... She didn’t invent… Did she invent…?

It invented... It didn’t invent… Did it invent…?

We invented... We didn’t invent… Did we invent…?

You invented... You didn’t invent… Did you invent…?

They invented... They didn’t invent… Did they invent…?


51

Present simple

Affirmative Negative Interrogative

I invent… I don’t invent… Do I invent…?

You invent... You don’t invent… Do you invent…?

He invents... He doesn’t invent… Does he invent…?

She invents... She doesn’t invent… Does she invent…?

It invents... It doesn’t invent… Does it invent…?

We invent... We don’t invent… Do we invent…?

You invent... You don’t invent… Do you invent…?

They invent... They don’t invent… Do they invent…?


52

Some irregular verbs

Base form Past simple Past participle

be was, were been

become became become

bring brought brought

build built built

buy bought bought

do did done

drink drank drunk

eat ate eaten

fall fell fallen

get got got, gotten

give gave given

go went gone

grow grew grown

have had had

lead led led

leave left left

lose lost lost

make made made

mean meant meant

meet met met

read read read

see saw seen

sell sold sold

send sent sent

spend spent spent

take took taken

tell told told

wear wore worn

write wrote written


53

Can-do Chart

Expectativas de aprendizagem ConsigoConsigo, mas

com ajudaAinda não

consigo

1. Explicar algumas diferenças entre uma

reportagem de revista, um verbete de

enciclopédia e uma entrevista.

2. Identificar o objetivo geral de um texto.

3. Localizar informações específicas em um

texto.

4. Completar uma ficha com dados

biográficos.

5. Utilizar informações de uma ficha para

completar um verbete de enciclopédia.

6. Completar frases com dados biográficos.

7. Relacionar perguntas e respostas em uma

entrevista.

8. Identificar temas presentes em textos

biográficos.

9. Diferenciar frases e perguntas que tratam

do presente daquelas que tratam do

passado.

10. Conhecer um pouco Marta Vieira da

Silva, Pelé e J. K. Rowling.

11. Identificar características de um

anúncio publicitário, de um verbete de

enciclopédia e de uma página da internet.

12. Identificar o tema geral de um texto.

13. Identificar verbos no passado (regulares e irregulares).


54

14. Pesquisar informações sobre a história de uma invenção.

15. Descrever a função de uma invenção.

16. Descrever as qualidades de uma invenção.

17. Transpor informações de um texto para uma tabela.

18. Organizar e selecionar informações sobre uma invenção.

19. Descrever, de modo simples, como era a vida das pessoas antes do surgimento de uma invenção.

20. Sugerir correções nos textos dos meus colegas.

21. Analisar as correções sugeridas pelos meus colegas sobre o meu texto.

22. Escrever uma ficha com a descrição de uma invenção.

23. Fazer a edição final de um texto, consi-derando sua aparência (tamanho e estilo das letras, distribuição do texto etc.).

24. Trabalhar em equipe, ajudando meus colegas e realizando minhas tarefas.

CONCEPÇÃO E COORDENAÇÃO GERALNOVA EDIÇÃO 2014-2017

COORDENADORIA DE GESTÃO DA EDUCAÇÃO BÁSICA – CGEB

Coordenadora Maria Elizabete da Costa

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

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

Coordenadora Geral do Programa São Paulo faz escolaValéria Tarantello de Georgel

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

EQUIPES CURRICULARES

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

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

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

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

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

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

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

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

Oliveira e Tatiana Souza da Luz Stroeymeyte.

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

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

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

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

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

PROFESSORES COORDENADORES DO NÚCLEO PEDAGÓGICO

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

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

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

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

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

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

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

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

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

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

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

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

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

Apoio:Fundação para o Desenvolvimento da Educação - FDE

CTP, Impressão e acabamentoPlural 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 Antonio Rafael Namur Muscat

Vice-presidente da Diretoria Executiva Alberto Wunderler Ramos

GESTÃO DE TECNOLOGIAS APLICADAS À EDUCAÇÃO

Direção da Área Guilherme Ary Plonski

Coordenação Executiva do Projeto Angela Sprenger e Beatriz Scavazza

Gestão Editorial Denise Blanes

Equipe de Produção

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

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

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

CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS CONTEÚDOS ORIGINAIS

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

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

AUTORES

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

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

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

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

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

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

Valid

ade: 2014 – 2017

caderno do aluno inglês 8 série vol 1 2014-2017

Education