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7a SÉRIE 8oANOENSINO FUNDAMENTAL – ANOS FINAISCaderno do AlunoVolume 1

INGLÊSLinguagens

MATERIAL DE APOIO AOCURRÍCULO DO ESTADO DE SÃO PAULO

CADERNO DO ALUNO

INGLÊSENSINO FUNDAMENTAL – ANOS FINAIS

7a SÉRIE/8o 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),

Após dois anos de contato formal com a língua inglesa, você com certeza é capaz de perceber o quanto já aprendeu. Neste volume do Caderno do Aluno, você continuará aprofundando seu co-nhecimento sobre o idioma. Uma língua estrangeira sempre nos possibilita saber mais sobre outros povos e seus costumes, ao mesmo tempo que refletimos sobre nossa própria cultura. Neste Caderno, por exemplo, você terá a oportunidade de ler sobre celebrações e festividades em diversos países. O Caderno vai, ainda, discutir estilos de aprendizagem, já que as pessoas são diferentes em relação a receber e processar informações, e isso pode influenciar a forma como estudam e aprendem. As atividades também vão ajudá-lo a perceber como o que você aprende nas outras disciplinas e como as habilidades desenvolvidas podem ser utilizadas na realização de algumas das atividades propostas, como a interpretação de gráficos diversos.

Seu Caderno também traz seções que lhe permitem organizar o conteúdo visto em sala de aula, fazer sua autoavaliação de acordo com as metas apresentadas e registrar as palavras e expressões novas de forma a facilitar futuras consultas. Na produção escrita, você vai ter a oportunidade de colocar em prática seu conhecimento, preenchendo fichas com informações pessoais e escrevendo textos sobre sua rotina e seu modo de vida. Ao construir os textos com seus colegas, além de desen-volver suas habilidades para usar o idioma, você estará exercitando sua capacidade de trabalhar em grupo, em atividades que visam a prepará-lo para atuar em situações sociais e profissionais.

Você pode fazer uso das sugestões de sites, músicas e filmes que constam de seu Caderno de Inglês para complementar fora da sala de aula o que é visto no programa regular de estudos. Isso ajudará a ampliar seu conhecimento sobre o idioma de forma leve e prazerosa, de acordo com seu gosto pessoal e suas necessidades específicas.

Equipe Curricular de InglêsÁrea de Linguagens

Coordenadoria de Gestão da Educação Básica – CGEB

Secretaria da Educação do Estado de São Paulo

Inglês – 7a série/8o ano – Volume 1

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Neste Caderno, você fará atividades relacionadas a dois temas: 1) Celebrations around the world e 2) A day in the life of... Essas atividades vão ajudá-lo a:

1. Conhecer exemplos de como o final do ano é comemorado em diferentes países.

2. Comparar datas em que uma comemoração ocorre no Brasil e nos Estados Unidos.

3. Aprender um pouco sobre a história de algumas comemorações.

4. Identificar o assunto geral de um texto.

5. Localizar informações específicas em um texto.

6. Diferenciar verbos regulares e irregulares no passado simples.

7. Identificar características de textos descritivos.

8. Identificar características de um pôster de divulgação de uma comemoração.

9. Trabalhar em grupo para elaborar um pôster sobre uma data comemorativa.

10. Identificar características de um formulário na internet, de uma carta pessoal e de um gráfico de colunas.

11. Preencher um formulário com dados pessoais.

12. Localizar informações específicas e palavras-chave em um texto.

13. Localizar alguns países em um mapa.

14. Interpretar os dados de um gráfico.

15. Descrever o que gosta de fazer nas horas de lazer, indicando a frequência com que realiza essas atividades.

16. Escrever sobre assuntos como: família, local de residência, interesses etc.

17. Organizar e selecionar informações para escrever uma carta ou e-mail pessoal.

18. Usar conectivos (and, but, so) para organizar ideias.

19. Sugerir correções nos textos de seus colegas e analisar as correções sugeridas para seu texto.

LEARNING TARGETS


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THEME 1

CELEBRATIONS AROUND THE WORLD

SITUATED LEARNING 1

DESCRIBING CELEBRATION DATES 1

1. Read the following accounts. What are they talking about?

( ) Christmas Eve. ( ) New Year’s resolutions. ( ) New Year’s Eve.

Wishing for luck, eating special foods

People around the world celebrate the arrival of a new year in different ways. Let’s see some of them.

!?

Brazil

“Lots of people in Brazil wear white on New Year’s Eve to bring good luck and peace. If they have the chance, they go to the beach. Some people jump seven waves and throw flowers in the water as they make New Year’s wishes for luck and fortune. These people believe that Iemanjá, the goddess of the sea, will grant them their wishes.”

Rodrigo Silveira

China

“New Year is a very important holiday in China. It is celebrated in January or February – not in December – and it is when people exchange presents. Children love this part of the celebration! The festivities last two weeks. During this time we all visit our relatives and friends and there is always a lot of partying, dancing, talking and eating!”

Chen Ta Tsung

Mexico

“We have many peculiar traditions in Mexico! Just before midnight, we turn on the TV and wait until the clock chimes twelve. For each chime, we eat one grape and make a wish. If people wish for a trip in the new year, they get a suitcase and go out for a walk around the block at midnight. If women wish for a new love, they wear red underwear on New Year’s Eve!”

Pablo Fernández


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2. Read the accounts carefully and check ( ) their characteristics. They:

( ) are long.

( ) are short.

( ) present descriptions.

( ) present opinions.

( ) tell a story.

( ) are rather informal.

( ) are rather formal.

( ) present questions.

( ) make use of exclamation marks.

3. Read the text “Wishing for luck, eating special foods” again and write B for Brazil, C for China, and M for Mexico. The same statement may refer to more than one country.

a) ( ) New Year’s Eve is celebrated in January or February.

b) ( ) People wear clothes with a special meaning.

c) ( ) Children get happy with all the gifts.

d) ( ) People give gifts to gods or goddesses.

e) ( ) People go to the beach.

f ) ( ) People visit their relatives and/or friends.

g) ( ) People watch TV.

4. Read the following two texts and match the sentences by using 1 for “Jewish New Year” and 2 for “The story of Mother’s Day”.

( ) It describes a tradition by telling a story.

( ) It describes a tradition by showing different aspects and details, but does not tell a story.

Jewish New Year

Rosh Hashanah is the Jewish New Year. The celebration, usually in September, begins

at sundown and finishes at the sundown of the following day. The Jews drink wine

and eat challah (an egg bread) as they recite a blessing called Kiddush. During ten days,

between Rosh Hashanah and Yom Kippur, they pray for forgiveness for their past year's

sins, so that they can become better people in the new year.


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5. Read the texts again and answer the questions.

a) When is the Jewish New Year celebrated?

b) How long does Rosh Hashanah last?

c) What do people do to celebrate it?

d) When was Mother’s Day celebrated during the 1600s?

e) Where did the servants live?

6. Look at the underlined verbs in “The story of Mother’s Day”. What do they have in common? More than one alternative is correct.

( ) These verbs report events in the future.

( ) These verbs report events in the past.

( ) These verbs end in -ed.

( ) These verbs are in the present simple.

7. Add -ed or -d to the following verbs to write them in the past simple. You will have to change the spelling of some of the verbs.

The story of Mother’s Day

The origin of Mother’s Day dates back to ancient Greece, where there was a Spring celebration in honor of Rhea, the mother of gods. Later, in the 1600s, England celebrated a day called Mothering Sunday – the fourth Sunday of Lent. On this day, people who worked as servants and lived in their place of work were allowed to go back home and spend the day with their mothers.


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a) Tom soccer. (play)

b) Yesterday, I a film about festivals. (watch)

c) My friend in England last Summer. (study)

d) My teacher this lesson yesterday. (plan)

e) My uncle smoking last year. (stop)

f ) I on time for school today. (arrive)

HOMEWORK

1. Unscramble the letters to find out the names of three celebrations. Each name has two words.

a) ERMTOH’S – ADY

b) NWE – EYRA

c) RSOH – HHHAAASN

2. Now match the celebrations in Activity 1 to the following dates.

( ) Usually in September.

( ) Second Sunday in May.

( ) January 1st.

: FOCUS ON LANGUAGE 1


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3. Fill in the blanks using the verbs in parentheses in the past simple.

4. Match the questions to the answers.

a) When was your vacation?

b) Where did you go?

c) Why did you choose that place?

d) Who did you go with?

e) Where did you stay?

( ) I went with my brother and two friends from school.

( ) We decided to go there because my friends wanted to go fishing.

( ) We stayed in my aunt’s house, it is near a river where we went fishing.

( ) We traveled to the countryside, about 5 hours by car.

( ) It was in January, after New Year’s Eve.

“Hearts are made to be broken.” WILDE, Oscar. De profundis.

LITERARY MOMENT

Valentine cards - cartões do Valentine’s Day, celebração estadunidense em que as pessoas dão presentes e cartões para aqueles de quem elas gostam.

I usually send many Valentine cards. Last year I (a)

(mail) five cards to the same girl at school, but

she (b) (move) away to another city and I didn’t

see her again. I guess I (c) (receive)

two or three cards, but they were from my mother and sisters.

INGLES_CAA_vol1_7s_2014.indd 10 11/11/13 17:38


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SITUATED LEARNING 2

DESCRIBING CELEBRATION DATES 2

1. Have a look at the text about Halloween and check ( ) the appropriate title for it.

( ) Ancient origins of Halloween.

( ) Modern origins of Halloween.

!?

_______________________________

Halloween has its origins in an ancient Celtic festival called Samhain. The Celts

were a group of tribes that lived in Europe 2 000 years ago and Samhain was celebrated

on the night of October 31st. The Celts believed that, on this date, the ghosts of dead

people returned to Earth.

To celebrate Samhain, the Celts wore animal heads and skins as costumes, and

tried to predict each other’s future. The Celtic priests were called Druids and they lit

sacred bonfires to burn crops and animals as sacrifices to their gods.

The Romans dominated part of the British Isles for four hundred years and

Samhain was combined with two Roman festivals: Feralia and Pomona. During

Feralia, the Romans remembered and celebrated the spirit of the dead. Pomona was a

festival in honor of the Roman goddess of fruit and trees.

Later, around the seventh century, Pope Boniface IV created All Saints’ Day, to be

celebrated on November 1st, in honor of saints and martyrs of the Catholic Church.

All Saints’ Day was also called All-Hallows. The night before All-Hallows was October

31st, the night of Samhain, the ancient Celtic festival, and it was called All-Hallows’

Eve. The name All-Hallows’ Eve later became Halloween.

2. Match the columns according to the text.

a) November 1st. ( ) Samhain celebration.

b) October 31st. ( ) All Saints’ Day or All-Hallows.


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5. Now read the text again and use the following verbs to fill in the gaps. Use a table of irregular verbs or a dictionary to find out their past forms. One of them is not irregular. Which one? How do you know?

to sign to be to write to fall

4. Read the text about Valentine’s Day and tick ( ) the date in which it is celebrated. What is the date of a similar celebration in Brazil? How is it called?

( ) February 15th. ( ) June 12th.

( ) February 14th. ( ) June 13th.

Valentine’s Day

There are many legends about the man honored on Valentine’s Day. One of them

contends that, back in the third century, Emperor Claudius II prohibited marriages on the

assumption that single men were better soldiers than married men. Valentine was a priest who

was put to death because he insisted on marrying young couples secretly.

Another legend says that Valentine was put to prison and there he (a) in

love with his jailor’s daughter. From prison, he (b) a letter to his beloved and

(c) “From your Valentine”. The letter he sent is considered the first

Valentine’s card.

These are just two of many legends and the truth about Valentine is still a mystery.

However, one thing is certain: Valentine (d) one of the most popular saints

in England and France in the Middle Ages.

As for the holiday’s origins, it dates back to ancient Rome. At that time, a fertility

celebration called Festival of Lupercalia was celebrated annually on February 15th. Around

496 A.D., Pope Gelasius I turned this pagan festival into a Christian holiday, declaring

February 14th to be St. Valentine’s Day.

3. Complete the following chart with information from the text.

The Roman celebrations were… Feralia and Pomona.

Pope Boniface IV…

On the night of October 31st…

The Celts lived…


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HOMEWORK

1. Unscramble the words to form sentences and discover what Monica did last Carnival.

a) Carnival./York/traveled/Monica/last/New/to/at/year

b) six/there./spent/days/She

c) Park./visited/Central/She

d) two/She/saw/plays/famous/at/also/night.

2. Match the following questions to the sentences in Activity 1.

( ) How long did she stay there?

( ) Where did she go at night?

( ) When did Monica go to New York?

( ) What did she do there?

3. Write the past tense form of the following verbs in the correct column in the chart.

have get enjoy give buy call be go hate arrive want prepare

Regular verbs Irregular verbs



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4. Now read the following text and complete it using some of the verbs in Activity 3 in the past simple tense.

Last Mother’s Day we (a) lunch at a restaurant. It was very nice because everybody

got together. After lunch we (b) to the cinema to see a comedy. Everybody

(c) it a lot – it was really fun! When we (d) home, my little sister

(e) our mother a gift – it (f) a new watch. Our father had also

prepared a surprise: he gave her a puppy! My mother (g) it Rex.

“Love looks not with the eyes, but with the mind. And therefore is winged Cupid painted blind.” SHAKESPEARE, William. A midsummer night's dream.

LITERARY MOMENT


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SITUATED LEARNING 3

DESCRIBING FAMOUS FESTIVALS

1. Have a look at the poster and discover when this Oktoberfest is celebrated.

2. Have a look at the poster again and check the information it shows.

( ) Festival name.

( ) Date and place (city, state or country).

( ) Rules for participation.

( ) How to buy and pay for the tickets.

( ) How to get in contact (website, phone, address).

( ) What to wear.

3. Follow your teacher’s instructions to write a short text about the Kitchener-Waterloo Oktoberfest.

!?

12th Annual Oktoberfest

Sep 20th-28th

Traditional German Food

Authentic German Drinks

Music and Dancing

Arts & Crafts

Tickets:

Phone: 519-560-4356

Monday to Friday 9 a.m.-5 p.m.

and Saturday 9 a.m.-3 a.m.

Credit and debit cards accepted

www.oktoberfestcanada.com

Kitchener-Waterloo Canada’s Greatest Oktoberfest

© C

on

exão

Ed

itori

al


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4. Match the columns to show when these special dates are celebrated in the United States and in Brazil.

a) Valentine’s Day ( ) The first Monday of September (US)/May 1st (BR).

b) Mother’s Day ( ) The last Wednesday of April (US)/September 30th (BR).

c) Father’s Day ( ) February 14th (US)/June 12th (BR).

d) Labor Day ( ) The first Tuesday of May (US)/October 15th (BR).

e) Teacher’s Day ( ) The second Sunday of May (US)/The second Sunday of May (BR).

f ) Children’s Day ( ) June 14th (US)/November 19th (BR).

g) Secretary’s Day ( ) The third Sunday of June (US)/The second Sunday of August (BR).

h) Flag Day ( ) The second Sunday of June (US)/October 12th (BR).

5. Write the past tense form of these verbs in the correct column in the chart.

talk like make arrive visit work travel

is rea la write se tell o

ave o e see el et eat start

move ive lear wat ri k liste take

Regular verbs Irregular verbs


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6. Now use the verbs from Activity 5 to write a paragraph about your last New Year’s Eve. Here are some questions to guide your writing. There is also an example.

a) Where were you?

b) Who were you with? Family? Friends?

c) What did you talk about?

d) What did you do?

e) What did you eat and drink?

f ) Did you get or give any presents?

g) Did you make a wish?

h) Did you watch TV?

i) What time did you go to bed?

j) How did you like that New Year’s Eve?

Example: a) I was at home with my family and friends. We talked about funny stories.


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HOMEWORK

1. Find eleven verbs in the past tense in the word hunt.

2. Match the two parts of the sentences to form a text about a Brazilian party.

Q W E R W A S T P Y

S T A E D T C A A U

K S O U M E T Z I I

W T O O K X E L N O

T A G A E P O L T P

M Y J U L A S T E D

L E A R N E D M D L

M D R E S S E D N S

F D S A Z X O V B A

D R A N K G H J K W


a) When I was a child my parents took

( ) a town in the Northeast that likes to preserve its cultural traditions.

b) This great party is celebrated in Campina Grande,

( ) a lot of regional songs.

c) The party lasted two weeks, ( ) but we stayed there for only five days.

d) We ate many traditional dishes and drank

( ) different kinds of juice.

e) At night we saw( ) my two brothers and me to the greatest

Saint John’s Eve in the world.

f ) And we also learned ( ) the dance shows and the fireworks.


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3. Match the special dates with their definitions.

“Sit down and feed, and welcome to our table!” SHAKESPEARE, William. As you like it.

LITERARY MOMENT

a) Children’s Day( ) It is celebrated every year and lasts four days and

four nights. People put on their costumes and go out into the streets or to clubs.

b) Cherry Blossom Season

( ) In Korea there is a really special holiday for children on May 5th. Parents cook delicious food and families have a nice party or go on a picnic. It is also a time for gifts and fun.

c) Saint Patrick’s Day( ) On March 17th, Ireland honors its patron saint.

People usually go to the parade to see musicians, clowns and acrobats.

d) Carnival ( ) At the beginning of April in Japan, people go to

parks to have picnic parties under the cherry trees and appreciate the season of cherry blossoms.

4. Circle the correct verbs in the following sentences.

a) My family told/ate funny jokes all night long last New Year’s Eve.

b) After midnight everybody met/went to the beach to see the fireworks.

c) They jumped/drank seven waves to bring good luck.

d) I learned/stayed home because I was not feeling very well.

e) As I couldn’t leave home, I washed/watched the fireworks on TV.


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SITUATED LEARNING 4

PRODUCING A POSTER

Suppose you are hired to promote a very famous festival and one of your tasks is to produce a poster for the event. You can decide if the festival will be real or fictitious.

Follow the steps:

a) Have a look at what you have studied up to now and pay attention to the way a poster is organized. What kind of information does it bring? In what sequence is the information presented?

b) Get in groups of 4 or 5 and decide how to produce the poster, organizing the information you have collected in a first draft. You can use these lines to write some notes while you plan your text.

c) Show the draft to your teacher and/or to your colleagues to have any mistakes corrected.

d) Remember to organize the poster according to the appropriate layout. Include images, if possible.

e) Write the final version of the poster and show it to the whole group.

!?


21

First draft


22

Edited version


23

LEARN MORE

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

Songs

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

Holiday (Madonna, 1983): a música é dançante e a letra convoca as pessoas ao redor do mundo a esquecerem os problemas e se unirem em um dia de celebração e alegria.

Happy Christmas – War is over (John Lennon, 1971): ouça essa música de Natal e tente identificar alguns pares de antônimos (isto é, palavras com significado oposto).

Sites

Earth Calendar. Disponível em: <http://www.earthcalendar.net/index.php>. Acesso em: 17 maio 2013. Neste site você encontra várias datas comemorativas organizadas por país, data, religião.

Wikipédia. Disponível em: <http://pt.wikipedia.org/wiki/Halloween>. Acesso em: 17 maio 2013. Aqui você pode aprender um pouco mais sobre a história do Halloween.

History Channel. Disponível em: <http://www.history.com/topics/valentines-day>. Acesso em: 17 maio 2013. Visite esse site para conhecer mais sobre a história do Valentine’s Day.

Film

Esqueceram de mim 2 – Perdido em Nova York (Home alone 2 − Lost in New York). Direção: Chris Colombus. EUA, 1992. 120 min. Comédia. Livre. A família McAllister vai passar o Natal na Flórida. Novamente Kevin McAllister (Macaulay Culkin) se perde e vai sozinho para Nova Iorque. Com o cartão de crédito de seu pai, Kevin se vira muito bem, hospeda-se no melhor e mais caro hotel da cidade e vai às compras. O que ele não esperava era reen-contrar os bandidos que havia derrotado no passado e que agora pretendem se vingar dele.


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THEME 2:

A DAY IN THE LIFE OF…

SITUATED LEARNING 5

WHAT DO YOU DO IN YOUR FREE TIME?

1. Can you name these free-time activities?

!?

© J

ason

Horo

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z/A

lam

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Im

ages

a)

b)

© D

. H

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t/A

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low

Im

ages

c)

© U

ltim

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Gro

up, L

LC

/Ala

my/

Glo

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d)

© A

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Pic

ture

Lib

rary

/Ala

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25

e)

© K

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ple

/Ala

my/

Glo

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f )

© P

ictu

re P

artn

ers/

Ala

my/

Glo

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g)

© B

ob P

ard

ue-

Lif

esty

le/A

lam

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ages

h) ©

Isi

fa I

mag

e Se

rvic

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r.o.

/Ala

my/

Glo

w I

mag

es

2. Complete the sentences with true information about you.

a) I love .

b) I like .

c) I don’t like .

d) I hate .

e) I never .

f ) I every day.


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http://www.your key pal.com

Find your key pal

Find your key pal

Step 1 of 3: Create your profile

Please fill in this form to become a member. Fields marked with * are required.

*Name: Miyuki Yamada *Age: 13

*Gender: male female *Country: Japan

Native language(s): Japanese Practicing language(s): English

*Description: write a short text about yourself.

My name is Miyuki. I’m 13 years old. I live in Japan. I like to dance and go shopping. I want to study English and make friends. I cannot speak difficult English. I do my best!!

Submit

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

a) These texts are:

( ) printed forms.

( ) letters.

( ) forms on a website.

b) What do Miyuki and Bernat want?

( ) They want to create a website.

( ) They want to find key pals.

( ) They want to sell a product.


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4. Read the forms again and circle the correct alternatives to complete the sentences.

a) Miyuki is a boy/girl and Bernat is a boy/girl.

b) Miyuki/Bernat describes her/his family.

c) Miyuki can speak English just a little/very well.

d) Bernat’s cat has/doesn’t have a name.

e) Miyuki/Bernat wants to learn about computer programs.

Find your key pal

http://www.your key pal.com

Find your key pal

Step 1 of 3: Create your profile

Please fill in this form to become a member. Fields marked with * are required.

*Name: Bernat Ferrer *Age: 12

*Gender: male female *Country: Spain

Native language(s): Catalan Practicing language(s): English

*Description: write a short text about yourself.

Hi, my name is Bernat, I’m 12 years old and I’m from Spain. In my house I live with my parents and my two sisters. I have a cat but I never chose a name for him. I like basketball and video games. I like computers too. On Saturdays I go to computer classes because I want to learn about computer programs. I like listening to music: my favorite group is Ojos del Loco, a Spanish group.

Submit

pal.comhttp:/http:/http:/http:/http:/http:/http:/http:http:/http:/http:/http:/http:http:ttptp:/http:p /www.y/www.y/www.y/www.y/www.y/www.y/www.y/www.y/www.y/www.y/www.y/wwwww.y/wwwww ywwwww yw your keour keour keour keour keour keour keour keour keour keour kour kour keour koour kour ko ro k y


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HOMEWORK: FOCUS ON LANGUAGE 5

1. Look at the word spiral and find: 4 sports or physical activities, 4 countries and 4 languages.

2. Go back to Miyuki’s and Bernat’s forms and use their information to complete these texts. Follow the example.

The girl’s name is (a) and she’s (b)

years old. She is from (c) and that means (d)

is her native language.

Miyuki Yamada

5. Preparation for the writing task – part 1. Complete this form with information about yourself.

PEN PALS AROUND THE WORLD

Please fill in this form to become a member. Complete all fields.

Name: Age:

Gender: male female Country:

Native language(s): Practicing language(s):

Hobbies/interests:


29

The boy’s name is (e) . He can speak (f )

and also (g) . He’s from (h)

and he’s (i) years old.

3. Match each complement in column B to a verb in column A. More than one answer may be correct.

Column A Column B

a) to play

b) to speak

c) to watch

d) to read

( ) a movie

( ) Portuguese

( ) on the phone

( ) a book

( ) soccer

( ) TV

( ) an e-mail

( ) the guitar

4. Put the words in the correct order to form sentences.

a) to/I/volleybal./play/love

b) jeans./The/never/teacher/wears

c) has/cat./one/Bernat

d) eat/don't/I/to/like/vegetables.

“I sit by the edge of the pond, everything quiet, the broad polished surface spread before

me...” WHITMAN, Walt. Specimen days.

LITERARY MOMENT


30

SITUATED LEARNING 6

MARY AND AMNUAY

1. Look at the following texts and answer the questions.

a) What kind of texts are these? How do you know?

b) Which alternative is correct?

( ) Amnuay wrote to Jane to teach her Thai.

( ) Mary wrote to Pedro to introduce herself and describe her life a little.

( ) Jane wrote to Amnuay to introduce herself and describe her life a little.

!?


31

Dear Pedro,

My name is Mary Ann Silversmith. Mary is my first name, Ann is my

middle name, and Silversmith is my last name. My first name is Mary because

my parents like it. My middle name is Ann because it is my grandmother’s name.

And my last name is Silversmith because that’s my dad’s family name.

I’m from Blue Falls, Iowa. It is a small town, but I love it here. I live in a

house with a kitchen, a living room, four bedrooms and a storage room. Our garden

is also very nice.

My family is not very big. My dad’s name is Alfred and my mom is Silvia. I

have an older brother, Max, and he’s 18. I also have a little sister, Britney: she’s

4 and very cute! And I have a dog too: his name is Napoleon.

Next Thursday we have a nice holiday, it’s Thanksgiving. For this holiday we

get together with all family members and eat delicious food. Then next month we

have Christmas, on December 25th. For Christmas the whole family gets together

to celebrate Christ’s birth. Christmas is my favorite holiday because we put up a

Christmas tree, and we open the gifts.

I do lots of stuff in my free time. I play soccer in the school team. I like to

hang out with my friends, to watch television and play video game. What about

you? What do you like to do?

I’m really excited about having a pen pal in Brazil. I hope you’ll write soon.

Sincerely,

Mary Ann


32

March 15th, 2008.

Hello, Jane

My name is Amnuay and I’m from Bangkok, that’s in Thailand. I’m 14

years old and I have a younger sister. She’s 11.

I go to school at Khemkhaeng Vejakur; it’s a small school. I have

classes from 7 o’clock to 3:30 in the afternoon, so I always have lunch

with my friends at the school cafeteria. Today, for example, we had pork

curry with rice, one of my favorite dishes. Do you know curry? It’s a kind

of hot spice. After school I like to play basketball with my friends. And I

like comic books, Korean music and other languages.

So what about you? Write soon and tell me what you like to do and

something about your country too! You see, my dad has a pen pal.

They’ve written to each other for years, so I hope we can be pen pals

for a long time too!! Ah, I can teach you to speak some Thai if you like.

Amnuay



33

both

2. Read the texts in Activity 1 more carefully. Who writes about the following topics: Mary, Amnuay or both? Follow the example.

a) Hobbies/interests:

b) Name:

c) School:

d) Holidays:

e) Where she/he lives:

f ) Family:

g) Age:

h) Routine:

3. Read again this part of Amnuay’s letter, paying attention to the underlined sentences.

I have classes from 7 o’clock to 3:30 in the afternoon, so I always have lunch with my friends at the school cafeteria. Today, for example, we had pork curry with rice, one of my favorite dishes.

Now read the statements and circle the correct alternative (True or False). Then correct the false statements.

a) The verb “have” in “I always have lunch” is in the past form. (True/False)

b) The verb “had” in “we had pork curry with rice” is in the past form. (True/False)

c) The first sentence is describing a routine, something that happens regularly. (True/False)

d) The second sentence is describing a routine, something that happens regularly. (True/False)


34


1. Match the words on the left to their definitions on the right.

a) Carnival

b) Saci-Pererê

c) Pé de moleque

d) Samba- -enredo

( ) It’s a very famous event, celebrated in February or March in Brazil. People dance and wear costumes in balls and parades.

( ) It’s a sweet made of peanuts.

( ) It’s a kind of music that is played during Carnival.

( ) He’s a character of the Brazilian folklore: a smart boy who has only one leg and likes to play tricks.

2. Classify the words in the box under the corresponding categories. Follow the example.

Name School Holidays Where I live Family

nickname

nickname Independence Day mother teacher bedroom

full name apartment last name classroom parents

New Year’s Eve cafeteria house Christmas brother


35

3. Read Mary’s and Amnuay’s letters again. Then decide if the statements are True (T) or False (F).

a) Mary’s grandmother was called Ann. ( )

b) Mary has a pet. ( )

c) Amnuay studies only in the mornings. ( )

d) Mary and Amnuay like the same sport. ( )

e) Both Mary and Amnuay have a younger sister. ( )

4. Match each question to its corresponding answer.

a) Do you have a nickname?

b) How many brothers and sisters do you have?

c) And where do you live?

d) What’s your typical day like?

( ) I have three brothers and one sister.

( ) We live on a farm.

( ) Yes, it’s Fran.

( ) I study in the morning. In the afternoon I do my homework and help my dad a little. In the evening we watch TV together.

“Ordinary riches can be stolen. Real riches cannot. In the treasury-house of your soul,

there are infinitely precious things, that may not be taken from you.” WILDE, Oscar. The soul of man under socialism.

LITERARY MOMENT


36

SITUATED LEARNING 7

YOU AND OTHERS AROUND THE WORLD

1. Are you good at Geography? Follow your teacher’s instructions.

2. Look at the three following graphs and answer the questions.

!?

Planisphère, projection “Bertin1950”, 2011. Atelier de Cartographie de Sciences Po. Disponível em: <http://cartographie.sciences-po.fr/fr/

planisph-re-projection-bertin1950-2011>. Acesso em: 1 out. 2013.

a) These graphs are:

( ) bar graphs.

( ) pie charts.

( ) line graphs.

b) What is the difference between the graphs?

( ) The countries.

( ) The number of books.

( ) The kind of graph.

c) Which alternative is correct?

( ) Each graph is about a different country.

( ) The graphs compare the percentage of answers to the same question in five countries.

( ) The graphs compare how many people have books in different countries.

Proj

ectio

n J.

Bert

in, 1

950


37

How many books do you have at home?

This question was answered by students in different countries.

Fonte: Organization for economic co-operation and development.

Disponível em: <http://pisa2006.acer.edu.au/interactive.php>. Acesso em: 20 maio 2013.

© C

lau

dio

Rip

insk

as©

Cla

ud

io R

ipin

skas

© C

lau

dio

Rip

insk

as


38

3. Complete these sentences using information from the graphs in Activity 2.

a) In , around 40% of the students have 0 to 10 books at home. In the

same country, have between 11 and 25 books, and 20% have from

to books at home.

b) In the USA, of the students have 0 to 10 books at home, and

have between 26 and 100.

c) The percentage of students who have 11-25 books at home is almost the same in

and in .

d) The percentage of students who have 26-100 books at home is higher in Colombia than in

.

e) In Finland, most students have between and books

at home.

4. Discuss the following questions in Portuguese.

a) How many books do you have at home (excluding your schoolbooks)? Which graph corresponds to your answer?

b) According to the graphs, do students in Brazil have many books compared to students in Colombia, Finland, Thailand and the USA? Why do you think this is so?

c) If you do not have many books at home, does it mean that you read very little? Why (not)?

d) What can you do if you would like to read more, but do not have enough money to buy books?


39


1. Find the names of ten countries in the word hunt.

T Q W F J A R J A P A N Y

A U N I T E D S T A T E S

Y S T N K S E D T C A A P

C H I L E X B M E T Z I A

E W T A O O R K X E L N I

X T A N E D A E P O L T N

P M Y D L L Z R U S S I A

P Q S C E F I N H T I R S

I M T H A I L A N D D A S

E F D S T H A Z X O V Q A

T C O L O M B I A H J K W

2. Write “bar graph”, “pie chart” or “line graph” under the correct illustration.

Enrolments of students with special needs per region: Brazil – 2005

Fonte: Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira. <http://www.inep.gov.br/

informativo/2007/ed_154.htm>. Acesso em: 22 set. 2010.

a) .

North Northeast Southeast South Center-West


40

Evolution in the number of marriages – Brazil, 1993, 2000 and 2003

b) .

Unemployment rate – Brazil, September 2001 to September 2002

c) .

3. Circle the correct options according to the graphs in the previous exercise.

a) The bar graph/pie chart/line graph compares different regions in Brazil.

b) The bar graph/pie chart/line graph describes changes during a period of one year.

c) The bar graph/pie chart/line graph compares numbers in three different years.

d) The topic of the bar graph/pie chart/line graph is education.

745,826

1993 2000 2003

730,272

748,981

Fonte: Instituto Brasileiro de Geografia e Estatística. Disponível em: <www.ibge.gov.br/

english/presidencia/noticias/noticia_visualiza.php?id_noticia=283&id_pagina=1>. Acesso

em: 20 maio 2013.

Fonte: Instituto Brasileiro de Geografia e Estatística. Disponível em: <http://www1.ibge.gov.br/home/

presidencia/noticias/23102002pme.shtm>. Acesso em: 20 maio 2013.


41

4. Fill in the blanks with the missing words. The first letter and the number of letters are given to help you. Follow the example.

a) In my free time I like to read a B .

b) Spain, the United States and Thailand are C .

c) I hate broccoli, so I N eat it. But I love apples, so I eat one almost E day.

d) I don’t have a big F : it’s only me, my brother and my mother.

“It is not length of life, but depth of life.” EMERSON, Ralph Waldo. The collected works of Ralph Waldo Emerson.

LITERARY MOMENT

O O K


42

SITUATED LEARNING 8 WRITING TASK – GETTING IN TOUCH WITH MY PEN PAL

Now you are going to write your text to your pen pal or key pal. Follow the steps:

a) Decide with your classmates and your teacher whether you are going to write a letter or an e-mail.

b) What are the characteristics of this kind of text (letter or e-mail)?

c) Who is your pen pal? Write his/her name and address here.

d) What do you want to write about? Make a list of topics and put them in an appropriate order.

Remember to use linking words (and,

but, so) to organize the ideas in your

letter or e-mail.

e) After writing your first draft, show it to other groups and/or to your teacher. They will help you improve your text.

f ) Make the necessary changes and write the final version of your letter or e-mail.

!?



43

First draft


44

Edited version


45

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

Another day (Paul McCartney, 1970).

Penny Lane (Beatles, 1967).

I say a little prayer (Diana King, 1967).

Friday I’m in love (The Cure, 1992).

Thank you (Dido, 1999).

Tom’s diner (Suzanne Vega, 1985).

Sites

O site do jornal The Washington Post, disponível em <http://www.washingtonpost.com/wp-srv/photo/world/africa/index.htm> (acesso em: 20 maio 2013), apresenta fotos tiradas por cem fotógrafos em um projeto chamado “A day in the life of Africa”. Você pode observar os costumes e ambientes retratados nas imagens, aprender sobre a localização dos países africanos e ler textos curtos em inglês sobre cada foto.

Para saber mais sobre pen pals e key pals acesse o site <http://www.fiuts.org/programs/education-programs/pen-pal-programs>. Acesso em: 23 ago. 2013.

Para conhecer um projeto de intercâmbio entre escolas, utilizando um blog para troca de informações e fotos, visite: <http://blogs.ccsd.edu/bardonia/2010/10/13/99/>. Acesso em: 20 maio 2013.

Films

Feitiço do tempo (Groundhog day). Direção: Harold Ramis. EUA, 1993. 101 min. Comédia. Livre. Bill Murray é Phil Connors, um repórter que vai até a cidade de Punxsutawney, Pensilvânia, para cobrir a comemoração anual do Dia da Marmota. Ele e sua equipe ficam


46

presos na cidade por causa de uma tempestade de neve e, no dia seguinte, está tudo exata-mente como no dia anterior, com a mesma festa do Dia da Marmota. Na manhã seguinte, o rádio-relógio desperta e começa tudo de novo, mais uma vez...

O diário de Anne Frank (The diary of Anne Frank). Direção: George Stevens. EUA, 1959. 171 min. Drama. Livre. O filme é uma adaptação da história real de Anne Frank, uma garota judia de 13 anos de idade. Para escapar da perseguição nazista, Otto Frank esconde-se com sua esposa, suas duas filhas (Anne e Margot) e outra família (os Van Daan) em um sótão em Amsterdã por dois anos.


47

LEARN TO LEARN

1. O que querem dizer as abreviações a seguir? Faça a ligação.

a) s ( ) plural

b) pl ( ) substantivo masculino

c) sm ( ) substantivo

2. Por que o verbete dictionary utiliza apenas a abreviação “s”, enquanto o verbete “dicionário” utiliza a abreviação “sm”?

3. No verbete dictionary, o trecho /’dik neri/ representa a pronúncia dessa palavra. Por que o verbete “dicionário” não apresenta a pronúncia?

4. Complete as lacunas nos verbetes com as seguintes abreviações: sm, sf, sm-sf, pl, .

child /t aild/ s ( -ren) 1 criança 2 filho(a).

holiday s 1 feriado 2 férias.

abóbora pumpkin.

amigo, -a friend.

pão 1 bread 2 roll, loaf.

Using a bilingual dictionary

Alguns dicionários inglês-português são feitos especialmente para estudantes brasi- leiros que estão aprendendo inglês, como é o seu caso. Será que esse mesmo dicionário seria o mais adequado para estudantes estadunidenses que estudam português? Ou será que eles teriam outras necessidades e dúvidas? Pense sobre isso!

Aqui você vai aprender um pouco mais sobre como usar o dicionário para aprender inglês. Estude os dois verbetes a seguir. O primeiro faz o caminho do inglês para o portu-guês, e o segundo faz o sentido inverso, do português para o inglês.

dictionary /’dik neri/ s (pl -ies) dicionário.

dicionário sm dictionary.

Think about it!


48

Estilos de aprendizagem

Aqui você vai aprender um pouco mais sobre diferentes estilos de aprendizagem e pensar sobre como você costuma perceber e processar as informações.

5. Em quanto tempo você consegue relembrar ou imaginar os itens a seguir? Para cada item, dê uma nota (3 = consigo lembrar/imaginar muito rapidamente; 2 = demoro alguns segundos para lembrar/imaginar; 1 = preciso de vários segundos para lembrar/imaginar):

a) a voz do(a) seu(sua) melhor amigo(a)

b) o portão de entrada da sua escola

c) a sensação de andar com os sapatos molhados

d) a capa deste Caderno (não vale olhar!)

e) o peso de uma maçã

f ) o som de um trovão

Percebemos as informações do mundo ao nosso redor de várias maneiras: vendo, ouvindo e manipulando coisas. Em geral, cada pessoa tem uma preferência maior por um desses estilos de percepção (isto é, ver, ouvir ou fazer), mas isso não significa que os outros estilos não sejam usados. Essa preferência também influencia a forma como você aprende.

6. Reveja suas respostas à Atividade 5 e siga as orientações a seguir para descobrir qual é o seu estilo predominante.

Soma dos valores das letras “a” e “f ” =

Soma dos valores das letras “b” e “d” =

Soma dos valores das letras “c” e “e” =

Qual foi o par de letras com maior soma? Se foi o par a-f, então você aprende mais ao ouvir e falar sobre um assunto. Se foi o par b-d, então você aprende mais ao ver as informações (na lousa, em fotos, em um texto etc.). Se foi o par c-e, então você aprende mais quando pode manipular objetos e se movimentar.


49

7. Imagine a seguinte situação: você vai viajar para outra cidade durante o próximo final de semana para se divertir com alguns amigos e parentes. Mas, para que isso aconteça, você tem de pensar em tudo de que vai precisar na viagem e arrumar sua mala sozinho(a)! Qual das duas alternativas descreve melhor a forma como você enfrentaria essa tarefa?

a) Primeiro penso no que preciso levar e talvez faça uma lista para não esquecer de nada. Depois pego todos os itens e começo a colocá-los na mala.

b) Como estou ansioso(a) para ir viajar logo, entro no meu quarto, pego as coisas que estão à vista e vou colocando na mala.

Além de perceber as informações de maneiras diferentes, também as processamos de formas diferentes. Algumas pessoas preferem organizar etapas e detalhes de uma ativi-dade (como na situação “a” da questão 7). Já outras pessoas pensam na situação geral e fazem suas tarefas sem uma ordem predefinida (como na situação “b” da questão 7).

Think about it!

Nesta seção, você pensou um pouco sobre como costuma perceber e processar as informações. Essas suas características influenciam o jeito como você estuda e aprende? De que forma?


50

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


51


Situated Learning 2


Situated Learning 3


Situated Learning 3


Situated Learning 5


52


Situated Learning 6


Situated Learning 7


Situated Learning 5


Situated Learning 6


53


Situated Learning 7


54

INSTANT LANGUAGE

Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em tabelas para auxiliá-lo em seu trajeto de aprendizagem da língua inglesa. Você pode usar essas tabelas como um material de referência e consultá-las mesmo quando já estiver em outros volumes e até estudando em outras séries/anos dos Ensinos Fundamental e Médio.

Some verbs & phrases

jump

dance

talk

wait

pray

celebrate

believe

eat

tell a story

give gifts

get happy

watch TV

go to the beach

have the chance

turn on the TV

grant a wish

Months of the year

January

February

March

April

May

June

July

August

September

October

November

December

Question words

When

Who

What

Where

Why

How long


55

Past simple

Base form Past simple Past participle

be

become

build

buy

do

drink

eat

fall

get

give

go

have

make

meet

read

see

send

spend

take

tell

wear

write

was, were

became

built

bought

did

drank

ate

fell

got

gave

went

had

made

met

read

saw

sent

spent

took

told

wore

wrote

been

become

built

bought

done

drunk

eaten

fallen

got, gotten

given

gone

had

made

met

read

seen

sent

spent

taken

told

worn

written

Affirmative Negative Interrogative

I worked …

You worked...

He worked...

She worked...

It worked...

We worked...

You worked...

They worked...

I didn’t work…

You didn’t work…

He didn’t work…

She didn’t work…

It didn’t work…

We didn’t work…

You didn’t work…

They didn’t work…

Did I work…?

Did you work…?

Did he work…?

Did she work…?

Did it work…?

Did we work…?

Did you work…?

Did they work…?

Some irregular verbs


56

Ordinal numbers to tell dates

first – 1st

second – 2nd

third – 3rd

fourth – 4th

fifth – 5th

sixth – 6th

seventh – 7th

eighth – 8th

ninth – 9th

tenth – 10th

eleventh – 11th

twelfth – 12th

thirteenth – 13th

fourteenth – 14th

fifteenth – 15th

sixteenth – 16th

seventeenth – 17th

eighteenth – 18th

nineteenth – 19th

twentieth – 20th

twenty-first – 21st

twenty-second – 22nd

twenty-third – 23rd

twenty-fourth – 24th

twenty-fifth – 25th

twenty-sixth – 26th

twenty-seventh – 27th

twenty-eighth – 28th

twenty-ninth – 29th

thirtieth – 30th

thirty-first – 31st

Some verbs & phrases

to play cards

to fish

to play soccer/basketball/volleyball/

video game

to speak on the phone

to watch TV/a movie

to read a book/a magazine/a comic book

to play the guitar/the piano

to use the computer

to go shopping

to dance

to make friends

to listen to music

to open gifts

to hang out with friends

to have lunch

Phrases to express likes and dislikes

I love...

I like...

I hate...

I don’t like...

I dislike...


57

Present simple

Affirmative

I

You

We

They

play soccer

every day.

He

She

It

plays soccer

every day.

Negative

I

You

We

They

don’t play

soccer

every day.

He

She

It

doesn’t play soccer

every day.

Interrogative

Do

I

you

we

they

play soccer

every day?

Doeshe

she

it

play

soccer

every day?

Expressions of frequency

always

often

usually

sometimes

never

every day/week/weekend

in the morning

almost never/always


58

Can-do Chart

Expectativas de aprendizagem Consigo Consigo, mas

com ajudaAinda não

consigo

1. Conhecer exemplos de como o final

do ano é comemorado em diferentes

países.

2. Comparar datas em que uma

comemoração ocorre no Brasil e nos

Estados Unidos.

3. Aprender um pouco sobre a história de

algumas comemorações.

4. Identificar o assunto geral de um texto.

5. Localizar informações específicas em

um texto.

6. Diferenciar verbos regulares e

irregulares no passado simples.

7. Identificar características de textos

descritivos.

8. Identificar características de um pôster

de divulgação de uma comemoração.

9. Trabalhar em grupo para elaborar um

pôster sobre uma data comemorativa.

10. Identificar características de um

formulário na internet, de uma carta

pessoal e de um gráfico de colunas.


59

11. Preencher um formulário com dados

pessoais.

12. Identificar palavras-chave em um

texto.

13. Localizar alguns países em um mapa.

14. Interpretar os dados de um gráfico.

15. Descrever o que eu costumo ou gosto

de fazer nas horas de lazer, indicando

a frequência.

16. Escrever sobre assuntos como:

minha família, onde moro, meus

interesses etc.

17. Organizar e selecionar informações

para escrever uma carta ou e-mail

pessoal.

18. Usar conectivos (and, but, so) para

organizar ideias.

19. Sugerir correções nos textos dos meus

colegas.

20. Analisar as correções sugeridas pelos

meus colegas para o meu texto.

21. Escrever uma carta pessoal para me

apresentar para um amigo por cor-

respondência.

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 S el Cristina de lb er e o

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 acabamentoIBEP Grá ca

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

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