Caderno do Aluno Inglês 1 ano vol 2 2014-2017

a

1 SÉRIE ENSINO MÉDIO

Volume V olume 2

INGLÊS Linguagens

CADERNO DO ALUNO

GOVERNO DO E STADO DE SÃO PAULO SECRETARIA DA EDUCAÇÃO

MATERIAL DE APOIO MATERIAL APO IO AO CURRÍCULO DO ESTADO DE SÃO PAULO CADERNO DO ALUNO

INGLÊS ENSINO MÉDIO 1a SÉRIE VOLUME 2

Nova edição 2014-2017

São Paulo

Governo do Estado de São Paulo

Governador Geraldo Alckmin Vice-Governador Guilherme Afif Domingos Secretário da Educação Herman Voorwald Secretária-Adjunta Cleide Bauab Eid Bochixio Chefe de Gabinete Fernando Padula Novaes Subsecretária de Articulação Regional Rosania Morales Morroni Coordenadora da Escola de Formação e Aperfeiçoamento dos Professores – EF EFAP Silvia Andrade da Cunha Galletta Coordenadora de Gestão da Educação Básica Maria Elizabete da Costa Coordenadora de Gestão de Recursos Humanos Cleide Bauab Eid Bochixio Coordenadora de Informação, Monitoramento e Avaliação Educacional Ione Cristina Ribeiro de Assunção Coordenadora de Infraestrutura e Serviços Escolares Dione Whitehurst Di Pietro Coordenadora de Orçamento e Finanças Claudia Chiaroni Afuso Presidente da Fundação para o Desenvolvimento da Educação – FDE Barjas Negri

Caro(a) aluno(a), Com este Caderno, você completa seu primeiro ciclo de estudos de inglês no Ensino Médio. Continuará vendo como se organizam as diferentes seções de jornais e discutirá o que deve ser levado em conta ao analisar e/ou redigir uma notícia. Você aprenderá a utilizar o vocabulário e as estruturas gramaticais pertinentes para produzir suas próprias dicas de entretenimento, manchetes e notícias, em trabalho conjunto com seus colegas. Lembre-se de que nossos Cadernos sempre trazem dicas de sites , músicas e filmes que podem ajudá-lo a aprender mais sobre os conteúdos de cada volume. Você também conta com as seções específicas para sistematizar seu estudo da gramática e do vocabulário, que podem ajudar a organizar seus registros, de forma a tornar a aprendizagem mais efetiva. Há, ainda, a grade de autoavaliação, com as metas de aprendizagem propostas propostas para este volume. Equipe écnica de Inglês Área de Linguagens Linguagens Coordenadoria de Gestão da Educação Básica – CGEB Secretaria da Educação do Estado de São Paulo

ARN NING T AR GET LE AR GETS Neste

Caderno, você fará atividades relacionadas a dois temas: 1) Te entertainment section: newspapers e 2) Newspapers: news stories, headlines and leads. Essas atividades vão ajudá-lo a: 1. R elacionar elacionar o conteúdo/tema de um texto t exto às suas experiências pessoais. 2. Localizar informações informações específicas em um texto para corrigir corrigir afirmações. 3. Interpretar informações informações não explícitas no texto. texto. 4. Identificar o gênero de um texto, bem como seu portador, portador, pela compreensão geral. 5. Identificar leitores-alvo leitores-alvo de determinado gênero gênero textual. 6. R econhecer econhecer e utilizar a estrutura will /won’t + verb para fazer previsões sobre o futuro. 7. Identificar a tradução, a definição, a antonímia e a sinonímia como diferentes processos processos pelos quais é possível expressar o significado de uma palavra. 8. Interpretar dicas dicas e produzir palavras cruzadas cruzadas (dicas e grade). 9. Escrever dicas de entretenimento entretenimento para a seção “ A s escolhas dos críticos” críticos”.. 10. Participar de decisões coletivas para compilar compilar,, escolher e revisar textos produzidos pelos colegas, a fim de organizar um jornal de classe. 11. R econhecer econhecer o tema de uma notícia. 12. Formular hipóteses sobre o conteúdo de uma notícia e confirmá-las por meio da leitura. 13. Identificar objetivos e público-leitor de um texto. 14. Utilizar o tempo verbal present simple em em manchetes. simple , past simple e 15. R econhecer econhecer usos dos tempos verbais present simple e past continuous .

16. Identificar palavras específicas em um texto por meio dos processos de sinonímia, antonímia, definição e tradução. 17. Identificar pronomes interrogativos e relacioná-los à organização de um lead . 18. Produzir um lead sobre sobre determinado fato. 19. Produzir uma manchete, observando suas características de organização. 20. Editar e revisar manchete e lead , tendo como c omo referência critérios preestabelecidos. 21. Contribuir em momentos coletivos de tomada de decisão e produção escrita. 5

Inglês – 1 a série – Volume 2

HEME 1 HE ENER  A INMEN SECION: NEWSP A PE PER S ?

1.

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ead R ead

SIU A ED ED LE ARN ING 1 ENER  A INMEN  HOR OSCOPES OSCOPES

the following texts quickly and answer:

a) Where can you find these texts?

b) Who are the potential readers of these texts? ext A: CANCER Symbol: Te Symbol: Te crab Element: W Element: Water ater Ruling planet: Moon planet: Moon Period: Jun Period: Jun 21-Jul 22 Initial profile People born under the sign of Cancer are usually intuitive, responsive, aware, family-oriented, shy, shy, understanding, imaginative, conservative and sensitive. Tey can also be moody, hostile and touchy, depending on circumstances and the degree of pressure they suffer.

ext B: B : CANCER CANCE R You will have to make tricky choices, You choice s, so double-check double-che ck your plans and mainly your available cash! R omance omance will be sweet this month. Work or school won won’’t represent any problem, you may even get a promotion or reward. However, you will need a more down-to-earth approach in all aspects of your life or you won’t achieve total success!

6


ext C: CAPRICORN Symbol: Te goat Element: Earth Ruling planet: Saturn Period: Dec Period: Dec 22-Jan 19 Initial profile Tose born under Capricorn are determined, serious, ambitious, self-disciplined, self-disciplined, competitive, reserved, responsible and extremely organized. Tey can also show a more negative side and be rigid, pessimistic and egocentric.

ext D: CAPRICORN Be careful not to rely on your judgment this month, especially about financial matters. Money won’t come easy. You’ll be inclined to make precipitate decisions you may regret later. Family won’t help you. A new new female friend will give you good advice – listen to her!

2.

ead R ead

the texts in A ctivity ctivity 1 again and identify their characteristics.

a) Tere are sugge suggestion stionss on what you should/s should/shouldn’ houldn’tt do in texts b) Tere are a lot of adjectives in texts

and

.

c) exts

and

have a lot of predictions predictions..

d) exts

and

are mainly written in the present tense.

e) exts

and

are mainly written in the future tense.

7

and

.


3. Go back to texts B and D and find the word that comes before each of the following verbs:

Now

have

represent

be

come

need

give

achieve

help

complete the rules:

o make predictions for the future in the affirmative form we use o make prediction predictionss for the future in the negative form we use

+ verb. + verb.

4. Make predictions for a close friend’s future. Use verbs and expressions from the box, if you like. emember to include predictions in the affirmative and negative forms. R emember E.g.: Carlos will buy a new car next year. E.g.: Carlos My sister won’t get married until she graduates graduates..

buy a new

fail a test

meet someone new

have an argument with

go to a lot of parties

make an important decision

find a job in

help someone in need

get married

need patience

8


5. Below you have the complete list of signs of the zodiac. Follow Follow your teacher’s teacher’s instructions instruction s to write predictions. ARIES – Mar 21- A pr pr 19

LIBRA – – Sept 23-Oct 22

AURUS – AURUS – A pr pr 20-May 20

SCORPIO – SCORPIO – Oct 23-Nov 21

GEMINI – GEMINI – May 21-Jun 20

SAGIARIUS – SAGIARIUS – Nov 22-Dec 21

CANCER – – Jun 21-Jul 22

CAPRICORN – CAPRICORN – Dec 22-Jan 19

LEO – LEO – Jul 23- A ug ug 22

AQUARIUS AQU ARIUS – – Jan 20-Feb 18

VIRGO – VIRGO – A ug ug 23-Sept 22

PISCES – PISCES – Feb 19-Mar 20

: FOCUS ON L ANGU A GE GE 1

1. Complete the sentences with the verbs in in the box.

will pass – won’t talk – won’t go – will be – will help

a) You can phone me this afternoon afternoon.. I

at home.

b) John has a lot of homework to do. He

to the movies with us.

c) If you study hard, you

the exam.

d) “I have to do so many things to organize Sue’ Sue’s party!” “Don’’t worry! I “Don

you!”

e) Brian is so rude! I

to him again – ever! 9


2. Put in is is,, was was or or will be in be in the gaps. My cousin cities. Yesterday he in Sorocaba and tomorrow he

(a) a sales representati representative, ve, so he always visits different (b) in Porto Feliz. oday he (c) (d) in A lumínio. lumínio.

Jane is very moody moody.. When I met her in the morning she singing happily happily,, but then I saw her again at lunchtime and she crying. God only knows how she (g) at night!

(e) (f)) (f

3. Fill in the chart below with information about your friends and family. You may inter interview view them in English using the dialogue in the box as a guide! Te first line of the chart is filled in with information from the dialogue.

Marcos and Joana go to school together together.. oday oday is August 29 th and they are talking about birthdays.

Marcos: How old are you, Joana? Joana: I’m I’m 14 years old. old. Marcos: When is your birthday? Joana: On On September 22nd. Marcos: So you will be 15 in 24 days! Joana: Tat’ Tat’ss right! BIRTHDAY REMINDERS

e .g .

Name

Age today

Bi r t hd ay

Days left for birthday

Joana

14

September 22 nd

24 days

a) b) c) d) e) 10


4. Choose the correct correct adjective to complete complete the sentences. a) Sally is highly intuitive intuitive//imaginative imaginative.. She makes her decisions based on her first impressions most of the time! pessimistic//determined determined.. If he wants something, he’ll keep on trying b) My best friend friend is very pessimistic until he gets what he wants. c) My younger sister isis extremely extremely shy /precipitate precipitate.. She is usually quiet and finds it hard to make new friends. d) I love to play games, but I hate it when I lose. I am very competitive competitive//responsive responsive.. e) Brian is really self-disciplined self-disciplined//egocentric egocentric.. His favorite words are “me”, “myself” and “I”!

LIERAR Y MOME N “Comment is free, but facts are sacred.” SCO, C. P. Man Manches chester ter Gu Guard ardian, ian, May 5 th 1924.

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1.

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SIU A ED ED LE ARNING 2 ENER  A INMEN  C R OSSWO OSSWOR D PUZZLES

A puzzle

is a problem or enigma that challenges our capacity to find solutions. Match the illustrations to the types of puzzles.

a)

b) s e g a m I w o l G / y m a l A / r e p o o C y e l h s

l a i r o t i d E o ã x e n o C ©

A

©

c) s e g a m I w o l G / y m a l A / d e t i m i L k c o t S e c A

d) s e g a m I w o l G / y m a l A / r e p o o C y e l h s A

©

©

( ) Crossword puzzle

( ) Jigsaw puzzle 12

( ) Sudoku puzzle

( ) R uubik’s bik’s cube


2. In which newspaper section section do we find puzzles? What are the most common puzzles puzzles in newspapers? How do we recognize a puzzle? What makes it different from a story? Do you like solving puzzles? Why? Why not?

3. Te meaning of a word word can be expressed expressed in different ways. Study Study the words on the left left column and identify which strategy is used to express their meaning. translation definition antonym synonym NIGH

≠ day

NIGH

= the part of each period of twenty-four hours when it is dark outside NIGH

= evening

NIGH

= “noite”

DESR OY OY = “destruir” DESR OY OY = demolish, dismantle DESR OY OY ≠ build, construct DESR OY OY = cause so much damage to something that it is completel completelyy ruined or does not exist anymore 4.

Now

a) b) c) d)

match the columns:

definition A de

is synonym is A sy A n antonym is translation is A tr

( ( ( (

) a word which has a similar meaning. ) an equivalent word in another language. ) an explanation of the meaning of a word. ) a word which has the opposite meaning. 13


5. Follo Follow w the clues to solve the crossword puzzle. puzzle. Some letters letters are given to help help you. 1 5

C 6

S

4

L 7

U

D 3

8

R

2 9

R

Y

10

W

DOWN

ACROSS ACR OSS

1. When you you tend to do something, you are are ………… to do it.

5. Te word in English for “conseguir” or “alcançar”.

2. Te word in English for “arrepender-se” or “arrependimento”.

6. When a plan or work work has ………, it achieves the desired results.

3.

A n

7. Te word in English for “intuiti “intuitivo”. vo”.

4.

synonym A synonym

antonym for “difficult”.

8. Someone who does does not like to show his/her feelings to others is …………

for “suggestion”, “recommendation”.

9.

synonym A synonym

for “stress”.

10. A synonym synonym for “but”. 6. Follow your teacher’s teacher’s instructions instruc tions to create your own crosswo crossword rd puz puzzle. zle. 14


: FOCUS ON L ANGU A GE GE 2 1. Break the code code and discover discover the names. For For each word, a tip is given to help you. Code a)

b)

c)

d)

e)

ip

Name

(one word) Te opposite of Te name of a street in New OW + a synonym for York Y ork that is closely closely associated NARR OW P A H with theater. (three words) Nickname for Te popular name of a WILLI A M + the + synonym for famous US criminal who lived CHILD between 1859 and 1881. (one (o ne wo word rd)) Te Te mon month th af afte terr A pril pril Te name of the ship in which + the general name of plants like Pilgrims sailed from England roses and lilies to what is now the US. (one word) Te word Te name of the most famous MILKSH A KE KE – milk + the English poet and playwright. English word for LANÇA + the fifth letter of the alphabet (one (o ne wo worrd) Te le lett tter er th that at co come mess Te last name of a famous US before  in the alphabet + the movie director. name of a crusty kind of cake that may have sweet or salty filling + the second letter in A LIBI LIBI + the word ICEBER G – ice

2. Match the adjectives to their synonyms and antonyms. One has been done for you as an example.

a) b) c) d) e) f) g)

adjective

synonym(s)

antonym(s)

conservative aware ambitious responsible hostile sensitive understanding

( ) engaged, liable ( ) emotional, susceptible ( ) unfriendly, unsociable ( ) compassionate, considerate ( ) aspiring, desirous (b ) attentive, acquainted ( ) constant, conventional

( ) fulfilled, satisfied ( ) progressive ( ) insensitive ( ) intolerant (b ) unaware ( ) gentle, kind ( ) irresponsible

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3.

Now

use the words from A ctivity ctivity 2 to describe two people you know. Follow the example.

friend, Silvia, is very very engaged and compassionate compassionate but sometimes she can be intolerant. intolerant. a) My best friend,

b)

c)

4.

saying is a well-known expression that states a general truth A saying

or gives advice. Match the sayings in English to their equivalents in Portuguese. Ten answer: are sayings literally translated from one language to another?

a) A ll cats are grey in the dark. b) A burnt chi hilld dreads the fire. c) A st stitch in time saves nine. d) Don’t bark if you can’t bite. e) No smoke without fire. f) Long absent, soon forgotten. g) A bird bird in the hand is worth two in the bush. h) Te road road to hell hell isis paved paved wit withh good good intentions. i) Te ea earl rlyy bir irdd ca catc tche hess th thee wo worm rm.. j) You get what you pay pay for. for.

( ( ( ( ( ( (

) É melhor prevenir do que remediar. ) Deus ajuda quem cedo madruga. ) É melhor um pássaro na mão que dois voando. ) O barato sai caro. ) O inferno está cheio de boas intenções. ) Gato escaldado tem medo de água fria. ) De noite todos os gatos são pardos.

( ) Onde Onde há fumaça há fogo. ( ) Cão que la ladr draa nã nãoo mo morrde. ( ) O que os olhos não não veem o coração não sente.

LIERAR Y MOME N “Now, what I want is, Facts... Facts alone are wanted in life.” DICKE NS, Charles. Hard times . 16


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SIU A ED ED LE ARNING 3 ENER  A INMEN  LEISUR E AND CULUR E

1. ake a quick look at this newspaper page written in Portuguese. Ten answer: a) What newspaper newspaper section is it taken from? from?

b) Was it taken from a local small town newspaper? How do you know?

c) Who are are the target readers readers of of the page? s s e r p a h l o F ©

17


2. When deciding what to do to entertain themselves, some some people rely rely on critics’ critics’ opinions. R ead ead the critics’ picks below and answer: a) What do the words in italics and and bold refer to? b) One of the picks does not not indicate when the event takes place (month, month + day day,, day of the week). Which one? Why?

A pick pick

is something that is considered the best choice, according to someone’s opinion.

CRIICS’ PICKS Arou ound nd th thee ben bend d , a play by Brian Swift is usually worth watching. Manion Studio, until November 15. Teater Ar geobody y , best modern dance company ever. A perfect Dance Te geobod perfect production in every possible sense. Capitol Teater, until November 13.

Music E &F , live recording of new album. R ap ap lovers can’t miss it. Hype Music Hall, only this Saturday and Sunday. Movie Te killing effect , a must-see for trash horror film fans. Te Odeon, after-midnight sessions until December. Restaurant Tai scent , experimental holistic cuisine with a Tai touch. Perfect for risk takers! 1473 Gowen A venue.

3. Te sentences sentences below below are all false. false. R ead ead the text in A ctivity ctivity 2 again and explain, in Portuguese, why they are false. a) Brian Swift is the critic’s critic’s name. b) Everybody will love love eating eating at Tai scent . c) Te geobody is is a classical ballet company. d) E & play rock’n’roll music. F &F play e) Te killing effect is is playing at the Odeon during afternoon sessions. 18


4. If you were the critic of a local newspaper, what would your picks be? Follow your teacher’s instructions to write a critics’ picks column. : FOCUS ON L ANGU A GE GE 3 1. In the dialogues below below, people are talking about about going out. Unscramble Unscramble the lines to make conversations. Ten practice these conversations with a friend! a) Dialogue 1 ( ) Not really. I’ve had a tough week. ( ) Maybe we could rent a movie and and watch itit at home. ( ) Would Would you like to go to the movies this weekend? ( ) Fine. Fine. What shall we see? b) Dialogue 2 ( ) Good idea! idea! I’m I’m not in the mood for cooking. Where shall we eat? ( ) Let’ Let’ss go out for dinner. ( ) OK. I heard they have great pasta there! there! ( ) How How about that new restaurant on Main Main Street? Street? c) Dialogue 3 ( ) Great! Count me in! ( ) A re re you free on Friday night? ( ) I have tickets to a rock concert. Paula Paula and Sandra are are also coming. coming. ( ) Maybe… Why? 2.

ead R ead

the “Critics’ picks” in Situated Learning 3 and decide which entertainment option(s) you would suggest to the following people. Explain your suggestions in Portuguese. a) Jane likes music, but she can’ can’t stand rap or hip hop. Eu recomendo assistir ao espetáculo Te geobody geo body.. Ela gosta de música, mas o único show em cartaz é justamente de rap. O espetáculo sugerido é de dança, o que envolve, também, música!

b) Sally is taking taking a drama course. course. She dreams of becoming an actress. actress.

c) ed wants to become a chef. He is always trying new recipes. 19


d) Marion doesn’t doesn’t like crowded places and whenever she goes out, she has to be back before 11 p.m.

e) Ian is a movie addict! He loves loves all kinds of movies.

f ) Kate is a sports person. She usually usually likes everything associated with with body and movement.

3. Choose a verb in the box to complete complete these free free time activities. activities. call – go – play – listen – stay – hang – read – ride – watch – see a) b) c)

d)

e)

f) g) h) i) j)

my friends around with my friends for a walk out with my boyfriend/girlfriend to a music concert to the movies to the theater to church a musical instrument computer or video games sports in the park or in the club a book a magazine the newspaper a bike a motorbike V a movie at home to music home and get some rest rest home and tidy up my stuff home and surf the web 20

Inglês – 1a série – Volume 2

4. Now write write about your free free time. Add other activities apart from the ones in Activity 3. Study the example below.

During the week, I don’t have much free time because I go to school and work. Whenever I have a break, I listen to music or talk to my friends on-line. During the weekends, I don’t go out very often, either. I usually stay at home and get some rest. I like to surf the web, watch TV, read a book, things like that. I sometimes go to the movies – usually with a friend.

LITERARY MOMENT “Disinterested love for all living creatures, the most noble attribute of man.” DARWIN, Charles. Te descent of man. man. 21


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SIU A ED ED LE ARNING 4 SCHOOL P A PE PER   ENER  A INMEN SECION

You wil You willl now now work work in in grou groups ps in in orde orderr to col colle lect, ct, rev revis isee and and orga organi nize ze the the texts texts you you wro wrote te dur durin ingg the the previous classes to produce the entertainment page of a class or school newspaper. newspaper. Follow the steps below below.. 1. Group work – get organized in twelve groups: a) four groups will work with with the Horoscope Horoscope Section: each group should collect and revise horoscope horoscope predictions for three different signs of the zodiac (written task in Situated Learning 1); b) four groups will will work with the Crosswords Crosswords Section: Section: each group should collect the crosswords crosswords produced in Situated Learning 2 and and revise them; c) four groups will work with the Critics’ Critics’ Picks Picks Section: each group group should collect the texts written in Situated Learning 3 and revise them. Use the lines below to make notes or rewrite parts of the texts you have collected. R emember emember to use a dictionary and ask your teacher whenever you need help. First draft

Share your drafts with other group members and decide on the final text. Ten write it in the box that follows. R emember emember to plan the layout of your text. horoscope, a crossword puzzle or a critic’s column should be A horoscope, recognized at first sight. at first sight = à primeira vista 22


Final version

23


2. Class work: 



hold an editorial meeting so each group can present the result of their work; decide on how you will organize the entertainment page of your newspaper and how you will share it with all students. Some possibilities are: (a) you might use a word processor to put all the texts together and make copies for the students in class – in case photocopies are easily accessible; (b) you can prepare a file folder with plastic bags in order to put all the productions together and then pass this folder around so everybody can read it; (c) you might get some wrapping paper (kraft), (kraft), stick all the texts t exts on it and then put it up on the classroom wall.

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ARN N MOR E LE AR Para aprender mais sobre os conteúdos deste tema, sugerimos uma lista de músicas ( songs ), ), e filmes ( films sites e films ) com os quais você pode ampliar suas oportunidades de aprender inglês.

Songs A s músicas a seguir estão ligadas a

horóscopo e entretenimento, e não necessariamente a jornais, mas podem gerar boas discussões. Para encontrar a letra, você pode digitar o nome da canção, o nome do artista e a palavra lyrics em em seu site de de busca preferido. 





(Beyoncé, 2003). Signs (Beyoncé, (do musical Hair, 1979). Aquarius (do (Te Supremes, 1969). No matter what sign you are (Te

Sites 



Read, write, think . . cesso em: 12 nov. 2013. Nesse site é é possível montar palavras cruzadas em inglês. A cesso

.. A cesso cesso em: 12 nov. Longman dictionary of contempor contemporary ary English . 2013. Nesse site você você pode fazer consultas on-line em um dicionário monolíngue, o que possibilita o processo de busca de definições de palavras, bem como a localização de sinônimos e de expressões nas quais uma determinada palavra aparece com frequência.



Tesaurus . . A cesso cesso em: 12 nov. 2013. Um thesaurus é é um tipo de dicionário que contém exclusivamente sinônimos e antônimos. No site indicado indicado você pode

fazer consultas, digitando a palavra que procura no campo de busca. Nele há também atividades lúdicas e você pode se cadastrar para receber, receber, em seu e-mail, listas de vocabulário e expressões para estudo individual.

Film 

A dama na água (Lady in the water ). Direção: M. Night Shyamalan. EU A , 2006. 110 min.

10 anos. Drama. O zelador de um condomínio descobre que há na piscina uma mulher que, na verdade, é uma personagem mítica de histórias infantis. Para ajudá-la a retornar a seu mundo, ele precisa formar uma equipe composta de um guardião ( guardia guardiann), um curandeiro (healer ), ), membros de um clube ou associação ( guild ) e um especialista em enigmas (symbolist ). ). Na história, o especialista é representado por um menino e seu pai, mora25


dores do condomínio, que estão sempre às voltas com a resolução de enigmas, entre eles as palavras cruzadas.

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HEME 2 PER S: S: NEWS SOR IES, IES, HE A DLI DLINES AND LE A DS DS NEWSP A PE ?

1.

!

ead R ead

SIU A ED ED LE ARNING 5 IES NEWS SO R IES

only the the headlines from the following texts and anticipate what each story is about.

seen to Edwin Ferry, one of the vets in the

Snake befriends its meal

zoo staff. “Three days have passed and

Brian McDevon, 38, zookeeper at the

Endora’s friendship with the hamster, now

New Ark Municipal Zoo, made a stunning

called Tiny, is still strong”, explains Ferry.

discovery last Saturday: a snake and a Tiny seems to be enjoying his life with

hamster can be friends.

the snake, and has been seen climbing onto The zookeeper was cleaning the snakes’

Endora to take a nap. What are the chances

pits when he saw a peculiar scene. Endora,

of a lifelong relationship between predator

the pet name of an African Python, lying

and prey? Not many, probably. One day the

side by side with its dinner: a living

snake’ss instincts will make the call and Endora snake’

hamster. McDevon reported what he had

will probably devour her furry little friend.

27


Cheerleader on a stretcher helps team pull off a win

to be taken to the nearest hospital, but the spirited teenager refused to leave the eld.

Susan Gouldin, 18, a cheerleader from

not to distract them by making them feel

KCW University, in Winston, refused to

worried”, says the cheerleader.

abandon her team during the Inter University Football Championship

nals

“I was there to motivate the team,

held in the

After her team won the game, she was

university campus after falling 15 feet from

taken to the hospital, where doctors ran

the top of a human pyramid.

tests to guarantee there was no serious

During the half-time show, Gouldin

injury. “She was really lucky to have the

was standing atop a human pyramid

paramedics right rig ht on the spot. spot . A few weeks’

formed by 10 cheerleaders when the

rest and she will be totally recovered”,

stunt went wrong and she fell on her

explained Dr. Robert Kingsdale of the

head.

County Hospital. A happy ending to what

Emergency

paramedics

quickly

immobilized her and put her on a stretcher stretc her

could have been a disastrous event.

Elaborado especialmente para o São Paulo faz escola, com base em fatos reais.

2.

Now

read only the the first paragraph of each news story stor y and check your hypotheses.

3.

ead R ead

the two news stories quickly and match the columns: a) b) c) d) e) f)

Brian McDevon Endora iny Edwin Ferry Susan Gouldin R obert Kingsdale

( ( ( ( ( (

) hamster ) veterinarian (vet) ) doctor ) cheerleader ) zookeeper ) snake (an A frican frican Python)

4. Finally Finally,, read both news stories again and answer the question questionss in Portuguese: a) Will Endora and iny’ iny’ss friendship last forever?

28


b) Do you think Susan’s Susan’s decision to remain in the field after the accident actually helped helpe d her team win the game?

c) Which newspaper newspaper section do you think these stories were were taken from? from?

d) Who are the target target readers? readers?

e) Why do you think people read read this kind of news stories?

5. Study the underlined verbs in both news stories. stories. What verb verb tenses are they? they? Why are these these verb tenses used?

: FOCUS ON L ANGU A GE GE 5 1. Choose the correct correct sentence to complete complete the conversations. a) Sorry! Did I interrupt?

b) Why didn’ didn’t you look when I called?

( )

Never

mind. I didn’t do anything important.

( ) I didn’t hear you! I was listenin listeningg to music and had my earphones on!

( )

Never

mind. I wasn’t doing anything important.

( ) I didn’t hear you! I listene listenedd to music and had my earphones on!

( )

Never

( ) I didn’ didn’tt hear you! I was listening to music and was having my earphones on!

mind. I don’t do anything important. 29


c) I tried to talk to you for hours this morning, but your line was always busy!

d) Didn Didn’’t they hear the doorbell?

( ) Sorry! I talked to my boyfriend, you know...

( )

No,

( )

No, they were rehearsing and playing

( ) Sorry! I talk to my boyfriend, you know know... ...

they rehearsed and played real loud music. real loud music.

( ) Sorry! I was talking to my boyfriend, you know...

( )

No,

they rehearsed and were playing real loud music.

2. What were the students doing doing when the teacher arrived? Fill Fill in the blanks to describe describe the picture. Use the verbs in the box in the past continuous. i z n a M o l u a P ©

do – comb – talk – read – take a) Sally

her hair.

b) John

a magazine.

c) Brian and Maggie d) Kate e) Sandy and Mark

a nap. on the cell phone. their homework.

3. Past simple or simple or past continuous? continuous? Choose the correct form of the verbs in the sentences below. a) It didn’t rain/ rain/wasn’ wasn’tt raining r aining when when the car accident happened happened//was happening. happening. b) Te lights went /were going going out out when they did did//were doing the doing the test. c) Jack and Jane didn’t watch/ watch/weren’t watching V watching V when their mother arrived arrived//was arriving. arriving. 30


d) I did did//was doing the doing the dishes when you called called//were calling. calling. e) My friends and I talked talked//were talking outside talking outside the school when we heard heard//were hearing a scream. 4. Use the verbs in the box to complete the story. saw realized

opened returns says

High school student

was waiting belongs went

picked contained found

(a) R$1,000.00 found in subwa subway y station

(b) R$1,000.00 in a paper bag near a trash can in

Sandra Oliveira, 17,

the Trianon subway station, SP SP.. The high school student to go back home last Tuesday when she She

(c) for the train (d) a dirty bag lying on the �oor �oor..

(e) it up to throw it aw away ay properly when she

not trash. She

(f) it was

(g) the bag and saw it

(h) a considerable

sum of money money.. Instead of putting it in her bag, she and

needs left

(i) the platform

(j) to the ticket booth to return the money money.. “The money probab probably ly (k) to someone who

(l) it more than I do. Besides, it

is not right to keep something that is not yours”,

(m) the honest teenager.

An example of citizenship citizenship!!

LIERAR Y MOMEN “ A truth truth that’s told with bad intent Beats all the lies you can invent.” BL A KE, KE, William. Aug Augurie uriess of inno innocence cence..

31


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SIU A ED ED LE ARNING 6 IES  FOCUS ON LE A D P ARA GRA PHS PHS NEWS SO R IES

Writing news stories The inverted pyramid shows the traditional structure of news stories. The most relevant NEWS STORIES

information comes in the headline and in the WHO?

�rst paragraph, called the lead; the details are

WHAT?

given in the follow-up paragraphs.

HEADLINE

WHO? WHEN? WHY? WHAT? WHERE?

There are two main reasons reasons for the use of this

LEAD

HOW?

structure. On the one hand, it allows the busy OTHER

reader to get the gist of the story by reading just

DETAILS

REST OF STORY

a few lines. On the other hand, it makes it easier for editors to cut articles short, from the bottom up, to �t the available space on the printed page without losing essential informa information. tion.

The follow-up paragraphs explain and amplify the story by providing relevant

Remember:

details. Good headline writing grabs the readers’ News articles require direct quotes to

attention so that they will read on.

be lively and believable. When quoting, The lead is a short introductory paragraph –

the �rst and last names, alongside a brief

sometimes just a sentence or two t wo – that contains

descriptive phrase that explains what

the summary of the story, i.e., information to

the person does, must be acknowledged.

answer some or all the 5 Ws (who, where, when,

Once people have been identi�ed, they

what, why) why) and the t he H (how).

should be referred to by last name only.

Elaborado especialmente para o São Paulo faz escola.

32


1. Find in the text: a) a synonym for “the general meaning”;

b) a synonym for “holds, “holds, attracts”; attracts”;

c) the antonym of “irrelevant “irrelevant”; ”;

d) the antonym of “modern, contem contemporary”; porary”;

e) the word for “the “the professional professional whose job is to check articles and make changes changes and corrections before they are published”;

f ) the word for for “phrases “phrases or passages passages that represent represent the exact words someone someone else has written written or spoken”;

g) the English word for “resumo “resumo”; ”;

h) the English equivalen equivalentt for “espaço disponível”.

2. What are the 5 Ws and the H? Why Why answering them provides provides a summary summary of the story?

33


3. Match the 5 Ws and the H with the information information they request: request: a) b) c) d) e) f)

WHO WHER E WHEN WH A  WHY HOW

( ( ( ( ( (

) the way or manner in which the fact happened ) the fact itself ) the reason for the fact or its motivation ) the date or time ) the person or people involved in the news ) the place

4. Go back to the articles you read in Situated Learning 5 ( (Snake befriends its meal and Cheerleader on a stretcher helps team pull off a win ) and identify the answers for the 5 Ws and the H. Have you found most of them in the first paragraph (lead)?

Snake befriends its meal

Cheerleader on a stretcher helps team pull off a win

Who What Where When Why How

5. Leaf through a printed printed newspaper in Po Portuguese. rtuguese. Do all all the texts follow the inverted inverted pyramid structure?

34


: FOCUS ON L ANGU A GE GE 6 1. Match the columns.

a) make

( ) side by side

( ) to move towards the top of a motorcycle in order to ride it

b) lie

( ) a nap

( ) to find out something that was not expected

c) cl clim imbb ( ) a su surp rpri risi sing ng di disc scov overy ery

( ) to sleep for a short period period of time during the day

d) take

( ) to be in or to move into a horizontal position next to something or somebody

( ) onto a motorbike

2. Match questions and answers.

a)

Who did you visit yesterday?

( ) Not much. I stayed at home and surfed the web.

b)

What did you do last weekend?

( ) Because there was too much noise in the room. I’m sorry. I didn’t mean to t o be rude.

c)

When did you last watch a movie?

( ) In the shopping mall. She She was having an argument with her boyfriend. It was pretty embarrassing.

d)

How did you cut yourself?

( ) My grandmother. It was her birthday.

e)

Why did you shout at me on the phone?

( ) Last weekend. I rented a DVD. A great great comedy, by the way.

f)

Where did you meet Carol?

( ) I was crying chopping some onions and the tears blurred my vision.

35


3. Fill in the questions questions with the correct question word. word. a)

A :

are you so worried?

B: My brother is in hospital. b)

A :

I can’ can’tt believe you passed the exam!

did you manage to do it?

B: No miracle. I just studied really hard. c)

A :

Chris told me you have a new boyfriend.

is the lucky guy?

B: Brian. He is in the 2 nd year. You You probably proba bly haven’ ha ven’t met me t him. him . d)

A :

It’ss Carol’ It’ Carol’ss birthday party tomorrow.

did you buy for her?

B: A teddy teddy bear. She will love it! e)

A :

I heard you are moving.

are you going to live?

B: R io io Grande do Sul. It’s very far. I guess we won’t be seeing each other much. f)

A :

did you start working here?

B: It was a long time ago. I was in the 7 th grade. 4. Tink of something peculiar or unusual that happened to you in the last few months. Write Write about what happened. Use the questions and the example examp le on the next page to organize your text. 











What happened? Where were you you when it happened? happened? When did it happen? happen? Was W as there anybody else with you or were were you alone? alone? What were you doing when it happened? happened? How did you feel?

36


                                                                                                   

LIERAR Y MOMEN “is strange – but true; for truth is always strange; Stranger than fiction.” LO R D BY R RO N. Don Juan.

37


?

!

SIU A ED ED LE ARNING 7 W R II NG HE A DLI DLINES AND LE A D P ARA GRA PHS PHS R II

1. You will now write headlines and lead paragraphs paragraphs for the front page of a class or or school newspaper. newspaper. emember that you have already written some headlines earlier this year year.. If you like, you can use R emember those headlines and complement your news story by writing only the lead. Follow the steps below. below. I) Part A – – Class work 





Decide, as a group, if you will stick to the decision made previously about writing a class newspaper or a school newspaper. Brainstorm ideas concerning recent events that can become news stories (keep in mind that not everything you know about your friends or school should be published. For example, if a friend told you something, but asked you to keep it a secret, it wouldn wouldn’’t be ethical to write a news story about it!). Organize these events according to the sections they belong to (sports, entertainment, local news, among others).

38


II) Part B – Group work: 





Get into groups of four. Distribute the events you discussed in Part A – Class work among the groups to avoid repetition – each group should get a different event. Write the headline and the lead paragraph according to the characteristics of these text Write structures studied in previous Situated Learning sections. sections. Headline and lead – First draft

39


Swap headlines and leads with another group to correct and edit your texts. Make sure that: a) verb tenses are used used correctly (facts in in the past, headline in in the present – active or passive); b) the lead paragraph paragraph contains answers to some of the 5 Ws Ws and the H; c) quotes are followed followed by the identification identification of people people (first and last names, alongside alongside a brief descriptive phrase that explains what the person does, and the person’s age). 

Get your own texts back and discuss the suggestions made by your friends. Ten, rewrite your headline and lead. Headline and lead – Edited version

40


: FOCUS ON L ANGU A GE GE 7 1. Present Present simple active or present present simple passive? passive? Fill in the blanks with with the correct form of the verb in brackets. a) Paper b) People

(make) from wood. (speak) Chinese in Beijing.

c) Several professiona professionalsls

(need) to publish a magazine. It’ It’ss teamwork!

d) Mrs. Santos

(teach) Chemistry in our school.

e) Healthy habits

(prolong) life.

2. Choose the correct form form of the verb to complete the sentences. a) Te National Museum ( ) built

in 1834. ( ) was built

( ) were built

b) I couldn’ couldn’tt finish the puzzle by myself. My younger sister ( ) helped

( ) was helped

( ) were helped

c) During World War II, radios ( ) used d) Jane A usten usten ( ) published

as the main means of communic communication. ation.

( ) was used

( ) were used

Pride and prejudice in in 1813.

( ) was published

e) Tey visited several cities when they ( ) traveled

me.

( ) were published around Uruguay Uruguay..

( ) was traveled

41

( ) were traveled


3. Circle the correct form of the verbs verbs to complete the story. story. robbery A robbery

happened/was happening in happened/ happening in the city center last uesday morning. Te police acted//were acting acted acting quickly and arrested arrested//were arresting arresting two suspects. One of them had had// was having an having an alibi: he left /was leaving home leaving home around 7 a.m. and went /was going to going to work. He arrived arrived//was arriving there arriving there at 8:15 a.m. and only stopped stopped//was stopping for stopping for lunch at 1 p.m. Tis means that he worked worked//was working in working in his office when the robbery happened happened// was happening. happening. Te other suspect did didn’ n’tt have ha ve//wasn’ wasn’tt having having an an alibi. He spent /was spending all morning at home alone. He said he slept /was sleeping when sleeping when the police officer came came//was coming to coming to his house to take him to the police station. 4.

ewrite R ewrite

the sentences in the active voice. Follow Follow the example.

a) Te suspects were were being questioned by the police officer officer.. Te police officer was questioning the suspects.

b) Te meal wasn’ wasn’t being prepared by the cook. c) Everything possible possible was being done by the local authorities to help the homeless. homeless. d)

new A new

tennis court was being built by the construction team.

e) Te street wasn wasn’t being used by pedestrians pedestrians as a shortcut. shortcut. f ) Te new pact was being presented presented by the Presi President. dent.

LIERAR Y MOMEN “With a little more deliberation in the choice of their pursuits, all men would perhaps become essentially students and observers, for certainly their nature and destiny are interesting to all alike.” HO R E A U, U, Henry David. Walden 42


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SIU A ED ED LE ARNING 8 PUING OGEHER SCHOOL OR CL CL A SS SS NEWSP A PE PER R A A SCHOOL

In this Situated Learning you you will work in groups to put together a school or class newspaper. newspaper. o do it, you will use the texts you produced during this year. I) Part A – – Class work 

Hold a plenary discussion to decide:

a) What will the name of your newspaper newspaper be? If you you have already already chosen a name, will will you keep it or change it? b) What will the format format of your paper paper be? Will you use A 4 paper? Will it be horizontally set (landscape) or vertically set (portrait)? c) How will will it be printed? Will it be handwritten handwritten or typed using a word word processor? processor? Will Will there be photographs? If so, who will take the pictures? A re re there cameras available for this? d) Will each group group be in charge of of the final layout and production of their their respective sections sections or will you assign a special group just to work on the final production of all sections? e)



re A re

there resources such as photocopies to distribute the newspaper around the school? If not, you might need to rethink the format of your newspaper – maybe you can produce a poster-like newspaper using A 3 paper. Te important thing is to keep in mind that newspapers are written to be read, so you will have to work out a solution to make your newspaper available to a larger set of readers! Use the lines below to write down your decisions.

43


II) Part B – Group work 

Get organized in groups. Each group will be in charge of a different section of your newspaper: Group 1: In charge of the F R ON P A GE. GE. Te front page should have all the headlines for the leads your class wrote in Situated Learning 7 . You can also use the final written task produced previously ( Caderno do Aluno, 1 a série – volume 1) as a reference of how to organize the FR ON P A GE GE of your newspaper. Group 2: In charge of the NEWS SOR IES Group IES P A GE. GE. You should put together the headlines and leads written in Situated Learning 7 , identifying the section they belong to (for example, School news, Class news, Sports, People, Curiosities). Group 3: In charge of the E NER  A INMEN P A GE Group GE – CR IIC’S IIC’S PICKS. You should choose some of the texts you produced previously previously, but remember that these texts will need to be edited/adapted to update the content. Group 4: In charge of the ENER  A INMEN P A GE Group GE – CR OSSWO OSSWOR D PUZZLE. Same recommendations as given to Group 3. Group 5: In charge of the ENER  A INMEN P A GE Group GE – HOR OSCOPES. OSCOPES. Same recommendations as given to Groups 3 & 4.



Use the lines below to take notes and organize your work.

44


III) Part C – Individual work 

Working in groups is a very demanding – and yet rewarding! – task. Now that your Working newspaper is finished and published, it’s time to assess your participation in the whole process. Find some quiet time to read, ponder and answer these questions in Portuguese.

Você estava presente nos momentos de tomada de decisão coletiva? Em caso afirmativo, reflita sobre sua participação. Você ouviu atentamente a discussão e considerou o que foi decidido durante o trabalho do seu grupo? Você ouviu a discussão, mas não tomou nota das decisões e, no momento do trabalho em grupo, não sabia ao certo se estava fazendo o que havia sido combinado? Você contribuiu com sugestões para algum(uns) dos temas discutidos? Em afirmativo, quais foram as suas contribuições? Elas foram aceitas? Por quê?

Caso não tenha participado dos momentos de tomada de decisão coletiva, você perguntou aos colegas de seu grupo o que eles decidiram?

Você esteve presente em todas as aulas em que o trabalho em grupo foi realizado? Em caso afirmativo, qual foi sua contribuição (ou seja, o que você fez efetivamente)?

Caso não tenha participado de todas as aulas, você chegou a se envolver com a parte do trabalho que estava sendo realizada nos dias em que esteve presente ou apenas acompanhou o que os outros colegas faziam?

45


ARN N MOR E LE AR Para aprender aprender mais sobre os conteúdos deste tema, sugerimos uma lista de músicas ( songs ), ), sites e films ) com os quais você pode ampliar suas oportunidades de aprender inglês. e filmes ( films

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





Te news (Jack (Jack Johnson, 2001).

(88 Fingers Louie, 1998). Newspaper (88 (Ionic Vision, 2002). In the news (Ionic

Sites lém dos A lém

sites indicados indicados no volume anterior, anterior, nos quais o jornal e alguns textos jornalísticos

foram trabalhados, indicamos: 

. /archives.html>. A cescesLearning resources . Disponível em:


Adultt learn Adul learning ing activ activities ities story list . Disponível em:
cfm?fuseaction=stories&topicID=3>. A cesso cesso em: 12 nov. 2013. A qui qui você encontra artigos em inglês facilitado, acompanhados de gravações em áudio com a leitura dos textos.

Films 

). Direção: Orson Welles. EU A , 1941. 119 min. Livre. Cidadão Kane (Citizen Kane ). Drama. É um clássico do cinema. A pós pós a morte de Charles Foster Kane, magnata da imprensa marrom ( yellow yellow journalism journalism), repórteres investigam a história de sua vida para descobrir o sentido da última frase que ele proferiu antes de morrer.



Minority report – A nova lei ( Minority Minority report ). ). Direção: Steven Spielberg. EU A ,

2002. 146 min. 14 anos. Ficção científica. Filme de ficção científica, com elementos de investigação policial e muita ação. A história história se passa em 2054, quando inúmeras inovações tecnológicas têm impacto direto na vida das pessoas. Há cenas que mostram jornais inteligentes ( e-papers ) que atualizam seu próprio conteúdo automaticamente, até mesmo enquanto são lidos. 46




). Direção: R on on Howard. EU A , 1994. 111 min. 12 anos. ComéO jornal (Te paper ).

dia. O filme mostra o cotidiano de um jornal j ornal de Nova Iorque cujos editores tentam conciliar a vida pessoal e as exigências de seu trabalho, sempre corrido e com prazos curtíssimos.

47


LE ARN TO LE ARN

Vocabulary V ocabulary learning qui você vai A qui

aprender um pouco mais sobre como adquirimos vocabulário.

1. Para começar, vamos fazer uma rápida atividade. Leia as situações a seguir e faça o que é pedido. a)

A o ler a palavra CHUV A , em que você pensa? Escreva aqui palavras que vêm imediata-

mente à sua cabeça.

b)

gora A gora

pense em palavras que derivam da palavra CHUV A A , ou seja, palavras compostas ou palavras formadas por sufixação e/ou prefixação a partir do mesmo radical de CHUV A . A note-as note-as nas linhas a seguir.

c) Desta vez, pense pense em palavras que são, nas formas escrita e falada, diferentes diferentes de CHUCHUV A , mas que têm sentidos ou significados semelhantes ou próximos próximos à palavra CHUV A A . note-as abaixo. A note-as

48


O campo lexical é lexical é formado por palavras que qu e derivam de um mesmo mesm o radical. rarata-se da “família” de uma palavra; por exemplo: correr , corrida , corre-corre , corredeira . Já o campo semântico é semântico é constituído tendo por base os conceitos, os significados que uma palavra tem. O campo semântico da palavra “ganhar”, por exemplo, engloba ganhar uma disputa ), vocábulos como vencer (como (como em ganhar um jogo), triunfar ( ganhar ), receber (como presente ), (como em ganhar um presente ), economizar (como (como em ganhar tempo). Por sua vez, o campo associativo diz associativo diz respeito às relações que estabelecemos entre as palavras, em função de nossa experiência prévia e fatores afetivos. Um campo associativo pode conter uma série de vocábulos aparentemente aleatórios do ponto de vista linguístico. Por exemplo, uma pessoa poderia ter, no campo associativo da palavra “carro”, vocábulos como: desgaste, roubo, seguro, multa, trânsito, carona, poluição. O campo associativo de outra pessoa poderia ser, para a mesma palavra “carro”: velocidade, independência, agilidade, conforto, passear. 2. Que campo você construiu para para responder responder aos itens a), b) e c) da A tividade tividade 1? Compare suas respostas com as de outros colegas. Há mais semelhanças ou diferenças? Por Por que isso ocorre? 3. Veja as listas de vocábulos vocábulos abaixo abaixo e identifique se constituem constituem um campo lexical, lexical, um campo semântico ou um campo associativo. a) work, working, worker, worker, working hours, workaholic. b) work, labor labor, assignment, business, business, employment, employment, function. c) work, salary, competen competence, ce, promotion, stress. 4. Folheie Folheie este Caderno e escolha pelo menos menos três palavras e expressões expressões que você aprendeu. aprendeu. partir delas, forme um campo associativo, um campo lexical e um campo semântico. A partir CAMPO ASSOCIAIVO

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CAMPO SEMÂNICO

CAMPO LEXICAL

Tink about it!

Quando aprendemos uma língua estrangeira, aprendemos várias palavras e expressões das quais nos lembramos rapidamente sempre que precisamos utilizá-las. Essas palavras e expressões compõem nosso repertório ativo. ativo. Há outras que compreendemos e cujo significado fica acessível apenas no momento em que estamos estudando um determinado texto, por exemplo, mas das quais não conseguimos lembrar futuramente. Elas compõem nosso no sso repertório passivo. passivo. A memorização memorização de palavras e expressões está intimamente relacionada à frequência de uso e à relevância que elas têm t êm para cada um de nós. Organizar e registrar as palavras e expressões que aprendemos, seja em campos lexicais, associativos ou semânticos, constitui uma boa estratégia para memorizá-las, ampliando, assim, o repertório ativo. 50


Internetês Nesta

seção, vamos refletir um pouco sobre algumas relações entre aprender inglês, internet e internetês. é uma linguagem muito usada em ambientes virtuais, sobretudo em aplicativos de Internetês é

mensagens instantâneas, nas quais as palavras são abreviadas e os acentos e a pontuação praticamente desaparecem.

Internetês: neologismo formado por internet + sufixo - ês 5.

6.

Na

coluna da esquerda, temos alguns termos em internetês; na da direita, em português-padrão. A ssocie ssocie as colunas. a) naum, n

( ) qualquer

b) kd

( ) falou

c) blz

( ) não

d) flw

( ) cadê

e) qq

( ) beleza

gora A gora

leia os depoimentos a seguir. Qual é sua opinião sobre eles? “Eu sempre uso o internetês quando estou na internet, mas tento não me viciar, porque senão vou ter problemas para escrever em outras situações.” (P., 17) “ A cho cho uma bobagem esse negócio de internetês. Nossa língua é nossa língua e, se não tomarmos cuidado, vamos acabar com ela!” (S., 24) “O problema é que hoje em dia a gente escreve muito – e muito rápido – na internet, e pouco fora dela. Então, nas poucas vezes que tenho que escrever fora dela, eu demoro muito e acabo escrevendo mal.” (C., 16)

Tink about it!

Evanildo Bechara, professor e gramático da língua portuguesa, afirma que: “É preciso ser poliglota dentro da nossa própria língua”. O que isso significa? Qual a relação entre essa afirmação e o internetês? Pense sobre isso! 51


7.

Na

internet, muitos dos termos que usamos corriqueiramente têm origem na língua inglesa ou estão escritos nesse idioma. Você Você sabe o que significam os termos a seguir? a) HML

f) LOGOFF

b) HP

g) CP

c) IP

h) UR L

d) L AN

i) ID

e) LOGIN

j) WWW

Hipertexto é um documento que tem, em seu conteúdo, ligações com outras partes do mesmo documento ou de outros documentos. Na internet, essas ligações (ou links ) são indicadas por uma cor diferente ou por sublinhado. Quando clicamos em uma delas, somos levados diretamente ao texto que está a ela ligado. Quando esses textos combinam imagens, sons e linguagem verbal, constituem o que chamamos de hipermídia (hipertexto + multimídia).

Tink about it!

Qual a relação entre o tipo de leitura que fazemos na internet (hipertextos, hipermídia) e a expressão “surfar “surfar na web”? Há alguma relação entre esse tipo de leitura e o uso do internetês? Pense sobre isso!

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VOCA BUL AR Y Y L LOG qui A qui

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

Sentence from the text

Situated Learning 1


Situated Learning 2


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Situated Learning 2


Situated Learning 3


Situated Learning 3


Situated Learning 5


54


Situated Learning 5


Situated Learning 6


Situated Learning 6


Situated Learning 7


55


Situated Learning 7


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INSAN 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 estiver em outras séries do Ensino Médio!

Months of the year January

pril A pril

July

October

February

May

ugust A ugust

November

March

June

September

December

Days of the week Sunday

Tursday

Monday

Friday

uesday

Saturday

Wednesday W ednesday

Ordinal numbers 1st – first 2nd – second 3rd – third 4th – fourth

5th – fifth 6th – sixth 7th – seventh 8th – eighth

9th – ninth 10th – tenth (…) 20th – twentieth

Prepositions IN + month: In February ON + day of the week: On Monday ON + date: On February 22 nd 57

21st – twenty-first 22nd – twenty-second 23rd – twenty-third 24th – twenty-fourth


Future: WILL We use WILL/WON’ + VER B to talk about possibilities and predictions We predictions or decisions you make when you are speaking. Maybe I WILL S A Y at home and get some some rest this weekend. I don’t know what Sally WILL DO, and I WO N’  A LK LK to her about it! I have too many books to carry. WILL you HELP me, please? WILL the school team WIN the next game?

Some verbs & phrases o make a choice o get a promotion o rely on someone/something o be inclined to do something o give advice o meet someone

o make a decision o have an argument with someone o be worth doing something o go out with someone o get some rest

Making invitations WOULD YOU YOU LIKE O see a film? film? WOULD YOU YOU RA HER see see a film OR a a play? EE on Saturday? AR E YOU FR EE LE’S go out for dinner.

Adjectives Adjectiv es ambitious aspiring aware compassionate competitive conservative

considerate determined egocentric emotional gentle hostile

insensitive intolerant intuitive irresponsible kind pessimistic 58

responsible sensitive shy unaware unfriendly unsociable


Some more verbs & phrases o make a discovery o lie side by side o climb onto something o take a nap o make a call o run tests

o remain in a place/position o be friends with someone o refuse to do something o allow someone to do something o cut something short o be in charge of

Wh-question words words Who – to ask about about people

What – to ask about events events or things How – to ask about the way or method in which something is done Why – to ask about the reasons reasons

Where – to ask about about places When – to ask about about time

Passive voice verb ve rb “to “to be” in the the appr appropr opriate iate ve verb rb tense tense + main main ve verb rb in in the the past past part particip iciple le made of wood. Tey aren’t made of made of wood. Present simple : It is made of Past simple : It was made in made in the 1970’s. W 1970’s. Were ere they they made made in in the 1970’s?

made now. Are Are they made now? Present continuous : It is being made now. they being made now? made yesterday. Tey were being made yest made yesterday erday.. Past continuous : It wasn’t being made yesterday. made several times. Tey haven’ haven’tt been be en made ma de several several times. Presentt perfect : It has been made several Presen Can it made? It should be made. made. It mustn’t be made. made. Modal verbs verbs : Can it be made? made next month. Tey won’t be made next made next month. Future : It will be made next

59


Passive and active VERB ENSE ENSE ACIVE Present simple Our company builds builds the the houses. Past simple Our company built the the houses. Present Prese nt continuous Our company is building the building the houses. Past continuous Our company was building the building the houses. Present perfect Our company has built the the houses. Modal verbs Our company can build build the the houses. Our company should build the build the houses. Our company must build the build the house. Future Our company will build the build the houses.

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PASSIVE Te houses are built . Te houses were built . Te houses are being built . Te houses were being built . Te houses have been built . Te houses can be built . Te houses should be built . Te houses must be built . Te houses will be built .


Can-do Chart

Competência/habilidades

Consigo

1. Relacionar o conteúdo/tema de um texto a experiências pessoais. 2. Relacionar recursos grá�cos a seu uso em um gênero textual. 3. Loca Localizar lizar informações informações especí�cas em um texto para corrigir informações. 4. Int Interpretar erpretar informações informações especí�cas em um texto para corrigir informações. 5. Identi�car o gênero de um texto, bem como seu portador, pela compreensão geral. 6. Identi�car leitores-alvo de determinado gênero textual. 7. M Mobilizar obilizar e usar recursos linguístico linguísticoss e expressivos para alcançar determinados objetivos comunicativos comunicativos.. 8. Identi�car algumas caracterís características ticas do gênero textual horóscopo. 9. Reconhecer e utilizar a estrutura de futuro will/won’t + verb para fazer previsões. 10. Identi�car a tradução, a de�nição, a antonímia e a sinonímia como diferentes processos pelos quais é possível expressar o signi�cado de uma palavra. 11. Interpretar dicas para resolver palavras cruzadas. 12. Produzir palavras cruzadas (dicas e grade). 13. Escrever dicas de entretenimento para a seção “As escolhas dos críticos”.

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Consigo, mas com ajuda

Ainda não consigo


14. Reconhecer o tema de uma notícia. 15. Formular hipóteses sobre o conteúdo de uma notícia e con�rmá-las por meio da leitura. 16. Identi�car objetos e público-leitor de um texto. presentt simple em 17. Utilizar o tempo verbal presen manchetes.

18. Reconhecer usos dos tempos verbais present simple simple, past simple e past continuous. 19. Identi�car palavras especí�cas em um texto por meio dos processos de sinonímia, antonímia, de�nição e tradução. 20. Identi�car pronomes interrogativos e relacioná-los à organização de um lead . 21. Produzir um lead noticiando noticiando determinado fato. 22. Produzir uma manchete, observando suas características de organização. 23. Editar e revisar manchete e lead , tendo como referência critérios preestabelecidos. 24. Contribuir em momentos coletivos de tomada de decisão e de produção escrita. 25. Participar de decisões coletivas para compilar, escolher e revisar textos produzidos pelos colegas.

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CONCEPÇÃO E COORDENAÇÃO GERAL NOVA 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 escola Valéria Tarantello de Georgel Coordenação Técnica Roberto Canossa Roberto Liberato Suely Cristina de Albuquerque Bomm EQUIPES CURRICULARES

Área de Linguagens Arte: Ana Cristina dos Santos Siqueira, Carlos Eduardo Povinha, Kátia Lucila Bueno e Roseli Ventrella. Educação Física: Marcelo Ortega Amorim, Maria Elisa Kobs Zacarias, Mirna Leia Violin Brandt, Rosângela Aparecida de Paiva e Sergio Roberto Silveira. Língua Estrangeira Moderna (Inglês e Espanhol): Ana Beatriz Pereira Franco, Ana Paula de Oliveira Lopes, Marina Tsunokawa Shimabukuro e Neide Ferreira Gaspar Gaspar.. Língua Portuguesa e Literatura: Angela Maria Baltieri Souza, Claricia Akemi Eguti, Idê Moraes dos Santos, João Mário Santana, Kátia Regina Pessoa, Mara Lúcia David, Marcos Rodrigues Ferreira, Roseli Cordeiro Cardoso e Rozeli Frasca Bueno Alves. Área de Matemática Matemática: Carlos Tadeu da Graça Barros, Ivan Castilho, João dos Santos, Otavio Yoshio Yamanaka, Ya manaka, Rosana Jorge Monteiro, Sandra Maira Zen Zacarias e Vanderley Aparecido Cornatione. Área de Ciências da Natureza Biologia: Aparecida Kida Sanches, Elizabeth Reymi Rodrigues, Juliana Pavani de Paula Bueno e Rodrigo Ponce. Ciências: Eleuza Vania Maria Lagos Guazzelli, Gisele Nanini Mathias, Herbert Gomes da Silva e Maria da Graça de Jesus Mendes. Física: Anderson Jacomini Brandão, Carolina dos Santos Batista, Fábio Bresighello Beig, Renata Cristina de Andrade Oliveira e Tatiana Souza da Luz Stroeymeyte.

Química: Ana Joaquina Simões S. de Mattos Carvalho, Jeronimo da Silva Barbosa Filho, João Batista Santos Junior, Natalina de Fátima Mateus e Roseli Gomes de Araujo da Silva. Área de Ciências Humanas Filosofia: Emerson Costa, Tânia Gonçalves e Teônia de Abreu Ferreira. Geografia: Andréia Cristina Barroso Cardoso, Débora Regina Aversan e Sérgio Luiz Damiati. História: Cynthia Moreira Marcucci, Maria Margarete dos Santos Benedicto e Walter Nicolas Otheguy Fernandez. Sociologia: Alan Vitor Corrêa, Carlos Fernando de Almeida e Tony Shigueki Nakatani. PROFESSORES COORDENADORES DO NÚCLEO PEDAGÓGICO

Área de Linguagens Educação Física: Ana Lucia Steidle, Eliana Cristine Budiski de Lima, Fabiana Oliveira da Silva, Isabel Cristina Albergoni, Karina Xavier 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, Belchior, Renato José de Souza, Sandra Regina Teixeira 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 W ilson Luís Prati. Física: Ana Claudia Cossini Martins, Ana Paula Vieira Costa, André Henrique Ghel Runo, Cristiane Gislene Bezerra, Fabiana Hernandes M. Garcia, Leandro dos Reis Marques, Marcio Bortoletto Fessel, Marta Ferreira Mafra, Rafael Plana Simões e Rui Buosi. Química: Armenak Bolean, Cátia Lunardi, Cirila Tacconi, Daniel B. Nascimento, Elizandra C. S. Lopes, Gerson N. Silva, Idma A. C. Ferreira, Laura C. A. Xavier, Marcos Antônio Gimenes, Massuko S. Warigoda, Roza K. Morikawa, Sílvia H. M. Fernandes, Valdir P. Berti e Willian G. Jesus. Área de Ciências Humanas Filosofia: Álex Roberto Genelhu Soares, Anderson Gomes de Paiva, Anderson Luiz Pereira, Claudio Nitsch Medeiros e José Aparecido Vidal. Geografia: Ana Helena Veneziani Vitor, Célio Batista da Silva, Edison Luiz Barbosa de Souza, Edivaldo Bezerra Viana, Elizete Buranello Perez, Márcio Luiz Verni, Milton Paulo dos Santos, Mônica Estevan, Regina Célia Batista, Rita de Cássia Araujo, Rosinei Aparecida Ribeiro Libório, Sandra Raquel Scassola Dias, Selma Marli Trivellato e Sonia Maria M. Romano. História: Aparecida de Fátima dos Santos Pereira, Carla Flaitt Valentini, Claudia Elisabete Silva, Cristiane Gonçalves de Campos, Cristina de Lima Cardoso Leme, Ellen Claudia Cardoso Doretto, Ester Galesi Gryga, Karin Sant’Ana Kossling, Marcia Aparecida Ferrari Salgado de Barros, Mercia Albertina de Lima Camargo, Priscila Lourenço, Rogerio Sicchieri, Sandra Maria Fodra e Walter Garcia de Carvalho Vilas Boas. Sociologia: Anselmo Luis Fernandes Gonçalves, Celso Francisco do Ó, Lucila Conceição Pereira e Tânia Fetchir. Apoio: Fundação para o Desenvolvimento da Educação - FDE CTP, Impressão e acabamento Gráca e Editora Posigraf

GESTÃO DO PROCESSO DE PRODUÇÃO EDITORIAL 2014-2017

CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS CONTEÚDOS ORIGINAIS

Ciências Humanas Coordenador de área: Paulo Miceli. Filosofia: Paulo Miceli, Luiza Christov, Adilton Luís

FUNDAÇÃO CARLOS ALBERTO VANZOLINI

Martins e Renê José Trentin Silveira.

Presidente da Diretoria Executiva Mauro de Mesquita Spínola

COORDENAÇÃO DO DESENVOLVIME DESENVOLVIMENTO NTO DOS CONTEÚDOS PROGRAMÁTICOS DOS CADERNOS DOS PROFESSORES E DOS CADERNOS DOS ALUNOS

GESTÃO DE TECNOLOGIAS APLICADAS À EDUCAÇÃO

CONCEPÇÃO

Direção da Área Guilherme Ary Plonski

Ghisleine Trigo Silveira

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

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,

AUTORES

Marcelo Santos Masset Lacombe, Melissa de Mattos Pimenta e Stella Christina Schrijnemaekers.

Gestão Editorial Denise Blanes

Linguagens Coordenador de área: Alice Vieira. Arte: Gisa Picosque, Mirian Celeste Martins,

Ciências da Natureza Coordenador de área: Luis Carlos de Menezes. Biologia: Ghisleine Trigo Silveira, Fabíola Bovo

Equipe de Produção

Geraldo de Oliveira Suzigan, Jéssica Mami Makino e Sayonara Pereira.

Coordenação Executiva do Projeto Angela Sprenger e Beatriz Scavazza

Editorial: Amarilis L. Maciel, Ana Paula S. Bezerra, Angélica dos Santos Angelo, Bóris Fatigati da Silva, Bruno Reis, Carina Carvalho, Carolina H. Mestriner, Carolina Pedro Soares, Cíntia Leitão, Eloiza Lopes, Érika Domingues do Nascimento, Flávia Medeiros, Giovanna Petrólio Marcondes, Gisele Manoel, Jean Xavier, Karinna Alessandra Carvalho Taddeo, Leslie Sandes, Mainã Greeb Vicente, Maíra de Freitas Bechtold, Marina Murphy, Michelangelo Russo, Natália S. Moreira, Olivia Frade Zambone, Paula Felix Palma, Pietro Ferrari, Priscila Risso, Regiane Monteiro Pimentel Barboza, Renata Regina Buset, Rodolfo Marinho, Stella Assumpção Mendes Mesquita, Tatiana F. Souza e Tiago Jonas de Almeida. Direitos autorais e iconografia: Beatriz Fonseca Micsik, Dayse de Castro Novaes Bueno, Érica Marques, José Carlos Augusto, Juliana Prado da Silva, Marcus Ecclissi, Maria Aparecida Acunzo Forli, Maria Magalhães de Alencastro, Vanessa Bianco e Vanessa Leite Rios. Edição e Produção editorial : Jairo Souza Design Gráco e Occy Design projeto gráco.

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.

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.

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 integridade 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 n 9.610/98. o

* 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).

V a l i d a d e : 2 0 1 4 – 2 0 1 7

Caderno do Aluno Inglês 1 ano vol 2 2014-2017

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