Caderno do Aluno Inglês 3 ano vol 2 2014-2017

a

3 SÉRIE EN SIN INO O M ÉDI DIO O

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 3a 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), Você está se aproximando do momento em que deixará a escola. Os conhecimentos adquiridos até agora serão a base para a sua formação futura. Neste volume, você verá textos relacionados à organização de um depoimento, de um guia de estudante e de assuntos ligados ao mundo do trabalho, como anúncios de emprego e currículos. Ao analisar como se organizam e quais estruturas gramaticais e itens de vocabulário são mais adequados para esses tipos de textos, o Caderno vai auxiliá-los a elaborar depoimentos sobre planos profissionais, bem como seu próprio currículo para oportunidades de empregos que exigem conhecimento do inglês. Assim, mais uma vez, o inglês lhe permitirá falar sobre assuntos diretamente relacionados com sua vida fora da escola, discutindo as qualificações necessárias para a atuação profissional em diversas áreas. Desde os seus primeiros contatos formais com a língua inglesa como parte de seu Currículo na escola pública, você aprendeu que são muitas as oportunidades para aprofundar o conhecimento sobre esse idioma. Como sabe, o inglês está presente no nosso dia a dia de várias formas e é fácil complementar o que é apresentado nas aulas regulares através de sites , redes de relacionamento, músicas e filmes. Use essa facilidade, associada ao conhecimento do idioma construído ao longo de sua vida escolar, para auxiliá-los em pesquisas sobre outras áreas e disciplinas, bem como a aprender mais sobre o próprio idioma. Equipe écnica de Inglês Área de Linguagens Linguagens Coordenadoria de Gestão da Educação Básica – CGEB Secretaria da Educação do Estado de São Paulo

RNING ING TA R RGET ETS LEA LE A R N G Neste Caderno, você fará atividades relacionada relacionadass a dois temas: 1) 21st century professions e 2) Creating a CV . Essas atividades vão ajudá-lo a: 1. R econhecer econhecer as características e a organização de um depoimento, de um guia do estudante e de uma apresentação de cursos universitários. 2. Identificar o assunto principal principal de um texto e relacioná-lo a experiências experiências pessoais e perspectivas futuras. 3. Inferir o sentido de palavras palavras ou expressões em um texto. texto. 4. R econhecer econhecer e usar conjunções: either ... ... or e e neither ... ... nor . 5. R econhecer econhecer e usar orações condicionais (tipo 1). 6. R econhecer econhecer e usar as estruturas verbais que indicam planos futuros ( will , going going to to). 7. R econhecer econhecer e usar os verbos modais may e e might . 8. R etomar etomar os tempos verbais past simple e e present perfect . 9. Elaborar um depoimento pessoal sobre planos profissionais para o futuro. 10. R econhecer econhecer como se organiza um currículo, que tipo de informações apresenta e qual o seu objetivo. 11. R econhecer econhecer os tipos de currículos apropriados apropriados às necessidaddes do candidato: chronological e funct CV e functiona ionall CV. CV. 12. Identificar Identificar como se organiza um anúncio de emprego e que tipo de informações apresenta. 13. Localizar Localizar informações em diferentes textos. 14. Identificar Identificar o uso de verbos no passado para descrever habilidades em um currículo. 15. Elaborar Elaborar um currículo contendo informações pessoais, formação, habilidades h abilidades e objetivos. 16. rabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo. 5

Inglês – 3 a série – Volume 2

HEME 1 21S CENUR Y PR OFESSIONS OFESSIONS  PA R R I ?

!

SIUAED LEA R SIUAED NING 1 R NING CA R EER : CHOOSING A P R OFESSION OFESSION  PA R R EE R I

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

Student guide

Choosing your profession! COURSES 1. Business Administration  Prepares people to manage different kinds of public or private organizations. This professional will be able to plan, organize, control and foresee a company’s development in order to achieve better results. Course duration   or  years. Further development  ou will have most of your training on the ob. The company may also arrange more training courses either in-company or in training centers outside the company. Where to work  ou may work with all types of companies or organizations, industrial and commercial businesses, including health services.

2. Logistics  eals with managing the ow of goods, information and money. Course duration  2 years. Further development Further development  ou will have to update your studies in this eld by taking further courses and workshops. Where to work  ou may work in transportation companies, industries and trading companies.

3. Mechanical Engineering  The branch of engineering responsible for the design, production, and use of tools and machines. Course duration   years. Further development  ou may help your career development by updating your skills and knowledge in order to have a more strategic role in researching, planning and developing new pro ects. Where to work  ou may work in different organizations, including governmental bodies, the armed services, industries, research and development companies.

.

Digital Games  Prepares people to develop, design and produce games for computers, mobiles and internet, according to market needs. This course can be taken on-line. Course duration  2  years. Further development  ou may continue developing your knowledge and skills by attending courses and studying specic programs to create games. Where to work  ou may work in specialized companies or at home, since your presence at the company is not essential.

22 Elaborado especialmente para o São Paulo faz escola.

6


2.

ead R ead

the text in Activity 1 and answer answer..

a) What kind of information information does does the text bring? ( ) course descriptions.

( ) websites for research.

( ) where to study.

( ) salaries.

( ) where to work.

( ) articles about choosing a career.

( ) where to live.

( ) descriptions of professions.

( ) prices.

( ) testimonials.

b) Which courses courses have the shortest duration?

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

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

e) What does does a Digital Games professional do?

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

3.

ead R ead

the following sentences and identify the appropriate meaning for the underlined conjunctions. a) “Te company may also arrange more training training courses either in-company in-company or in training training centers outside the company.” b) “We neither sell nor rent equipment.” ( ) Tis kind of conjunction shows that both alternatives alternatives are excluded. ( ) Tis kind kind of conjunction shows shows two possible alternatives. 7


4. Have a look at the examples and rewrite rewrite the sentences using either... or neither... nor . either... or or Examples: a) Mark may take Mathematics Mathematics or he may take Computer Science. Science. Mark may take eith either er Mathem Ma thematic aticss or Compu Computer ter Scie Science nce..

b) Carol doesn’ doesn’t smoke and she doesn’t drink. Carol neither smokes nor drinks.

c) Ann doesn’ doesn’t study during the day and she doesn’ doesn’t study in the evening.

d) Alfred doesn’t doesn’t work and he doesn’ doesn’t study.

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

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

8


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

Student guide

Choosing your profession! Career    ou choose our career taking into consideration our interests interests ou will e  ul ullled lled

Career planning is a never-ending process. ou will probably think about your career plans many times and re-address them during your life. It is a normal process to make up your mind about it and have different occupations until you get retired. It is really important to be honest with yourself and make a decision about your career based on what is fundamental to you, concerning your interests, skills, values and culture. Making a good career choice depends on some steps. The rst step is to eamine your interests. hat kinds of obs or careers attract your attention If you are not sure, it is possible to take self-tests on the internet to help you answer some points about your interests and possible careers. The second step is to eamine your abilities. hat kinds of skills do you have hat are your strengths hat are your weak points In high school, what were your best sub ects hy did you like those sub ects hat kind of things did you learn in etracurricular activities The third step is to eamine what your values at work are, for eample teamwork and work groups, working under pressure, security security,, social status, helping society, strong nancial compensation and nancial rewards, creativity, imagination, innovation, autonomy, independence, freedom, professional development and ongoing learning and growth, and many others. The fourth step is to eamine the career you want. There are some websites that might help you eplore a list of occupations and lots of information about the profession you are looking for  activities, responsibilities, where to work, salaries and how to update. The fth step is to eamine all the choices, if there is more than one, and focus on choosing the one you like best.

ther possible steps to get more information are –

get college course brochures brochures – some are available available on-line;

–

talk to your teachers;

–

talk to your older friends, friends, mainly the ones who work or have already had had an internship;

–

talk to your family, family, there might be different different kinds of professions professions in your family;

–

visit universities and talk to course course coordinators or students who are following the career you are considering.

17 Elaborado especialmente para o São Paulo faz escola.

9


Expansion activity ead R ead

the text in Activity 5 again and do as asked.

a) Underl Underline ine the questions questions in the first and second steps, steps, and answer answer them.

b)

ead R ead

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

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

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

10


: FOCUS ON LANGUAGE 1 1. Word search. Find Find out the past participle form of the verbs in the grid. be

speak

sign

finish

get

recruit

work

W

L

K

M

G

J

H



W

Q

G

F

C

B

D

S

X

F

Z

J

K

L

N

K

R

E

C

R

U

I



E

D

S

D

J

K

E

H

D

G

N

Z

K

X

S

H

W

L

N

R

G

H

I

J

G

K

L

P

U

M

N

B

S

F

S

P

O

K

E

N

A

N

D

S

F

R

H

K



L

M

P

Y

F

S

I

G

N

E

D

G

F

G

H

J

H

J

Q

W

S

D

W

O

R

K

E

D

2. Complete these sentences using the verbs you found in Activity Activity 1. a) I have just

a new job!

b) He has

in that company for five years.

c) We haven’ haven’tt

to your sister for a long time.

d) She has

unemployed since last year.

e) I have already

the first term of my course.

f ) Tey haven haven’’t

anyone for the position yet.

g) She hasn’ hasn’tt

the contrac contractt yet. 11


3. Circle the correct alternative. a) Unfortunately neither/either the documents nor/or the contracts are ready yet. b) We neither/either sell nor/or rent computers in this store. It is a music store! c) Neither/Either Ben nor/or Marta has the qualities we need. We must keep on interviewing other candidates! d) He is a great great actor! He He can be be neither/either the hero nor/or the villain. e) I can meet you neither/either W Wednesday ednesday nor/or Friday. I’m available both these days! f ) Neither/Either Brazil nor/or Spain played well at the finals. Te game was unbelievably boring! 4. Combine the sentences with either... or or or neither... nor . Follow the examples. a) He can work in the office. He can work at home. He can wor k either in the office or at home. b) I don’ don’t know where she is. She is not at the office. She is not at the airport. She is neither at the office nor at the airport. c) Te hotel wasn’ wasn’t clean. Te hotel wasn’t wasn’t comfortable.

d) We can leave today. We We can leave tomorrow tomor row.. It’s It’s up to you!

e) Mark doesn’ doesn’t drink. Mark doesn’ doesn’t smoke.

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

LIER A R MOMEN  R Y MOMEN “Te first test of a truly great man is his humility.” R U USKIN, SKIN, John. English art and social critic : modern painters. 12


?

!

SIUAED LEA R NING 2 R NING CA R EER : CHOOSING A P R OFESSION OFESSION  PA R R EE R II

1. Discuss in groups of three. a) Have you ever been to a university? If so, which one? How How did you you like it?

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

c) Look at the following following list and check which criteria criteria you would use to choose the program and the university to attend. ( ) location/distance from home. ( ) public vs. private. ( ) costs costs and financial assistance packages. ( ) campus resources (labs, libraries, libraries, computer access, access, etc.). ( ) internship programs. ( ) Brazilian Brazilian Education Ministry evaluation. ( ) class size. ( ) quality/reputa quality/reputation/ranking. tion/ranking. ( ) safety (campus, community). ( ) social social life (sports, parties, etc.). ( ) religious affiliation. ( ) housing options (dorms, apartments). ( ) on-line courses. d) In your point of view, view, how important is it to have a college education education in Brazil nowadays? nowadays? 13


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

Welcome W elcome to the World World Citizen Universi University ty

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

Table of contents

Welcome W elcome letter – 4 General information – 5 Schedule of the program – 7

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

Admission requirements – 8 Arts and humanities – 9 Biomedicine – 11 Social sciences – 14 echnology – 16 Science – 27

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

3

4

Elaborado especialmente para o São Paulo faz escola.

3.

ead R ead

the text in Activity 2 and answer the questions.

a) What is the objective of the able of content contents? s?

b) What is the objective objective of the Welcome letter?

c) What kind of relevant information information does does the Welcome Welcome letter bring? bring? 14


4. Choose the correct meaning of if in the sentences below. take the Agribusiness course to help my father in his farm. If I enter the university, I will take Business Administration, Administration, I will be be able to manage companies. If I take Business ( ) You use if to express conditions. ( ) You use if to show uncertainty. 5. Work in pairs and write some sentenc sentences es using If I ..., I ... referring to your professional I ..., I will will ... future. a) b) c) d) e)

: FOCUS ON LANGUAGE 2 1. Complete the sentences using the words from the box. graduate

enter

read

invest

choose

a) If you

more books, your vocabulary will improve a lot.

b) If you study and work.

the right profession, you will feel more motivated to

c) If you

, you will have new job opportunities.

d) If you the future.

in your studies now now,, you will have many benefits in

e) If I

university universi ty,, I will take Computer Science. 15


2. Circle the correct correct word to complete complete the sentences. a) What career suits/suit you you best? b) How much do you knew /know about about being a journalist? c) Should I gone/go to college or look for a job? d) What are/is your strengths? e) Have you ever being/been to a university? 3.

ead R ead

the testimonial and complete it using the words from the box. designer education

experience grow up

knowledge create

games Math

dream computers

Testimonial

I think that everyone has a (a)

of something they would like to

be or to do when they (b) (c)

. When I was in the 8 th grade, my teacher asked me what I wanted to do when I grew up. I told

him my dream was to work with (d)

. I have been fascinated by

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

– it was a fantastic (f (f))

is an essenti essential al part of my (g) (h)

! echnology . Nowadays I’m a computer games

and I love what I do. Next year I will take another

course to develop my (i) (j) 4.

about computers so that I can new games.

ead R ead

the testimonial again and write (F) for False and () for rue.

( ) His father gave him a toy toy computer when he was was fourteen. ( ) He He is a computer analyst. 16


( ) When his teacher asked him what he wanted to do, he didn’ didn’t know what to answer. ( ) He is a computer games designer, but he doesn’ doesn’tt enjoy it very much. ( ) He will create new games games after he takes a course course to develop develop his knowledge. knowledge. LIER A R MOMEN  R Y MOMEN “I respect faith but doubt is what gets you an education.” education.” MIZNE R , Wilson.

17


?

!

SIUAED LEA R NING 3 R NING ESIMONIALS: CHOOSING A P R OFESSION OFESSION

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

( ) first job.

( ) looking for a job.

( ) plans.

Student guide

Choosing your profession! Testimonials: choosing my profession Engineering

Since my childhood days I dreamt of becoming either an engineer or a Mathematics professor because I have always been keen on numbers and calculations. By the time I nished high school, I had made up my mind. I entered university in order to take a Mechanical Engineering course. I knew it would be a hard nut to crack, but I could not picture myself in any other profession. I have ust landed my rst ob in a erman car company. It is going to be an internship and, depending on my personal development, I might be hired once the internship program is over. Edward Smith

Dentistry

I am pleased to say I have ust got a degree in entistry, ust like my father. uring my childhood days I always en oyed going to work with my father, who is a dental surgeon. aving realized my interest in such a ob, he encouraged me to choose this career and has supported me during my university years. I am going to apply for a graduate course. Professional improvement is very important in this career, as I will be dealing with other people’s health. Marilyn Stuart

Computer Science

The idea of a world without computers and information technology is unconceivable nowadays. That is because humankind has become highly dependent on computers. Being aware of that, I decided I would study Computer Science. I have become very fond indeed of developing new computer programs so I might become a programmer. I have ust been offered a ob in an merican company where I will help the IT analysts. I am looking forward to it because I will nally be able to put my knowledge into practice. Ann Barley

3 Elaborado especialmente para o São Paulo faz escola.

18


2.

ead R ead

the testimonials and complete the chart. First jo job/Internship

Interests/Abilities

Plans

Engineering

Dentistry

Computer Science

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

( ) going to.

( ) present perfect.

( ) might.

4. Tink about three classmates and write some predictions predictions about their future future professional professional lives. Tere are some examples below to help you. Do not use your classmates’ names. Examples: I think he will take Nanotechnology at the university. university. I think she is going to be an English Language and Literature teacher. a) b) c) 19

Inglês – 3a série – Volume 2

5. Have a look at these sentences and check the appropriate appropriate meaning of might and may . “It is going to be an internship and, depending on my personal development, I might be hired once the internship program is over.” “It is the nurse who is supposed to provide everything the sick person may need.” need.” ( ) Tey express future possibil possibility ity.. ( ) Tey express prohibition. 6. Read the sentences and circle circle the correct alternative. alternative. Peter: When a) Peter: When will you attend classes at the university? Mark: I am not sure. It is Mark: I to/might /will will be It is going to/ be around the beginning of March. b) Beth: Beth: Are Are you taking another final test next month? John: I John: I am not sure if I did well on Calculus. I will will//might /am going to need to need to. c) Eric: Eric: Do Do you think he will pass the exam? Ann: Well, Ann: Well, he will will//might /is going to pass, to pass, but I don’t think he will.

: FOCUS ON LANGUAGE 3 1. Look at Alan’ Alan’s weekly planner for the afternoons afternoons next week. Complete the sentences following following the example. MONDAY

TUESDAY

9

10

WEDNESDAY

THURSDAY

11

English class Study for English class at 3 p.m. Science test at at 3 p.m. John’s house

FRIDAY

12

Help my brother with computer lessons

SATURDAY

13

Soccer class

14

SUNDAY

15

Extra Watch a computer class soccer game

a) Alan can’ can’t play soccer on Wednesday afternoon afternoo n because he... is going to have an English class at 3 p.m. b) He won’ won’t be home on uesday afternoon afterno on because he...

20


c) He can’ can’tt go out on Tursday because he... d) On Friday he... e) On Saturday Alan can’ can’t go out with friends because he... f ) He doesn doesn’’t want to go to the cinema with with friends on Sunday because because he... 2.

ewrite R ewrite

the sentences using the correct verb tense: future (will) or present simple. Follow the example. a) Harry/get into/university/after/he/fi into/university/after/he/finish/high nish/high school. Harry will get into university after he finishes high school.

b) He/get/his first job/before/he/go/to job/before/he/go/to college. c) When/he/finish/high school/he/look for/a job. d) He/take/Comp He/take/Computer uter Science/at college/after/he/find/a job. e) He/get/a promotion/if/he/wo promotion/if/he/work/one rk/one year/as an intern. f ) Ann/improve/her knowledge of digital games/when/she/start/a university course.

3. Unscramb Unscramble le the words to form form sentences. sentences. a) final/I/exams./pass/the/History/might b) next/Jones/win/election./might/the 21


c) get/into/year./next/might/Tey/college d) company/next year year./developing/I/be/pr ./developing/I/be/projects/in ojects/in the/might/responsible the/might/responsible for/new for/new e) two/You/be/after/years./might/promoted

4. Match the columns columns to complete the sentences. a) b) c) d) e)

I don don’t think the entrance exam to college I doubt that student I guess he I suppose Bob and Melanie You work so hard I’m sure you

( ( ( ( (

) will get his first job soon. ) will have have a baby soon after after they get married. married. ) will need need extra classes on on Biology Biology to pass pass the exam. ) will be promoted soon! ) will be very difficult.

LIER A R MOMEN  R Y MOMEN “Nothing great was ever achieved without enthusiasm.” enthusiasm.” EME R SON, SON, R alph alph Waldo. Essays .

22


?

!

SIUAED LEA R NING 4 R NING PR ODUCING ODUCING ESIMONIALS: P R OFESSIONAL OFESSIONAL PLANS

1. Work in groups groups of three students to write about about your professional professional plans. Suppose Suppose you are are invited to write a testimonial about your future career and that it will be published in a guide called Student guide – Choosing your profession! . 2. Look at the text in Situated Learning 3 and pay attention to the way a testimonial is organized. What kind of information information does it bring? bring? In what sequence is the information presented? presented? What are the verbs used to t o talk about careers, personal interests, plans and responsibil responsibilities? ities? 3. You can also look at some student guides in English or Portuguese (on-line or printed) in order to remember how a testimonial is organized and also to check the different kinds of plan people talk about. 4. Discuss and and decide on the following following items to produce produce your your testimonial: Profession: First job or internship: Interests and abilities: Plans (courses, projects etc.): 5. Now it is time to start writing the testimonial. testimoni al. Don’ Don’t worry about mistakes, it is only a draft. Write Write a complete testimonial like the examples you read in Situated Learning 3. Don’t forget to: a) talk about your first first job or internship, internship, your abilities abilities and plans, and the courses courses you wish to take to develop your knowledge; b) use verb forms that indicate plans, plans, like: will , going to, may , might ; c) use the correct verb tense to talk about previous previous experience (past (past simple) and life experience (present perfect); d) sign your testimonial. draft = rascunho 23


Producing testimonials: Professional Professional plans – Draft

6. It is time to share your texts. Swap drafts with another group. R ead ead your friends’ testimonials and help them improve their texts. How can they be better? Do you have any suggestions? Check if your friends’ testimonials have the characteristics listed below. below. ( ( ( ( ( ( (

) Tey Tey mention the chosen profession. swap = trocar ) Tey mention the first job or internship. internship. ) Tey describe plans. ) Tey identify the writer’s name. ) Tey use appropri appropriate ate verb forms to write about about plans: will , going to, may , might . ) Tey use appropriate appropriate verb tenses to write about experience (past (past simple, present present perfect). ) Tey are organized like a testimonial. testimonial. 24


7. Now, Now, get your own own text back and check your friends’ friends’ suggestions. R e-read e-read your text and try to make further corrections. Are the verbs in the correct tense? What about spelling and punctuation? 8. o round it off, produce the final version of your testimonial. testimonia l. You You can also create the page of the to present your final production. Student guide – Choosing your profession! to

Producing testimonials: Professional plans – Final version

9. Now, Now, you are ready to present your final version to the group. R eead ad your friends friends’’ testimonials and vote for the most interesting one. 25


RN MOR E LEA LE A R Para aprender mais sobre este tema, sugerimos uma lista de sites e e filmes com os quais você pode ampliar suas oportunidades de aprender inglês.

Sites Visite os seguintes endereços para saber mais sobre testes vocacionais, descrições de atividades realizadas por diferentes profissionais, informações sobre áreas de trabalho e profissões, tudo em inglês! 









Carrerest.net . Disponível em: . Acesso em: 12 nov. 2013.

Disponível em: . . Acesso em: 12 nov. 2013. CareerSteer . Disponível BBC . Disponível em: . Aces Ac esso so em em:: 12 no novv. 20 2013 13..

Disponível em: . earch>. Acesso em: 12 nov. 2013. GovUK . Disponível Te University of Te University of Melbou Mel bourne rne . Disponível em: . Acesso Aces so em: em: 12 nov nov.. 2013. 2013.

Paraa saber mais sobre verbos modais em inglês, você pode visitar o seguinte endereço: Par 

Só língua inglesa . Disponível em: . Acesso em: 12 nov. 2013.

Films 

). Direção: Gabriele Muccino. EUA, À procura da felicid felicidade ade (Te pursuit of happyness ). 2006. 127 min. Livre. Drama. Filme inspirado na história real de Chris Gardner (Will Smith), um vendedor que luta para construir um futuro melhor para si e para seu filho de cinco anos. O personagem procura mudar de vida e consegue um estágio não remunerado na esperança de ser contratado ao final de alguns meses. O filme mostra cenas em que o protagonista procura emprego e faz entrevista. Uma curiosidade sobre o título original

26


do filme: a palavra happyness grafada incorretamente é decorrente de uma das cenas. O filho do personagem principal fica em uma escola para crianças pequenas durante o dia e no muro da escola está escrito “happyness “happyness”” e não happiness . Sempre que Chris vai apanhar o filho, ele pede para corrigirem a palavra. 





(Fame ).). Direção: Alan Parker. EUA, 1980. 134 min. Livre. Musical. Em Nova Iorque, Fama ( estudantes de diversas origens sociais em uma escola de artes cênicas se deparam com seus sonhos e suas frustrações no decorrer do curso, mas acima de tudo almejam ser amados e reconhecidos artisticamente. ). Direção: Tomas Carter. EUA, 2005. 136 Coach Carter Cart er – reino reino para a vida (Coach Carter ). min. 14 anos. Drama. História real e inspiradora de um treinador, Ken Carter, que decide mostrar os diversos valores da vida ao suspender seu time campeão por causa do desempenho acadêmico dos atletas. Dessa forma, o treinador recebe elogios e críticas, além de muita pressão para levar o time de volta às quadras. É aí que ele deve superar os obstáculos de seu ambiente de trabalho e mostrar aos jovens um futuro que vai além de gangues, da prisão e até mesmo do basquete. ). Direção: James Clavell. R eino eino Unido, 1967. Ao mestre, com carinho (o Sir, with love ). 105 min. 12 anos. Drama. Baseado no livro homônimo de E. R . Braithwaite, Ao mestre, com carinho é um ótimo drama vivido por um professor negro em uma escola de um bairro operário de Londres. Ele decide enfrentar uma indisciplinada classe de alunos adolescentes e está disposto a transformá-los em futuros bons cidadãos. O filme levanta alguns problemas sociais e étnicos, e outros próprios das angústias e inseguranças da adolescência, bem como várias mensagens positivas em relação a esse universo.

27


HEME 2 CR EAING EAING A CV ?

!

SIUAED LEA R SIUAED NING 5 R NING LEA R NING ABOU CV FO R MAS MAS R NING

1. Get in groups groups of four and do do the following following activities. a) Suppose you you are applying for a job. job. Put the following following actions in the appropriate appropriate sequence. ( ) Write a cover letter. ( ) Write a CV CV.. ( ) Have an initial interview interview.. ( ) Look for job ads. ( ) ake part in a job selection process or training course. b) Have you ever written a CV? If so, so, when and what what for?

c) What is the objective objective of a CV? CV? ( ) o get you a job interv interview. iew. ( ) o work as a guide for the inter interviewer. viewer. ( ) o record your life histor historyy. d) What kind of information information does a CV bring? ( ) Limited personal information. ( ) Detailed personal information. ( ) Capabilities.

28


( ) A list of educational experiences and honors. ( ) Work experienc experience. e. ( ) Career objective. ( ) Life experience. ( ) Volunteer work experien experience. ce. ( ) Salary. ( ) Skills and interests. 2. Have a look at the text and say the names given to the CV formats. formats.

www.mycvepert.org formats

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

Functional CV outline

a) Career ob ective

a) Career ob ective

b) ork eperience

b) ccomplishments and capabilities

c) Education and ualications

c) ork eperience

d) Skills and interests or additional information

d) Education d) Education and ualications

e) References

e) Skills and interests or additional information f) References

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


3.

ead R ead

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

29


a) A chronological CV format is good for

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

c) A chronological CV emphasizes

d) A functional CV emphasizes

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

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

4. During a job selection process, a CV is usually usually discarded discarded when it: ( ) contains spelling or grammatical errors. ( ) is too wordy wordy.. ( ) has one page. ( ) is poorly formatted. ( ) presents you as a serious potential worker. ( ) is too long. 5. Have a look at the following text and find out how many pages a CV can have.

30


www.mycvexpert.org/rules

Writing a CV

Golden rules for an effective CV

Here are some simple DOs and DON’Ts that can help you avoid many of the most common mistakes when writing a CV CV.. DOs  Make

sure your CV is easy to read. Remember, it is a summary.

 Focus

on information that is relevant to the position you are applying for. Focus on the employer’s needs.

 Highlight  Keep

your past accomplishments and skills to make the employer call you for an interview.

your CV short, one or two pages. An employer will only scan it for a few seconds.

 Use

action words, such as ‘developed’, ‘managed’, ‘designed’, ‘accomplished’, ‘conducted’, ‘established’, ‘collaborated’, ‘coordinated’, ‘organized’, ‘planned’, ‘produced’, ‘supervised’, etc. Remember: verbs are always in the past tense.

 Read

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

 Be

sure to use good quality paper. Keep the color neutral: white or ivory.

 Have

your CV word-processed.

 Make

sure your CV is neat and visually organized. Use normal margins (2 cm on top and bottom, 2.5 cm on the sides).

 Remember:

a CV is a fundamental tool in the job-seeking process.

DON’Ts  Don’t

lie. Be honest. Always tell the truth about your skills and work experience.

 Don’t

repeat information. If you have performed a speci c task at more than one job, list it in one place only.

 Don’t

use personal pronouns, such as ‘I’ and ‘me’.

 Don’t

forget to list your volunteer work experience. You probably have learned a lot from volunteering at local charities.

 Don’t

create your own CV format. Respect the prescribed formats.

 Don’t

staple your CV.

 Don’t

write your CV in a hurry. To have an effective CV you must take the time to do it right.


6.

ead R ead

the text and write () for rue or (F) for False for the following sentences.

( ) Light blue or green are good colors for your CV CV.. ( ) An employer will read your CV carefully. ( ) R emember emember to include your volunteer work experience. ( ) Be creative and design your own CV CV.. ( ) Ask someone you trust to check your your CV CV over over for for mistakes. mistakes.

31


HOME WOR K K :

FOCUS ON LANGUAGE 5

1. Circle the correct correct word to complete complete the sentences. a) I am/have interested in applying for the administrative assistant position advertised in Te on June 27th. New York York imes ime s on b) I like/liked spending my free time surfing the internet. c) I have/am responsible for organizing children’s birthday parties. d) My present job gives/given me the opportunity to communicate with people from different places. e) I am a very organized, organized, reliable reliable person and I am willing/will to work long hours and on weekends. f ) I didn’t got /get the the job as a driver because I didn’t have/had a clean driving license. 2. Unscrambl Unscramblee the following following words to make sentences. a) sent/I/you/CV./have/my

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

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

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

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

32


3. Match the columns columns to find out out what Patricia Patricia did yesterday at work. Column A

Column B

a) I bought

( ) an event at the company.

b) I typed

( ) international phone calls. ( ) all the stationery that the department needed.

c) I answered and made

( ) from our branches in the countryside.

d) I interviewed e) I organized and managed

( ) two candidates for the position of administrative assistant.

f) I contacted the clients

( ) letters and documents.

4. Word Word search. Find out the opposite of these business qualities in the grid. experienced tidy organized patient responsible secure honest reliable flexible B A L E D U S E A I A E S

L F U L A N E S D N S R



E O N I E  C  I F E A U

R

N R

A N I U E S L X I I

M L E B I D R

S H E I N W

L I L L O Y U N O X M S A

I D I S O R R G A N I Z E D

A Y A L I Y K H E B U C H

S U B M J O P U S L N U J

H A L W S N I Q  E  R

F

I N E X P E R

I E N C E D

I R R

E S P O N S I B L E

U I M P A  I E N  N R

G

LIER A R R Y MOMEN “Work saves us from three great evils: boredom, vice and need.” VOLAI R E. E. Candide. 33


?

!

SIUAED LEA R NING 6 R NING HOW O W R IE A CV  PA R R IE R I

1. Have a look at the text and check what itit is about. about. ( ) How to evaluate a CV CV..

( ) How to correct a CV CV..

( ) How to elaborate a CV CV..

www.mycvexpert.org/howto

Writing a CV

How to write a CV

The outline of a CV can be dened according to your necessities; you may write a chronological or a functional CV. CV. But what kind of information is relevant in each part of a CV First of all, organize the information about your work experience by describing your relevant activities. After that After that,, orga organize nize the data abou aboutt your educ educatio ation. n. Reme Remembe mberr to sele select ct cour courses ses and cert certiicates that are relevant to the job you are applying for. This is the most important point of your CV if you are a recent graduate. Let’s have a look at these topics to check how a CV is organized. Personal details: full name, address, telephone number and e-mail. This information has to be placed on the center of the page, preferably in bold. Career objective: a short sentence describing the job you are applying for. Work experience: a list showing the companies where you have worked. For each job experience, include: company name, your position and relevant activities and responsibilities. Begin with the most recent job. Include your volunteer work experience.    a list showing the most important courses that are specically relevant to the job you are applying for. Be sure to include the name of the school where you attended the course, its duration and the type of certicate or degree you have acquired.

Additional skills: languages, computer skills and others. Interests: hobbies and main interests. References: you may include the full reference (name, contact address, telephone number and e-mail) or write References available available on request request . Remember:

Use double space after each topic: OBJECTIVE double space EPERIENCE double space EDUCATION double space ADDITIONAL SKILLS double space REFERENCES. Use left side alignment in all topics, except for your name and address, which will be on the center of the page, preferably in bold. It will give your CV a positive and professional layout.

For further information, click here.


34


2.

ead R ead

the text in Activity 1 and answer:

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

b) What kind of information information is necessary in each of the following following topics? Complete Complete the chart. Personal details Career objective Work W ork experience Education and qualifications Additional skills Interests eferences R eferences 3. Have a look at the two CVs on the following pages. Pay Pay attention to the way they are organized and match the columns. Support your answer. a) Curriculum Vitae 1.

( ) Chronologi Chronological cal CV format.

b) Curriculum Vitae 2.

( ) Functional CV format.

35


Curriculum Vitae 1

Curriculum Vitae 2

Cynthia Bucklad

Cynthia Bucklad

8970 Oakley Boulevard

8970 Oakley Boulevard

Chicago, IL 10623

Chicago, IL 10623

(312) 589-33 5

(312) 589-33 5

[email protected]

[email protected]

Career objective

Career objective

To secure an administrative/executive secretary position entailing responsibility, responsibility, professional growth and contact with the public.

To secure an administrative/executive secretary position entailing responsibility, professional growth and contact with the public.

Capabilities/Responsibilities

Work experience

     

200-present – Abey Electronics, INC, Chicago, IL

    

Supervised of ce staff routine. Handled business and social corresponden correspondence. ce. Organized and maintained client les. Arranged travel and and planned planned itineraries for executives. executives. Recorded meetings with clients for les. Scheduled launch meetings with staff staff and and prepared prepared account agendas. Maintained company social events calendar. Scheduled Executive Committee Meetings and recorded minutes for distribution to Committee members. Disseminated con dential personnel information to regional branch of ces. Coordinated activities of different different areas involved in a project. Purchased of ce supplies.

Executive Secretary to Vice President/Personnel President/Personnel



Arranged travel and and planned planned itineraries for executives. executives.



Recorded meetings with clients for les.



Scheduled launch meetings with staff staff and prepared account agendas.



Scheduled Executive Committee Meetings and recorded minutes for distribution to Committee members.



Disseminated con dential personnel information to regional branch of ces.

2001-2003 – Bera Pharmaceuticals Company, Chicago, IL Account Secretary Secretary



Supervised of ce staff routine.

Communication skills



Handled business and social corresponde correspondence. nce.

Strong oral and written communication skills.



Organized and maintained client les.

Fluent English and erman, reading and speaking knowledge in French.



Purchased of ce supplies.



Maintained company social events calendar calendar..



Coordinated activities of different different areas involved in a project.

Computer skills Electronic spreadsheets, word-processing, basic programming skills.

Communication skills

Work experience

Strong oral and written communication skills.

200-present – Abey Electronics, INC, Chicago, IL Executive Secretary to Vice President/Personnel President/Personnel

Fluent English and erman, reading and speaking knowledge in French.

2001-2003 – Bera Pharmaceuticals Company, Chicago, IL

Computer skills

Account Secretary Secretary Education

Electronic spreadsheets, word-processing, basic programming skills.

1998-2000 – Mary’s Business College, Baton Rouge, LA.

Education

1997 – Secretarial Training Program, Boston, LA.

1998-2000 – Mary’s Business College, Baton Rouge, LA. 1997 – Secretarial Training Program, Boston, LA. References: available References: available on request.

References: available on request.


36


Expansion activity

ead R ead

the two CVs and answer.

a) Which position position is Cynthia Cynthia applying for?

b) What is Cynthia’ Cynthia’ss position at Abey Electronics Electronics??

c) What languages languages is Cynthia Cynthia good at?

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

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

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

HOME WOR K K :

FOCUS ON LANGUAGE 6

1. ick the correct word to complete the sentences. a) Peter lost his job

month.

( ) next.

( ) last.

( ) near.

b) It would be a big mistake to ( ) leave. c) Tey have

( ) live.

( ) left.

some very difficult decisions.

( ) makes. d) I am responsible responsible for the ( ) Humane.

school.

( ) made.

( ) make.

esources department. R esources ( ) Humanity.

( ) Human. 37


e) Her job experience ( ) has. 2.

ead R ead

really good for that position. ( ) were.

( ) was.

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

( ) Work experien experience. ce. ( ) Capabilitie Capabilities/ s/ R esponsibilities. esponsibilities. ( ) Communication skills. Helped customers customers eceived visitors R eceived Dealt with complaints Organized catalogues and samples of products Handled correspondence rained new employees on a computer operating system Answered phone phone calls, arranged meetings, scheduled appointments appointments Prepared daily and weekly payroll Filed reports and documents Organized payment of suppliers 3.

ead R ead

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

CV = Curriculum Vitae; also résumé cover letter

candidate look for employment agencies interview references qualifications newspapers apply for

When people (a)

résumés

a job they read the job vacancies advertised in (b) by companies and (c) . Tey select the job ad they are interested in and (d) that job. Ten they become a (e) . Tey write their (f (f)) and send them along 38


with a (g) . Sometimes it is necessary to provide the names of two people to give (h) for the candidate. If the (i) and abilities match the job description, the candidate might be selected to attend an (j) . 4.

ead R ead

the text Writing a CV in in Situated Learning 6 and and write (F) for False and () for rue. rue.

( ) R elevant elevant skills are not the most important points of your CV if you are a recent graduate student. ( ) Use single space after each topic when you write your CV CV.. ( ) Te topic Work experience should begin with your most recent job and include your volunteer work experience. ( ) Summarize Summarize your education background including only important facts. LIER A R R Y MOMEN “Nothing is more dangerous than an idea, when you have only one idea.” ALAIN. Propos sur la religion.

39


?

!

SIUAED LEA R NING 7 R NING HOW O W R IE A CV  PA R R IE R II

1. Have a look look at the two job ads and find out out the position offered.

www.mycvexpert.org/ads1

JOB  ad 1 Retail Sales Assistant Assistant for Big Feet Sports

JOB  ad 2 Boutique Retail Sales Assistant

Part-time Retail Sales Assistant. Must be friendly, articulate and enjoy working with the public. Duties include making recommendations on different kinds of products, including athletic shoes and a large number of accessories for running and tness. Retail experience is a plus. Must be able to work on weekends and 15 hours per week minimum. Bene ts: training, exible schedule, pleasant atmosphere, discounts on our products for you and your family. Reply to: to: job  768903 768903 [email protected]

New York’s most valued, luxury fashion landmark has openings for experienced Boutique Retail Sales Assistants, full-time, seeking to develop a career in designing ladieswear, menswear and accessories. The successful candidate will be able to demonstrate his/her abilities for selling cutting edge boutique fashion and have experience in this area. e offer competitive salaries, annual bonus and the opportunity to provide the ultimate luxury fashion shopping experience.

APPLY NOW!

Requirements: excellent customer service skills. Requirements: ell-spoken. Impeccably well-dressed. Reply to: to: job  768903 768903 [email protected] APPLY NOW!


2.

ead R ead

the job ads and complete the chart. Job ad 1

Job ad 2

Position Part-time or full-time Experience required Benefits

3. Have a look at Marcy’s Marcy’s CV on the following page and identify the CV format and its focus. 40


Marcy arbanzo 2892 Hemingway Ln. Austin, T 78722 (512) 23-7788 [email protected]

Career objective Dependable and mature high school student looking for a part-time retail sales position in a youth-oriented clothing clothing business to gain experience and insight into the fashion industry for a future career in fashion and design. Work experience Municipal Library (Fall 2013) delivered catering supplies supplies for luncheons luncheons and functions.  Collected and delivered

 Mail sorting and delivery.  Document delivery. students in the library library and in dealing dealing with computers. computers.  Assisted students and from the Municipal Library Library and other libraries nearby nearby..  Delivered books to and Volunteer work Street Kids Projects (2012-2013)

 Assisted with and participated participated in group activities. activities.  Monitored children during activities. assignments. s.  Tutored ages 6-10 and assisted with homework assignment School for the Blind (2012)

 Book reader.  Read different kinds of books into a tape recorder to be used by the community. volunteer of ce duties.  Assisted with volunteer School events organization and other experience

raduation Party (2013) Secretary Spring Party (2009 and 2010) Decorations Committee Chair Class Student Representative (2010 and 2011) Education Municipal Senior High School ( raduation in 2017)


41


Expansion activity

ead R ead

the CV and answer.

a) What position is Marcy applying for?

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

c) What is Marcy’s educational level? Did she graduate?

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

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

Extra activities

1. Peter Okra is having a job interview interview for a position in a famous magazine. magazine. Complete the conversation on the next page using the sentences in the box. a) Tat’s Tat’s right. I’ve I’ve been working for Inland Geographic Resources for for six years and a half, in the international area too. b) Yes, I’m I’m fluent in Spanish, French, German and Italian. I also speak basic Japanese. c) My first first job? I was an international photographer for WCKI WCKI International. International. d) It was an an excellent course. course. I had the opportunity to learn a lot. lot. e) Sure, it was a great great first job. I have have learned a lot lot about international international issues, reporting reporting and taking pictures all over the world. f ) Sure. Word-processing, electronic spreadsheets, web design, electronic image treatment. g) Yes, I took a Photography course there. h) I’ I’dd like to work as an international photographer photographer for your magazine.

42


A: OK, Peter Peter,, let’s let’s talk about your your education and experience. experience. B: Yes, of course. A: You You graduated from from Barry University University,, Florida, in 1998. B: A: OK. How How did you like the course? B: A: And what was your your first job after graduation? graduation? B: A: Did you you like it? B: A: And nowadays nowadays you’ you’re with Inland Geographic Resources magazine. magazine. B: A: Very Very interesting. And what what would you like to do for our company company,, Peter? Peter? B: A: Do you you have any computer skills? skills? B: A: Do you you speak any foreign foreign languages? B:

43


2. Look at the interv interview iew with Peter Peter Okra again and complete his CV. CV. Peter Okra 346 Berkshire Ave. Cohoes, NY 12047-1613 Phone: 518-2359889 [email protected] CA R EER OBJECIVE OBJECIVE R EE WOR K EXPER IENCE IENCE 2002-present 1998-2002 EDUCAION 1995-1998 SKILLS Computer: Languages:

HOME WOR K K :

FOCUS ON LANGUAGE 7

1. Choose the correct job ad extract for each position. a) Motor mechanic.

c) Sales manager.

b) R eceptionist. eceptionist.

d) Junior software support attendant.

( ) Some experience experience with the software software program program mentioned is fundamental, but a training course will be offered to the successful candidate. ( ) Must Must be experienced in in the repair repair and maintenance of heavy vehicles. vehicles. Uniform Uniform supplied. supplied.

44


( ) You You will be responsible responsible for the administration administration of our sales head office and national national branches. ( ) You are the first person our customers will meet, so it is necessary to be friendly, efficient and well-dress well-dressed. ed. 2.

ead R ead

the job ad and answer the questions.

asap = as soon as possible

Nursery nurse We are looking for two We t wo nursery nurses to work in our early years nursery school. One for 13 hrs. per week, the other for 18 hrs. per week. Essential requirement requirement 2 yrs exp. Te nurses are expected to support the teacher in meeting the different needs of the children within a safe and positive environment. Excellent opportunity and salary. Interested applicants can send their résumés asap to: t o: [email protected]. [email protected].

a) What is the job position offered?

b) What is the place of work?

c) What does the professional have to do?

d) What are the working hours for this position?

e) What’s the essential requirement?

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

45


3. R ead ead Helen’s profile and write (F) for False and () for rue. Helen’ss profile Helen’ pr ofile

Helen has worked as a nursery nurse for 6 years. She worked for ots and Kids for two years, and has worked for Planet Kids since 2005. She works with children from birth to around seven years of age, helping them to develop and learn. Some of her responsibilities are: helping children to develop numerical and dressing skills and teaching them how to use cutlery; reading stories and playing games to develop language skills; feeding, bathing and changing babies. She is a specialist in working with children with learning difficulties and physical disabilities. Diploma in Child Care and Education, Learning and Development. ( ) Helen doesn’ doesn’tt work for Planet Kids anymore. ( ) She works with babies only only.. ( ) She can’ can’tt work with disabled children. ( ) She helps children during the meals. ( ) She She knows how to deal with learning difficulties. 4. Helen has just read read the job ad for the position of “Nursery “Nursery nurse” (Activity (Activity 2) and decided decided to apply for the job. R ead ead Helen’s profile again and check the kind of CV she should send to apply for the nursery nurse position. Explain your answer. answer. ( ) Chronologica Chronologicall CV CV.. ( ) Functional CV CV..

LIER A R R Y MOMEN “If I have seen further it is by standing on the shoulder of giants.” NEWON, Isaac. Isaac. Letter to Robert Hooke .

46


?

!

SIUAED LEA R NING 8 R NING PR ODUCION: ODUCION: W R IING A CV R IING

1. Suppose you are looking for a job on-line. Work Work in groups of three to create a Curriculum Vitae. Your Y our CV CV may may be chronologica chronologicall or functional; it depends depends on the job ad ad you you will will choose. choose. You may may decide if it will be real or fictitious. 2. First, analyze analyze the following following job ads, and decide which job will will be the best for you. you.


Tasty Burger Co. is looking for Team Members who are self-motivated, friendly, dependable, able to work in a team environment and willing to provide excellent client service  Come and be part of a great team. ork with us 

Job ad 1 Company – Tasty Burger Co. Company – Job Title – Title – Assistant Manager Job Type – Type – Full-time Hours – Hours – Variable Wages – Wages – To be discussed Location – Location – 188 Riverwalk ay, Cohoes, NY

Requirement: Minimum Requirement: Minimum age 16+ Reply to: job to: job  [email protected] [email protected]

As an As Assis sista tant nt Man Manag ager er at ou ourr res resta taura urant nt you wil willl be be an important member of a great team and will work with people who care about customer satisfaction. You will get training on the job to succeed in our dynamic company. e offer the opportunity for steady career progression: you might progress from Assistant Manager to Senior Assistant Manager.

APPLY NOW!

Job ad 3 Company – Megg’s Restaurants Company – Job Title – Title – Team member Job Type – Type – Part-time Hours – Hours – Less than 20 hours/week hours/week Wages – Wages – To To be determined determined Location – Location – 1073 Monroe Street, Albany, NY

Responsibilities:  Supervise and train team members  uarantee satisfaction to customer  Implement quality procedures

Eat at your favorite fast food restaurant for 50  off  Come to a team that provides prompt and friendly customer service and high-quality food in a friendly and pleasant atmosphere. You will get training on how to prepare food, provide quality service, serve the clients and keep the place clean.

Requirement: Minimum Requirement: Minimum age 18+ Reply to: job to: job  [email protected] [email protected] APPLY NOW!

Job ad 2

Requirements: Minimum Requirements: Minimum age 16+.

Company – Tasty Burger Co. Company – Job Title – Title – Team member Job Type – Type – Full-time or part-time part-time Hours – Hours – Vary Vary Wages – Wages – To To be discussed discussed Location – Location – 287 Hudson Street, NY

Benets Bene ts:: Free uniform (logoed polo shirt or logoed apron). Reply to: job to: job  89567 89567 [email protected] APPLY NOW!


47



Job ad 4

Job ad 5

Receptionist

Children Entertainers

ell-established law of ce in NY seeks a full-time receptionist. No previous legal experience is necessary. Basic word-processing and clerical skills are required. Position involves interaction with clientele and of ce staff. Hours are 9 a.m.-5 p.m., Monday-Friday. Compensation package will be based upon skills and experience.

Looking for individuals who can dress up as various characters for kids’ parties. e are also looking for performers such as clowns, singers, etc. e offer training and provide everything, including costumes. You just have to have the right attitude. Please e-mail us with your basic information and a recent full body picture. Our pay begins at 25 per show hour plus travel expenses, once trained.

Reply to: job  552298 552298[email protected]

95-239-133 please check www.SPtheclown.com

APPLY NOW!

Reply to: job to: job  [email protected] [email protected] APPLY NOW!


3. No Now w decide on the best format format for your CV: CV: chronological chronological or functional. functional. 4. o help you organize the CV, CV, have a look at Situated Learning 5 , 6 and and 7 . Pay attention to the way a CV is organized, and to the Dos and and Don’ts of of writing a CV. What kind of information does it bring? In what sequence is the information presented? What are the verbs used to describe capabilities and responsibilities? Check the Instant language section section for a summary of the two types of CV you have studied. 5. It is time to start writing the th e CV. CV. Don’ Don’t worry about mistakes mis takes now, it is only a draft. Write Write a complete CV like the examples you have read in Situated Learning 6 and and 7 .

draft = rascunho

48


Writing W riting a CV – Draft

49


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

swap = trocar Check if your friends’ CV includes the items listed below. ( ) Personal details.

( ) Simple past tense to describe the capabilities.

( ) Career objectives. ( ) Work experienc experience. e.

( ) Skills and interests or additional information.

( ) Education and qualification.

( ) R eferences. eferences.

( ) Accomplishments and capabilities.

( ) Te look and organizat organization ion of a CV CV..

7. Get your your own text back and check your friends friends’’ suggestions. R e-read e-read your text and try to make further corrections. Are the verbs in the correct tense? What about the spelling and punctuation? 8. Finally, Finally, produce the final version of your CV. CV. Prepare a poster and put it up on the classroom walls so that everybody can read it.

50


Writing W riting a CV – Final version

51


RN MOR E LEA LE A R Para aprender mais sobre este tema, sugerimos uma lista de sites com com os quais você pode ampliar suas oportunidades de aprender inglês.

Sites Utilize seu site de de busca preferido e coloque as seguintes palavras-chave para pesquisar sobre os conteúdos trabalhados neste tema: how to write a CV ; functional CV ; chronological CV ; CV writing ; CV writing guide ; CV writing format ; CV for high school . Os sites a a seguir são bastante interessantes, porque trazem textos com dicas para elaborar um currículo eficiente e exemplos de currículos em formatos diferentes. Podem ser usados tanto para pesquisar como para produzir seu próprio currículo. 





AIE . Disponível em: . Acesso em: 12 nov. 2013. Alec . Disponível em: . Acesso em: 12 nov.. 2013. nov 20 13. Kent . Disponível em: . Acesso em: 12 nov. 2013.

52


RN TO LEA R R N LEA R Job interviews Agora vamos refletir um pouco mais sobre entrevistas entrevistas de emprego. emprego. 1.

elacione R elacione

as duas colunas para descobrir o objetivo das perguntas que são feitas em uma entrevista de emprego. a) Descrição de qualidades qualidades e habilidades habilidades pessoais e profissionai profissionais. s. b) Descrição das atividades atividades e responsabiresponsabilidades do emprego anterior. c) Descrição de desejos para o futuro.

( ) “Fale-me sobre você.” ( ) “Quais são seus objetivos objetivos de curto e lonlongo prazo?” ( ) “O que considera como seu ponto fraco?” ( ) “Que habilidades profissionais você desenvolveu?” ( ) “O que você fazia fazia exatamente em seu último emprego?” ( ) “Onde você se imagina daqui daqui a três anos?” anos?” ( ) “O que você aprendeu aprendeu em seu último emprego?”

2. Leia as orientações a seguir seguir sobre como se preparar para para uma entrevista de emprego emprego e marque o que não é adequado para essa situação. ( ) Evitar perfumes fortes. ( ) Verificar Verificar se a roupa está limpa e bem passada. ( ) Evitar Evitar roupas roupas curtas, transparentes transparentes ou surradas. surradas. ( ) Usar sapatos surrados. ( ) Usar maquiagem pesada. ( ) Verificar Verificar se as unhas estão aparadas e limpas. ( ) Chegar 10 minutos minutos antes antes da hora marcada. ( ) Levar cópias do currículo, currículo, papel e caneta, caneta, bem como algumas anotações anotações sobre suas competências e objetivos. ( ) R eclamar eclamar do emprego/empresa anterior. ( ) Usar uma linguagem linguagem mais formal – não usar gírias. . r o i r e t n a a s e r p m e / o g e r p m e o d r a m a l c e R / . a d a s e p m e g a i u q a m r a s U / . s o d a r r u s s o t a p a s r a s U : 2 o ã t s e u q a d s a t s o p s e R b ; c ; b ; b ; a ; c ; a : 1 o ã t s e u q a d s a t s o p s e R

53


Em uma entrevista de emprego, você deve mostrar suas qualidades e conhecimentos, dando destaque àqueles que podem ser úteis para a empresa que oferece a vaga. Por que é importante preparar-se para uma entrevista de emprego? Essa preparação mostra que você considera esse momento importante e está interessado em conseguir o emprego. ambém é fundamental fazer uma pesquisa para saber mais sobre a empresa que oferece a vaga. Uma boa ideia é praticar as perguntas e respostas de uma entrevista com algum familiar ou amigo. Assim você conseguirá organizar e antecipar possíveis respostas.

3. Observe como são as perguntas perguntas de uma entrevista de emprego em língua língua inglesa. NumereNumere-as de acordo com a classificação usada na Atividade 1. ( ) Can you you tell me about about your previous job? job? What exactly exactly did you you do there? there? ( ) What personal and professional professional skills skills have you developed? developed? ( ) What do you do in your free free time? What What hobbies and and interests do you have? have? ( ) What are your your career objectives? objectives? Where do do you see yourself yourself three years years from now? ( ) What What have you learned learned in your current job? job? ( ) Are you you a persistent persistent and determined determined person? Can you give me an example? Em língua inglesa, as expressões que indicam os principais tópicos em uma entrevista são: per person sonal al and profe pr ofessi ssiona onall skills skil ls ; prev previou iouss job or current curre nt job ; responsibilities ; career objectives ; job position .

Tink about it!

Por que é importante olhar nos olhos ( eye contact ) do entrevistador ao cumprimentá-lo e durante a conversa? Por que é importante ter um aperto de mão firme ao cumprimentar alguém? Você olha nos olhos das pessoas quando está conversando? Como é seu aperto de mão? Pense sobre isso! . a ; b ; c ; a ; a ; b : 3 o ã t s e u q a d s a t s o p s e R

54


Learning English from now on Agora vamos pensar pensar em como podemos podemos continuar a estudar estudar inglês daqui pra frente. 4. Assinale as alternativas que que considera adequadas para aprender aprender inglês: ( ) Eu Eu assisto assisto a filmes com áudio áudio e legendas legendas em em inglês. inglês. ( ) Eu uso o dicionário. ( ) Eu Eu faço listas de palavras ou de dificuldades que tenho com a língua. ( ) Eu ouço música e leio a letra em inglês. inglês. ( ) Eu leio notícias e páginas páginas da internet em inglês. ( ) Eu reviso meus trabalhos escritos em inglês antes de entregar ao professor. 5. Quando você encontra encontra uma palavra nova, nova, o que faz para para entender seu significado? significado? ( ) Pula a palavra e continu continuaa lendo. ( ) enta adivinhar o significad significadoo da palavra por meio do context contexto. o. ( ) Compara Compara a palavra com outras outras que você conhece, conhece, mesmo na língua língua materna. ( ) Pergunta o significad significadoo para alguém. ( ) Usa o dicionário. Hoje, aprender inglês tornou-se uma tarefa mais fácil. A internet, a V por assinatura e o DVD ajudam a aproximar a língua inglesa do nosso dia a dia. A internet possibilita a conversa on-line, em tempo real, aumentando nossa motivação para conversar em uma língua estrangeira. É uma interação desafiadora, porque não dá tempo para ter medo de errar! Conversando, você poderá aprender novas formas de falar coisas diferentes, inclusive gírias! É provável que consiga entender mais do que imagina! Você vai se surpreender! 6. Há várias outras outras coisas que você você pode fazer para para continuar aprendendo aprendendo a língua língua inglesa. Leia a lista a seguir e assinale as alternativas que parecem mais adequadas para continuar aprendendo inglês. ( ) R ead ead on-line newspapers and magazines. ( ) Play on-line games. ( ) R ead ead books or blogs. 55


( ) ranslate English songs. ( ) Watch Watch V programs programs in English and try to understand understand what they are saying. saying. ( ) Have pen pals or e-pals. ( ) alk to native speakers on the web.

Tink about it!

Você tem medo de falar em inglês? Já tentou gravar a si mesmo lendo um trecho em inglês ou falando alguma coisa nessa língua? ente! Além de ser uma experiência interessante, é uma maneira de reconhecer sua pronúncia e, se for preciso, tentar melhorá-la. Give it a try!

56


VOC VO C ABULA R R Y LOG Y L Aqui você vai registrar o vocabulário que aprendeu neste Caderno. Escolha duas palavras ou expressões nas Situated Learning 1 Learning 1, 2 , 3, 5 , 6 e 7. Escreva cada uma delas no campo 1 ( My word word or expression). No campo 2 ( Definition or translatio translationn), anote uma definição ou tradução para a palavra. Depois, no campo 3 ( Association, example or picture ), ), escreva algo ligado às palavras ou dê 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


57


Situated Learning 2


Situated Learning 3


Situated Learning 3


Situated Learning 5


58


Situated Learning 5


Situated Learning 6


Situated Learning 6


Situated Learning 7


59


Situated Learning 7


60


INSTANT LANGUA L ANGUAGE GE 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 c onsultá-las mesmo quando tiver concluído o Ensino Médio!

Verbs V erbs & phrases o be able to o make a decision o dream of o be keen on something o deal with o be aware of o look forward to doing something o apply for o take part in o get a job o keep something short o keep something neutral o look something over

o make up one’s mind o get retired o achieve results o be responsible for o attend a course o look for a job o take a course o tell the truth o do something in a hurry o be interested in something o be responsible for something o look for something/somebody o write something down

Careers: some collocations Verb V erb + Career

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

Career + Noun Noun

Career choice Career development Career goals Career objectives Career plans Career prospects

61

Adjective + Career Career

Future career Good career Previous career


Conjunctions: either... or/neither... nor Use EIHER ... ... OR with with affirmative sentences to state two possibilities: You can EIHER write an essay OR a testimonial. Use NEIHER ... ... NOR with with verbs in the affirmative to state that the two alternatives are not viable: You can NEIHER write an essay NOR a testimonial.

MIGHT & MAY MIGH and MAY are used to indicate a possibility. You MIGH try to talk to him. Tey MAY MAY find a good opportunity in business.

Conditional sentences ype 1 conditionals (If + present + future) are used to talk about future possibilities. If I get the the money, I will travel to to the northeast. (I don’t have the money now, but there is a chance I’ll get money. Ten I can travel.) Tey will miss the class if they don’t hurry . (Tey are late, but there is a chance that they will arrive in time. Tey just need to hurry up.)

Attention! When you begin the sentence with with the “if” “if ” sentence, use a comma (,). Compare: It will be more comfortable if we travel by car. If we travel by car, it will be more comfortable.

62


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

We use O We O BE + GOING O + VE R B to talk about plans and decisions already made. I AM GOING O RAVEL on Saturday at 9 o’clock. Here is my ticket. He ISN’ GOING O O PLAY basketball in the afternoon. He has an appointment with the dentist. Why ARE they GOING O O REWRIE all the letters?

63


Past simple × Present perfect Use the past simple to ask and say WHEN something happened, with a clear reference to a finished time in the past. Use the present perfect to ask and say HOW LONG something has been happening, with an unclear or unfinished time reference. Also use the PR ESEN ESEN PER FEC FEC to refer to unfinished periods of time or to talk about past events which relate to the present in some way. Compare: I saw Kate this morning (it is now evening). × I have seen Kate this morning (it is still morning). I studied Engineering Engineering for four years, between 1987 and 1990. (I am not studying Engineering anymore.) × I have studied Engineering Engineering for four years. (I began four years ago but I haven’t finished the course. I’m still studying.) I worked in in that company for five years, between 1999 and 2003. (Now I’m not working there any longer.) × I have worked in in that company for five years. (I started five years ago and I’m still working there.) Tey studied Medieval Medieval History last year. (Now they are studying something different.) × Tey have studied Medieval Medieval History since last year year.. (Tey began their studies last year and they are still studying.) She broke her arm twice last year. (We know the accidents happened last year.) × She has broken her arm twice. (We (We don’t don’t know exactly when the accidents happened.)

64


Wee also use the PRESENT PERFECT W PERFECT 



o give news without making reference to when they happened. Compare: I have bought a new car! Finally! I bought a new car last Saturday. o talk about life experience. Compare: Sally has been to Japa Japann twice. Sally went to Japan twice last year.

65


Some irregular verbs Base form

Past

be become build buy do drink eat fall forget get give go grow have hear hold know lead leave lose make meet read ride see send spend take tell wear write

was, were became built bought did drank ate fell forgot got gave went grew had heard held knew led left lost made met read rode sa w sent spent took told wore wrote

66

Participle

been become built bought done drunk eaten fallen forgotten got, gotten given gone grown ha d heard held known led left lost made met read ridden seen sent spent taken told worn written


Imperatives AFFIR MAIVE: MAIVE: verb in the infinitive (without to) Examples: Go there! alk to him! Look at me! NEGAIVE: don’t + verb in the infinitive (without to) Examples: Don’t look back! Don’t stop walking! Don’t come here again!

Information in a CV Chronological CV outline

Functional CV outline

a) Personal details.

a) Personal details. b) Career objective.

b) Career objective.

c) Accomplishments and capabilities/ responsibilities.

c) Work experience.

d) Work experience.

d) Education and qualifications.

e) Education and qualifications.

e) Skills and interests or additional information.

f) Skills and interests or additional information.

f ) R eferences. eferences.

g) R eferences. eferences.

67


Can-do Chart

Competência/habilidades

Consigo

1. Reconhecer a organização de um depoimento pessoal, de um guia do estudante e de um folheto de apresentação de cursos universitários (organização macrotextual). 2. Localizar informações especí�cas em um texto. 3. Localizar informações explícitas em um texto. 4. Reconhecer o uso de verbos que indicam planos. 5. Reconhecer o uso de marcadores textuais (conjunções) que indicam opções ( either... or.../neither... nor...). 6. Levantar hipóteses sobre o assunto de um texto e veri�cá-las a partir da leitura. 7. Elaborar um depoimento pessoal sobre planos pro�ssionais. 8. Reconhecer a organização de um currículo (organização macrotextual). 9. Reconhecer o uso de verbos verbos no passado para descrever habilidades em um currículo. 10. Identi�car palavras palavras cognatas cognatas ou emprestadas da língua inglesa para compreender um texto. 11. Elaborar um currículo. 12. Trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.

68

Consigo, mas com ajuda

Ainda não consigo


69


70

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 Ta Tank nk 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 Log  Print Gráca e Logística S.A.

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 3 ano vol 2 2014-2017

Recommend Documents