Cadernodoaluno ingles 3º vol 01 by angelo

3 SÉRIE ENSINO MÉDIO Caderno do Aluno Volume 1

INGLÊS Linguagens

GOVERNO DO ESTADO DE SÃO PAULO SECRETARIA DA EDUCAÇÃO

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

INGLÊS ENSINO MÉDIO – 3a SÉRIE VOLUME 1

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 Secretário-Adjunto João Cardoso Palma Filho Chefe de Gabinete Fernando Padula Novaes Subsecretária de Articulação Regional Rosania Morales Morroni Coordenadora da Escola de Formação e Aperfeiçoamento dos Professores – EFAP Silvia Andrade da Cunha Galletta Coordenadora de Gestão da Educação Básica Maria Elizabete da Costa Coordenadora de Gestão de Recursos Humanos Cleide Bauab Eid Bochixio Coordenadora de Informação, Monitoramento e Avaliação Educacional Ione Cristina Ribeiro de Assunção Coordenadora de Infraestrutura e Serviços Escolares Ana Leonor Sala Alonso Coordenadora de Orçamento e Finanças Claudia Chiaroni Afuso Presidente da Fundação para o Desenvolvimento da Educação – FDE Barjas Negri

Caro(a) aluno(a), Você já sabe que o inglês é a língua mais usada nas comunicações internacionais e é cada vez mais comum usar o idioma sem sair do Brasil. Ao entrar em contato com outros povos, podemos aprender sobre seus países e sua cultura, ao mesmo tempo que transmitimos informações sobre nosso país e nossa cultura. Você está se aproximando do momento em que deixará a escola; os conhecimentos adquiridos até agora serão a base para sua formação futura. Com este Caderno, você retomará assuntos importantes para sua vida e para a sociedade, como o voluntariado. O trabalho voluntário pode ser uma experiência pessoal muito enriquecedora e é bem visto pelas empresas quando consta do currículo dos candidatos a emprego. Neste volume, você também revisará a linguagem associada com o gênero “anúncio de emprego”, que inclui as habilidades e responsabilidades pertinentes a várias funções. Mais uma vez, o inglês lhe permitirá falar sobre você e suas experiências, agora enfatizando suas qualificações para a atuação profissional. Desde que teve os primeiros contatos formais com a língua inglesa como parte de seu currículo escolar, você aprendeu que são muitas as oportunidades para aprofundar seu conhecimento sobre esse idioma. Você sabe que a língua inglesa está presente em seu dia a dia de várias formas: em anúncios e slogans publicitários, na internet, em dizeres impressos em peças de vestuário, em notícias sobre esportes. Assim, é fácil complementar o que é apresentado nas aulas regulares, através de sites, redes de relacionamento, músicas e filmes, por exemplo. Seu Caderno traz sugestões nesse sentido, além das seções que lhe permitem sistematizar o estudo do vocabulário e da gramática, e fazer sua autoavaliação em relação às metas de aprendizagem propostas no início do volume. Todos os registros dessas seções contêm informações que podem ser úteis quando já tiver terminado o Ensino Médio. Guarde seus Cadernos para futuras consultas. Equipe Curricular de Inglês Área de Linguagens Coordenadoria de Gestão da Educação Básica – CGEB Secretaria da Educação do Estado de São Paulo

LEARNING TARGETS Neste Caderno, você fará atividades relacionadas a dois temas: 1) Volunteer work as professional experience e 2) First job. Essas atividades vão ajudá-lo a: 1. Reconhecer a organização de um texto informativo descritivo e um relato pessoal de uma experiência (testimonial). 2. Conhecer adjetivos que descrevem as qualidades de um voluntário. 3. Relacionar informações, apoiado em inferências. 4. Inferir significados para compreender a mensagem de um texto. 5. Levantar hipóteses sobre o assunto de um texto e verificá-las com base na leitura. 6. Identificar palavras cognatas para auxiliá-lo na compreensão de um texto. 7. Reconhecer os usos do tempo verbal presente simples. 8. Reconhecer os usos do tempo verbal presente perfeito. 9. Elaborar um relato pessoal de uma experiência (testimonial). 10. Reconhecer as características e a organização de um anúncio de emprego. 11. Identificar os diferentes tipos de informação veiculados em um anúncio de emprego. 12. Reconhecer o significado de abreviações em anúncios de emprego. 13. Reconhecer o uso de verbos que indicam diferentes habilidades. 14. Identificar palavras cognatas ou próprias da língua inglesa como recurso para compreender um texto. 15. Elaborar um anúncio de emprego. 16. Trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.

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THEME 1 VOLUNTEER WORK AS PROFESSIONAL EXPERIENCE ?

SITUATED LEARNING 1 LEARNING ABOUT VOLUNTEER WORK

1. Read the deﬁnition of “volunteer” and answer: What kind of text is this? Where can you ﬁnd it? What is its purpose? VOLON (France) –

Islend on Leki Iroi, suathirn Unterou, Cenede. Ot lois nieddr ndkkdjiEn´didieoe

VOLUNTEER – A volunteer can be a teenager or an adult who works in a community, organized or not, in different kinds of activities for the benefit of the natural environment or social issues. A volunteer donates his/her time, work, and talent without getting paid or receiving compensation for services rendered. Islend on Leki Iroi, suathirn Unterou, Cenede. Ot lois nier thi VOLUNTEER PARK (Seattle, USA) –

2. Have a look at the following text and answer the questions. a) What is the text about? b) Who is the target reader? c) What kind of projects are there?

Volunteer projects in Brazil There are many opportunities to work as a volunteer in Brazil. Have a look at these projects.

Volunteer projects in Brazil

Hospital work: volunteers can serve at hospitals that attend poor children every day with all kinds of diseases. It is possible to help at the kitchen, and even play with children at the physiotherapy room. Volunteers can also work at the toy library in the pediatric area, play or do arts and crafts with children.

There are many opportunities for volunteer work in Brazil. Have a look at these projects. Children’s hospitals: volunteers can work at hospitals that assist poor children with all kinds of diseases. They can help at the kitchen, and even play with children at the physical therapy room. Volunteers can also work at the playroom in the pediatric area, play or do arts and crafts with the children. Support houses: many hospitals have support houses that (to accommodate) children and teenagers under treatment. Since time (to pass) slowly for them, they (to like) to play with volunteers in activities such as chess, dominoes, bingo, music, and arts. Childcare and recreation: volunteers can work at preschools with children from underprivileged families in different cities in Brazil. The preschools admit children aged 1-6. The volunteers can take part in the classroom lessons and in different activities, such as art projects, games, play time, and outdoor recreation. Giving attention and affection to the children is an essential part of the work. English classes: volunteers can teach conversational English lessons for the community for an hour each day. If you want further information about volunteer projects in Brazil, click here. Support house: in many hospitals there are support houses that ………… (to accommodate) children and teenagers under treatment. As time ………………(to pass) slowly for them, they …………… (to like) to play with volunteers in activities such as chess, dominoes, bingo, music, and arts. Childcare and recreation: volunteers can work at preschools with children from families who live in marginal conditions in different cities in Brazil. The preschools serve children aged one to six. The volunteers can take part of the classroom lessons and different activities, such as: art projects, games, play time, and outdoor recreation. It is also essential to give attention and affection to the children.

English classes: volunteers can offer conversational English lessons for the community for an hour each day. If you want further information about volunteer projects in Brazil click here.

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3. Read the text and answer the questions. a) How old are the children in preschools? b) If the volunteer does not work in the medical ﬁeld, what can he/she do? c) How can a volunteer help in the support house? d) How often are English classes oﬀered? 4. Look at the paragraph on support houses and complete the gaps using the present simple tense form of the verbs in parentheses. 5. Read the text below and write the subtitles in the correct places. a) Be open-minded. b) Be respectful. c) Be well-trained.

Volunteering: how to be a good volunteer Volunteering: How to be a good volunteer Volunteering is fun and rewarding, but it’s also a little more complicated than just showing up and having a good time. Here’s some advice on how to make the most of your volunteer work:

Volunteering is fun and rewarding, but it’s also a little more complicated than just showing up and having a good time. Here’s some advice on how to make the most ofBe your work: selÀess. volunteer 6elÀess is the opposite of sel¿sh. 'on’t think about what you can do to help yourself. Think about what you can do to help others. Know what you’re doing as a volunteer. If you need some time to learn

your job, take that time. can If you need or need someone to show you Be selfless. Selfless is the opposite of selfish. Don’t think about what you dotraining to help what you’re supposed to do, speak up. If you’re good at your job, it will be much easier to help others (plus you’ll have a lot more fun). yourself. Think about what you can do to help others.

Be dependable. 'o what you say you’ll do, and do your best. 'on’t show up late, and always keep your promises. People will be relying on you so you don’t want to let them down.

( ) Know what you’re doing as a volunteer. If you need some timeBetoenthusiastic. learn your job, take that 'on’t moan and groan your way through your volunteer work. If you really don’t like what you’re doing, ¿nd something else. Always have a time. If you need training or need someone to show you what you’re supposed to do, speak If you’re positive attitude and show others up. that you’re doing this because you WANT to. One of the really great things about being a volunteer is the chance to good at your job, it will be much easier to help others (plus you’ll have alearn lot more fun). and experience new things. Keep your mind open to new possibilities, and you’ll probably grow as a person. Always remember to show respect for other people and other cultures.

Be dependable. Do what you say you’ll do, and do your best. Don’t upyourlate, Keepshow in mind that way of and thinking always or living is not the only way there is. keep your promises. People will be relying on you, so you don’t want to let them down. Be enthusiastic. Don’t moan and groan your way through your volunteer work. If you really don’t like what you’re doing, ﬁnd something else. Always have a positive attitude and show others that you’re doing this because you WANT to. ( ) One of the really great things about being a volunteer is the chance to learn and experience new things. Keep your mind open to new possibilities, and you’ll probably grow as a person. ( ) Always remember to show respect for other people and other cultures. Keep in mind that your way of thinking or living is not the only way there is. Source: © It’s my life. Disponível em: <http://pbskids.org/itsmylife/emotions/volunteering/article10.html>. Acesso em: 17 maio 2013.

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Expansion activities a) Decide if the following recommendations are true (T) or false (F), according to the text “Volunteering: how to be a good volunteer”. ( ) Don’t complain about your volunteer work. ( ) Think about what you can do to help yourself. ( ) Don’t waste time learning about your volunteer work. ( ) Be punctual. b) Which of the characteristics of a good volunteer do you have?

HOMEWORK: FOCUS ON LANGUAGE 1

1. Complete the sentences with the verbs in parentheses. Use the present simple. Follow the example. (have) several opportunities for volunteer work, but people don’t know a) Brazil has (not/know) much about them. b) He

(work) in a home for elderly people every Sunday morning.

c) They usually (not/play) with them, they just

(visit) children in an orphanage, but they (tell) them stories. (help) in the kitchen of a shelter for homeless

d) Albert and Joe people in Massachusetts. e) Lucy (go) once a month. f ) Their car

(go) to the cinema every Wednesday, but I only (be) very old. It

(make) a lot of noise and it

(not/go) very fast. 2. Read the answers and complete the questions using the present simple. a) What time do you go to bed? I usually go to bed about 11 p.m. 8

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b) Where

chess?

He plays at the school library. ?

c) When

They work from Monday to Saturday. English classes?

d) How often

She has English classes twice a week, on Tuesdays and Thursdays. home to go to school?

e) What time They leave home at 6:30 a.m every day.

the dentist?

f ) How often We see the dentist twice a year.

3. Complete the negative sentences using words from the box. Follow the example.

Japanese

much gas

her phone number

classes on Saturday to play chess

a) Ann/not speak Ann doesn’t speak Japanese. b) My girlfriend/not know/how

c) I/not remember

d) My father/not like

ﬁshing

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e) Our new car/not use

f ) We/not have

4. The following sentences contain factual mistakes. Correct them. Follow the example. a) Giraﬀes live in the Amazon rainforest. Giraffes don’t live in the Amazon rainforest. They live in Africa. b) Madonna lives in Italy.

c) Spiderman and Batman rob banks.

d) Sugar comes from apples.

e) Brazilian soccer players play badly.

f ) Most spiders eat plants.

LITERARY MOMENT “The fault, dear Brutus, is not in our stars But in ourselves [...].” SHAKESPEARE, William. Julius Caesar.

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SITUATED LEARNING 2 VOLUNTEER WORK: A PERSONAL EXPERIENCE

( )

1. Have a look at the following texts. Discover what they are about and match them to the pictures.

Volunteer news The Volunteer Program has work opportunities in diﬀerent projects. Here are two interesting and famous projects in South America.

Turtle rescue project

The turtle rescue project works to protect diﬀerent species of turtles. It is possible to work with Baula turtles from October to February and olive ridley turtles from May to September. From March to July the project attends to the leatherback turtles. These kinds of turtles are threatened with extinction due to overharvesting of eggs, pollution, and ﬁshing for their meat and leather. This program will give the volunteer an opportunity to collaborate in the protection of endangered wildlife, while getting to know about the cultural aspects of the selected country. Please click here for more information about this program.

Forest habitat protection projects

In South America there are some nonproﬁt organizations dedicated to nationally and internationally famous biological reserves. These organizations are considered an important reference in the development of environmental education. Volunteers may take part in research, education, community service, plant conservation, and other activities carried out in some biological reserves. Please click here to visit the site for further information.

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2. Read the texts and answer these questions. a) Who is the reader of this kind of text? How do you know? b) What is the objective of these texts? 3. Read the testimonials and answer: What kind of rewards can a volunteer have? Explain why. ( ) social awareness. ( ) sense of responsibility. ( ) self-conﬁdence and self-esteem. ( ) friendship. ( ) personal experience. ( ) ﬁnancial compensation. ( ) maturity.

Volunteers’ testimonials Testimonial 1 I have just finished a 9-week stay at a wildlife rescue center in a small town in Africa. It was a great opportunity to learn how to work with animals. Accommodations were clean and comfortable. I had the chance to make friends from different countries who were equally interested in helping animals. The staff was kind and dedicated, but demanding about the project and the animals. I have enjoyed my time there! Mary Ann

Testimonial 2 I have always done a lot of volunteering since I was a teen. In my opinion it’s very important to volunteer, because you can really learn about helping people. Most Saturday mornings I go out with some friends to sort donated toys for poor kids. I have sold cookies to help an orphanage to get money for Christmas presents. I think we can use any personal skill to help people, like playing games with kids, teaching them how to cook, to sew, or to play a musical instrument. Volunteering is a really rewarding personal experience! Michael

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Testimonial 3 Since 7th grade, I have taught people how to play the ﬂute at my church. I teach diﬀerent ages, but my favorite group is the kids from 6 to 9 years old. I have learned how to be more patient and responsible from my experience working with them, and I have gotten better at public speaking. From my point of view, volunteering increases maturity, since people have to give up their time for no money in return. Allan

4. Complete the sentences using the verbs in parentheses in the present perfect tense. a) I b) They c) I

(to return) from four months as a conservation volunteer in Ecuador. (to enjoy) their time in Costa Rica dealing with turtles. (to book) a ﬂight to Costa Rica this July, where I will teach English.

d) We

(to help) the volunteer project with their marketing needs.

e) She

(to arrive/just) home from South America.

f ) We

(to spend) one month volunteering with street children in Peru.

g) I h) He Ecuador.

(to visit) the websites you listed and contacted these NGOs. (to spend) four weeks with the spectacled bear project in northern

Expansion activity Work in groups of 3 students. Write C for Correct and I for Incorrect. Discuss why some sentences are incorrect. a) ( ) My brother has changed his job. b) ( ) Laura has gone to India last month. c) ( ) We think everybody has arrived now. d) ( ) They have seen a very nice ﬁlm yesterday. e) ( ) Peter has written to us two weeks ago. f ) ( ) I have forgotten your birthday last Tuesday. g) ( ) Sorry – I have forgotten your name... 13

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HOMEWORK : FOCUS ON LANGUAGE 2

1. Complete the sentences with the verbs in the box using the present perfect tense. Then interview a friend and collect the answers.

cook fail

Have

travel

eat

appear

ride

you ever

traveled

( ) Yes, I have.

by plane?

( ) No, I haven’t. your best friend ever

( ) Yes, he/she has.

with chopsticks?

( ) No, he/she hasn’t.

you ever

c) ( ) Yes, I have.

( ) I don’t know.

a horse?

( ) No, I haven’t. your mother ever

d) ( ) Yes, she has.

Thai food?

( ) No, she hasn’t. you ever

( ) I don’t know. a test?

( ) No, I haven’t.

( ) Yes, I have. f)

ever = já, alguma vez

your teacher ever ( ) Yes, he/she has.

on TV?

( ) No, he/she hasn’t.

( ) I don’t know.

2. Rewrite the sentences using for or since and the time expression in parentheses. Use the present perfect. Follow the examples. a) I don’t speak Italian nowadays. (three years) I haven’t spoken Italian for three years. b) They distribute Christmas gifts to poor children. (2001) They have distributed Christmas gifts to poor children since 2001. 14

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c) We help the turtles in Tamar Project. (six years)

d) My friend works for a food bank to help homeless people. (2003)

e) Our teachers take part in health campaigns in our city. (ﬁve years)

f ) My parents read fairy tales to children and elderly people every month. (1998)

g) Ann takes care of animals in a local shelter. (one year)

3. Read the questions of an interview for a volunteer job and match them to the answers. a) Have you ever worked as a volunteer?

(

) I am a member of the monitoring staﬀ. We monitor the visitors and teach children to respect animals and trees.

b) How interesting! What do you do there exactly?

(

) Only on Sundays. I have classes on Saturdays.

c) What have you learned in that project?

(

) Yes, I have. In fact, I have worked for the National Forest Project since 2005.

d) Have you ever traveled abroad?

(

) I’ve learned how to understand and respect nature, and also human beings.

e) Can you work at weekends?

(

) Yes, twice. To Ecuador two years ago, and to Argentina last year.

4. Ann is having a birthday party. Two of her guests have just met. Complete their dialogue using the verbs in parentheses. Peter: (a) Have you known Joe: (b) I

(know) Ann for a long time? (know) her since high school. What about you? (work) together since 2000.

Peter: In fact, we are cousins and we (c) Joe: How nice! So, are you an engineer, too? 15

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Peter: Yes. And what do you do, Joe? Joe: I’m an archeologist. you

Peter: Great! That’s really diﬀerent! (d)

(ever/be) to Egypt?

(live) there for 5 years. I’m here on vacation.

Joe: Yes, as a matter of fact, I (e) Peter: That’s fantastic!! LITERARY MOMENT

“Every life is in many days, day after day. We walk through ourselves, meeting robbers, ghosts, giants, old men, young men, wives, widows, brothers-in-love. But always meeting ourselves.” JOYCE, James. Ulysses.

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SITUATED LEARNING 3 VOLUNTEER WORK X PROFESSIONAL WORK

1. Have a look at the text and ﬁnd the following information. a) Volunteer’s age.

d) Kind of project.

b) Place where the project is based.

e) What the donation is for.

c) Price.

Volunteer News Opportunities – Street Kids Project Duration: 1 to 16 weeks Hours: Mon to Fri, 5 h per day Activities: Teaching, community project, environmental actions Location: Click here to choose the city Accommodation: 3-star hotel Volunteer news Requirements: aged 18+ Opportunities – StreetDonation: Kids Project From US$ 875 per week Duration: 1 to 16 weeks Hours: Mon to Fri, 5 hrs per day Activities: Teaching, community project, environmental actions Location: Click here to choose the city Accommodation: 3* Hotel Requirements: Aged 18+ Donation: From US$ 875 per week

The Street Kids project is based in diﬀerent cities in Latin America – you can choose where you would like to work. The project includes orphanages, educational and environmental programs, community projects, and vocational training.

The Street Kids project is based in different cities in Latin America; you can choose where you would like to work. The project includes orphanages, educational and environmental program, community project, and vocational training. The objective of this project is to assist the kids, training them in vocational skills so that they can make part of the society again.

The objective of this project is to assist the kids, training them in vocational skills so that they can become part of society again.

Daily schedule

It is possible to join the project for a minimum of one week up to four months. Volunteers can participate in many activities like: teaching, sports, games, arts, environmental actions, and vocational training.

It is possible to join the project for a minimum of one week up to four months. Volunteers can participate in many activities such as teaching, sports, games, arts, environmental actions, and vocational training.

The donation includes: airport pick up; project orientation guide; city tour; accommodation; Spanish classes for the ¿rst week.

The donation includes: airport transfer, project orientation guide, city tour, accommodation, and Spanish classes for the ﬁrst week.

2. Read the text again and answer: (T) true or (F) false? a) Volunteers have to pay to take part in this project. ( ) b) The minimum period to join the project is 6 months. ( ) c) Volunteers cannot take part in activities like teaching and sports. ( ) d) Volunteers will have Spanish classes. ( ) e) Volunteers will stay in a ﬁve-star hotel. ( ) 17

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3. Read the following testimonial and answer: a) What project is Peter talking about? b) What did he gain working in that project? c) What happens when Peter goes to a job interview? d) According to Peter, is it important to include volunteer work in a résumé? Why?

Volunteer’s testimonial “I have gained very valuable work experience working as a volunteer in a project assisting street kids. I have gained confidence in working with people of diverse backgrounds. I think that this experience has helped me a lot, mainly when I have to look for a job in my area. In job interviews, my volunteer work experience shown in my resume is usually a topic that calls attention. The interviewer always wants to know more about that. So, include your volunteer work in your resume! It shows you are self-motivated and willing to work hard.” Peter Swan

Volunteer’s testimonial “I have gained very valuable work experience working as a volunteer in a project assisting street kids. I have gained conﬁdence in working with people from diverse backgrounds. I think that this experience has helped me a lot, mainly when I have to look for a job in my area. In job interviews, the volunteer work experience in my résumé is usually a topic that calls attention. The interviewer always wants to know more about that. So include your volunteer work in your résumé! It shows you are self-motivated and willing to work hard.” Peter Swan

4. Volunteering has many beneﬁts. Tick (3) the ones you agree with. Then work in small groups and explain your choices. Volunteering is an opportunity to: ( ) work in a multicultural environment.

(

) adjust to diﬃcult living conditions.

(

) make new friends.

( ) develop a sense of achievement for getting things done and helping others. ( ) use your mind, body and creativity.

( ) gain important skills and experience that will help you in your professional life. ( ) make connections that can lead to a job or career.

( 18

) see more of your community and the world. ) build conﬁdence and self-esteem.

) feel like you’re part of a community.

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Expansion activity Answer the questions with information about yourself or about someone you know. a) Have you ever volunteered to help a person, organization or cause? b) Where? c) When? d) What did you do? e) How did you feel?

HOMEWORK: FOCUS ON LANGUAGE 3

1. Unscramble the words to make sentences. Follow the example. a) I/exams./just/my/have/ﬁnal/ﬁnished I have just finished my final exams. b) just/dinner./has/He/had

c) won/My/have/lottery./cousins/just/the

d) a/has/She/just/CD./bought/new

e) just/Edward/and/have/married!/Pat/got

f ) seen/have/Cathy./We/just

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2. Read the chart about Meg’s tasks for today and say what she has already done or hasn’t done yet. Have a look at the examples. My chores for today send an e-mail inviting Jeff to the party next weekend

√ ok

pay the rent

X no

finish reading the text on medieval history

√ ok

make an appointment with the dentist

X no

study for the Math test

X no

tidy up the bedroom

√ ok

finish the Chemistry report

√ ok

a) She has already sent Jeff an email inviting him to the party next weekend. b) She hasn’t paid the rent yet. c) d) e) f) g) 3. Circle the correct words to complete the sentences. a) Have you ever/yet gone parachuting? b) I have never/ever eaten snails. c) She hasn’t ﬁnished studying this chapter already/yet. d) They have just/ever left home. e) She has already/yet met a few famous people. 20

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4. Complete the report about a selection process for volunteers. Use the verbs in parentheses in the present perfect. In some ways, the two 17-year-old boys, Mark Stephen and Karl Scott, are the ideal candidates for this volunteer program. They are knowledgeable, intelligent and adaptable. They (a)

(work) with children for two years in an orphanage

in their city. They also packed over 500 boxes of food for seniors in need last year. Mark (b)

(assist) the library staﬀ at school during the Summer

Reading Program for three years. Karl and his family (c)

(prepare)

meals for homeless people for a year and a half. They are on vacation now, but they (d)

(ﬁnish) high school yet. They (e)

(never live) abroad, but they speak English. They also speak Italian well, but that’s no use in Chile. The problem is that neither of them (f )

(learn)

Spanish at school.

LITERARY MOMENT “Ah! The strength of women comes from the fact that psychology cannot explain us. Men can be analyzed, women... merely adored.” WILDE, Oscar. A woman of no importance: an ideal husband.

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SITUATED LEARNING 4 PRODUCING A TESTIMONIAL

1. You are going to write a testimonial of a volunteer experience. Work in small groups (three or four). You have to interview a volunteer who lives in your city. It may be someone from your family or a friend of yours. During the interview, ask about: a) the kind of volunteer work; b) who does this work; c) where and when it is done; d) what activities are done; e) why the person does this kind of volunteer work; f ) how the person feels about doing this kind of work. 2. After the interview, discuss the information you gathered and complete the following chart using keywords.

What kind of volunteer work are you going to write about? Who does it? Where is it done? When is it done? How is it done? What are the activities? Why does the person you interviewed do that kind of work? How does the person feel about doing that work?

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3. Now enter more details about the information you have put in the chart. Try to write short sentences to express your ideas. Don’t worry about mistakes now; it is only a draft!

draft = rascunho

4. Try to link the ideas you wrote down in Activity 3, using words to connect the sentences (but, however, also, in addition, and, moreover, so, when), in order to write a personal account of a volunteer experience. Pay attention to the use the appropriate verb tenses (present simple, present perfect, past simple). You can refer to the personal accounts in Situated Learning 2 and 3 to help you organize your text.

5. It is time to share texts. Swap drafts with another group. Read your friends’ testimonials carefully and help them improve their text. How can it be better? Do you have any suggestions? Are the verbs in the correct tense? What about spelling and punctuation?

swap = trocar

6. Now, get your text back. Read it again and try to make corrections. 7. To round it oﬀ, produce the ﬁnal version of your text. Hang it on the classroom wall, read your classmates’ texts and talk about the personal experience described in each testimonial. 23

Inglês – 3a série – Volume 1

Producing a testimonial

Inglês – 3a série – Volume 1

LEARN MORE Para aprender mais sobre os conteúdos deste Caderno, sugerimos uma lista de músicas (songs), sites e ﬁlmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês. Songs Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e a palavra lyrics em seu site de busca preferido. t

Heal the world (Michael Jackson, 1992).

With a little help from my friends (The Beatles, 1967).

Help (The Beatles, 1965).

You’ve got a friend (James Taylor, 1971).

Film t O amor é contagioso (Patch Adams). Direção: Tom Shadyac. EUA, 1998. 115 min. Drama. Livre. O estudante de medicina Patch Adams procura em seus professores respostas para suas várias dúvidas a respeito da formação proﬁssional. Para Patch, falta humanidade na relação entre médico e paciente. O ﬁlme desperta a solidariedade a partir de fatos. Patch Adams cria um trabalho que se espalha por todo o mundo, representado no Brasil pelos Doutores da Alegria: pessoas preparadas para visitar pacientes e fazer que eles riam, movimentando a energia e força que está dentro de cada um. Sites Para saber mais sobre trabalhos voluntários e depoimentos pessoais de experiências como voluntário, em inglês, você pode visitar os seguintes endereços: Globalteer. Disponível em: <http://www.globalteer.org/>. Acesso em: 17 maio 2013. It’s my life – Volunteering: give and get back! Disponível em: <http://pbskids.org/itsmylife/ emotions/volunteering/index.html>. Acesso em: 17 maio 2013. t Global Volunteer Network. Disponível em: <http://www.globalvolunteernetwork.org>. Acesso em: 17 maio 2013. t UN Volunteers. Disponível em: <http://www.unv.org/>. Acesso em: 17 maio 2013. Para fazer atividades adicionais sobre os usos do tempo verbal presente perfeito, visite: t Activities for ESL students. Disponível em: <http://a4esl.org/q/f/z/zz29bms.htm>. Acesso em: 17 maio 2013. t Auto English. Disponível em: <http://www.autoenglish.org/tenses/gr.presper.i.htm>. Acesso em: 17 maio 2013. t t

Inglês – 3a série – Volume 1

THEME 2 FIRST JOB ?

SITUATED LEARNING 5 LOOKING FOR THE FIRST JOB

1. Match the jobs to the duties. security guard

teacher

nurse

accountant

architect

waiter

receptionist

salesclerk

dentist

lawyer

a) Looks after your teeth: b) Answers the phone, makes appointments: c) Helps people to learn: d) Sells products: e) Takes care of patients in hospitals: f ) Serves in restaurants: g) Writes contracts, represents people in court: h) Checks ﬁnancial results: i) Designs buildings: j) Is in charge of protecting people and things: 2. Match the personal qualities and skills to their deﬁnitions. a) cooperative e) computer literate

b) motivated f ) ﬂexible

c) talented g) numerate

( ) good at working on their own and making decisions. ( ) can work in a planned way. ( ) good with numbers. 26

d) proactive, self-starter h) methodical and organized

Inglês – 3a série – Volume 1

( ) good with computers. ( ) very interested in doing well at their job. ( ) naturally very good at what they do. ( ) can assume diﬀerent responsibilities if necessary. ( ) can work well with other people.

Expansion activity Read a list of ten qualities and skills employers seek in job candidates according to the National Association of Colleges and Employers (NACE) Annual Job Outlook Survey, conducted in early 2003. Number them, trying to guess the order of importance according to NACE. Discuss the results in groups. ( ) Flexibility and adaptability. ( ) Strong work ethics. ( ) Honesty and integrity. ( ) Organizational skills. ( ) Teamwork skills. ( ) Motivation and initiative. ( ) Communication skills (verbal and written). ( ) Analytical skills. ( ) Interpersonal skills. ( ) Computer skills. 3. Read the following text and write the subtitles in the correct places. a) Follow-up. b) Body language. c) Where to search. d) A simple résumé.

Inglês – 3a série – Volume 1

Tips for f your ﬁrst ﬁ job b If you want to prepare yourself to get your first job, read the following tips. They will help you y understand what is involved in the jjob-search process. p

Tips for your first job If you want to prepare yourself to get your first job, read the following tips. They will help you understand what is involved in the job-search process. ( )…………………….……….……………….. Visit job websites, read job ads in local newspapers, go to employment agencies, or walk in your town/neighborhood looking for “help wanted” signs. Add to your list the companies where you would like to work. Computer literacy. Dealing with computers is a must nowadays. Knowledge about basic computer programs and internet skills certainly make a difference in a competitive market. ( )………………………………………………… Everybody needs a résumé to introduce themselves. It is an essential tool to describe your qualities and skills. Even if you are still at school and have no work experience, you can show the things you are able to do. A résumé can point out some topics like the school subjects you like best, the volunteer work you have done or internships you have completed. Remember: a résumé has to be well-written (check for any language errors) and concise (one page is enough), so that anybody can scan it easily. Your appearance. When looking for a job or having an interview, take care of your appearance. Choose a simple hair style and appropriate clothes to help create a professional look. Interview. Try to feel comfortable and smile during the interview. Give precise answers and ask questions about the company and the job to show that you are interested in the position. ( )…………………………………………………………. Keep eye contact and have a firm handshake to show you are confident. When invited to take a seat, sit up straight and avoid moving your hands all the time. ( )…………………………………………………………… After the interview, remember to make a follow-up call to check if you will be hired or not. If you get a “No, I’m sorry”, keep your attitude positive and try to discover the reason you were not selected. This can help you in the next interview. 28

Inglês – 3a série – Volume 1

4. Read the text again and answer these questions. a) What is the purpose of the tips? Are they written for experienced professionals only?

b) What kind of document is a résumé? Why is it important?

c) Does appearance matter in the job-search process? Why?

d) What kind of message does eye contact send to the interviewer?

e) Why is it important to make a follow-up call even if you get a negative answer?

f ) How can you show interest in the position during the interview?

5. In your opinion, which is the most important tip when looking for your ﬁrst job?

Inglês – 3a série – Volume 1

HOMEWORK: FOCUS ON LANGUAGE 5

1. Look at the word snake and ﬁnd four adjectives, four occupations and four verbs. Pay attention: sometimes the same letter is used in two words!

k 2. Which professional can solve these problems? Unscramble the words to ﬁnd out. a) I have a terrible toothache. TTIEDNS

dentist

b) My dog got sick after our trip. AATIIVEENNRR c) We are going to celebrate our wedding anniversary and we would like to have some pictures of the party. PTOPHRAHREOG d) I deﬁnitely need to wear glasses! I can’t read well! NTIPOICA e) I need to have a haircut immediately, my fringe is too long. HAEDRERSSIR f ) All the lights went oﬀ last night because of a short circuit. TRIELECIANC 30

Inglês – 3a série – Volume 1

3. Use a dictionary to ﬁnd the corresponding adjectives to the following nouns. Follow the example.

Noun

Adjective

honesty curiosity popularity self-confident

self-conﬁdence reliability energy

4. Complete the sentences using the adjectives from Activity 3 to describe the professions. a) An English teacher has to be self-confident

. .

b) A doctor needs to be

c) A Physical Education teacher has to be d) A politician needs to be

e) A bank cashier has to be

. .

f ) A scientist has to be LITERARY MOMENT

“Any man’s death diminishes me, because I am involved in mankind; and therefore never send to know for whom the bell tolls; it tolls for thee.” DONNE, John. Devotions upon emergent occasions.

Inglês – 3a série – Volume 1

SITUATED LEARNING 6 LEARNING ABOUT JOB ADS 1

1. In your opinion, what kind of information does a job ad bring? ( ) skills and qualiﬁcations needed ( ) job types: part-time, full-time, temporary, permanent ( ) beneﬁts available

( ) contact information

( ) job description

( ) education level required

( ) salary

( ) name of the company

( ) working hours

( ) responsibilities

2. Read the job ad and answer: What kind of information from Activity 1 does it present?

Vistrom

Manufacturing Engineer

Vistrom Automotive Systems, one of the world’s largest suppliers in the automotive industry, employing over 82,000 people based in 23 countries, is seeking highly motivated professionals to work at its Chassis Division. Candidates must be ﬂuent in English and available for occasional traveling to meet the team.

– –

–

Please send your CV in English, with salary expectations to Basildon, Essex – UK – SS14 7TH. (Please write the code of the desired position on the envelope.)

–

3 to 5 years of experience in machining processes (turning, grinding, milling); experience in dimensional control gauging, tolerance analysis, line balancing, new equipment try-outs and acceptance; knowledge of FMEA process, APQP, lean manufacturing concept; Code: “Man-877”.

Application/Product Engineer – 2 to 5 years of experience in steering systems; – experience in application and research in product design and speciﬁcation; – experience in ﬁeld analysis; – experience in the development of new systems technologies; – experience in regional market trend analysis; – Code: “Aplic-877”.

Controls Engineer – a degree in Electronic or Mechanical Engineering; – experience in electronic automation, testing and calibration in assembly plant (hardware and software), pneumatic and hydraulic systems, TPM concepts; – good knowledge of the operation of CNC and PLC programs; – Code: “Control-877”. 32

Inglês – 3a série – Volume 1

3. Read the ad again and answer the following questions. a) What is Vistrom’s line of business?

b) Where is it based?

c) How many employees does Vistrom have?

d) What are the essential requirements for all applicants?

e) What are the speciﬁc requirements for the Application/Product Engineer position?

f ) What are the two options of degrees required for the Controls Engineer position?

g) If you were interested in one of the positions, what should you do?

Inglês – 3a série – Volume 1

4. Read the ﬁve employment ads and complete the chart.

Ads

Job advertised

Qualiﬁcations

Ad 1

Ad 2

Ad 3

Ad 4

Ad 5

Responsibilities

How to get in touch

Inglês – 3a série – Volume 1

Ad 1 Executive Assistant Large asset management firm is selecting an Executive Assistant to work in NYC. The professional’s responsibilities include making travel arrangements, coordinating meetings, and typing documents, spreadsheets, and presentations. Applicants must have 3+ years of experience supporting high-level executives. Please send your résumé to P.O. Box 4213 ZIP Code 03112-049 White Plains/NY.

Ad 2 Bilingual Receptionist International telecommunications company is selecting a Bilingual Receptionist to provide foreigners with front office reception support, answer all international incoming calls and sort the international mail. No previous experience is required, but fluency in English is mandatory. Applicants should send résumés to P.O. Box 321 – 03117-001 São Paulo/SP. Brazil.

Ad 3 Marketing/Sales Manager Miracles wholesale bakery needs hands-on Marketing/Sales Manager capable of creating effective marketing/sales strategies & implementing them. Successful candidate will have 5+ yrs of experience in the food industry. Competitive salary plus benefits. Fax résumé including salary history to: Christopher Hans. 914-375-1514.

Ad 4 Nanny/Housekeeper Live-out. Flex hrs/5 days. Some travel. Must be energetic, neat, organized, light cooking. Bnfts. Top pay. 212-605-0562.

Ad 5 Programmer Analyst US-based multinational company is seeking a Programmer Analyst to work in New Jersey. Requirements: advanced user of Java and Java Script, JDBC, Oracle, Vignette, HTML; Bachelor’s Degree in Computer Science, Engineering, Mathematics, Technology or related degree (math-oriented); two (2) years of experience as a Senior Systems Administrator, two (2) years of experience as a Senior Programmer Analyst or two (2) years of related experience as a Web Developer/Programmer. Applicants can send their résumés in duplicate to: HR Manager, SOFTWARE PROFESSIONAL SERVICES, CORP., 1 Austin Ave., 2nd floor, Iselin, NJ 08830; or e-mail it to hrmanager@ software.net.

Inglês – 3a série – Volume 1

HOMEWORK: FOCUS ON LANGUAGE 6

1. Here is a list of words to describe employee qualities and performance. Use the preﬁxes un; dis; ir; in; im to make these adjectives negative. You may use a dictionary for help. a) organized

f ) reliable

b) patient

g) obedient

c) secure

h) honest

d) experienced

i) friendly

e) responsible 2. Match the sentences to another that has a similar meaning. a) He got a promotion after ﬁve months in the company.

( ) He was dismissed a month ago.

b) He applied for a job advertised in a newspaper.

( ) He was given more money.

c) He got a pay raise at the end of the year.

( ) He was given a better job.

d) He resigned yesterday morning.

( ) He got old and stopped working.

e) He retired at the age of 70.

( ) He answered a job ad.

f ) He was unemployed for the ﬁrst time in his life.

( ) He decided to leave the job.

g) He was ﬁred last month.

( ) He didn’t have a job.

3. Complete the sentences using the words in the box. business

income

successful

qualiﬁcations

unemployed

employees

phone

a) The manager will talk to you in a minute. She is on the

phone

. .

b) Mr. Vince is not here at the moment. He is away on

people to ﬁnd new jobs.

c) Get a Job is a company that helps

d) I hope to leave high school with some useful professional in this area.

e) Jean became a 36

InglĂŞs â&#x20AC;&#x201C; 3a sĂŠrie â&#x20AC;&#x201C; Volume 1

f ) Her father has three jobs, so he has a high

in this company have vacation in January.

g) All the

4. Use the code to read the mysterious job ad. Would you like to apply for this job?

<=G

\=I

O=L

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Ă&#x152; ; ?- ? \ g ,

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LITERARY MOMENT â&#x20AC;&#x153;If I had my life to live again, I would have made a rule to read some poetry and listen to some music at least once every week.â&#x20AC;? DARWIN, Charles. The autobiography of Charles Darwin.

Inglês – 3a série – Volume 1

SITUATED LEARNING 7 LEARNING ABOUT JOB ADS 2

1. Study the verbs below and rewrite them in the chart, classifying them according to their meaning. to be available to look for

to join to test

to seek to contact

to be able to to develop

to ﬁnd a job

to coordinate

to call

to schedule

to type

to follow up to get in touch

to answer the phone

to assist

to organize

Verbs used when you are looking for a job

to submit to ﬁle

to send to travel to research to select to apply for to manage a job to have an to provide interview to negotiate to analyze

Verbs used to show the tasks and responsibilities of your position at work

2. Read the following sentences and complete them using the verbs from Activity 1. a) The accountant has

and approve schedules, reports, and balance sheets.

b) The administrative assistant has c) The sales assistant has d) The secretary has

meetings and make travel arrangements. the clients to oﬀer new products. the telephone and

e) The sales representative has

her boss.

sales contacts to maximize sales volume.

3. Order this list to show the usual process for getting a job. (

) Have an interview.

(

) Write your résumé, telling the story of your working life and/or studies.

(

) Send a résumé and a cover letter. 38

Inglês – 3a série – Volume 1

(

) Write a cover letter explaining why you want the job and why you are the right person for that position.

(

) Read the classiﬁed ads in the newspaper, visit job websites.

4. Read the two ads and ﬁll in the chart according to the information requested.

Ad 1

Ad 2

Position Place of work Salary Experience How to contact Requirements

Ad 1

Ad 2

<http://www.letsfindafunjob.com>

Receptionist

Children Entertainers

Reply to: job-492661880@craigslist.org

Job Description

Looking for individuals who can dress up as various characters for kids’ parties. We are also looking for performers such as clowns, singers, etc. We oﬀer training and provide everything, including the costumes. You just need to have the right attitude. Please e-mail us with your basic information. Our pay begins at $25 per hour show plus travel once trained. Call 954-239-1334 and please check www.SPtheclown.com.

Well-established law firm in St. Petersburg 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 office staff. Hours are 9 a.m. – 5 p.m., Monday – Friday. Compensation will be based upon skills and experience. Contact information

Compensation: from $25 per hour show

E-mail: jodi@baconandbacon.com

Apply now!

Inglês – 3a série – Volume 1

5. Some classiﬁed ads in newspapers have abbreviations. Study this ad and underline the abbreviations. Can you ﬁgure out what they mean?

Receptionist Two perm posns available in our lux oﬀ immed start. Prev exp in similar posn pref and some typ exp reqd. Sal neg to $7500. Pls ph Mr P Framer after 9 a.m. to set up appt during bus hrs. 555 6789. Refs nec.

Expansion activities 1. Have a look at this list of abbreviations used in ads and try to guess their meanings. FT

$9/h

req.

$450/wk

2 yrs exp. pref.

a.m./p.m.

$1200/mo

refs

eves

HS Dip

apply ASAP

M-F

exp

sal

pref.

2. Discuss the following questions in groups of four. a) If you work: What do you do? What are your responsibilities? What time do you start and leave work? How do you go to work? How long does it take you to get to work? b) If you don’t work: What kind of job would you like to have? Where would you like to work? What routine would you like to have? Would you like to work from home? What kind of working hours would you like to have? Have you ever applied for a job? If so, have you been interviewed? 40

Inglês – 3a série – Volume 1

HOMEWORK: FOCUS ON LANGUAGE 7

1. Circle the correct words to complete the sentences. a) Did you get a job as a typist/typewriter? b) Don’t forget to ask the cash/cashier for a receipt for your payment. c) Mr. Coleman is a good employer/employ: he pays his employees/unemployed well. d) I’ll talk to the bank manager/management to get a loan to buy a new house. e) Stuart’s sister is a very famous science/scientist in our country. 2. Use the tips to complete the word puzzle. a) When you j

a team, you become a member of that team.

b) Your manager or supervisor at work is your b c) “Refs” is an a

for “references”.

d) If you are interested in this job, you should a e) Applicants should s

for it!

their résumés to P.O. Box 321.

f ) You can buy a n

at the newsstand and look for a good job.

J O

c) d)

S 41

Inglês – 3a série – Volume 1

3. Read these sentences and number them (1-8) to discover what happened to Sarah. ( ) She accepted the job because it was an excellent opportunity for her career. (1 ) Sarah saw a job ad on a website that called her attention. ( ) After three years Sarah got a promotion to a new department. ( ) She decided to apply for the job and sent her résumé. ( ) But her boss wasn’t satisfied with her work in the new position. ( ) Two weeks later she was interviewed by her future boss. ( ) She was fired. ( ) The company decided to hire her. 4. Read the job ad 1 for a receptionist in Situated Learning 7, Activity 4. Find out eight words that can be abbreviated to save space and money. a) office – OFF b) c) d) e) f) g) h) i) LITERARY MOMENT “A wise man will make more opportunities than he finds.” BACON, Francis. The works of Francis Bacon. 42

Inglês – 3a série – Volume 1

SITUATED LEARNING 8 PRODUCING JOB ADS

1. When looking for a job, we can ﬁnd ads in diﬀerent places, such as the internet, newspapers, and employment agencies. But we can also post personal ads to show employers that we are available. Study these examples of ads posted by job seekers. Ad 3

Ad 1

Hairdresser – creative, artistic, w/ excellent interpersonal skills. Specialized in haircuts for men, women and children. HS Dip. Available M-F/PT. Refs. 727-658-1891.

Experienced Nursing Assistant – to care for your loved one. Over 20 yrs exp. Available FT. Own transp. Ref. 879-569-451.

Ad 4

Ad 2

Motivated Personal Trainer – enthusiastic about health and ﬁtness. Eﬀective leader w/ excellent communication skills. 3 yrs exp. Available a.m./p.m. Ref. 813-650-4711.

Mechanic – self-motivated and hard working. Over 10 yrs exp. Diploma in Mechanical Engineering. Solid exp. in equipment maintenance. FT. Call 727-786-5568.

Now work in small groups (three or four). Suppose you are looking for a job and there is a website where you can post your personal ad oﬀering your work. You may decide if it will be real or ﬁctitious. Suggested positions: clown, spy, food tester, stuntman, window cleaner, kitchen assistant on a submarine; cook needed for expedition to the South Pole. 2. Have a look at Situated Learning 6 and 7 and pay attention to the way a job ad is organized. What kind of information does it bring? What is the sequence of the information? What are the verbs used to describe responsibilities? What are the qualities and skills required? What are the abbreviations used?

Inglês – 3a série – Volume 1

3. Choose the position your group is going to write about. Then ﬁll in the chart to organize the information you will possibly use.

Skills/qualiﬁcations Job description Salary Working hours Job types: part-time, full-time, temporary, permanent Education level Responsibilities Contact information Verbs related to tasks and responsibilities Abbreviations

4. Now you will write the ad giving more details about the information you put in the chart. Try to write short sentences to express your ideas. Don’t worry about mistakes now; it is only a draft!

draft = rascunho

Inglês – 3a série – Volume 1

Draft

5. It is time to share the texts! Swap drafts with another group. Read your friends’ job ad carefully and help them improve their text. How can it be better? Do you have any suggestions? Are the verbs in the correct tense? What about spelling and punctuation?

swap = trocar 6. Now get your text back. Read it again and try to make corrections. 7. Finally, produce the ﬁnal version of your job ad. Hang it on the classroom wall, read your classmates’ texts and talk about the diﬀerent kinds of professions presented. 45

Inglês – 3a série – Volume 1

Job ad: ﬁnal version

Inglês – 3a série – Volume 1

LEARN MORE Para aprender mais a respeito dos conteúdos deste tema, sugerimos uma lista de músicas (songs), sites e ﬁlmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês. Songs Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e a palavra lyrics em seu site preferido de busca na internet. Ɣ Ɣ Ɣ Ɣ

A hard day’s night (The Beatles, 1964). Blue sky mine (Midnight Oil, 1990). Livin’ on a prayer (Bon Jovi, 1986). Out of work (Bruce Springsteen, 1984).

Sites Para saber mais sobre anúncios de emprego, exemplos de CV, cartas de apresentação, entrevistas e textos com dicas a respeito de como se comportar em uma entrevista, em inglês, você pode visitar os seguintes endereços eletrônicos: Ɣ Ɣ

The New York Times – Jobs <http://my.nytimes.monster.com/> . Acesso em: 20 maio 2013. National Association of Colleges and Employers <http://www.naceweb.org/> . Acesso em: 20 maio 2013.

Films Ɣ

O diabo veste Prada (The devil wears Prada). Direção: David Frankel. EUA, 2006. 109 min. Drama/Comédia. Livre. Uma jovem recém-formada em jornalismo se muda para Nova Iorque e busca um emprego. Consegue uma entrevista em uma famosa revista de moda e, por causa de sua atitude proativa, consegue o emprego. Mas seu estilo é motivo de piada entre os colegas de trabalho.

Uma babá quase perfeita (Mrs. Doubtfire). Direção: Chris Columbus. EUA, 1993. 125 min. Comédia. Livre. Essa é a história de um homem separado e impedido pela ex-esposa de passar mais tempo perto de seus ﬁlhos. Ele tem a ideia de se disfarçar de mulher e trabalhar de babá em seu antigo lar para poder participar mais intensamente da vida deles. A mãe entrevista várias candidatas para a vaga de babá e acaba contratando seu próprio ex-marido.

Inglês – 3a série – Volume 1

LEARN TO LEARN Using a bilingual dictionary Aqui você vai aprender um pouco mais sobre como usar o dicionário para estudar inglês. Phrasal verb é o nome dado a um tipo de expressão bastante comum na língua inglesa. Phrasal verbs são formados por um verbo e uma ou mais partículas, e essa combinação “verbo + partícula (preposição/advérbio)” pode ter um significado diferente do significado desse verbo isoladamente. Por exemplo, o verbo look significa “olhar”; já o phrasal verb look after significa “cuidar, tomar conta”. 1. No verbete a seguir, qual a abreviação utilizada para indicar a lista de phrasal verbs e suas traduções? E quantos phrasal verbs são apresentados? turn vi, vt virar(-se), fazer girar, dar voltas LOC to turn a blind eye (to sth) fazer vista grossa (para algo) to turn back the clock voltar ao passado to turn over a new leaf começar vida nova PHRAS to turn away (from sb/sth) afastar-se (de alguém/algo) to turn sb/sth down rejeitar/recusar alguém/algo to turn sth off apagar, desligar algo to turn sth on acender, ligar algo to turn up chegar, aparecer. 2. Sublinhe no verbete todas as ocorrências das abreviações sb e sth. Complete então o trecho a seguir usando as palavras: algo, alguém, objeto, pessoa, somebody, something. A abreviação sb representa a palavra significa

em inglês, que em português

. A abreviação sth representa a palavra . Portanto, quando leio to turn

em inglês, que em português signiﬁca

sth off, no dicionário, interpreto que é necessário substituir a abreviação sth pelo nome de um

. Assim, posso dizer, por exemplo, “Turn the radio off” (Desligue o

rádio). Já no caso de to turn sb/sth down, vejo que é possível usar o nome de um objeto (sth) ou de uma

(sb). Então posso dizer, por exemplo, “The boss turned the

applicant down” (O chefe recusou o candidato). Os verbetes de dicionário também apresentam a tradução de algumas expressões idiomáticas e frases mais frequentes. Do português para o inglês, no verbete “pai”, por exemplo, pode constar a expressão “tal pai, tal ﬁlho” (like father, like son). 48

Inglês – 3a série – Volume 1

3. Releia o verbete do verbo turn e encontre a abreviação utilizada para indicar a lista de expressões idiomáticas e suas traduções. Quantas expressões são apresentadas?

Think about it! Releia as expressões idiomáticas no verbete e compare-as com suas respectivas traduções em português. A tradução corresponde exatamente às palavras da expressão em inglês? Por quê?

Formal and informal English Agora vamos aprender um pouco sobre linguagem formal e informal em inglês. 4. Classiﬁque as frases como formais (F) ou informais (I). ( ) E aí, tudo bem? ( ) Bom dia, como vai o senhor? ( ) Você teria alguns minutos para podermos conversar? ( ) Cê tá com pressa? ( ) Eu quero falar com a Ana. ( ) Eu poderia falar com a Ana, por favor? 5. Em que situações usamos a linguagem formal (F) e a linguagem informal (I)? ( ) Em entrevistas de emprego. ( ) Em casa, com familiares. ( ) Na escrita de documentos. ( ) No ambiente proﬁssional. ( ) Com os amigos mais próximos. ( ) Com pessoas não conhecidas. 49

Inglês – 3a série – Volume 1

A mudança do registro de fala, dependendo da situação e da pessoa com quem se fala, mostra que você consegue perceber o grau de intimidade e por isso sabe como agir adequadamente. Dirigimo-nos a pessoas desconhecidas (situação formal) com maior distanciamento por meio de uma fala mais elaborada. Já com pessoas conhecidas e bem próximas (situação informal), demonstramos maior intimidade por meio do uso de expressões coloquiais, algumas gírias e palavras contraídas (cê = você). Comece a prestar atenção ao modo como você fala com as pessoas. É interessante perceber que mudamos de registro naturalmente nas diferentes situações do dia a dia. 6. Veja como essa mudança ocorre na língua inglesa. Observe o uso das palavras. a) Em um restaurante: Cliente: “A coﬀee.” (informal) Cliente: “I would like some coﬀee, please.” (formal) b) Em uma ligação telefônica: Quem liga: “Is John in?” (informal) Quem liga: “I would like to talk to John.” (formal) c) Em uma loja: Vendedor: “It’s ten bucks.” (informal) Vendedor: “It costs ten dollars.” (formal) Na língua inglesa, dizer “Give me a coffee” pode soar como uma ordem e causar constrangimento. Por outro lado, o uso da expressão “Would you be so kind as to give me some coffee? ” pode soar exageradamente formal e até pedante. Já o uso de would like mostra certa neutralidade e, ao mesmo tempo, polidez no tratamento com as pessoas.

Think about it! Por que é importante conhecer diferentes registros quando se aprende uma língua estrangeira? Que situações constrangedoras podem ocorrer quando um falante é muito formal ou muito informal em determinada situação? Até que ponto aprender inglês por meio de músicas e ﬁlmes, por exemplo, pode ajudar o aprendiz de língua estrangeira a ter maior consciência a respeito dos diferentes registros de linguagem? Pense nisso!

Inglês – 3a série – Volume 1

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

Sentence from the text

Situated Learning 1

Sentence from the text

Situated Learning 2

Sentence from the text

Inglês – 3a série – Volume 1

Situated Learning 2

Sentence from the text

Situated Learning 3

Sentence from the text

Situated Learning 3

Sentence from the text

Situated Learning 5

Sentence from the text

Inglês – 3a série – Volume 1

Situated Learning 5

Sentence from the text

Situated Learning 6

Sentence from the text

Situated Learning 6

Sentence from the text

Situated Learning 7

Sentence from the text

Inglês – 3a série – Volume 1

Situated Learning 7

Sentence from the text

Inglês – 3a série – Volume 1

INSTANT LANGUAGE Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em tabelas para auxiliá-lo em seu trajeto de aprendizagem da língua inglesa. Você pode usar essas tabelas como um material de referência e consultá-las mesmo após o ﬁnal do Ensino Médio!

Some adjectives open-minded

intelligent

respectful

ﬂexible

well-trained

selﬂess

self-conﬁdent

dependable

knowledgeable

enthusiastic

Some frequency words & expressions always

never

usually

once a week/month/year

sometimes

twice a week/month/year

rarely

three times a week/month/year

Inglês – 3a série – Volume 1

Present simple Negative

Aﬃrmative I We You They He She It

play soccer every day

I We You They

don’t play soccer every day

plays soccer every day

He She It

doesn’t play soccer every day

Interrogative

I we you they

play soccer every day?

Does

he she it

play soccer every day?

Present simple: verb TO BE Aﬃrmative I

am a good listener.

He She It

is a good listener.

We You They

are good listeners.

Negative I

am not a good listener.

Interrogative Am Is

He She It

is not a good listener. (or) isn’t a good listener.

We You They

are not good listeners. (or) aren’t good listeners.

Are

I he she it we you they

a good listener?

good listeners?

Inglês – 3a série – Volume 1

Present perfect

I We You They

have played soccer for 5 years.

He She It

has played soccer for 5 years.

Interrogative

Negative

Aﬃrmative I We You They

have not played soccer for 5 years. (or) haven’t played soccer for 5 years.

He She It

has not played soccer for 5 years. (or) hasn’t played soccer for 5 years.

Have

I we you they

Has

he she it

played soccer for 5 years?

Present perfect: usage I have never seen a ghost. (Eu nunca vi um fantasma.)

Have you ever been to Argentina? (Você já foi à Argentina? Você alguma vez já esteve na Argentina?)

Peter has just left. (Peter acabou de sair.)

I have studied English for 7 years. (Eu estudo inglês há 7 anos.)

Janet and Jean have already ﬁnished their homework. (Janet e Jean já acabaram a lição de casa.)

I have lived in this house since I was born. (Eu moro nesta casa desde que nasci.)

They haven’t arrived yet. (Eles ainda não chegaram.)

Inglês – 3a série – Volume 1

Some verbs & phrases look after get involved answer the phone get in touch with be in charge of take place be available pick up be able to paint a picture take care of give someone a call get prepared apply for a job to play with someone keep your mind open to give something to someone take part in show up be interested in have a good time call one’s attention do your best

Word formation Prefixes to make negative adjectives Some suffixes and prefixes un-: reliable – unreliable (v) employ dis-: respectful – disrespectful (n) employer (n) employment ir-: rational – irrational (n) employee in-: valid – invalid (adj) employed im-: patient – impatient (adj) unemployed

Inglês – 3a série – Volume 1

Some jobs & occupations accountant photographer architect receptionist cashier salesclerk dentist scientist electrician security guard hairdresser teacher lawyer typist manager veterinarian nurse waiter optician

Some adjectives & qualities cooperative flexibility flexible adaptability honest honesty methodical integrity motivated motivation organized initiative proactive organization reliable creativity responsible sensitivity self-confident independence 59

Inglês – 3a série – Volume 1

Some irregular verbs Base form

Past simple

Past participle

was, were

been

become

became

become

build

built

buy

bought

did

done

drink

drank

drunk

eat

ate

eaten

fall

fell

fallen

forget

forgot

forgotten

get

got

got, gotten

give

gave

given

went

gone

grow

grew

grown

have

had

know

knew

known

lead

led

leave

left

lose

lost

make

made

meet

met

read

ride

rode

ridden

see

saw

seen

send

sent

spend

spent

take

took

taken

tell

told

wear

wore

worn

write

wrote

written

Inglês – 3a série – Volume 1

Can-do Chart Competência/habilidades

Consigo

1. Reconhecer a organização de um texto informativo descritivo e um relato de experiência – testimonial (organização macrotextual). 2. Relacionar informações, baseando-se em inferências. 3. Localizar informações explícitas em um texto. 4. Inferir significados para compreender a mensagem. 5. Levantar hipóteses sobre o assunto de um texto e verificá-las a partir da leitura. 6. Identificar palavras cognatas ou emprestadas da língua inglesa para compreender um texto. 7. Reconhecer os usos do tempo verbal presente simples. 8. Reconhecer os usos do tempo verbal presente perfeito. 9. Elaborar um relato de experiência de voluntariado. 10. Reconhecer um anúncio de emprego (organização macrotextual). 11. Reconhecer o assunto geral de um texto. 12. Reconhecer o uso de verbos típicos de anúncios de emprego. 13. Elaborar um anúncio pessoal (fictício ou real) para candidatar-se a um emprego. 14. Trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo. 15. Reconhecer o significado de abreviações em anúncios de emprego. 61

Consigo, mas com ajuda

Ainda não consigo

Inglês - 3a série - Volume 1

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

Química: Ana Joaquina Simões S. de Matos Carvalho, Jeronimo da Silva Barbosa Filho, João Batista Santos Junior e Natalina de Fátima Mateus. Área de Ciências Humanas Filosoﬁa: Emerson Costa, Tânia Gonçalves e Teônia de Abreu Ferreira. Geograﬁa: Andréia Cristina Barroso Cardoso, Débora Regina Aversan e Sérgio Luiz Damiati. História: Cynthia Moreira Marcucci, Maria Margarete dos Santos e Walter Nicolas Otheguy Fernandez. Sociologia: Alan Vitor Corrêa, Carlos Fernando de Almeida e Tony Shigueki Nakatani. PROFESSORES COORDENADORES DO NÚCLEO PEDAGÓGICO Área de Linguagens Educação Física: Ana Lucia Steidle, Eliana Cristine Budisk de Lima, Fabiana Oliveira da Silva, Isabel Cristina Albergoni, Karina Xavier, Katia Mendes e Silva, Liliane Renata Tank Gullo, Marcia Magali Rodrigues dos Santos, Mônica Antonia Cucatto da Silva, Patrícia Pinto Santiago, Regina Maria Lopes, Sandra Pereira Mendes, Sebastiana Gonçalves Ferreira Viscardi, Silvana Alves Muniz. Língua Estrangeira Moderna (Inglês): Célia Regina Teixeira da Costa, Cleide Antunes Silva, Ednéa Boso, Edney Couto de Souza, Elana Simone Schiavo Caramano, Eliane Graciela dos Santos Santana, Elisabeth Pacheco Lomba Kozokoski, Fabiola Maciel Saldão, Isabel Cristina dos Santos Dias, Juliana Munhoz dos Santos, Kátia Vitorian Gellers, Lídia Maria Batista BomÅm, Lindomar Alves de Oliveira, Lúcia Aparecida Arantes, Mauro Celso de Souza, Neusa A. Abrunhosa Tápias, Patrícia Helena Passos, Renata Motta Chicoli Belchior, Renato José de Souza, Sandra Regina Teixeira Batista de Campos e Silmara Santade Masiero. Língua Portuguesa: Andrea Righeto, Edilene Bachega R. Viveiros, Eliane Cristina Gonçalves Ramos, Graciana B. Ignacio Cunha, Letícia M. de Barros L. Viviani, Luciana de Paula Diniz, Márcia Regina Xavier Gardenal, Maria Cristina Cunha Riondet Costa, Maria José de Miranda Nascimento, Maria Márcia Zamprônio Pedroso, Patrícia Fernanda Morande Roveri, Ronaldo Cesar Alexandre Formici, Selma Rodrigues e Sílvia Regina Peres. Área de Matemática Matemática: Carlos Alexandre Emídio, Clóvis Antonio de Lima, Delizabeth Evanir Malavazzi, Edinei Pereira de Sousa, Eduardo Granado Garcia, Evaristo Glória, Everaldo José Machado de Lima, Fabio Augusto Trevisan, Inês Chiarelli Dias, Ivan Castilho, José Maria Sales Júnior, Luciana Moraes Funada, Luciana Vanessa de Almeida Buranello, Mário José Pagotto, Paula Pereira Guanais, Regina Helena de Oliveira Rodrigues, Robson Rossi, Rodrigo Soares de Sá, Rosana Jorge Monteiro,

Rosângela Teodoro Gonçalves, Roseli Soares Jacomini, Silvia Ignês Peruquetti Bortolatto e Zilda Meira de Aguiar Gomes. Área de Ciências da Natureza Biologia: Aureli Martins Sartori de Toledo, Evandro Rodrigues Vargas Silvério, Fernanda Rezende Pedroza, Regiani Braguim Chioderoli e Rosimara Santana da Silva Alves. Ciências: Davi Andrade Pacheco, Franklin Julio de Melo, Liamara P. Rocha da Silva, Marceline de Lima, Paulo Garcez Fernandes, Paulo Roberto Orlandi Valdastri, Rosimeire da Cunha e Wilson Luís Prati. Física: Ana Claudia Cossini Martins, Ana Paula Vieira Costa, André Henrique GhelÅ RuÅno, 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 GráÅca e Logística S. A.

GESTÃO DO PROCESSO DE PRODUÇÃO EDITORIAL 2014-2017

CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS CONTEÚDOS ORIGINAIS

FUNDAÇÃO CARLOS ALBERTO VANZOLINI

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

Presidente da Diretoria Executiva Antonio Rafael Namur Muscat Vice-presidente da Diretoria Executiva Alberto Wunderler Ramos GESTÃO DE TECNOLOGIAS APLICADAS À EDUCAÇÃO Direção da Área Guilherme Ary Plonski Coordenação Executiva do Projeto Angela Sprenger e Beatriz Scavazza Gestão Editorial Denise Blanes Equipe de Produção Editorial: Amarilis L. Maciel, Angélica dos Santos Angelo, Bóris Fatigati da Silva, Bruno Reis, Carina Carvalho, Carla Fernanda Nascimento, Carolina H. Mestriner, Carolina Pedro Soares, Cíntia Leitão, Eloiza Lopes, Érika Domingues do Nascimento, Flávia Medeiros, Gisele Manoel, Jean Xavier, Karinna Alessandra Carvalho Taddeo, Leandro Calbente Câmara, Leslie Sandes, Mainã Greeb Vicente, Marina Murphy, Michelangelo Russo, Natália S. Moreira, Olivia Frade Zambone, Paula Felix Palma, Priscila Risso, Regiane Monteiro Pimentel Barboza, Rodolfo Marinho, Stella Assumpção Mendes Mesquita, Tatiana F. Souza e Tiago Jonas de Almeida. Direitos autorais e iconograﬁa: Beatriz Fonseca Micsik, Érica Marques, José Carlos Augusto, Juliana Prado da Silva, Marcus Ecclissi, Maria Aparecida Acunzo Forli, Maria Magalhães de Alencastro e Vanessa Leite Rios. Edição e Produção editorial: Jairo Souza Design GráÅco e Occy Design projeto gráÅco!.

CONCEPÇÃO Guiomar Namo de Mello, Lino de Macedo, Luis Carlos de Menezes, Maria Inês Fini coordenadora! e Ruy Berger em memória!. AUTORES Linguagens Coordenador de área: Alice Vieira. Arte: Gisa Picosque, Mirian Celeste Martins, Geraldo de Oliveira Suzigan, Jéssica Mami Makino e Sayonara Pereira. Educação Física: Adalberto dos Santos Souza, Carla de Meira Leite, Jocimar Daolio, Luciana Venâncio, Luiz Sanches Neto, Mauro Betti, Renata Elsa Stark e Sérgio Roberto Silveira. LEM – Inglês: Adriana Ranelli Weigel Borges, Alzira da Silva Shimoura, Lívia de Araújo Donnini Rodrigues, Priscila Mayumi Hayama e Sueli Salles Fidalgo. LEM – Espanhol: Ana Maria López Ramírez, Isabel Gretel María Eres Fernández, Ivan Rodrigues Martin, Margareth dos Santos e Neide T. Maia González. Língua Portuguesa: Alice Vieira, Débora Mallet Pezarim de Angelo, Eliane Aparecida de Aguiar, José Luís Marques López Landeira e João Henrique Nogueira Mateos. Matemática Coordenador de área: Nílson José Machado. Matemática: Nílson José Machado, Carlos Eduardo de Souza Campos Granja, José Luiz Pastore Mello, Roberto Perides Moisés, Rogério Ferreira da Fonseca, Ruy César Pietropaolo e Walter Spinelli.

Ciências Humanas Coordenador de área: Paulo Miceli. Filosoﬁa: Paulo Miceli, Luiza Christov, Adilton Luís Martins e Renê José Trentin Silveira. Geograﬁa: Angela Corrêa da Silva, Jaime Tadeu Oliva, Raul Borges Guimarães, Regina Araujo e Sérgio Adas. História: Paulo Miceli, Diego López Silva, Glaydson José da Silva, Mônica Lungov Bugelli e Raquel dos Santos Funari. Sociologia: Heloisa Helena Teixeira de Souza Martins, Marcelo Santos Masset Lacombe, Melissa de Mattos Pimenta e Stella Christina Schrijnemaekers. Ciências da Natureza Coordenador de área: Luis Carlos de Menezes. Biologia: Ghisleine Trigo Silveira, Fabíola Bovo Mendonça, Felipe Bandoni de Oliveira, Lucilene Aparecida Esperante Limp, Maria Augusta Querubim Rodrigues Pereira, Olga Aguilar Santana, Paulo Roberto da Cunha, Rodrigo Venturoso Mendes da Silveira e Solange Soares de Camargo. Ciências: Ghisleine Trigo Silveira, Cristina Leite, João Carlos Miguel Tomaz Micheletti Neto, Julio Cézar Foschini Lisbôa, Lucilene Aparecida Esperante Limp, Maíra Batistoni e Silva, Maria Augusta Querubim Rodrigues Pereira, Paulo Rogério Miranda Correia, Renata Alves Ribeiro, Ricardo Rechi Aguiar, Rosana dos Santos Jordão, Simone Jaconetti Ydi e Yassuko Hosoume. Física: Luis Carlos de Menezes, Estevam Rouxinol, Guilherme Brockington, Ivã Gurgel, Luís Paulo de Carvalho Piassi, Marcelo de Carvalho Bonetti, Maurício Pietrocola Pinto de Oliveira, Maxwell Roger da PuriÅcação 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 no 9.610/98. * Constituem “direitos autorais protegidos” todas e quaisquer obras de terceiros reproduzidas no material da SEE-SP que não estejam em domínio público nos termos do artigo 41 da Lei de Direitos Autorais.

* Nos Cadernos do Programa São Paulo faz escola são indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos conteúdos apresentados e como referências bibliográficas. Todos esses endereços eletrônicos foram checados. No entanto, como a internet é um meio dinâmico e sujeito a mudanças, a Secretaria da Educação do Estado de São Paulo não garante que os sites indicados permaneçam acessíveis ou inalterados. * Os mapas reproduzidos no material são de autoria de terceiros e mantêm as características dos originais, no que diz respeito à grafia adotada e à inclusão e composição dos elementos cartográficos (escala, legenda e rosa dos ventos).

Validade: 2014 â&#x20AC;&#x201C; 2017