Caderno do Aluno Inglês 8 série vol 2 2014-2017

1. 8a
SÉRIE 9o
ANO
ENSINO FUNDAMENTAL – ANOS FINAIS
Volume2
INGLÊS
Linguagens
CADERNO DO ALUNO

2. MATERIAL DE APOIO AO
CURRÍCULO DO ESTADO DE SÃO PAULO
CADERNO DO ALUNO
INGLÊS
ENSINO FUNDAMENTAL – ANOS FINAIS
8a
SÉRIE/9o
ANO
VOLUME 2
Nova edição
2014-2017
GOVERNO DO ESTADO DE SÃO PAULO
SECRETARIA DA EDUCAÇÃO
São Paulo

3. 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 – 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

4. Caro(a) aluno(a),
Ao longo dos seus estudos de inglês, você tem aprendido a identificar características de textos
diversos. Neste volume, por exemplo, verá quais são as especificidades de fóruns de internet, diários,
autobiografias, citações, entrevistas e reportagens. Entre as construções gramaticais, estão os verbos
no passado, os adjetivos, a forma will e outras estruturas que podem ser usadas para fazer previsões
e para falar sobre suas expectativas em relação ao futuro. As atividades irão ajudá-lo, também, a es-
crever um relato autobiográfico, falando sobre você, sobre fatos de sua vida e suas expectativas para
o futuro.
Lembre-se, ainda, de que o Caderno traz atividades que lhe permitirão fixar o vocabulário
utilizado, e dicas de sites, músicas e filmes que podem ajudá-lo a aprender mais sobre os conteúdos
deste volume.
Equipe Técnica de Inglês
Área de Linguagens
Coordenadoria de Gestão da Educação Básica – CGEB
Secretaria da Educação do Estado de São Paulo

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LEARNING TARGETS
Neste Caderno, você fará atividades relacionadas a dois temas: 1) Personal narratives
– an episode in my life e 2) The world around me and my life ten years from now. Essas
atividades vão ajudá-lo a:
1. Identificar características de um fórum na internet, de um diário pessoal e de uma autobiografia.
2. Reconhecer o uso de algumas interjeições e onomatopeias para expressar sentimentos e
sensações.
3. Identificar adjetivos para descrever sentimentos e sensações.
4. Identificar o tema geral de um texto.
5. Localizar informações específicas em um texto.
6. Identificar verbos no past simple e no past continuous.
7. Organizar uma lista de eventos em ordem cronológica.
8. Selecionar um episódio ou uma situação e identificar elementos da narrativa (o quê,
quando, quem etc.).
9. Escrever um roteiro para dramatização com base em um episódio de sua vida ou da vida
de um colega.
10. Fazer correções em seu texto (autocorreção) e sugerir correções nos textos de seus colegas.
11. Analisar as correções sugeridas por seus colegas em seu texto.
12. Identificar algumas características de citações.
13. Identificar algumas características de uma entrevista em uma revista.
14. Identificar algumas características de reportagens de jornal.
15. Utilizar a forma will e outras estruturas verbais (hope to, wish to, would like to) para falar
sobre previsões e expectativas.
16. Reconhecer as formas comparativas dos adjetivos.
17. Identificar expressões de tempo para falar sobre o futuro.
18. Escrever um relato autobiográfico contando quem você é, fatos que aconteceram em sua
vida e o que você espera do futuro.
19. Analisar os próprios textos, os textos de seus colegas e sugerir correções.

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1. Match each picture to its corresponding balloon.
a)
b)
d)
c)
e)
yippee!!
sniff sniff
grrrr
wow!!
ugh!!
©ImageSource/Latinstock
©ImageSource/Latinstock
©MartinHarvey/Corbis/Latinstock
©ImageSource/Latinstock
©ImageSource/LatinstockTHEME 1
PERSONAL NARRATIVES  AN EPISODE IN MY LIFE
SITUATED LEARNING 1
HOW DID YOU FEEL?
!
?

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2. Look at the text below. What is it?
June 14 – 02:15 pm
MaryAnne
Pregnant – 1st
trimester
Currently feeling: confused
Status: off-line
I found out I was pregnant a few weeks ago. I’m only
17. At first I felt totally scared, my parents flipped, my
boyfriend stopped talking to me after I told him. Is this
normal? What was your reaction when you first found
out you were pregnant?
June 14 – 02:16 pm
Hellonikky
Pregnant (expecting)
Currently feeling: sick
Status: off-line
People have their judgments and I guess that’s the hardest
thing about being a pregnant teen. When I found out I
was pregnant I was scared and really worried about my
future. My advice is: take it one day at a time.
June 15 – 01:09 am
bp93
Pregnant – 2nd
trimester
Currently feeling: tired
Status: on-line
MaryAnne, in my case it was a shock to find out I was
pregnant. Of course my parents weren’t happy at all. It
was really hard. I’m 16 and everybody wants to tell me
what to do and what not to do…
Now complete the sentences in Column A using the options in Column B.
Column A Column B
a) You can find this kind of text
b) It’s a
c) The messages are written
d) These people write because
e) In this specific forum, the general topic
( ) forum.
( ) on the internet.
( ) by different people.
( ) is pregnancy.
( ) they want to discuss a topic or exchange ideas.
3. Read the text in Activity 2 more carefully and answer the questions.
a) Who wrote the first message? And the last one? Are these their real names?

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b) When were the messages written?
c) Are MaryAnne, Hellonikky and bp93 pregnant now?
d) How does MaryAnne feel now? What was her reaction when she found out she was pregnant?
e) Complete the table using the emotions and feelings mentioned in the text. Follow the example.
Now she
feels...
Her first
reaction
Parents’
reaction
Boyfriend’s
reaction
MaryAnne confused scared
Hellonikky
bp93
4. Preparation for the writing task – part 1. Get together in groups and choose a specific event or
situation in your life. Make notes about it.
a) What happened? (Describe the situation briefly.)
b) Where and when did it happen?
c) Who was involved?
d) How did each person involved in that situation feel?

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: FOCUS ON LANGUAGE 1
1. In each item, circle the word that does not belong to the group. In Portuguese, explain your
choice. Follow the example.
a) grrrr – ugh!! – surprised – wow!! – yippee!!
“Surprised” é um adjetivo e as outras palavras são interjeições e onomatopeias.
b) confused – scared – happy – pregnant – tired
c) glasses – teenager – parents – boyfriend – teacher
d) feel – happen – want – write – forum
e) where – situation – who – why – when
2. Match the adjectives to the pictures.
hungry thoughtful proud sleepy
a) b)
©JoosMind/TheImageBank/GettyImages
©HollyWilmeth/Aurora/GettyImages

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3. Now use the adjectives in Activity 2 to fill in the gaps.
a) The teacher was very of his students in the school presentation.
He thought they did great in the play.
b) Many people drink coffee when they feel .
c) Is dinner ready yet? I’m !
d) You’re so quiet and today. Is there something wrong?
4. Circle the correct alternative in each sentence. The first one has been done for you.
a) Are you pregnant/pregnancy?
b) I bought a book about pregnant/pregnancy.
c) I find out/found out about the results last week.
d) I’m a little confuse/confused. Please explain it again.
e) How did your friends react/reaction?
c) d)
©Fuse/Thinkstock/GettyImages
©ChrisLeschinsky/Stone+/GettyImages
“Life is a jest; and all things show it.
I thought so once; but now I know it.” GAY, John. My own epitaph.
LITERARY MOMENT

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Sept. 1
Dear D ary,
Today I had my first day at secondary
school. Susie and I walked to school together in
the morning. I had my new jacket on and my
new bag. We were so nervous and excited ’cause
we weren’t sure what to expect.
When we got there our new teacher showed
us into our classrooms. I didn’t know most of the
other kids, so I was a little scared. The school is
really big and has a lot more classrooms than my
old school.
We had lots of different subjects, so I thought
we would get lots of homework, but we got
NOTHING. Can you believe it? NO homework!
REALLY surprising!!
Well, I really enjoyed my first day, I’m not
nervous anymore.
Let’s see what happens tomorrow!
SITUATED LEARNING 2
My first day at a new school
1. Discuss these questions in Portuguese with your classmates.
a) How old were you when you first came to this school?
b) What do you remember about your first day?
2. Read the text quickly and answer the questions that follow.
!
?
a) What kind of text is this? How do you know?
b) When was it written?
Elaborado especialmente para o São Paulo faz escola.
INGLES_CAA_8s_V2_2014.indd 11 19/05/14 09:33

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c) What is the general topic of the text?
3. The text in Activity 2 was written by a girl named Pam. Read it again and number the events in
the order they happened. The first one is done for you.
( ) get no homework
(1) go to school
( ) have different subjects
( ) meet new teacher
( ) new teacher takes Pam to her classroom
( ) write in the diary
4. Complete the summary of Pam’s day using the words in the box. Some of the words will NOT
be used.
happy wrote didn’t
homework not teacher
nervous goes went
Pam wrote (a) in her diary about her first day in a new school. She (b) to
school in the morning with her friend Susie. Because it was a new situation, Pam felt
(c). When she arrived at the school, her new (d) took her
and her classmates to their classroom. During the day, she had different classes but didn’t get any
(e) – that was a big surprise! Finally, at the end of the day, Pam (f)
feel nervous anymore because her day had been very good.
5. Preparation for the writing task – part 2. Pam and Susie walked to school together. What do you
think they talked about? Use your imagination and complete the dialogue below.
Scene: It’s Monday morning around 7 a.m., outside Pam’s house. Susie arrives on foot and knocks on
Pam’s door. Pam opens the door.
Susie: “Hi, Pam. Ready to go?”
Pam: .
Susie: .

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Pam: “Well, I don’t know, I’m a little nervous.”
Susie: “Me too… You know... But .”
Pam: “Do you know anybody there?”
Susie: .
Pam: “Humm, my brother said we’re going to have lots of homework every day now.”
Susie: “Really?! Oh, that’s too bad… Do you think we’re getting homework today? It’s the first day!”
Pam: .
: FOCUS ON LANGUAGE 2
1. Use the tips to complete this word puzzle. All the words in the puzzle are used in Pam’s text
(diary).
a) Pam walked to school with .
b) You study different at school: Portuguese, English, Math, Science,
Geography, etc.
c) The activities you have to do at home after school.
d) If today is September 1, then is September 2.
e) The room in the school where you have most of your classes.
f) I’m not very hungry, just a .
a) S
b) C
c) H
d) O
e) O
f) L

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2. Find the opposites of the underlined words. Follow the example.
a) The school is really big.
b) We were a little scared.
c) We were nervous on our first day.
d) This is a picture of my old school.
e) We have different subjects every day.
( ) calm
( ) new
(a) small
( ) the same
( ) very
3. Put the sentences in the correct order to form a diary entry.
( ) I can’t believe it, everybody will be there except me!!
( ) I’m very sad today because
( ) to Jackie’s party next Saturday!
( ) Dear Diary,
( ) She said I can’t go
( ) I had an argument with my mom.
4. Match each question to its corresponding answer.
a) Shall we go to the party together?
b) Do you think the new school is nice?
c) Do you know anybody in the new
school?
d) Do you prefer the red jacket or the
black jacket?
( )Yes, my brother and his friends study there.
( )Yes, I don’t want to go alone.
( )Well, I don’t know, I like the black one best.
( )Well, I don’t know. My brother said it’s ok.
“The heart has its reasons which reason knows nothing of.” PASCAL, Blaise. Pensées.
LITERARY MOMENT

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SITUATED LEARNING 3
THE STORY OF MY LIFE
1. Discuss the questions below with your colleagues, in Portuguese.
a) What does an astronomer do?
b) What is a planetarium?
c) Have you ever been to a planetarium? If not, would you like to?
2. The text below is an excerpt from My life among planets, the autobiography of an astronomer.
Before you read it, answer the following questions in Portuguese.
a) What is an autobiography?
b) What is the difference between an autobiography and a biography?
!
?
My life among planets
14
Chapter II – The planetarium
The most important day of my life happened when I was 10 or 11 years old, while we (mom, dad
and I) were on vacation in Florida. We were visiting uncle Frank and aunt Olivia for a few days.
So uncle Frank came home from work one afternoon and invited me to go to the planetarium. First
we visited a little science museum next to the planetarium. There were not many other people
around, so the staff let me touch some bugs, a spider and even a snake! I was enjoying every
minute, and having the best time of my life.
ext we went to the planetarium show. It was my rst time there, so I was really curious to see
what it was like. Uncle Frank said later that he looked at me to check if I was paying attention, and
he saw that I was sitting there with my eyes wide open. That day made a strong impression on me
and I guess it has led me to become an astronomer today.
Elaborado especialmente para o São Paulo faz escola.

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3. Read the text and say if the statements below are True or False. Correct the false statements.
a) The writer had an important experience at the age of 10 or 11.
b) He traveled to Florida with uncle Frank and aunt Olivia.
c) The writer and uncle Frank went to the planetarium and then to the science museum.
d) Uncle Frank touched some bugs, a spider and a snake.
e) The writer enjoyed the visit to the science museum.
f) He was very interested in the planetarium show.
g) Today the writer is a biologist.
4. Find in the text the past form of the verbs and expressions below. Follow the example.
a) happen →
b) are visiting →
c) come →
d) invite →
e) am enjoying →
f) go →
g) see →
h) am sitting →
happened

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Now classify the verbs in the table below.
Past simple
Past continuous
Regular verbs Irregular verbs
: FOCUS ON LANGUAGE 3
1. Fill in the blanks with the missing words. The first letter and the number of letters are given to
help you. Follow the example.
a) An A S T R O N O M E R is a person who studies the planets and the solar system.
b) The part of the day after the morning is the A .
c) The opposite of “weak” is S .
d) Your mother’s (or your father’s) brother is your U . Your mother’s (or your
father’s) sister is your A .
2. Follow the example and classify the words in the box into the correct category.
biologist economist Biology journalist auditorium
Chemistry Astronomy planetarium aquarium

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Profession Subject Place
biologist
3. Study the sentence below and answer the questions that follow.
The most important day of my life happened when I was visiting uncle Frank and aunt
Olivia for a few days.
a) Which action lasted longer (more hours, days, etc.): 1 or 2?
b) Which sentence has a verb in the past simple: 1 or 2?
c) Which sentence has a verb in the past continuous: 1 or 2?
d) When did action 1 happen: before, during or after action 2?
4. Circle the correct alternative.
a) After my father arrived home, we had/were having dinner.
b) My father came home late today. So when he arrived, we had/were having dinner.
c) I was taking a shower when I heard/was hearing a scream.
d) Everybody slept/was sleeping when the telephone rang/was ringing.
“The true art of memory is the art of attention.” JOHNSON, Samuel. The idler.
LITERARY MOMENT
1 2

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SITUATED LEARNING 4
WRITING TASK  THIS IS MY LIFE
Get together with your classmates in a small group. Your task is to write the script of an event
that happened to one of you (or of a fictional event, that is, something that you have invented).
Follow these steps:
a) In the Activity Preparation for the writing task – part 1 (Situated Learning 1), you made some
notes about the situation you chose. Write here, in Portuguese, a brief summary of the event.
b) In the Activity Preparation for the writing task – part 2 (Situated Learning 2), you completed
a script that showed Pam and her friend on their way to their new school. What are the
characteristics of a script?
c) Now, using the information from Preparation for the writing task – part 2, write the first draft
of your script in the space provided.
d) After writing your first draft, show it to other groups and/or to your teacher. They will help
you improve your script.
e) Make the necessary changes and write the final version.
Suggestion: How about acting out your scene to your teacher and classmates? You can bring
special clothes, props and other accessories to make your scene more attractive.
props = objects used by actors in a play or film
!
?

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First draft

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Edited version

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LEARN MORE
Para aprender mais sobre os conteúdos deste tema, sugerimos uma lista de músicas (songs),
sites e filmes (films), com os quais você pode ampliar suas oportunidades de aprender inglês.
Songs
Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e
a palavra lyrics em seu site de busca preferido na internet.
I feel good (James Brown, 1965).
La isla bonita (Madonna, 1986).
Radio (The Corrs, 2000).
Norwegian wood (The Beatles, 1965).
Sites
Biography on-line. Disponível em: <http://biographyonline.net>. Acesso em: 12 nov. 2013.
O endereço fornece breves biografias de personalidades.
Helen Keller. Disponível em: <http://www.afb.org/MyLife/book.asp?ch=HK-intro>. Aces-
so em: 12 nov. 2013. O site apresenta a autobiografia de Helen Keller, uma estadunidense
que nasceu no final do século XIX e que, em razão de uma doença, ficou cega, surda e muda
aos 19 meses de idade.
Kids’ Health. Disponível em: <http://kidshealth.org/teen>. Acesso em: 12 nov. 2013. Nessa
página, você encontra dicas sobre alimentação, sexualidade, vida escolar, entre outros, bem
como respostas para perguntas frequentes e artigos para orientação de jovens.
Films
Homem-aranha (Spider-man). Direção: Sam Raimi. EUA, 2002. 121 min. Livre. Ação/
Aventura. O filme acompanha Peter Parker (Tobey Maguire) em seus primeiros pas-
sos como o Homem-Aranha. Em visita a um museu, ele é picado por uma aranha
modificada geneticamente e, a partir daí, começa a descobrir seus novos poderes.
Como as transformações acontecem muito rapidamente e estão fora do controle de
Peter, suas emoções sofrem grandes variações.

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Ratatouille (Ratatouille). Direção: Brad Bird. EUA, 2007. 110 min. Livre. Infantil/Animação.
Remy é um rato que mora nos esgotos de Paris e sonha tornar-se chef. Seu desejo começa
a se realizar quando conhece Linguini, um ajudante de cozinha sem nenhum talento culi-
nário. Preste atenção ao trecho em que Anton Ego, um temido crítico gastronômico, vai
ao restaurante onde Linguini trabalha. O crítico fica impressionado com o prato que lhe é
servido, pois ele lhe traz memórias de sua infância e de sua mãe.

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1. Here are some technologies that might be common in the future. In your opinion, what potential
positive and negative aspects could these inventions have?
a) Nuclear-powered cars.
b) Robots that look and behave like human beings.
c) Food in pills.
d) Instant thought transmission.
Do you think these technologies will come true? Why (not)?
2. Look at the texts below. They are:
( ) parts of dialogues. ( ) quotations. ( ) proverbs.
“I think there is a world market for maybe five computers.”
Thomas Watson, chairman of IBM, 1943.1
“The cinema is little more than a fad. It’s canned drama. What audiences really want to
see is flesh and blood on the stage.”
Charlie Chaplin, actor, producer, director and studio founder, 1916.2
“The Americans have need of the telephone, but we do not. We have plenty of messenger
boys.”
Sir William Preece, chief engineer, British Post Office, 1878.2
“[Television] won’t be able to hold on to any market it captures after the first six months.
People will soon get tired of staring at a plywood box every night.”
Darryl Zanuck, movie producer, 1946.2
1
Disponível em: <http://www.dailygalaxy.com/my_weblog/2008/01/1-telltale-sign.html>. Acesso em: 12 nov. 2013.
2
Disponível em: <http://listverse.com/history/top-30-failed-technology-predictions/>. Acesso em: 12 nov. 2013.
THEME 2
THE WORLD AROUND ME AND MY LIFE TEN YEARS FROM NOW
SITUATED LEARNING 5
PREDICTIONS
!
?

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What are the characteristics of these texts? Circle all the items that apply.
a) Somebody’s words are reproduced exactly as they were spoken or written.
b) Somebody’s ideas are summarized.
c) The statement comes between parentheses.
d) The statement comes between quotation marks.
e) The name of the person who made the prediction is mentioned.
f) The person’s occupation or position is stated.
g) The person’s age is stated.
h) A picture of the person follows the statement.
i) The year when the statement was made is mentioned.
3. Based on the texts in Activity 2, circle the correct alternative to complete the sentences.
a) In 1943/1946 the president of IBM predicted that many/not many people would want a
computer. It is ironic because today the computer is very important in our lives.
b) Charlie Chaplin thought that cinema was something temporary/excellent. He also believed
that people wanted to see real actors and actresses in theaters/hospitals.
c) Sir William Preece worked for an engineer/the British Post Office. In his opinion the telephone/
messenger boys had no future in England because British people would prefer to use the
telephone/messenger boys.
d) Darryl Zanuck predicted that television would last a short time/a long time because it would
be exciting/boring to look at the TV set.
4. Preparation for the writing task – part 1. Put the words and pictures in the correct order to write
some predictions.
a) all the replace will
b) become the to trips will routine
c) fewer will have
d) become will the sport national in

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1. Match the words on the left to their definitions on the right.
a) dialogue ( ) a sentence reproducing exactly what somebody
said or wrote.
b) prediction ( ) a short and popular sentence about life in
general.
c) proverb ( ) a conversation in a book, film or play.
d) quotation ( ) something that you say about what will happen
in the future.
2. Read the following quotations. Then, use the underlined words to identify the pictures on the
next page. Follow the example.
I) “There is no reason anyone would want a computer in their home.”
Ken Olson, president, chairman and founder of Digital Equipment Corp. (DEC), 1977.1
II) “A rocket will never be able to leave the Earth’s atmosphere.”
New York Times, 1936.1
III) “Nuclear-powered vacuum cleaners will probably be a reality in 10 years.”
Alex Lewyt, president of vacuum cleaner company Lewyt Corp., 1955.1
IV) “The horse is here to stay but the automobile is only a novelty – a fad.”
The president of the Michigan Savings Bank advising Henry Ford’s lawyer, Horace Rackham, not to
invest in Ford Motor Co., 1903.1
V) “Rail travel at high speed is not possible because passengers, unable to breathe, would
die of asphyxia.”
Dr. Dionysius Larder (1793-1859), professor of Natural Philosophy and Astronomy, University
College London.1
HOMEWORK: FOCUS ON LANGUAGE 5
1
Disponível em: <http://listverse.com/history/top-30-failed-technology-predictions/>. Acesso em: 12 nov. 2013.

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f)
b)
d)
a)
c)
e)
computer
3. Circle the correct alternative to complete each sentence, according to the quotations in Activity 2.
a) According to quotation I, people will/will not have computers at home.
b) According to quotation II, space travel is/is not possible.
c) According to quotation III, vacuum cleaners will depend on nuclear/electric energy in the future.
d) According to quotation IV, people will/will not use the automobile instead of the horse.
e) According to quotation V, if the train travels very fast, the passenger can/cannot breathe.
©RandyFaris/Corbis/Latinstock
©ArcoImagesGmbH/Alamy/GlowImages
©FriedrichSaurer/Alamy/GlowImages
©LucianaWhitaker/PulsarImagens
©BenjaminRondel/Corbis/Latinstock
©LawrenceManning/Corbis/Latinstock

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4. Answer the following questions about the quotations in Activity 2.
a) Where did Ken Olson work?
b) When did The New York Times write a prediction about space travel?
c) What product did the company Lewyt Corp. manufacture?
d) According to the president of the Michigan Savings Bank, in 1903, which was better: the
horse or the automobile?
e) When was Dr. Dionysius Larder born?
LITERARY MOMENT
“Observation is a passive science, experimentation an active science.” BERNARD, Claude.
An introduction to the study of experimental medicine.

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SITUATED LEARNING 6
PLANNING MY FUTURE
1. When you think about your future, what are you most concerned about? Tick all the items that
apply.
!
?
( ) Job opportunities.
( ) Getting married.
( ) Helping my parents, brothers, sisters etc.
( ) Having money to buy the things I need.
( ) Going to university.
( ) My physical appearance.
( ) Social violence.
( ) Environmental problems.
( ) Finding a boyfriend/girlfriend.
( ) Other: .
2. The following page contains some statements about the text below. They are all incorrect. Find
the mistakes and correct them.
©BobPardue–TeenLifestyle/Alamy/GlowImages
©ConexãoEditorial
Actress of the month:
We all love
MichelleBlentley!
Actressofthemonth
Michelle Blentley!
Since Michelle’s parents died
when she was six years old,
she’s had a lot of challenges to
face in her life. But she didn’t
let her circumstances keep her
down, she faced them head-on.
Michelle Blentley, our actress
of the month is only 14 years
old and she talked to TeenGirl
Magazine in Missouri, where
she is promoting her latest
movie, Into the forest.
TeenGirl: You’ve had a lot of
challenges in your life. What
did you learn from these
experiences?
Michelle: I learned to live one
day at a time. I do my best each
day and focus on that day. I try
not to worry too much about
the future.
TeenGirl: You recently won the
Bridgemond Award for Best
Teen Actress. What was it like?
Michelle: I was a bit surprised...
more like shocked, I guess.
And, of course, it’s definitely
great to have your work
recognized by others.
TeenGirl: If you weren’t an
actress, what would you like
to do?
Michelle: I love fashion, so I’d
like to be a fashion designer,
for example. And I really like
taking pictures too, so I could
also be a photographer, maybe
a fashion photographer!
TeenGirl: And what are your
plans now?
Michelle: I would like to play
different characters, you know.
I also hope to travel more. And
I wish to go to university too
and… many, many other things!
Elaborado especialmente para o São Paulo faz escola.
64 –TeenGirl

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a) The text is a movie script.
b) It was published in a book.
c) The text has a title and some questions and answers. It doesn’t have an introduction.
d) Each question is answered by a different person.
e) Michelle talks mainly about environmental problems in the world today.
3. Here are some of the things mentioned in Michelle’s interview. Read the text again and say if
they really happened (RH) in her life or if they are plans and expectations (PE).
a) Being a fashion designer. e) More trips.
b) Death of Michelle’s parents. f ) Playing different characters.
c) Going to university. g) Winning the Bridgemond Award for Best
Teen Actress.
d) Learning to live one day at a time.
4. Preparation for the writing task – part 2. What are your plans and expectations? Write some
sentences using the prompts in Column A and Column B. You can write about the topics you
chose in Activity 1.
Example: Next year, I would like to have a part-time job.
Column A Column B
In the future, I would like to...
In 5,10 or 20 years, I wouldn’t like to...
After I finish school, I hope to...
Next year, I hope not to...
Before I retire, I wish to...
Before long, I will...

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HOMEWORK: FOCUS ON LANGUAGE 6
1. Find your way through the word maze to form a sentence. You can only move one cell at a time,
horizontally or vertically, in any direction.
START
HERE
I think I will
you think that would be
a be to like rich
very actor grew grow up
famous actress when I
FINISH
LINE
2. Go back to the interview in Situated Learning 6. Read it again and answer the following questions.
a) How old is Michelle?
b) How did she feel when she won the Award for Best Teen Actress?
c) Where was Michelle when she gave the interview?
d) Why was she there?
3. There is a problem with the following sentences: some vowels were replaced by symbols! Can
you decode them and write the correct version?
a) In th_ f#t#r_, th_ w*rld p*p#lati*n will b_ small_r.
b) I h*p_ t* find a nic_ j*b wh_n I’m *ld_r.

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c) I w*#ldn’t lik_ t* g_t marri_d s**n.
d) My fri_nd wish_s t* m*v_ t* Bahia n_xt y_ar.
4. Match the verbs to their complements.
a) to face
b) to do
c) to play
d) to promote
e) to worry
f) to win
( ) an award
( ) a challenge
( ) a character
( ) about the future
( ) a movie
( ) your best
LITERARY MOMENT
“Nothing has yet been said that’s not been said before.” TERENCE. Eunuchus.

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!
? SITUATED LEARNING 7
THE FUTURE: BETTER OR WORSE?
1. Read these predictions and discuss with your classmates, in Portuguese, if you agree or disagree
with them.
a) In the future, the climate will be very cold in all regions of the world.
b) In ten years, clothes will be the same as they are today.
2. Read the following texts quickly. Then complete the paragraph using the words in the box.
S2 Science and Technology Sunday, April 14, 2013
Hotter temperature for centuries
Jeffrey Steld
Gloston News
Reduction in pollution today will not avoid global warming, say scientists.
Scientists from 103 countries
issued an alarming report
on Friday, April 11, saying
there is little doubt that
global warming is caused
by man and predicting that
hotter temperatures will be
“a reality for centuries”,
even if humans manage to
reduce pollution drastically
in the near future.
©ConexãoEditorial
©HemeraTechnologies/Photos.com/
Thinkstock/GettyImages
Elaborado especialmente para o São Paulo faz escola.
columns fashion Jeffrey Steld newspaper
Science and
Technology
Elke Leeson title climate
These texts are articles published in a in the section. This
kind of text has a (or headline) and is divided in on the page. The
first article was written by and is about the . The second article
was written by and is about .

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3. Follow the instructions below.
a) According to the texts in Activity 2, are the statements in Activity 1 true or false?
b) Without reading the texts again, try to match the two parts of the sentences.
i. Temperatures will be ( ) more intelligent.
ii. Clothes will be ( ) hotter.
iii. Fabrics will be ( ) lighter and easier to wash.
4. Preparation for the writing task – part 3. Complete the following sentences using an adjective
in the comparative form (example: hotter or more intelligent). You may use the words in the
box or your own ideas.
better bigger cheaper fatter
smaller more patient happier more intelligent
worse faster more expensive thinner
©ConexãoEditorial
a) In the future families will be .
b) People will be .
c) I hope to be .
d) There will be cars.
e) I believe the future will be than today.
Elaborado especialmente para o São Paulo faz escola.El b d l S P l f l
S4 Science and Technology Sunday, April 14, 2013
High-tech clothingElke Leeson
Gloston News
Joan Stovich, designer of HTech & Co.,
is to present the technology behind the
company’s new line of jackets at the
Fashion and Fabric Show in Paris next
month. The fabric used in the jackets
has a new component that keeps the
wearer’s body temperature constant,
regardless of variations in the weather.
According to Stovich, the association
between technology and the clothing
industry is a definite trend in fashion:
“We can see that in the future clothes
will become more intelligent. Fabrics
will be lighter and easier to wash.”

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1. Classify the adjectives in the box in the correct category according to how their comparative is
formed. Pay attention to spelling.
HOMEWORK: FOCUS ON LANGUAGE 7
General rule = adjective +
ER
Adjectives ending in
consonant + Y = cross out
Y and add IER
Adjectives ending in
consonant-vowel-consonant
= double the last consonant
and add ER
2. Use some of the words in Activity 1 to complete these sentences. In some cases more than one
answer may be correct.
a) Many cosmetics promise to make you look .
b) Do you think it’s to learn English than Portuguese?
c) Some people go on crazy diets to get .
d) I prefer colors, like black, brown and grey. But my sister prefers
colors, like yellow, orange and red.
bigger − brighter − cleaner − darker − dirtier − easier − fatter
happier − hotter − prettier − thinner − younger

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4. Are the underlined words nouns or verbs? Don’t forget to read the whole sentence and, if
possible, use a dictionary to check your answer. Follow the example.
a) I hope to present my ideas in the next meeting.
b) The fabric keeps the wearer’s body temperature constant.
c) Brides usually wear white.
d) The report says that global warming is caused by man.
e) You look awful! What happened to your face?
f) She faced her problems head-on.
LITERARY MOMENT
“I kept always two books in my pocket, one to read, one to write in.” STEVENSON, Robert
Louis. Memories and portraits.
industry material are able to collection
published a lot significantly director
a) Scientists from 103 countries issued an alarming report on Friday.
b) Hotter temperatures will be “a reality for centuries”, even if humans manage to reduce
pollution drastically in the near future.
c) Joan Stovich, designer of HTech & Co., is to present the technology behind the company’s
new line of jackets.
d) The fabric used in the jackets has a new component.
3. Find synonyms for the underlined words in the sentences. You will not use all the options in
the box.
“Present” is a verb.

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SITUATED LEARNING 8
WRITING TASK  MY LIFE SO FAR, MY LIFE AHEAD
In this last writing task of the year, your objective is to write an autobiographical text (that is, a
text about you and your life). This will be an individual production, but your teacher and classmates
will help you along the way. Your text should have three parts: personal presentation, important
events and expectations.
Part 1 – Personal presentation
a) List here four or five items of personal information that you would like to include in your
text (for example: name, age, etc.). Also include notes about the phrases you can use (for
example: My name is..., I’m... years old, etc.).
b) Write a draft of your personal presentation in the following box.
!
?
Personal presentation – Draft

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Part 2 – Important event(s) in my life
a) Here is a list of possible memorable events in your life. You can choose to write about one
of them, or you can add your own event in the space provided for this.
One of the most memorable things that happened in my life was when...
− I traveled to...
− I started to study in this school.
− I got my first bike.
− I moved to...
− .
b) Think about some details to include in the description of your important event(s). Then
write a draft in the following box.
Important event(s) in my life – Draft

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Part 3 – Expectations
a) In the activities Preparation for the writing task (Situated Learning 5, 6 and 7), you wrote
about expectations for yourself and for the world in general. Read this material again and
consider if you want to use or adapt some of these sentences in your autobiography.
b) In the following box, write a draft of the last section of your autobiographical text.
Expectations for the future – Draft
Editing and final version
An important part of writing is the moment when you edit and correct the text. The
‘editor’ may be yourself (self-correction), your classmates (peer correction) and/or your
teacher (teacher correction). Your teacher will help you to use these strategies. After that,
write the final version of your full text.

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Edited version

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LEARN MORE
Para aprender mais sobre os conteúdos deste tema, sugerimos uma lista de músicas (songs),
sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.
Songs
Para encontrar a letra das músicas sugeridas, basta escrever o título, o nome do artista e a
palavra lyrics em seu site preferido de busca.
The future of the future (stay gold) (Everything But The Girl, 1998).
The future song (Lenny Kravitz, 1992, gravada por Vanessa Paradis).
Reach (Gloria Estefan) – a música foi tema dos Jogos Olímpicos de Atlanta (1996);
ouça e pense por que ela foi escolhida. Depois, tente identificar dois adjetivos na forma
comparativa.
Site
Future for all. Disponível em: <http://www.futureforall.org>. Acesso em: 12 nov. 2013. O
site contém previsões de tecnologias e cenários futuros feitos por autores de ficção científica,
experts em tecnologia e usuários, em geral.
Films
A.I. − Inteligência artificial (A.I. − Artificial Intelligence). Direção: Steven Spielberg. EUA,
2001. 146 min. Livre. Ação. O único filho de Monica e Henry Swinton está em estado
vegetativo há vários anos. Com o desejo de ter novamente uma criança em casa, eles aceitam
participar de um projeto para testar um novo androide, chamado David (Haley Joel
Osment), cujo avançado sistema lhe permite ter sentimentos como um humano. Depois
que Martin, o filho “de verdade” do casal, recobra a consciência e volta para casa, Monica e
Henry decidem abandonar David, que inicia assim uma longa jornada em busca do amor
de sua “mãe”.
2001: Uma odisseia no espaço (2001: A space odyssey). Direção: Stanley Kubrick. EUA,
1968. 139 min. 12 anos. Ficção científica. Clássico da ficção científica e vencedor do Oscar
de Efeitos Especiais, o filme mostra um retrato do futuro da exploração espacial, em que a
relação entre máquina e homem está longe de ser tranquila.

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LEARN TO LEARN
Discourse markers
Quando conversamos com alguém (pessoalmente ou por telefone, por exemplo),
temos poucos segundos para entender o que nosso interlocutor nos diz e para pensar
no que diremos em seguida. Essa situação é bastante diferente da produção de um texto
escrito, em que temos tempo para planejar o que dizer, para escrever e até para apagar e
refazer o que for necessário.
Assim, em uma comunicação oral, usamos diversas expressões fixas e de sentido pouco
definido que nos ajudam a ganhar tempo enquanto pensamos no que dizer. Essas expressões
existem tanto no português como no inglês. Em inglês, elas são chamadas de time buyers
(literalmente, “compradoras de tempo”, ou seja, são usadas para “ganhar tempo”).
1. No diálogo a seguir, a expressão que está circulada é uma time buyer. Encontre e circule
outras quatro expressões desse tipo dentre as opções sublinhadas.
Ana Paula: E aí, como foi a festa?
Suzana: Ah, foi legal, né? Todo mundo da sala foi. O... o..., como é o nome dele? Aquele
meio baixinho? Lembrei: Pedro! O Pedro estava lá também.
Ana Paula: Sei.
Suzana: É, e aí, então a Cris me disse que o Pedro, é..., que o Pedro terminou com a Nanda.
2. Leia o trecho de um diálogo em inglês e identifique três expressões do tipo time buyer den-
tre as opções sublinhadas.
I was a little surprised, you know?
I mean, she was really angry! She was,
like, really, really mad!!

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3. Releia o diálogo entre Pam e Susie (Atividade 5, Situated Learning 2) e preste atenção no
modo como as expressões do quadro abaixo são usadas na conversa.
Well you know Humm Really?!
Agora diga se as afirmações a seguir são verdadeiras (V) ou falsas (F). Responda com base
no modo como as expressões são usadas no diálogo.
a) “Well” is a time buyer. ( )
b) “You know” is a time buyer. ( )
c) “Humm” is a time buyer. ( )
d) “Humm” means “This food is delicious”. ( )
e) “Really?” means “I’m surprised”. ( )
f) “Really?” means “I’m angry”. ( )
Think about it!
Nesta seção, você estudou algumas expressões bastante características
de diálogos orais, seja em português ou em inglês. Na atividade de produção
escrita deste tema, você e seus colegas elaboraram o roteiro de uma
situação ou um evento na vida de uma pessoa. Vocês incluíram nesse texto
alguma expressão do tipo time buyer para que os diálogos soassem mais
naturais?
Daydreaming in English
4. Quais das seguintes afirmações se aplicam a você?
( ) Quando eu gosto do som de uma palavra ou de uma frase em inglês, repito-a para mim
mesmo, em voz alta ou mentalmente.
( ) Quando estou fora da escola, às vezes fico tentando lembrar o nome em inglês dos
objetos que vejo pelo caminho.

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Mesmo que você não tenha muito contato com a língua inglesa fora da escola, é
possível continuar praticando de uma forma fácil e gratuita! Como? Você já pensou em
sonhar acordado em inglês? É o que chamamos de daydreaming in English (day = dia; dream
= sonho, sonhar). Isso significa, por exemplo, fazer as atividades listadas na questão 4.
O objetivo é encontrar, em seu dia a dia, momentos e oportunidades para continuar a ter
contato com o inglês, para relembrar e praticar aquilo que você já sabe.
Think about it!
Propomos um desafio a você. Durante todos os dias da próxima se-
mana, ao vir para a escola ou ir para casa, tente fazer uma descrição mental
em inglês de tudo que você vê pelo caminho: os nomes dos objetos, dos
estabelecimentos comerciais, das profissões, das cores, dos animais... Não
importa se você não conseguir formar frases perfeitas ou não souber algu-
mas palavras. O importante é aquilo que você consegue produzir. Note
que, a cada dia, sua descrição vai ficar mais rica e detalhada. Se você tiver
a companhia de um amigo pode ser ainda mais divertido, já que um pode
complementar a descrição do outro! Assim você aprenderá mais e o tempo
vai passar rápido!
( ) Na rua ou assistindo à TV, por exemplo, tento prestar atenção para ver se encontro
palavras em inglês que são usadas no cotidiano.
( ) Quando estou sozinho e sem ter o que fazer, às vezes invento frases ou diálogos em inglês.

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VOCABULARY LOG
Sentence
from the text
Situated Learning 1
Sentence
from the text
Situated Learning 1
Sentence
from the text
Situated Learning 2
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), anote uma definição ou tradução para a palavra.
Depois, no campo 3 (Association, example or picture), escreva algo ligado às palavras ou um exemplo;
você também pode fazer uma ilustração nesse espaço. No campo 4 (Sentence from the text), anote a
frase em que a palavra apareceu no Caderno.

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Sentence
from the text
Situated Learning 3
Sentence
from the text
Situated Learning 2
Sentence
from the text
Situated Learning 3
Sentence
from the text
Situated Learning 5

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Sentence
from the text
Situated Learning 7
Sentence
from the text
Situated Learning 5
Sentence
from the text
Situated Learning 6
Sentence
from the text
Situated Learning 6

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Sentence
from the text
Situated Learning 7

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Verbs & phrases
To be pregnant
To find out
To be scared
To be sure
To make a strong impression on somebody
To stop talking to somebody
To be worried about something
To have an argument with somebody
To be on vacation
To go on vacation
To hold on to something
To get tired of doing something
To face a challenge
To focus on something
To take photographs
To go to university
To do one’s best
To issue a report
Question words
Who
Where
When
What
Why
Which
How
INSTANT LANGUAGE
Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em
tabelas para auxiliá-lo em seu trajeto de aprendizagem da língua inglesa. Você pode usar essas tabelas
como um material de referência e consultá-las mesmo quando estiver no Ensino Médio!

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Adjectives and nouns
nervous (adj) – nervousness (n)
happy (adj) – happiness (n)
hungry (adj) – hunger (n)*
thoughtful (adj) – thought (n)
proud (adj) – pride (n)*
sleepy (adj) – sleep (n)*
scared, scary (adj)** – scare (n)*
confused, confusing (adj)** – confusion (n)
pregnant (adj) – pregnancy (n)
tired, tiring (adj)** – tiredness (n)
surprised, surprising (adj)** – surprise (n)*
(*) Hunger, pride, sleep, scare, and surprise can also be verbs.
(**) Compare: I was scared. The film was scary.
Sally felt confused. The whole experience was confusing.
My sister was tired when she got home. We all had a tiring day.
Brian was surprised. The events that night were really surprising.
Past continuous
was, were + VERB-ing wasn’t/weren’t + VERB-ing
I was watching TV when he arrived.
He wasn’t walking alone when I saw him.
Were they talking when the teacher looked at them?

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Past continuous x past simple
Use WHILE to talk about two long events happening at the same time:
taking a shower
watching a movie
He was taking a shower WHILE we were watching a movie.
Use WHEN to talk about a shorter action that happened during a longer action:
taking a shower
X
called
He was taking a shower WHEN I called.
Present ϫ Past
PRESENT PAST
I AM happy today.
They ARE always confused.
IS he usually friendly?
Sally GOES to school every morning.
They ARRIVE late almost every day.
DO you TAKE the subway very often?
Why DOES she always SPEAK so loud?
I AM TALKING to you. Pay attention!
They AREN’T STUDYING now.
IS she LISTENING to the radio?
I WAS sleepy yesterday.
They WEREN’T here on Tuesday.
Why WAS he sad last night?
Sally WENT to see a movie last weekend.
They DIDN’T ARRIVE on time today.
DID you COME by car today?
Who DID she TALK to before the class?
I WAS TALKING to him when he fainted.
They WEREN’T SLEEPING when I arrived.
Why WAS she CRYING in class yesterday?

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Short adjectives (one syllable)
Adjective Comparative
tall taller (than)
young younger (than)
Spelling: special cases
Adjectives ending in “consonant + y”: happy – happier
Adjectives ending in “e”: nice – nicer
Adjectives ending in “consonant + vowel + consonant”: hot – hotter
Comparatives: form
Long adjectives (two syllables or more)
Adjective Comparative
beautiful more beautiful (than)
famous more famous (than)
We use the comparative to talk about differences between people or things, and also to
express an opinion.
Compare:
This red car is old. It was made in 1984.
This blue car is old too. It was made in 1995.
The red car is older than the blue car.
I like this painting by Picasso. It is beautiful, but it is not my favorite.
I love this painting by Portinari. It is beautiful, and it is my favorite.
I think this painting by Portinari is more beautiful than this painting by Picasso.
Comparatives: use

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We use WILL/WON’T + VERB to talk about possibilities and predictions, or decisions we
make when we are speaking.
Maybe everybody will have a computer at home in five years.
I don’t know what Sally will do, and I won’t talk to her about it!
I have too many books to carry. Will you help me, please?
Will men travel to space on holiday in the next century?
Future: WILL
Future: expectations
To talk about our expectations, we can use hope to, wish to or would like to.
Study:
I hope to live to be 100!
I wish to go to university and be a doctor.
I would like to visit countries in all continents!
In the future, everybody will have their own private space rocket.
In 20 years, all the population will be literate.
I hope to find a good job after I finish school.
I will probably move to the countryside next year.
I would like to have two children before I am 30 years old.
My friend hopes to find a new job before long.
Future: time expressions

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série/9o
ano – Volume 2
54
Competências e habilidades Consigo
Consigo, mas
com ajuda
Ainda não
consigo
1. Identificar características de um
fórum na internet, de um diário
pessoal e de uma autobiografia.
2. Reconhecer o uso de algumas
interjeições e onomatopeias para
expressar sentimentos e sensações.
3. Identificar adjetivos para descrever
sentimentos e sensações.
4. Identificar o tema geral de um texto.
5. Localizar informações específicas em
um texto.
6. Identificar verbos no past simple e no
past continuous.
7. Organizar uma lista de eventos em
ordem cronológica.
8. Selecionar um episódio ou situação e
identificar elementos da narrativa (o
quê, quando, quem etc.)
9. Escrever um roteiro para
dramatização de um episódio na
minha vida ou na de um colega.
10. Fazer autocorreção de texto e sugerir
correções nos textos dos meus
colegas.
11. Analisar as correções sugeridas pelos
meus colegas sobre o meu texto.
12. Identificar algumas características de
citações.
13. Identificar algumas características de
uma entrevista em uma revista.
Can-do Chart

56. Inglês – 8a
série/9o
ano – Volume 2
55
14. Identificar algumas características de
reportagens de jornal.
15. Utilizar o verbo will e outras
estruturas verbais (hope to, wish to,
would like to) para falar sobre
previsões e expectativas para o
futuro.
16. Reconhecer as formas comparativas
do adjetivos.
17. Identificar expressões de tempo para
falar sobre o futuro.
18. Escrever um relato autobiográfico
contando quem eu sou, fatos que
aconteceram em minha vida e o que
espero para o futuro.
19. Analisar os textos dos meus colegas
e sugerir correções.
20. Analisar o que escrevo e identificar
pontos a corrigir.

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ano – Volume 2
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58. Inglês – 8a
série/9o
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59. Inglês – 8a
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60. Inglês – 8a
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61. Inglês – 8a
série/9o
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62. Inglês – 8a
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63. Inglês – 8a
série/9o
ano – Volume 2
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64. 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.
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, 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, Katia Mendes
e Silva, Liliane Renata Tank Gullo, Marcia Magali
Rodrigues dos Santos, Mônica Antonia Cucatto da
Silva, Patrícia Pinto Santiago, Regina Maria Lopes,
Sandra Pereira Mendes, Sebastiana Gonçalves
Ferreira Viscardi, Silvana Alves Muniz.
Língua Estrangeira Moderna (Inglês): Célia
Regina Teixeira da Costa, Cleide Antunes Silva,
Ednéa Boso, Edney Couto de Souza, Elana
Simone Schiavo Caramano, Eliane Graciela
dos Santos Santana, Elisabeth Pacheco Lomba
Kozokoski, Fabiola Maciel Saldão, Isabel Cristina
dos Santos Dias, Juliana Munhoz dos Santos,
Kátia Vitorian Gellers, Lídia Maria Batista
Bom m, Lindomar Alves de Oliveira, Lúcia
Aparecida Arantes, Mauro Celso de Souza,
Neusa A. Abrunhosa Tápias, Patrícia Helena
Passos, Renata Motta Chicoli Belchior, Renato
José de Souza, Sandra Regina Teixeira Batista de
Campos e Silmara Santade Masiero.
Língua Portuguesa: Andrea Righeto, Edilene
Bachega R. Viveiros, Eliane Cristina Gonçalves
Ramos, Graciana B. Ignacio Cunha, Letícia M.
de Barros L. Viviani, Luciana de Paula Diniz,
Márcia Regina Xavier Gardenal, Maria Cristina
Cunha Riondet Costa, Maria José de Miranda
Nascimento, Maria Márcia Zamprônio Pedroso,
Patrícia Fernanda Morande Roveri, Ronaldo Cesar
Alexandre Formici, Selma Rodrigues e
Sílvia Regina Peres.
Área de Matemática
Matemática: Carlos Alexandre Emídio, Clóvis
Antonio de Lima, Delizabeth Evanir Malavazzi,
Edinei Pereira de Sousa, Eduardo Granado Garcia,
Evaristo Glória, Everaldo José Machado de Lima,
Fabio Augusto Trevisan, Inês Chiarelli Dias, Ivan
Castilho, José Maria Sales Júnior, Luciana Moraes
Funada, Luciana Vanessa de Almeida Buranello,
Mário José Pagotto, Paula Pereira Guanais, Regina
Helena de Oliveira Rodrigues, Robson Rossi,
Rodrigo Soares de Sá, Rosana Jorge Monteiro,
Rosângela Teodoro Gonçalves, Roseli Soares
Jacomini, Silvia Ignês Peruquetti Bortolatto e Zilda
Meira de Aguiar Gomes.
Área de Ciências da Natureza
Biologia: Aureli Martins Sartori de Toledo, Evandro
Rodrigues Vargas Silvério, Fernanda Rezende
Pedroza, Regiani Braguim Chioderoli e Rosimara
Santana da Silva Alves.
Ciências: Davi Andrade Pacheco, Franklin Julio
de Melo, Liamara P. Rocha da Silva, Marceline
de Lima, Paulo Garcez Fernandes, Paulo Roberto
Orlandi Valdastri, Rosimeire da Cunha e Wilson
Luís Prati.
Física: Ana Claudia Cossini Martins, Ana Paula
Vieira Costa, André Henrique Ghel Ru no,
Cristiane Gislene Bezerra, Fabiana Hernandes
M. Garcia, Leandro dos Reis Marques, Marcio
Bortoletto Fessel, Marta Ferreira Mafra, Rafael
Plana Simões e Rui Buosi.
Química: Armenak Bolean, Cátia Lunardi, Cirila
Tacconi, Daniel B. Nascimento, Elizandra C. S.
Lopes, Gerson N. Silva, Idma A. C. Ferreira, Laura
C. A. Xavier, Marcos Antônio Gimenes, Massuko
S. Warigoda, Roza K. Morikawa, Sílvia H. M.
Fernandes, Valdir P. Berti e Willian G. Jesus.
Área de Ciências Humanas
Filosofia: Álex Roberto Genelhu Soares, Anderson
Gomes de Paiva, Anderson Luiz Pereira, Claudio
Nitsch Medeiros e José Aparecido Vidal.
Geografia: Ana Helena Veneziani Vitor, Célio
Batista da Silva, Edison Luiz Barbosa de Souza,
Edivaldo Bezerra Viana, Elizete Buranello Perez,
Márcio Luiz Verni, Milton Paulo dos Santos,
Mônica Estevan, Regina Célia Batista, Rita de
Cássia Araujo, Rosinei Aparecida Ribeiro Libório,
Sandra Raquel Scassola Dias, Selma Marli Trivellato
e Sonia Maria M. Romano.
História: Aparecida de Fátima dos Santos
Pereira, Carla Flaitt Valentini, Claudia Elisabete
Silva, Cristiane Gonçalves de Campos, Cristina
de Lima Cardoso Leme, Ellen Claudia Cardoso
Doretto, Ester Galesi Gryga, Karin Sant’Ana
Kossling, Marcia Aparecida Ferrari Salgado de
Barros, Mercia Albertina de Lima Camargo,
Priscila Lourenço, Rogerio Sicchieri, Sandra Maria
Fodra e Walter Garcia de Carvalho Vilas Boas.
Sociologia: Anselmo Luis Fernandes Gonçalves,
Celso Francisco do Ó, Lucila Conceição Pereira e
Tânia Fetchir.
Apoio:
Fundação para o Desenvolvimento da Educação
- FDE
CTP, Impressão e acabamento
Plural Indústria Grá ca Ltda.

65. A Secretaria da Educação do Estado de São Paulo autoriza a reprodução do conteúdo do material de sua titularidade pelas demais secretarias de educação do país, desde que mantida a integri-
dade da obra e dos créditos, ressaltando que direitos autorais protegidos*deverão ser diretamente negociados com seus próprios titulares, sob pena de infração aos artigos da Lei no
9.610/98.
* Constituem “direitos autorais protegidos” todas e quaisquer obras de terceiros reproduzidas no material da SEE-SP que não estejam em domínio público nos termos do artigo 41 da Lei de
Direitos Autorais.
* Nos Cadernos do Programa São Paulo faz escola são indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos conteúdos apresentados e como referências bibliográficas.
Todos esses endereços eletrônicos foram checados. No entanto, como a internet é um meio dinâmico e sujeito a mudanças, a Secretaria da Educação do Estado de São Paulo não garante que os sites
indicados permaneçam acessíveis ou inalterados.
* Os mapas reproduzidos no material são de autoria de terceiros e mantêm as características dos originais, no que diz respeito à grafia adotada e à inclusão e composição dos elementos cartográficos
(escala, legenda e rosa dos ventos).
Ciências Humanas
Coordenador de área: Paulo Miceli.
Filosofia: Paulo Miceli, Luiza Christov, Adilton Luís
Martins e Renê José Trentin Silveira.
Geografia: Angela Corrêa da Silva, Jaime Tadeu Oliva,
Raul Borges Guimarães, Regina Araujo e Sérgio Adas.
História: Paulo Miceli, Diego López Silva,
Glaydson José da Silva, Mônica Lungov Bugelli e
Raquel dos Santos Funari.
Sociologia: Heloisa Helena Teixeira de Souza Martins,
Marcelo Santos Masset Lacombe, Melissa de Mattos
Pimenta e Stella Christina Schrijnemaekers.
Ciências da Natureza
Coordenador de área: Luis Carlos de Menezes.
Biologia: Ghisleine Trigo Silveira, Fabíola Bovo
Mendonça, Felipe Bandoni de Oliveira, Lucilene
Aparecida Esperante Limp, Maria Augusta
Querubim Rodrigues Pereira, Olga Aguilar Santana,
Paulo Roberto da Cunha, Rodrigo Venturoso
Mendes da Silveira e Solange Soares de Camargo.
Ciências: Ghisleine Trigo Silveira, Cristina Leite,
João Carlos Miguel Tomaz Micheletti Neto,
Julio Cézar Foschini Lisbôa, Lucilene Aparecida
Esperante Limp, Maíra Batistoni e Silva, Maria
Augusta Querubim Rodrigues Pereira, Paulo
Rogério Miranda Correia, Renata Alves Ribeiro,
Ricardo Rechi Aguiar, Rosana dos Santos Jordão,
Simone Jaconetti Ydi e Yassuko Hosoume.
Física: Luis Carlos de Menezes, Estevam Rouxinol,
Guilherme Brockington, Ivã Gurgel, Luís Paulo
de Carvalho Piassi, Marcelo de Carvalho Bonetti,
Maurício Pietrocola Pinto de Oliveira, Maxwell
Roger da Puri cação Siqueira, Sonia Salem e
Yassuko Hosoume.
Química: Maria Eunice Ribeiro Marcondes, Denilse
Morais Zambom, Fabio Luiz de Souza, Hebe
Ribeiro da Cruz Peixoto, Isis Valença de Sousa
Santos, Luciane Hiromi Akahoshi, Maria Fernanda
Penteado Lamas e Yvone Mussa Esperidião.
Caderno do Gestor
Lino de Macedo, Maria Eliza Fini e Zuleika de
Felice Murrie.
GESTÃO DO PROCESSO DE PRODUÇÃO
EDITORIAL 2014-2017
FUNDAÇÃO CARLOS ALBERTO VANZOLINI
Presidente da Diretoria Executiva
Mauro de Mesquita Spínola
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, 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 .
CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS
CONTEÚDOS ORIGINAIS
COORDENAÇÃO DO DESENVOLVIMENTO
DOS CONTEÚDOS PROGRAMÁTICOS DOS
CADERNOS DOS PROFESSORES E DOS
CADERNOS DOS ALUNOS
Ghisleine Trigo Silveira
CONCEPÇÃO
Guiomar Namo de Mello, Lino de Macedo,
Luis Carlos de Menezes, Maria Inês Fini
coordenadora e Ruy Berger em memória .
AUTORES
Linguagens
Coordenador de área: Alice Vieira.
Arte: Gisa Picosque, Mirian Celeste Martins,
Geraldo de Oliveira Suzigan, Jéssica Mami
Makino e Sayonara Pereira.
Educação Física: Adalberto dos Santos Souza,
Carla de Meira Leite, Jocimar Daolio, Luciana
Venâncio, Luiz Sanches Neto, Mauro Betti,
Renata Elsa Stark e Sérgio Roberto Silveira.
LEM – Inglês: Adriana Ranelli Weigel Borges,
Alzira da Silva Shimoura, Lívia de Araújo Donnini
Rodrigues, Priscila Mayumi Hayama e Sueli Salles
Fidalgo.
LEM – Espanhol: Ana Maria López Ramírez, Isabel
Gretel María Eres Fernández, Ivan Rodrigues
Martin, Margareth dos Santos e Neide T. Maia
González.
Língua Portuguesa: Alice Vieira, Débora Mallet
Pezarim de Angelo, Eliane Aparecida de Aguiar,
José Luís Marques López Landeira e João
Henrique Nogueira Mateos.
Matemática
Coordenador de área: Nílson José Machado.
Matemática: Nílson José Machado, Carlos
Eduardo de Souza Campos Granja, José Luiz
Pastore Mello, Roberto Perides Moisés, Rogério
Ferreira da Fonseca, Ruy César Pietropaolo e
Walter Spinelli.

66. Validade:2014–2017