CadernoDoAluno 2014 2017 Vol2 Baixa LC LEM Ingles EF 5S 6A PDF

a o
5 SÉRIE 6 ANO
ENSINO FUNDAMENTAL – ANOS FINAIS
Volume 2
INGLÊS
Linguagens
CADERNO DO ALUNO
GOVERNO DO ESTADO DE SÃO PAULO
SECRETARIA DA EDUCAÇÃO
MATERIAL DE APOIO AO
CURRÍCULO DO ESTADO DE SÃO PAULO
CADERNO DO ALUNO
INGLÊS
ENSINO FUNDAMENTAL – ANOS FINAIS
5a SÉRIE/6o ANO
VOLUME 2
Nova edição
2014 - 2017
São Paulo
Governo do Estado de São Paulo
Governador
Geraldo Alckmin
Vice-Governador
Guilherme Afif Domingos
Secretário da Educação
Herman Voorwald
Secretária-Adjunta
Cleide Bauab Eid Bochixio
Chefe de Gabinete
Fernando Padula Novaes
Subsecretária de Articulação Regional
Rosania Morales Morroni
Coordenadora da Escola de Formação e
Aperfeiçoamento dos Professores – EFAP
Silvia Andrade da Cunha Galletta
Coordenadora de Gestão da
Educação Básica
Maria Elizabete da Costa
Coordenadora de Gestão de
Recursos Humanos
Cleide Bauab Eid Bochixio
Coordenadora de Informação,
Monitoramento e Avaliação
Educacional
Ione Cristina Ribeiro de Assunção
Coordenadora de Infraestrutura e
Serviços Escolares
Dione Whitehurst Di Pietro
Coordenadora de Orçamento e
Finanças
Claudia Chiaroni Afuso
Presidente da Fundação para o
Desenvolvimento da Educação – FDE
Barjas Negri
Caro(a) aluno(a),
Ao longo deste ano, você aprofundará seus conhecimentos sobre a língua inglesa e desenvolverá
habilidades de leitura que poderão ajudá-lo no estudo de outras disciplinas. Neste Caderno, por
meio dos textos e das atividades, você vai aprender alguns termos específicos para espaços, objetos
e profissionais pertinentes aos ambientes escolar e mobiliário, tipos de habitações e partes da casa,
além de adjetivos que podem ser usados para enriquecer suas descrições. Também terá a oportuni-
dade de discutir sobre escolas e costumes de outros povos em relação à moradia, e quais os aspectos
que devem ser levados em conta para produzir a planta-baixa de uma escola e de uma casa.
Você contará, ainda, com as seções dedicadas à sistematização do estudo do vocabulário e da

gramática, e as sugestões de sites e dicas importantes sobre o uso da internet como ferramenta de
pesquisa e comunicação, que poderão ajudá-lo em seus estudos do inglês e de outras disciplinas.
Equipe Técnica 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) The school e
2) Different houses. Essas atividades vão ajudá-lo a:
1. Reconhecer vocabulário em inglês pertinente à escola (espaços, objetos e profissionais).
2. Reconhecer características de uma planta baixa.
3. Reconhecer o objetivo de um texto.
4. Identificar informações específicas (ou a ausência de informações) em textos.
5. Nomear espaços na escola e objetos escolares em inglês.
6. Localizar informações específicas em um texto.
7. Organizar vocabulário em categorias.
8. Reconhecer abreviações de palavras.
9. Utilizar conhecimento prévio para compreender informações em um texto.
10. Relacionar imagens a textos descritivos.
11. Reconhecer vocabulário em inglês pertinente a diferentes tipos de moradia, cômodos de

uma casa e sua mobília.
12. Reconhecer adjetivos usados para descrever casas e seus espaços.
13. Produzir um pôster, planta baixa ou maquete de uma escola e de uma casa com cômodos
e mobília.
14. Valorizar e respeitar a moradia como um espaço de convivência social.
5
Inglês – 5a série/6o ano – Volume 2
THEME 1
THE SCHOOL
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SITUATED LEARNING 1
PLACES IN A SCHOOL
1. Study the following pictures. Match them with the words in the box.
teachers’ room library restrooms sports gym canteen

auditorium classroom principal’s office computer room science lab
© Fernando Favoretto
© Photos.com/Jupiter Images/Thinkstock/Getty Images

a) b)
© Fernando Favoretto
d)
© James Knopf/iStockphoto/Thinkstock/Getty Images
c)
6
i)
e)
© Lisa F. Young/iStockphoto/Thinkstock/Getty Images g)

© Fernando Favoretto/Criar Imagem © Fernando Favoretto/Criar Imagem
7
j)
f)
h)
© Hemera Technologies/AbleStock.com/Thinkstock/Getty Images © Hemera Technologies/AbleStock.com/Thinkstock/

Getty Images
© Catherine Yeulet/Thinkstock/iStockphoto/Getty Images

2. Study the illustration below and answer the following questions in Portuguese:
a) What kind of illustration is it?
b) What’s the purpose of this illustration?
c) Now complete the labels with the names of the places in the illustration.
© Jairo Souza Design
1)
2) auditorium
3) canteen
4) teachers’ room
5)
6)
3. Read the descriptions. Which places are they about?
a) “Spacious and well-ventilated, students concentrate on the teacher’s explanations and do a

lot of activities in this place.” ( )
b) “Biology and Chemistry experiments allow students to learn more about nature and science
in this place.” ( )
c) “Competitions and school celebrations with the community happen in this place.”
( )
8
4. Do you know the words below? If possible, use your dictionary to check their meanings and
write them in the categories they belong to.
m
CD-ROMs
newspaper o
at
p e u
co
co
o s s
icr e
b
encyclopedias m
la
printer
dic
tio
na
rie
s chemical products
LIBRARY: encyclopedias
COMPUTER ROOM:
SCIENCE LAB:
5. Go back to the list in Activity 2. Find two shortened words in it.
a)
b)
: FOCUS ON LANGUAGE 1
1. Find five words related to school places in the word search below.
H A Q F Z S F J L F D R
K U R H K J C K I V S G
L D S J X C A L B Z D F
P I D K D S N M R X G L
N T G T F L T N A W M K
C O M P U T E R R O O M
S R N R K F E F Y F K J
X I L G D S N Q S C L T
Q U K B V X R S Z B V P
Z M J C L A S S R O O M
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2. Match the columns.
A B
( ) normally go to the restroom to wash
a) In a canteen, students
our faces and hands.
b) Students’ performances and musical shows ( ) can buy food and drinks.
( ) relax, organize material for classes and
c) My friends go to
have meetings.
d) After the Physical Education classes we ( ) the library to borrow books and magazines.
e) In the teachers’ room, teachers can ( ) happen in the school auditorium.
3. Read the sentences and tick (9) the correct options.

a) Teacher: “Please, David, be quiet.”
(9) David is in the library. ( ) David is in the restroom.
b) Amy: “Can I have a hamburger and an orange juice, please?”

( ) Amy is in the classroom. ( ) Amy is in the canteen.
c) Fred: “Kick the ball to me, Sam!”

( ) Fred is in the canteen. ( ) Fred is in the sports gym.
d) Teacher: “Please, David, come to the board and write the answer.”
( ) David is in the classroom. ( ) David is in the restroom.
e) Mrs. Lane: “Hello, Mr. Sanders. I’m Louise’s mother. Can I talk to you for 5 minutes, please?”
( ) Mrs. Lane is in the restroom. ( ) Mrs. Lane is in the principal’s office.
4. Study the following vocabulary items. Then complete the dialogues.
chalk – you use it to write on the board (giz)

snack – something you eat between meals (lanche)
report card – a report of a student’s progress, presented periodically to a parent or guardian
(boletim)
locker – a small metal compartment to keep personal belongings (armário)
drinking fountain – a device that provides a stream of drinking water for public use
(bebedouro)
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a) Sam: “Here is my report card , mom. The comments are very good!”
Mom: “Well done, Sam!”
b) Peter: “Let’s go to the canteen, John. I’m dying for a .”

John: “Me too. Let’s.”
c) Carol: “The teacher needs more to write on the board.

I will go and get some.”
Inspector: “O.K.”
d) Jane: “I’m very thirsty, it’s so hot!”

Sue: “Let’s have some water from that .”
e) Sally: “Where are your English books, Sam?”

Sam: “They’re in my .”
LITERARY MOMENT
“God is always doing geometry.” PLATO.
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SITUATED LEARNING 2
MY SCHOOL
1. Read the e-mail below and answer the questions.
a) Who writes it?
b) Who is the recipient?
Send
From: Silvio Motta

To: Ellen Garcia Lopez
Subject: My school
Hi, Ellen.
My name’s Silvio and I’m from Brazil. I’m a student in the 6th grade and I’m 11. I study at “E. E. José Paulino
de Souza”, a very big school in my community. There are 2,000 students here and there are 32 students in my
class.
My school has some facilities: a big library, a good sports gym and an auditorium where we produce theater
plays with the help of our Arts teacher. I love theater!
My English teacher, Ana Rita, is very cool. In my classroom there are new green desks and a big blackboard.
The walls are all white, but I don’t like this color very much. I prefer green or blue.
What about your school? What is it like?
Write me!
Silvio
2. Now read the text again and complete the missing information.
a) Silvio’s English teacher’s name:
b) The name of Silvio’s school:

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c) Silvio’s age:
d) Number of students at Silvio’s school:
e) Number of students in Silvio’s class:
f ) Color of the wall of Silvio’s classroom:
g) Facilities at Silvio’s school:
3. Several people work in a school. Study the pictures and label them with the words in the box.
librarian teacher principal’s secretary inspector canteen clerk principal
© Conexão Editorial
a) b)
c) d)
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e) f)
4. Look at Silvio’s desk. Match the objects in the list with the pictures.
( ) A ruler
( ) A pencil
3
( ) Four notebooks 1
( ) Three pens 7 2
6
( ) An English book 4
( ) Two erasers 5
( ) A sharpener
5. Study the picture again and answer this question: What was Silvio’s last class of the day? How
do you know?
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1. Study Situated Learning 1 and 2 and find words to complete the table.
School professionals School objects Places at school

teacher
eraser
canteen
2. Study the chart on page 50 – Verb to be: contracted forms – and complete the sentences using the
present forms of the verb ‘to be’. Then choose the dialogues that match the illustrations.

Illustration 1 Illustration 2
a) “Have you seen Sophie, Julie?”

“Yes, she ’s in the canteen, having a sandwich.”
b) “What your name?”
“Megan.”
c) “Welcome to Franklins Junior High School. I Janet.”
“Nice to meet you!”
d) “It 10:20! Oh, no, the volleyball game at 10:25. Let’s rush!”
“Ok, let’s go.”
e) “Where the books, Carlos?”
“I don’t know… Wait! Over there!”
f ) “Hey, Mr. Williams. We in your class.”
“Oh, that fine. Welcome aboard!”
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3. Match the two columns to form words related to school objects.
A B
1) paper a) fluid
2) elastic b) clip
3) correction c) punch
4) hole d) sharpener
5) pencil e) bands
4. Study the e-mail in Situated Learning 2. Then number the sentences in the right sequence.
( ) Write me.
( ) Hi, I’m so happy to get your e-mail and be friends with you.
( 1 ) Dear Silvio,
( ) Well, my school is not big. There are 700 students and in my class we are 22.
( ) Tell me about your friends. Are they cool?
( ) Ellen.
( ) But I like my school and my friends very much. My classroom is nice and the library is
fantastic.
LITERARY MOMENT
“The roots of education are bitter, but the fruit is sweet.” ARISTOTLE. Diogenes Laertius
lives of philosophers.
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SITUATED LEARNING 3
SCHOOLS AROUND THE WORLD
1. In small groups, discuss the following questions in Portuguese.
a) What are schools like in countries such as Peru, Ghana or Japan? Do you know?
b) Do you know what indigenous schools are like in Brazil? Are there any near your community
or city?
c) About 115 million children and teens in the world don’t go to school. Can you think of the
reasons?
2. Study the pictures below. In pairs, describe what you see.
© Bill Bachmann/Alamy/Glow Images

© Bill Bachmann/Alamy/Glow Images
1 2
© Jenny Matthews/Alamy/Glow Images
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3. Read the texts quickly and match them with the pictures in Activity 2.
a) “I’m Josephine and I live in the rural area near Accra, the capital of my country, Ghana. I
am very happy because I go to school every day. In my country, a lot of children don’t go to
school, especially girls. I really want to learn how to read and write well.”
b) “Hello! I’m Juan, and I’m 11 years old. I don’t like my school very much. It is like a prison,
and there is no modern equipment in the classrooms. I wear a very clean uniform (we are
punished if it is not). Ah, and our shiny black shoes are very important: I have shoe polish
in my school bag and I shine my shoes at school.”
c) “Hi! I’m Akemi and I’m in the 8th grade at school. There are about 40 students per class in
my school. When teachers enter the classroom, we bow and say Ohayo gozaimasu (‘Good
morning’). We are very silent in class because we respect our sensei (the teacher).”
4. Read the texts again and answer these questions: Who mentions...
a) uniforms?
b) greeting the teacher?
c) not speaking in class?
d) the number of students in class?
e) positive feelings about the school?
f ) negative feelings about the school?
5. In small groups, identify differences and similarities between your school and the schools
described in the texts in Activity 3. Answer in Portuguese.
18
1. Read what the children say about their school. Then draw the smiley according to how they feel
about it.
I love it! I like it. I don’t like it

very much.
a) “My school is nice, but we don’t have a library.”
b) “I am very happy in my school. I have lots of friends and the

teachers are fantastic!”
c) “Well, in my school there isn’t a computer room or a library.

The sports gym is small in my opinion, so it is not very nice.”
d) “My mother says my school is the best, but I don’t have many
friends. The teachers are very good, though, and I like to study
very much.”
e) “My school is cool, really cool. We have a big library, a new

sports gym and modern laboratories. It is the best!”
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e)
c)
a)
© Olix Wirtinger/Solus-Veer/Corbis/Latinstock © Angela Hampton Picture Library/Alamy/Glow Images © Rubens Chaves/Pulsar Imagens
modern
Follow the example.
Rural school
rural
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b)
d)
happy
© John Edward Linden/Beateworks/Corbis/Latinstock © Angela Hampton Picture Library/Alamy/Glow Images

silent
shiny
2. Study the adjectives in the box. Then label the pictures with one of the adjectives and a noun.
3. Unscramble the words to form sentences. Tip: the sentences are taken from the texts in Activity 3,
page 18.
a) go – every day. – to school – I
b) my school – I – very much. – like – don’t
c) uniform. – wear – a very clean – I
d) are – in class. – We – very silent
4. Study the use of very much X very in the Instant language section (page 50). Then circle the
correct option in the sentences.
a) I like my teacher very/very much.
b) Lisa is very/very much young: she’s only 3 years old.
c) “Do you like History?” Yes, I like it very much/very.
d) My school is very much/very important to me.
e) Cristina is very much/very good at Mathematics.
LITERARY MOMENT
“Literature is a luxury; fiction is a necessity.” CHESTERTON, G. K. The defendant.
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SITUATED LEARNING 4
PRODUCING A POSTER: MY IDEAL SCHOOL
1. Read the following steps with the help of your teacher to produce a poster with the title:
My ideal school.
a) Get into groups of four or five students. Discuss the following questions in Portuguese. Use
the lines to take notes.
Ɣ Does your school have the same facilities as the school described in Situated Learning 1?
Ɣ Do you think the facilities are well located in your school?
Ɣ Do you think the physical characteristics of the building are good, for example the size and
color of the walls?
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b) Now, draw the floor plan of your ideal school and write a short description of some of the
places in it. Use the box (First draft) to do it. For references, check the floor plan in Situated
Learning 1 and the e-mail in Situated Learning 2.
First draft: My ideal school
c) Show your work to your teacher. He/She is going to check it for any mistakes.
d) Produce the final version of the plan on a poster or as a maquette. Make sure the layout is
appropriate, as well as the subtitles or labels. Don’t forget to include the name of the school,
the number of students and teachers and any other information you find useful to identify
the school.
e) Finally, prepare an exhibition so that everybody in class can appreciate what you and your
classmates have done.
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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 de busca preferido.
Ɣ Another brick in the wall – part II (Pink Floyd, 1979).

Ɣ We’re going to be friends (White Stripes, regravada por Jack Johnson em 2006).
Sites
Ɣ Para conhecer a respeito de escolas no Peru, visite: <http://eqi.org/peru_ed1.htm>. Acesso
em: 11 nov. 2013.
Ɣ Para conhecer mais a respeito de adolescentes e suas escolas na África, visite: <http://
cyberschoolbus.un.org>. Acesso em: 11 nov. 2013.
Films
Ɣ Zoando na escola (How to eat fried worms). Direção: Bob Dolman. EUA, 2006. 98 min.
Livre. Aventura/Comédia. É início do ano letivo e um garoto que começa a 5a série/6o ano
do Ensino Fundamental muda de escola. Nesse novo ambiente, um desafio lhe é imposto
pelo mandachuva da escola. Aproveite para discutir com os colegas e com seu professor os
conflitos, receios e desafios da convivência na escola, principalmente quando tudo é novidade
e não temos nossos amigos por perto.
Ɣ Escola da vida (School of life). Direção: William Dear. EUA, 2005. 111 min. Livre. Co-
média/Drama. Aqui a história do filme também se passa em uma escola de Ensino Funda-
mental nos Estados Unidos, na qual um novo professor está revolucionando as formas de
ensinar. Qual seria seu segredo? Vale a pena conferir!
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THEME 2
DIFFERENT HOUSES
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SITUATED LEARNING 5
WHERE WE LIVE
1. Label the pictures with the words in the box.
apartment cottage terraced house two-story house bedsit

© Elizabeth Whiting & Associates/
Alamy/Glow Images
© Ivania Sant’Anna/Kino
© Iara Venanzi/Kino
a) b) c)
© Robert Harding Picture Library/
Alamy/Glow Images
© Marcos Peron/Kino
d) e)
2. Read the following texts. Where do these people live? Use the words listed in Activity 1.
a) Louise: “I don’t like where I live. It is not big, and it is not so small, but the color of the
building is so ugly! I live on the 7th floor and I don’t like the elevator very much. The rent is
expensive. I love animals, but we can’t have pets.”
b) Sam: “I am a graffiti artist and I love the place I live in. It’s not spacious, but it is modern
and decorated with my graffiti. My friends think that just one room is not enough for living,
but I like it!”
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c) Jane and Markus: “The place where we live is old, about 50 years old. But it is a quiet place,
we can play in the streets without problems. We and our brothers sleep in the same bedroom
on the second floor of our house and sometimes we listen to our noisy neighbors in their
bedroom because the walls are very thin. It’s funny.”
3. Read the text and complete it using adjectives.

“Hi, my name is Luka and I live in an (a) apartment (about 60 years old!) near
the Thames river in London. I like my place: the rent is not (b), only 25 pounds a
week, and I have good neighbors. They are (c), and this is important because I have to
study at home a lot and I need silence to concentrate. My apartment is not very (d),
there is only one bedroom. But I love it, specially the colors: they are very (e).
HOMEWORK: FOCUS ON LANGUAGE 5
1. Study the order of adjectives in the Instant language section. Then, unscramble the words to
form sentences.
a) house – a – comfortable – wooden

a comfortable wooden house.
b) cozy – a – house – white
c) house – brick – large – a
d) tall – building – a
e) apartment – an – expensive
26
2. Read the descriptions. Then label the illustrations with the words in bold.
a) In the South of the USA, big houses in rural areas have beautiful verandahs with columns
to support them. These houses are called plantation houses.
b) Clapboard houses are very common in New England. People cover the walls of the house
with horizontal planking.
c) People in the downtown area of a city sometimes live in very small apartments in big old
buildings with escape stairs. They are called tenements and are very simple in style.
d) In the USA, some people buy the apartment where they live. This kind of building, where
people are the owners of the apartments, is called a condominium.
e) Lots of people live in suburbs in the USA. They are quiet places with big houses, a lot of
space and trees.
© Philip Gould/Corbis/Latinstock
© Erick Nguyen/Alamy/Glow Images
© Tim McGuire/Corbis/Latinstock
plantation house
© Raimund Koch/Corbis/Latinstock
© Wim Wiskerke/Alamy/Glow Images
27
3. Study the use of and, but and so in the Instant language section. Then circle the correct word in
the sentences.
a) I enjoy living in my house. It’s comfortable for the family but/and we have everything we
need in the neighborhood.
b) For my father it’s easier to live downtown, because it is near his work, and/but I don’t like
it.
c) My grandfather doesn’t like the color of our apartment (it’s yellow), but/so he wants to paint
it blue.
d) My family has a small house in the countryside but/and we always go there at Christmas.
e) Now that my older sister Mary is married and I am living alone, I want to move, so/but not
to another house, but/so I am looking for a bedsit in the city center.
4. Match the opposites.
A B
a) new ( d ) thick
b) quiet ( ) expensive
c) large, big ( ) noisy
d) thin ( ) small
e) cheap ( ) old
LITERARY MOMENT
“A place for everything and everything in its place.” BEETON, Isabella. The book of household
management.
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SITUATED LEARNING 6
MY PLACE
1. Study the text in the box and answer the questions.
a) What kind of text is it? FOR RENT

DOWNTOWN: spacious
two-story house, 2 bd.
b) Where can we find it? (one suite), a liv. + kitchen,
laundry + backyard. Quiet
neighborhood + facilities.
Contact Susana: 78564423.

c) Who is the target reader?
2. Study the picture. Match the things in the house to their names.
6
5 9
10
3
8
7
2 1
4
11
a) ( ) fridge e) ( ) bunk bed i) ( ) stove

b) ( ) table f) ( ) toilet j) ( ) chairs
c) ( ) double bed g) ( ) computer k) ( ) coffee table
d) ( ) sofa h) ( ) shower
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3. Read the text. Circle the correct form: is or are.

“My bedroom is not very big. It is/are small, but I like it. The bunk bed is/are next to the wall
and my school books is/are on a desk, but my school bag is/are under the desk. The CD player and
the computer is/are on the desk too. The walls is/are yellow because my sister and I love the color.”
4. Study the illustration. Complete the sentences with in, on, under and next to.
Veja exemplos de uso de preposições

na seção Instant language, página 51.
© Iara Venanzi/Kino
a) There are two chairs the living room.
b) There is an end table the sofa.
c) The magazines are the coffee table.
d) There is a rug the coffee table and the sofa.
e) There are some cushions the sofa.
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1. Complete the questions using is or are. Then, match questions and answers.
QUESTIONS ANSWERS
a) there apartments for rent in

( ) They’re all white.
this building?
( ) It’s large and spacious. There is a
b) How big the suite?
double bed, you see.
c) What color the bedroom ( ) It’s over there, next to the living
walls? room.
d) the kitchen big? ( ) No, there aren’t.
e) Where the study room? ( ) Yes, it is.
2. Complete the sentences. Use the tips for help.
a) Open the f ridge ( ), please, I need some cold water.
b) There are two b beds ( ) in my bedroom.
c) In my living room, there isn’t a c table ( ), because it’s a tiny living room.
d) I’m so tired. Is the s ( ) hot?

© Paulo Manzi
Ilustrações:
e) Please, sit on this c ( ). That one is broken.
31
3. Read the text and complete it with in, on, under and next to.
© Paulo Manzi
“I like my living room. There are lots of plants in (a) it, and a picture
(b) the wall. There is a big red armchair (c) the door. There is
also a rug (d) the coffee table, and there are some books (e) it.”
4. Find out the meaning of the words in the box. If possible, use a dictionary. Then, complete the
lists.
washing machine armchair dresser microwave oven flush
a) Laundry: dryer, iron, washing machine

b) Kitchen: stove, cupboards,
c) Bedroom: bed, nightstand,
d) Living room: bookshelf, end table,
e) Bathroom: toilet, sink,
LITERARY MOMENT
“Stands the Church clock at ten to three?

And is there honey still for tea?” BROOKE, Rupert. The old Vicarage, Grantchester.
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!
SITUATED LEARNING 7
HOUSES AROUND THE WORLD
1. Look at the pictures. What do you see?
© Craig Lovell/Eagle Visions

Photography/Alamy/Glow Images
© Westend61 GmbH/ Alamy/

Glow Images
© Stephen Saks Photography/Alamy/

Glow Images
a) b) c)
2. Read the texts quickly and match them with the pictures in Activity 1.
a) “My name is Levi Coutier and I live in an Inuit village near Resolute Bay, Canada. When
people come to visit us, they are surprised to see that we don’t live in igloos. We live in
wooden houses, with electricity and central heating, but there is an igloo in our backyard for
us to play. My house is very comfortable: three bedrooms, a bathroom, a small kitchen and a
carpeted living room with two large sofas in it. The place is wonderful for me.”
b) “Hi, I’m William Sandville, but people call me Bill. I come from Saint Louis, Missouri.
Where I live, I have everything I need for my work: a computer, a printer and a scanner, so
it’s very practical and modern. I don’t need to be just in one place and I love freedom, that’s
the reason I decided to buy and live in a trailer. I like camping very much and now, with my
trailer, I can travel around a lot.”
c) “Hello, I’m Mark Falkers and I live in Amsterdam, the Netherlands. Living on a narrow boat
is not easy, it is expensive, and the place is not big enough to have friends around or parties.
But in general it’s fun, because you are free to move around when you want – but again, you
have to adapt yourself to a small, uncomfortable place, with just one bedroom, a living room
with an adapted kitchen in it and a very, very tiny bathroom. That’s life!”
33
3. Read the texts again and complete the chart.
TEXT A TEXT B TEXT C

Name
City/country
Where does he/she live?
Does he/she like it?
Rooms?
Adjectives used to describe the home
4. Work in small groups: Do you know any other people who live in different houses? What are
they like?
1. Unscramble the letters to form words related to parts of the house.
a) o – r – b – d – o – m – e = bedroom
b) u – r – y – l – n – a – d =
c) m – t – b – a – o – h – o – r =
d) v – g – l – i – i – n o–o–r–m=
e) a – k – r – y – d – a – b – c =
2. Circle the correct words in the sentences.
a) My sister Lisa lives at my father’s home/alone. She is very independent.
b) I live/like in a studio flat in London.
c) My friend Yuri likes city life/camping and travelling, that is why he has a motorhome.
d) Winters are very cold where I live. Central heating/Big windows in houses is essential to
keep them warm.
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e) I lived in a house in 2006 and now I live in a very small apartment. It was difficult to
adapt/use at first but now I like it.
3. Find out the meaning of the words in the box. If possible, use a dictionary. Then complete the
sentences.
ceiling roof tiles carpeted floor attic
a) Dad, the lamp on the ceiling is not working. We have to change it.
b) Yes, madam, all the bedrooms have . They are very comfortable and
warm, especially in winter.
c) Go up to the and try to find those old books. I think they are in a big box
under the table.
d) Our cat Daisy likes to sleep in high places. Sometimes she sleeps on the !
e) This year we are going to change the in the toilet. I want them white.
4. Number the sentences in a logical order to make a dialogue.
© Paulo Manzi
( ) Two. One is big and the other is small.
( 1 ) Tell me about your flat. Is it nice?
( ) And is there a balcony?
( 2 ) Oh, yes. It’s cozy and spacious.
( ) Really? How many bedrooms?
( ) Yes, it’s really big. Sometimes we have barbecues there.
( ) Cool!
LITERARY MOMENT
“Our patience will achieve more than our force.” BURKE, Edmund. Reflections on the
revolution in France.
35
?
!
SITUATED LEARNING 8
HOME SWEET HOME
1. Read the steps below with the help of your teacher. You are going to work in groups to produce
a poster, a maquette or the floor plan of a house or apartment.
a) Think about some characteristics of the family who will live in the place, for example:
Ɣ Does the family need a house or an apartment?
Ɣ Do they have any pets?
Ɣ Do they need to live in the city center?
Ɣ How much can they afford?
Ɣ Do they have any special needs?
b) Organize the work among the members of your group and produce the first draft of the
house/apartment plan. Remember to draw the furniture, the plan for each room, and to
label them (rooms and furniture). If necessary, go back to Situated Learning 6 and use the
house plan in Activity 2 as a reference.
36
Floor plan – First draft
c) Ask your teacher to help you revise your work.
d) Use the first draft of the floor plan to produce the poster, the maquette or the final version
of the floor plan.
Floor plan – Final version
37
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.
ƔLuka (Suzanne Vega, 1987).
ƔAnother day in paradise (Phil Collins, 1989).
Sites
Para aprender sobre casas inusitadas no mundo, digite no Google weird houses around the
world. Há imagens interessantes de casas arquitetadas e construídas dentro de árvores e grutas,
no topo de colinas rochosas inacessíveis, em formato de bota etc.
Para saber mais sobre habitações, visite <http://www.habitat.org/lac_eng/>. Acesso em:
11 nov. 2013. Nesse site, você encontra descrições de moradias em diversas partes do mundo
(Europa, África, Oriente Médio, América do Norte) e informações sobre os problemas de
infraestrutura habitacional nessas regiões. O site pertence à associação Habitat for Humanity
International e dá uma boa noção do problema, mesmo em regiões consideradas desenvolvidas.
Para conhecer o modo de vida dos inuítes (povo que habita as regiões árticas no Canadá), visite:
Ɣ
<http://www.ecokids.ca/pub/eco_info/topics/first_nations_inuit/index.cfm>. Acesso
em: 11 nov. 2013.
Para conhecer o modo de vida dos tuaregues (povos nômades, habitantes do deserto do
Saara, África), visite:
Ɣ
<http://www.pbs.org/wnet/africa/explore/sahara/sahara_people_lo.html>. Acesso em:
11 nov. 2013.
Films
ƔA casa monstro (Monster house). Direção: Gil Kenan. EUA, 2006. 91 min. Livre. Animação.
Nesse filme, o adolescente DJ Walters acredita que a casa de seu vizinho, o velho
Nebbercracker, é assombrada, já que as coisas nela contidas não param de sumir. DJ está
empenhado em descobrir o mistério que existe ali. Vale a pena conferir!
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Ɣ
Um dia a casa cai (The money pit). Direção: Richard Benjamin. EUA, 1986. 91 min. Livre.
Comédia. Um jovem casal decide investir todas as suas economias em uma bela mansão, ven-
dida a eles por um preço muito convidativo. Mas eles descobrem que nada na casa funciona
e que a reforma vai custar muito caro.
ƔEntrando numa fria maior ainda (Meet the Fockers). Direção: Jay Roach. EUA, 2004. 115
min. 12 anos. Comédia. O filme é estrelado por Dustin Hoffman, Barbra Streisand, Robert
de Niro, Ben Stiller e Teri Polo. Depois que Greg (Ben Stiller) conheceu a família de sua
noiva Pam (Teri Polo) e se assustou com o temperamental pai da garota, o ex-espião da CIA
Jack (Robert de Niro), é a vez de a família da moça conhecer os pais de Greg: Bernie (Dustin
Hoffman) e Ross (Barbra Streisand) – ele, um advogado liberal; ela, uma terapeuta sexual.
39
LEARN TO LEARN
Using body language for communication
1. Você sabia que o nosso corpo “fala”? Pense em exemplos de situações em que usamos o
corpo (o movimento corporal, os gestos faciais) para nos expressar e comunicar ideias.
Anote-os abaixo e compare suas respostas em grupos.
2. Relacione as ilustrações às respectivas frases.

a) b) c)
d) e)
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( ) People “shrug” their shoulders to show something is not important to them.

( ) This sign is international and means we have to be silent.
( ) People “nod” to indicate yes.
( ) This sign means “stop” and is used around the world.
( ) People “frown” to show their emotions, usually because they are confused or angry.
3. Diferentes culturas usam gestos de formas diversas. Escreva True (Verdadeiro), False (Falso)
ou I don’t know (Eu não sei) para cada uma das afirmações.
a) In Greece people nod to say yes.
b) Japanese people bow when they greet.
c) In Paris, people greet one another kissing cheeks once.
d) In Brazil, people wave one hand to attract attention or to say goodbye.
Agora, em pequenos grupos, comparem suas respostas e confirmem-nas com o professor.
Think about it!

Você sabia que há uma língua de sinais? Responda às perguntas abaixo
em pequenos grupos e, depois, converse com seu professor a respeito do as-
sunto.
t Quem utiliza a língua de sinais?
t Será que ela é universal ou é diferente em cada país onde é utilizada?
t Você conhece alguns dos sinais?
English around us
Ao longo deste ano, você teve a oportunidade de iniciar seus estudos sobre a língua
inglesa e também de observar um pouco a presença de línguas estrangeiras em nosso coti-
diano. Vamos prestar atenção, agora mais de perto, na presença da língua inglesa em nosso
idioma, fazendo as atividades que se seguem.
41
4. Leia o diálogo a seguir e responda: qual o assunto da conversa? Como você sabe?
Marco: Puxa, você viu aquela manobra? Foi um kickflip radical...

Henrique: Só o Lucas pra fazer isso, cara.
Marco: Eu gostei mesmo quando ele fez o ollie no final. Foi demais!
Henrique: E olha que ele nem treinou aquela manobra tanto assim. Você não ficou com
vontade de competir o ano que vem?
Marco: Lógico! Mas eu penso em praticar downhill.
Henrique: Você vai precisar treinar bastante...
5. Pesquise palavras em inglês em textos em português: procure em jornais, livros, revistas,

cartazes, ou seja, qualquer tipo de material impresso. Faça uma lista de palavras em inglês
(de cinco a dez palavras) que você encontrou e organize-as em ordem alfabética, a seguir.
6. Agora, pesquise as palavras em seu dicionário. Anote seus possíveis significados e marque um
X na coluna COGNATE se forem cognatas (palavras parecidas com as da língua portuguesa
e que têm o mesmo significado).
WORD TRANSLATION(S) COGNATE

1
2
3
4
5
6
7
8
9
10
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Think about it!

Algumas pessoas usam a expressão bro, do inglês brother, com o significado de
“mano”, “irmão”. Você conhece alguém que utiliza essa ou outras expressões em in-
glês quando conversa em português? Em caso afirmativo, quais expressões são usadas?
Por que será que essa pessoa fala assim?
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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), 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.
Situated Learning 1
Sentence
from the text
Situated Learning 1
Sentence
from the text
Situated Learning 2
Sentence
from the text
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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
45
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
46
Situated Learning 7
Sentence
from the text
47
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 tabe-
las como um material de referência e consultá-las mesmo quando estiver em outras séries/anos do
Ensino Fundamental e Médio!
Places in a school
Teachers’ room Restrooms Sports gym

Canteen Auditorium Classroom
Principal’s office Computer room Science lab
Library
Classroom objects
Ruler Pencil Pen

Notebook Book Eraser
Pencil sharpener/sharpener Paper clip Elastic bands
Correction fluid Hole punch Chalk
Blackboard Desks
School professionals
Librarian Teacher Principal

Principal’s secretary Canteen clerk Inspector
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In schools we also find…
Encyclopedias Magazines Newspapers

Dictionaries Microscopes Lab coats
Chemical products CD-ROMs Printers
Computers Report cards Lockers
Drinking fountains
Some verbs & phrases
Happen Allow Know

Concentrate Do activities Order food
Take a shower Relax Have meetings
Borrow books Kick the ball Come to the board
Go to school Write Study
Wear a uniform Shine one’s shoes Respect the teacher
Come in
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Verb ‘to be’: contracted forms
Affirmative Negative Questions

I’m I’m not What is = What’s
You’re You’re not (aren’t) Where are = Where’re
He’s He’s not (isn’t)
She’s She’s not (isn’t)
It’s It’s not (isn’t)
We’re We’re not (aren’t)
You’re You’re not (aren’t)
They’re They’re not (aren’t)
Adverbs
Adverb Use Meaning Example

To intensify the She’s very good.
Very Very + adjectives quality He’s a very good
of adjectives. student.
Verb + (information) To characterize the
Very much I like it very much.
+ very much intensity of actions.
The house
Living room Laundry Roof

Bedroom Backyard Tiles
Bathroom Wall Carpeted rooms
Kitchen Door
Attic Ceiling
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Furniture, equipment, fixtures & decoration
stove armchair bunk bed

fridge TV shower
table bookshelf toilet
chairs end table computer
cupboards coffee table desk
microwave oven rug CD player
sofa double bed lamp
Some adjectives (opposites)
modern ≠ old
big, spacious, large ≠ tiny, small, little
cheap ≠ expensive
comfortable ≠ uncomfortable
quiet ≠ noisy
thick ≠ thin
Some prepositions
Preposition Illustration Example
in The cell phone is in the bag.

The cell phone is on the
on coffee table.
Ilustrações: © Paulo Manzi
under The cell phone is under the

coffee table.
next to
The cell phone is next to the
book.
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Some linking words
Linking words Use Example
and To add ideas which are I like my bedroom and my bed.

related. They’re very comfortable.
but To contrast ideas which are The living room is big, but the
different. kitchen is small.
so To show a consequence or We have a new member in the

conclusion. family, so we need to move to a
bigger house.
Most usual order of adjectives
Opinion Size Age Color Material Noun

comfortable big new white wooden house
cheap tall old yellow glass building
tiny table
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Can-do Chart
Consigo, mas Ainda não

Competências e habilidades Consigo
com ajuda consigo
1. Reconhecer e utilizar vocabulário em
inglês pertinente à escola (espaços,
objetos e profissionais), a diferentes
tipos de moradia, cômodos da casa e
mobília.
2. Reconhecer e utilizar adjetivos usados
para descrever casas e seus espaços.
3. Reconhecer características do gênero
“planta baixa”.
4. Utilizar conhecimento prévio de mundo
para compreender informações em
textos verbais e não verbais.
5. Reconhecer o objetivo de um texto.
6. Relacionar ilustrações a textos
descritivos.
7. Identificar informações específicas
(ou a falta de informações) em textos
verbais e não verbais.
8. Localizar informações específicas em um
texto.
9. Organizar vocabulário em categorias.
10. Reconhecer abreviações de palavras.
11. Valorizar e respeitar a moradia como

espaço de convivência social.
12. Produzir uma planta baixa, pôster ou

maquete da escola (reproduzindo a
situação real ou a escola ideal), com
etiquetas de identificação em inglês.
13. Produzir uma planta baixa, pôster

ou maquete de uma casa (incluindo
mobília) com etiquetas de identificação
de móveis e cômodos em inglês.
53
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CONCEPÇÃO E COORDENAÇÃO GERAL Química: Ana Joaquina Simões S. de Mattos Rosângela Teodoro Gonçalves, Roseli Soares
NOVA EDIÇÃO 2014-2017 Carvalho, Jeronimo da Silva Barbosa Filho, João Jacomini, Silvia Ignês Peruquetti Bortolatto e Zilda
Batista Santos Junior, Natalina de Fátima Mateus e Meira de Aguiar Gomes.
COORDENADORIA DE GESTÃO DA Roseli Gomes de Araujo da Silva.
EDUCAÇÃO BÁSICA – CGEB Área de Ciências da Natureza
Área de Ciências Humanas
Biologia: Aureli Martins Sartori de Toledo, Evandro
Coordenadora Filosofia: Emerson Costa, Tânia Gonçalves e
Rodrigues Vargas Silvério, Fernanda Rezende
Maria Elizabete da Costa Teônia de Abreu Ferreira.
Pedroza, Regiani Braguim Chioderoli e Rosimara
Diretor do Departamento de Desenvolvimento Geografia: Andréia Cristina Barroso Cardoso, Santana da Silva Alves.
Curricular de Gestão da Educação Básica Débora Regina Aversan e Sérgio Luiz Damiati.
João Freitas da Silva Ciências: Davi Andrade Pacheco, Franklin Julio
História: Cynthia Moreira Marcucci, Maria de Melo, Liamara P. Rocha da Silva, Marceline
Diretora do Centro de Ensino Fundamental Margarete dos Santos Benedicto e Walter Nicolas
de Lima, Paulo Garcez Fernandes, Paulo Roberto
dos Anos Finais, Ensino Médio e Educação Otheguy Fernandez.
Orlandi Valdastri, Rosimeire da Cunha e Wilson
Profissional – CEFAF Luís Prati.
Sociologia: Alan Vitor Corrêa, Carlos Fernando de
Valéria Tarantello de Georgel
Almeida e Tony Shigueki Nakatani.
Coordenadora Geral do Programa São Paulo Física: Ana Claudia Cossini Martins, Ana Paula
PROFESSORES COORDENADORES DO NÚCLEO Vieira Costa, André Henrique GhelÅ RuÅno,
faz escola
PEDAGÓGICO Cristiane Gislene Bezerra, Fabiana Hernandes
Valéria Tarantello de Georgel
Área de Linguagens M. Garcia, Leandro dos Reis Marques, Marcio
Coordenação Técnica Educação Física: Ana Lucia Steidle, Eliana Cristine Bortoletto Fessel, Marta Ferreira Mafra, Rafael
Roberto Canossa Budiski de Lima, Fabiana Oliveira da Silva, Isabel Plana Simões e Rui Buosi.
Roberto Liberato Cristina Albergoni, Karina Xavier, Katia Mendes
Suely Cristina de Albuquerque BomÅm e Silva, Liliane Renata Tank Gullo, Marcia Magali Química: Armenak Bolean, Cátia Lunardi, Cirila
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EQUIPES CURRICULARES
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Eduardo Povinha, Kátia Lucila Bueno e Roseli Fernandes, Valdir P. Berti e Willian G. Jesus.
Língua Estrangeira Moderna (Inglês): Célia
Ventrella.
Regina Teixeira da Costa, Cleide Antunes Silva,
Área de Ciências Humanas
Educação Física: Marcelo Ortega Amorim, Maria Ednéa Boso, Edney Couto de Souza, Elana
Filosofia: Álex Roberto Genelhu Soares, Anderson
Elisa Kobs Zacarias, Mirna Leia Violin Brandt, Simone Schiavo Caramano, Eliane Graciela
Gomes de Paiva, Anderson Luiz Pereira, Claudio
dos Santos Santana, Elisabeth Pacheco Lomba
Rosângela Aparecida de Paiva e Sergio Roberto Nitsch Medeiros e José Aparecido Vidal.
Kozokoski, Fabiola Maciel Saldão, Isabel Cristina
Silveira.
dos Santos Dias, Juliana Munhoz dos Santos,
Kátia Vitorian Gellers, Lídia Maria Batista Geografia: Ana Helena Veneziani Vitor, Célio
Língua Estrangeira Moderna (Inglês e
BomÅm, Lindomar Alves de Oliveira, Lúcia Batista da Silva, Edison Luiz Barbosa de Souza,
Espanhol): Ana Beatriz Pereira Franco, Ana Paula
Aparecida Arantes, Mauro Celso de Souza, Edivaldo Bezerra Viana, Elizete Buranello Perez,
de Oliveira Lopes, Marina Tsunokawa Shimabukuro
Neusa A. Abrunhosa Tápias, Patrícia Helena Márcio Luiz Verni, Milton Paulo dos Santos,
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Baltieri Souza, Claricia Akemi Eguti, Idê Moraes dos Campos e Silmara Santade Masiero. Sandra Raquel Scassola Dias, Selma Marli Trivellato
Santos, João Mário Santana, Kátia Regina Pessoa, e Sonia Maria M. Romano.
Língua Portuguesa: Andrea Righeto, Edilene
Mara Lúcia David, Marcos Rodrigues Ferreira, Roseli
Bachega R. Viveiros, Eliane Cristina Gonçalves História: Aparecida de Fátima dos Santos
Cordeiro Cardoso e Rozeli Frasca Bueno Alves.
Ramos, Graciana B. Ignacio Cunha, Letícia M.
Pereira, Carla Flaitt Valentini, Claudia Elisabete
Área de Matemática de Barros L. Viviani, Luciana de Paula Diniz,
Silva, Cristiane Gonçalves de Campos, Cristina
Matemática: Carlos Tadeu da Graça Barros, Márcia Regina Xavier Gardenal, Maria Cristina
de Lima Cardoso Leme, Ellen Claudia Cardoso
Ivan Castilho, João dos Santos, Otavio Yoshio Cunha Riondet Costa, Maria José de Miranda
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Yamanaka, Rosana Jorge Monteiro, Sandra Maira Nascimento, Maria Márcia Zamprônio Pedroso,
Kossling, Marcia Aparecida Ferrari Salgado de
Zen Zacarias e Vanderley Aparecido Cornatione. Patrícia Fernanda Morande Roveri, Ronaldo Cesar
Barros, Mercia Albertina de Lima Camargo,
Alexandre Formici, Selma Rodrigues e
Priscila Lourenço, Rogerio Sicchieri, Sandra Maria
Área de Ciências da Natureza Sílvia Regina Peres.
Fodra e Walter Garcia de Carvalho Vilas Boas.
Biologia: Aparecida Kida Sanches, Elizabeth
Área de Matemática
Reymi Rodrigues, Juliana Pavani de Paula Bueno e
Matemática: Carlos Alexandre Emídio, Clóvis Sociologia: Anselmo Luis Fernandes Gonçalves,
Rodrigo Ponce.
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Ciências: Eleuza Vania Maria Lagos Guazzelli, Edinei Pereira de Sousa, Eduardo Granado Garcia, Tânia Fetchir.
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Maria da Graça de Jesus Mendes. Fabio Augusto Trevisan, Inês Chiarelli Dias, Ivan Apoio:
Castilho, José Maria Sales Júnior, Luciana Moraes Fundação para o Desenvolvimento da Educação
Física: Anderson Jacomini Brandão, Carolina dos Funada, Luciana Vanessa de Almeida Buranello, - FDE
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GESTÃO DO PROCESSO DE PRODUÇÃO CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS Ciências Humanas
EDITORIAL 2014-2017 CONTEÚDOS ORIGINAIS Coordenador de área: Paulo Miceli.
Filosofia: Paulo Miceli, Luiza Christov, Adilton Luís
FUNDAÇÃO CARLOS ALBERTO VANZOLINI COORDENAÇÃO DO DESENVOLVIMENTO Martins e Renê José Trentin Silveira.
DOS CONTEÚDOS PROGRAMÁTICOS DOS
CADERNOS DOS PROFESSORES E DOS Geografia: Angela Corrêa da Silva, Jaime Tadeu Oliva,
Presidente da Diretoria Executiva
Mauro de Mesquita Spínola CADERNOS DOS ALUNOS Raul Borges Guimarães, Regina Araujo e Sérgio Adas.
Ghisleine Trigo Silveira
GESTÃO DE TECNOLOGIAS APLICADAS História: Paulo Miceli, Diego López Silva,
CONCEPÇÃO Glaydson José da Silva, Mônica Lungov Bugelli e
À EDUCAÇÃO
Guiomar Namo de Mello, Lino de Macedo, Raquel dos Santos Funari.
Direção da Área Luis Carlos de Menezes, Maria Inês Fini
coordenadora! e Ruy Berger em memória!. Sociologia: Heloisa Helena Teixeira de Souza Martins,
Guilherme Ary Plonski
Marcelo Santos Masset Lacombe, Melissa de Mattos
Coordenação Executiva do Projeto AUTORES Pimenta e Stella Christina Schrijnemaekers.
Angela Sprenger e Beatriz Scavazza
Linguagens Ciências da Natureza
Gestão Editorial Coordenador de área: Alice Vieira. Coordenador de área: Luis Carlos de Menezes.
Arte: Gisa Picosque, Mirian Celeste Martins, Biologia: Ghisleine Trigo Silveira, Fabíola Bovo
Denise Blanes
Geraldo de Oliveira Suzigan, Jéssica Mami Mendonça, Felipe Bandoni de Oliveira, Lucilene
Equipe de Produção Makino e Sayonara Pereira. Aparecida Esperante Limp, Maria Augusta
Querubim Rodrigues Pereira, Olga Aguilar Santana,
Editorial: Amarilis L. Maciel, Ana Paula S. Bezerra, Educação Física: Adalberto dos Santos Souza, Paulo Roberto da Cunha, Rodrigo Venturoso
Angélica dos Santos Angelo, Bóris Fatigati da Silva, Carla de Meira Leite, Jocimar Daolio, Luciana Mendes da Silveira e Solange Soares de Camargo.
Bruno Reis, Carina Carvalho, Carolina H. Mestriner, Venâncio, Luiz Sanches Neto, Mauro Betti,
Ciências: Ghisleine Trigo Silveira, Cristina Leite,
Carolina Pedro Soares, Cíntia Leitão, Eloiza Lopes, Renata Elsa Stark e Sérgio Roberto Silveira.
João Carlos Miguel Tomaz Micheletti Neto,
Érika Domingues do Nascimento, Flávia Medeiros, Julio Cézar Foschini Lisbôa, Lucilene Aparecida
LEM – Inglês: Adriana Ranelli Weigel Borges,
Giovanna Petrólio Marcondes, Gisele Manoel, Esperante Limp, Maíra Batistoni e Silva, Maria
Alzira da Silva Shimoura, Lívia de Araújo Donnini
Jean Xavier, Karinna Alessandra Carvalho Taddeo, Augusta Querubim Rodrigues Pereira, Paulo
Rodrigues, Priscila Mayumi Hayama e Sueli Salles
Leslie Sandes, Mainã Greeb Vicente, Maíra de Rogério Miranda Correia, Renata Alves Ribeiro,
Fidalgo.
Freitas Bechtold, Marina Murphy, Michelangelo Ricardo Rechi Aguiar, Rosana dos Santos Jordão,
Russo, Natália S. Moreira, Olivia Frade Zambone, Simone Jaconetti Ydi e Yassuko Hosoume.
LEM – Espanhol: Ana Maria López Ramírez, Isabel
Paula Felix Palma, Pietro Ferrari, Priscila Risso, Gretel María Eres Fernández, Ivan Rodrigues
Física: Luis Carlos de Menezes, Estevam Rouxinol,
Regiane Monteiro Pimentel Barboza, Renata Martin, Margareth dos Santos e Neide T. Maia
Guilherme Brockington, Ivã Gurgel, Luís Paulo
Regina Buset, Rodolfo Marinho, Stella Assumpção González.
de Carvalho Piassi, Marcelo de Carvalho Bonetti,
Mendes Mesquita, Tatiana F. Souza e Tiago Jonas Maurício Pietrocola Pinto de Oliveira, Maxwell
Língua Portuguesa: Alice Vieira, Débora Mallet
de Almeida. Roger da PuriÅcação Siqueira, Sonia Salem e
Pezarim de Angelo, Eliane Aparecida de Aguiar,
Yassuko Hosoume.
José Luís Marques López Landeira e João
Direitos autorais e iconografia: Beatriz Fonseca
Henrique Nogueira Mateos. Química: Maria Eunice Ribeiro Marcondes, Denilse
Micsik, Dayse de Castro Novaes Bueno, Érica
Morais Zambom, Fabio Luiz de Souza, Hebe
Marques, José Carlos Augusto, Juliana Prado da Matemática Ribeiro da Cruz Peixoto, Isis Valença de Sousa
Silva, Marcus Ecclissi, Maria Aparecida Acunzo Coordenador de área: Nílson José Machado. Santos, Luciane Hiromi Akahoshi, Maria Fernanda
Forli, Maria Magalhães de Alencastro, Vanessa Matemática: Nílson José Machado, Carlos Penteado Lamas e Yvone Mussa Esperidião.
Bianco e Vanessa Leite Rios. Eduardo de Souza Campos Granja, José Luiz
Pastore Mello, Roberto Perides Moisés, Rogério Caderno do Gestor
Edição e Produção editorial: Jairo Souza Design Ferreira da Fonseca, Ruy César Pietropaolo e Lino de Macedo, Maria Eliza Fini e Zuleika de
GráÅco e Occy Design projeto gráÅco!. Walter Spinelli. 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 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
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* 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
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Validade: 2014 – 2017

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a o

Você contará, ainda, com as seções dedicadas à sistematização do estudo do vocabulário e da

Equipe Técnica de Inglês

1. Reconhecer vocabulário em inglês pertinente à escola (espaços, objetos e proﬁssionais).

2. Reconhecer características de uma planta baixa.

3. Reconhecer o objetivo de um texto.

4. Identiﬁcar informações especíﬁcas (ou a ausência de informações) em textos.

5. Nomear espaços na escola e objetos escolares em inglês.

6. Localizar informações especíﬁcas em um texto.

7. Organizar vocabulário em categorias.

8. Reconhecer abreviações de palavras.

9. Utilizar conhecimento prévio para compreender informações em um texto.

10. Relacionar imagens a textos descritivos.

11. Reconhecer vocabulário em inglês pertinente a diferentes tipos de moradia, cômodos de

12. Reconhecer adjetivos usados para descrever casas e seus espaços.

14. Valorizar e respeitar a moradia como um espaço de convivência social.

teachers’ room library restrooms sports gym canteen

© Photos.com/Jupiter Images/Thinkstock/Getty Images

© Lisa F. Young/iStockphoto/Thinkstock/Getty Images g)

© Hemera Technologies/AbleStock.com/Thinkstock/Getty Images © Hemera Technologies/AbleStock.com/Thinkstock/

© Catherine Yeulet/Thinkstock/iStockphoto/Getty Images

a) What kind of illustration is it?

b) What’s the purpose of this illustration?

3. Read the descriptions. Which places are they about?

a) “Spacious and well-ventilated, students concentrate on the teacher’s explanations and do a

5. Go back to the list in Activity 2. Find two shortened words in it.

2. Match the columns.

3. Read the sentences and tick (9) the correct options.

b) Amy: “Can I have a hamburger and an orange juice, please?”

c) Fred: “Kick the ball to me, Sam!”

4. Study the following vocabulary items. Then complete the dialogues.

chalk – you use it to write on the board (giz)

b) Peter: “Let’s go to the canteen, John. I’m dying for a .”

c) Carol: “The teacher needs more to write on the board.

d) Jane: “I’m very thirsty, it’s so hot!”

e) Sally: “Where are your English books, Sam?”

“God is always doing geometry.” PLATO.

1. Read the e-mail below and answer the questions.

a) Who writes it?

b) Who is the recipient?

From: Silvio Motta

What about your school? What is it like?

a) Silvio’s English teacher’s name:

b) The name of Silvio’s school:

d) Number of students at Silvio’s school:

e) Number of students in Silvio’s class:

f ) Color of the wall of Silvio’s classroom:

g) Facilities at Silvio’s school:

librarian teacher principal’s secretary inspector canteen clerk principal

School professionals School objects Places at school

© Jairo Souza Design

a) “Have you seen Sophie, Julie?”

3. Match the two columns to form words related to school objects.

( ) Tell me about your friends. Are they cool?

1. In small groups, discuss the following questions in Portuguese.

2. Study the pictures below. In pairs, describe what you see.

© Bill Bachmann/Alamy/Glow Images

b) greeting the teacher?

c) not speaking in class?

d) the number of students in class?

e) positive feelings about the school?

f ) negative feelings about the school?

I love it! I like it. I don’t like it