CadernoDoAluno 2014 Vol1 Baixa LC LEM Ingles EM 2S

a
2 SRIE
ENSINO MDIO
Caderno do Aluno
Volume 1
INGLS
Linguagens
GOVERNO DO ESTADO DE SO PAULO

SECRETARIA DA EDUCAO
MATERIAL DE APOIO AO
CURRCULO DO ESTADO DE SO PAULO
CADERNO DO ALUNO
INGLS
ENSINO MDIO 2a SRIE
VOLUME 1
Nova edio
2014 - 2017
So Paulo
Governo do Estado de So Paulo

Governador
Geraldo Alckmin
Vice-Governador
Guilherme Af Domingos
Secretrio da Educao
Herman Voorwald
Secretrio-Adjunto
Joo Cardoso Palma Filho
Chefe de Gabinete
Fernando Padula Novaes
Subsecretria de Articulao Regional
Rosania Morales Morroni
Coordenadora da Escola de Formao e
Aperfeioamento dos Professores EFAP
Silvia Andrade da Cunha Galletta
Coordenadora de Gesto da
Educao Bsica
Maria Elizabete da Costa
Coordenadora de Gesto de
Recursos Humanos
Cleide Bauab Eid Bochixio
Coordenadora de Informao,
Monitoramento e Avaliao
Educacional
Ione Cristina Ribeiro de Assuno
Coordenadora de Infraestrutura e
Servios Escolares
Ana Leonor Sala Alonso
Coordenadora de Oramento e
Finanas
Claudia Chiaroni Afuso
Presidente da Fundao para o
Desenvolvimento da Educao FDE
Barjas Negri
Caro(a) aluno(a),
Neste novo ano de sua vida escolar, voc vai continuar desenvolvendo habilidades que lhe sero muito
teis em seus estudos das outras disciplinas, como a leitura de textos mais complexos, dos quais voc capaz
de extrair as informaes relevantes, sem necessidade de entender ou traduzir cada palavra.
Este volume trata de temas que despertam muito interesse: o mundo do cinema e da produo de filmes,
e o gnero publicitrio. Voc vai ter a oportunidade de discutir as mensagens implcitas ou explcitas que
aparecem em anncios e em filmes.
Nos textos que voc vai ler e naquele que vai construir com seus colegas, alm de desenvolver sua habilidade para usar o idioma, voc vai exercitar sua capacidade de trabalhar em grupo, em atividades que visam
capacit-lo a agir de forma responsvel e produtiva em situaes sociais e profissionais.
Lembre-se de que nossos Cadernos trazem dicas de sites, msicas e filmes que lhe permitem complementar o que foi visto em sala de aula, de acordo com seu gosto e suas necessidades. Voc tem, ainda, as sees
que lhe permitem sistematizar o estudo do vocabulrio e da gramtica, e os Cadernos tambm auxiliam na
sua autoavaliao em relao s metas de aprendizagem propostas.
Todos os registros dessas sees contm informaes que podem ser teis em outras sries e at mesmo
quando j tiver terminado o Ensino Mdio. Guarde seus Cadernos com cuidado para futuras consultas.
Equipe Curricular de Ingls

rea de Linguagens
Coordenadoria de Gesto da Educao Bsica CGEB
Secretaria da Educao do Estado de So Paulo
LEARNING TARGETS
Neste Caderno, voc far atividades relacionadas a dois temas: 1) Films and TV programs e 2) Analyzing advertisements and advertisement scripts. Essas atividades vo
ajud-lo a:
1. Reconhecer a organizao de uma resenha crtica e de uma sinopse.
2. Conhecer vocabulrio relativo a profissionais, gneros e processos das reas de cinema
e televiso.
3. Compreender o assunto principal de um texto.
4. Identificar palavras cognatas ou emprestadas da lngua inglesa para compreender um texto.
5. Localizar informaes especficas em um texto para construir opinio e fazer avaliao crtica.
6. Formar adjetivos e substantivos a partir de outros substantivos, adjetivos e verbos pela
adio de prefixos e sufixos.
7. Expressar opinio sobre um filme.
8. Identificar o uso de conjunes adversativas (para indicar oposio/contraste entre ideias)
e de marcadores sequenciais (para organizar os acontecimentos em uma narrativa).
9. Elaborar uma resenha crtica.
10. Reconhecer uma propaganda (organizao macrotextual).
11. Localizar informaes explcitas em um texto.
12. Reconhecer o uso dos graus de adjetivos nas propagandas.
13. Levantar hipteses sobre o assunto de um texto e verific-las a partir da leitura.
14. Identificar palavras cognatas ou emprestadas da lngua inglesa para compreender um
texto.
15. Elaborar uma propaganda e/ou roteiro de anncio publicitrio.
16. Trabalhar em equipe, assumindo funes e contribuindo para o trabalho em grupo.
Ingls 2a srie Volume 1
THEME 1
FILMS AND TV PROGRAMS
?
SITUATED LEARNING 1
THE WORLD ON THE SCREEN: FILMS AND TV PROGRAMS
1. Study the words in the box. Then read the film titles and write what kind of film they are.
documentary love story comedy

horror drama thriller
adventure science fiction historical
a) The hangover part 3 =

b) A midsummer nights dream =
c) Blue skeleton =
d) Star Trek into darkness =
e) Super size me =
f ) The terminator 5 =
g) Gladiator =
h) Cloud atlas =
i) Iron man 3 =
2. Lots of professionals work in the TV and cinema fields. Read the descriptions in column A and
match them with the professionals in column B.
COLUMN A
COLUMN B
a) I talk to people in the entertainment area and gather the

money to make films.
( ) screenwriter
b) I am the person who organizes the cast and the staff,

chooses actors and actresses, shoots the scenes, and cuts,
selects and organizes them.
( ) producer
c) Im in charge of writing stories for films, known as

screenplays.
) reviewer
d) My job is to watch films and analyze them. I have to describe

them and give my opinion, based on the analyzed elements.
) director
3. Most films and TV programs tell stories in other words, they are narratives. The most important
elements of a narrative are plot, setting, theme and characters. Now read the following definitions
and fill in the blanks with these words.
a)
The
is the place and time in which all of the events in a story happen.
b)
The
represent people in a story.
c)
The
is the sequence of actions (or events) in a story.
d)
is the most important subject in a story. It is a concept the film is

The
trying to present, for example.
HOMEWORK: FOCUS ON LANGUAGE 1
1. Use the suffixes -er, -or and -ist to form names of professions.
Example:
A person who plays the violin.
Violinist
a) A person who teaches Math.
b) A person who plays classical piano.
c) A person who writes novels.
d) A person who translates books and articles.
e) A person who directs a film.
f ) A person who writes articles or reports for newspapers.
2. Study the note and then add the correct suffixes to complete the chart. You may use a
dictionary if you like.
To change these verbs into nouns, you

add the suffixes -ion, -ment or -ation.
To change these adjectives into nouns,
you can add the suffixes -ity or -ness.
Verbs
Adjectives
Nouns
agree
dark
darkness
elect
happy
educate
Nouns
education
popular
discuss
weak
improve
similar
govern
quiet
inform
modern
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INGLES_CAA_vol1_2s_2014.indd 8
01/11/13 19:35
3. Complete the text using some of the nouns in Activity 2.

The film The man in the presidents chair will be released next summer. The story begins with
. In his public appearances, he promises
a candidates campaign to win the (a)
. He also promises to revolutionize
that voters will have an active role in his (b)

(c)
by building new schools and offering financial support to poor families.

increases and he ends up becoming the new
Because of his promises, his (d)
in his
president. However, alongside his success in politics, a period of (e)

personal life begins. The media finds out some classified (f )
about his wife
and children and turns his life into chaos.
A palavra classified pode significar

secreto, confidencial.
LITERARY MOMENT
The critic has to educate the public; the artist has to educate the critic. WILDE, Oscar.
Epigrams and aphorisms.
SITUATED LEARNING 2
FILM REVIEWS AND SYNOPSES
Warm-up
Friedrich/Interfoto/Latinstock
Have a look at this magazine cover and answer the questions.
a) What kind of text is this?
b) What kind of information can we find in it?
c) When do you think this text was published? How do you know?
d) Who is the target reader?
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1. Have a look at the following texts. Which one is a review? Which one is a synopsis?
a)
Crash. USA, 2004. 112 min. Drama
Cast: Karina Arroyave as Elizabeth; Dato Bakhtadze as Lucien; Sandra Bullock as Jean
Cabot; Don Cheadle as Det. Graham Waters; Matt Dillon as Officer John Ryan.
Good points: Oscar winning film, strong cast.
Bad points: some racial stereotyping which may be uncomfortable.
General comments
Crash was the Oscar winning film of 2005. The drama deals mainly with an
uncomfortable subject: racism. The plot shows many racial stereotyping situations
(including intolerance), with their consequences on the people involved. We see all
sides of racist situations, and how illogical most reactions tend to be. One of the
most potent storylines includes Matt Dillons character, Officer John Ryan. First of
all, he stops a black couple in a car. Then he blames them for many crimes which
they did not commit and when the woman verbally confronts him, the officer orders
a complete body search for guns. He makes the black couple feel inferior to him.
Later on in the film, we see that this experience results in a lot of tension between
the couple. The woman accuses her husband of failing to defend her for fear of
authority. The man defends himself saying that by not reacting to an act of racism, he
was protecting both of them. This is a powerful scene and connects the viewer with
emotive and controversial themes. All the other subplots in the film link together
as the viewer gradually understands each character. The linking point is a car crash
(which names the film), but it is not the most important scene in it. It is simply the
moment for the viewer to see how similar all these strong characters are. Because of
this very complex view on racism, the film is very positive and deserves all the Oscar
awards that it received in 2005.
11
b)
Crash (2004)
Screenwriter Paul Haggis directs his first film in which race problems lead to the
confrontation of a group of strangers in Los Angeles. Terrence Howard plays Cameron,
an African-American television producer. One night, when returning home from a
party, Cameron and his wife are stopped by Officer Ryan (Matt Dillon), who humiliates
them while his partner, Officer Hansen (Ryan Phillippe), watches and disapproves of
his behavior. Brendan Fraser is Rick, a lawyer who is married to Jean (Sandra Bullock).
She fears and hates people who are different from her. Consequently, she hates the two
African-American men who carjack her car. Anthony, one of the carjackers, hates white
people as much as Jean hates black people. Daniel (Michael Pea) is a careful locksmith
who finds out that, because he is not a white American, many customers do not trust
him. All these subplots (and a few others) come together in a film that makes us think
about intolerance.
2. Study the underlined words in the texts. Can you guess what they mean?
3. Read the texts carefully now. Mark T for true and F for false according to the information
you find.
a) Crash is a film about conflicts caused by racism. ( )
b) The reviewer thinks that the actors and actresses are very good. ( )
c) The film is called Crash because the main characters get killed in a car accident. ( )
d) The film is called Crash because of the car crash that happens and unites the stories. ( )
e) The reviewer thinks the directors opinions on racial themes are a negative point. ( )
12
4. In English, we can form words by adding a prefix or suffix. Study the following table and
complete it with words from the first text.
Word
Part of
speech
Prefix
Suffix
Word formed
Meaning
Part of
speech
Comfort
noun/
verb
un-
-able
uncomfortable
not
comfortable
adjective
Power
noun
---
-ful
(1) ________
strong, full of
power
adjective
adjective
adjective
Logic
noun
il-
-al
(2) ________
without logic,
something that
doesnt make
sense
Link
noun/
verb
---
-ing
(3) ________
something that
links, that joins
together
5. Based on your knowledge of words, suffixes and prefixes, can you guess the meaning of each
underlined word?
a) Oxygen is an invisible gas.
b) I finally saw the film.
c) My mom didnt have any reaction to what I said.
d) Multicultural countries are places that accept all cultures.
e) Spring is a very festive season.
Expansion activities
1. The list shows some characteristics of a review and of a synopsis. Write S for synopsis, R for
review and B for both.
( ) It shows the names of characters.
( ) It shows the name of the movie.
( ) It says what kind of movie it is.
( ) It describes the story.
13
( ) It includes a criticism (evaluation).

( ) It shows the kind of awards the film won.
2. In a review, the description of the story is usually:
( ) long, with a lot of information for the reader to evaluate the film.
( ) short, with insufficient information for the reader to evaluate the film.
( ) short, but concentrating sufficient information for the reader to accept the evaluation that
the writer makes of the film.
3. What words are typical of a review, but not of a synopsis?
( ) verbs.
( ) adjectives.
( ) nouns.
( ) adverbs.
4. Compare the words in the following groups. Can you guess the meaning of the suffixes and
prefixes? Follow the example, and use Portuguese if you prefer.
Example: polytheist, polygamy poly = many (indica grande quantidade)
a) Neolythic, neologism, neonate neo =
b) Misinform, misconduct, misunderstand mis =
c) Careless, helpless, painless less =
d) Physicist, biologist, scientist ist =
e) Teacher, reviewer, writer, lawyer er =
Critic = crtico, pessoa que escreve suas opinies sobre filmes, msicas, arte etc.
Criticism = opinio, crtica.
14

1. Change these verbs and nouns into adjectives. Add the suffixes:
-ous, -able, -y, -ive, -ful or -less.
Verbs
Adjectives
Nouns
attract
danger
accept
industry
act
use
create
home
believe
care
eat
sun
predict
fame
Adjectives
Be careful with the
spelling! If you are in
doubt, use a dictionary
for help!
homeless
2. Complete the sentences using the adjectives from Activity 1.

singer.
a) People all over the world know Madonna. She is a very
b) Film directors and writers have many ideas. They are very
for children and teenagers.
c) Some extreme sports are considered

d) The weatherman announced that tomorrow will be a
day.
e) This yellow bag is
! There is a big hole in it!
f ) We can see many

cities.
people living in the streets and in shelters in big
3. Study the chart on the next page. Then read the items below and match the prefixes to their
meanings.
a) Too much.
b) Badly or incorrect.
c) Opposite; negative.
d) Again.
15
INGLES_CAA_vol1_2s_2014.indd 15
01/11/13 19:35
Prefix
Examples
Meaning
re-
redo; rearrange; rewrite
disunimin-
disappear; disconnect
undo; unfold
impossible; impatient
incorrect; indecent
mis-
misunderstand; misread
over-
overwork; overeat
4. Now rewrite the words in brackets using the prefixes used in Activity 3 in order to complete the
sentences.
. (sleep)
a) When you sleep too much, you
with them. (agree)
b) If you dont agree with somebody, you
it. (lock)
c) The door is locked. To open it, first you have to
. (honest)
d) Someone who is not honest is

. (polite)
e) If you are not polite, you are
f ) If you know that something wrong has been done, you should try to
the damage. (do)
it. (like)
g) When you dont like something, you
them. (write)
h) When you write your texts again, you

5. Circle the correct word.
a) They need some days off. They have been oversleeping/overworking for the last few weeks.
b) I got a very bad grade in Math. Ill have to redo/disappear the test next month.
c) She was really sorry she reacted/misunderstood your message.
d) It was a controversial subject, and John and I disagreed/disliked completely!
e) Mary is totally impolite/indiscreet about her personal life.
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LITERARY MOMENT
Whats in a name? That which we call a rose
By any other name would smell as sweet.
SHAKESPEARE, William. Romeo and Juliet.
17
SITUATED LEARNING 3
FILM ANALYSIS AND OPINIONS
2007 Universal Pictures
2007 Universal Pictures
1. Observe the following pictures and check in the list what the film is probably about.
(
) Middle East.
) conflict.
) action movie.
) fiction movie.
) carnage.
) wreckage.
) Arabian people.
) American people.
) Italian people.
2. Read the review of The kingdom and complete the following table.
The kingdom
With the support of the American action cinema, serious problems like death, war and
destruction are often treated with triviality. A bad guy being killed is reason for applause; an
explosion is like a pyrotechnic show. Director Peter Bergs new film, The kingdom, about elite
FBI agents investigating a terrorist attack in the Middle East, has all the malicious accessories
that people would want to see. However, its difficult to imagine audiences laughing and
cheering this time, even though there is violence and atrocities.
In Matthew Michael Carnahans screenplay there is carnage, wreckage and bloodshed,
but above all, there is a sense of political awareness. Its not as polemic or as refined as other
US political movies, but it is still different from the Hollywoods archetypal action package.
Correctly assuming that not all of his audience is familiar with Saudi Arabian history, Bergs
opening credits contain a summary of recent events connecting the USA and Saudi Arabia.
Then were transported to an American compound where we see a shocking terrorist attack on
a softball field. After that, FBI agent Ronald Fleury (Jamie Foxx) brings together an elite team
(Jennifer Garner, Jason Bateman, Chris Cooper) to go on a secret 5-day mission to Saudi Arabia.
18
When they get to Saudi Arabia, however, it becomes clear that the Saudis are not happy with
the visit from the world police. They view the terrorist attack as an internal matter. The taste of
violence remains throughout the film, though its action scenes are conservatively distributed.
The kingdom asks the viewer some very important questions. One of them is a potent reflection
on religion-inspired violence. Does Allah love your children more than mine?, What side of
the door do you think Allahs on?, asks Jamie Foxx in his own conflict zone. Worth checking
out. State Theatre 4:50 pm/Sun 15 12:30 pm/Mon 16. Reviewed by Matt Briant.
Description
The kingdom
What is the situation?

Where does it happen?
(location)
Who are the characters
and actors/actresses? (individuals)
When did the story take place?
(occasion)
Why was the film made?
(motive, intention)
Who is it for?
(public/target audience)
3. Now read the review again. Place the underlined words in the correct column.
Words used to express a contrary
opinion or idea
Words used to show the sequence of a

description or of a set of events
4. Get into small groups and discuss these questions in Portuguese.

a) In your opinion, what is the authors/directors opinion about the reasons why men go to war?
b) Why is the film called The kingdom?
c) Why do you think the director shows us a summary of the historical connection between
the USA and Saudi Arabia at the beginning of the film?
19
1. Match the columns to complete the sentences with a contrary opinion or idea.
a)
He couldnt sleep last night
( ) he didnt study hard.
b)
Although it rained a lot,
( ) although he was exhausted.
c)
Harry passed the Math exam

although
( ) there were some problems with the car and

the hotel.
d)
The children fell asleep although
( ) they enjoyed their time at the beach.
e)
Although they had planned the

trip in details,
( ) there was a lot of noise outside.
2. Circle the correct word.

a) Your class begins in two minutes, so/because youd better hurry up!
b) I had to have lunch at a restaurant but/because there was no food at home.
c) He liked the film because/but he didnt understand the end.
d) My cousins travel a lot. They have been to India although/and they have been to Japan!
e) Pat is doing very well in her new job and/but sometimes she finds it too hard.
3. Complete the film review using the words in the box.
at first
when
but
but
then
in the end
when
We know what you did last winter* is the new action horror film directed by Mr. Supense. The
film stars are the members of the Addams Family: Gomez, Morticia, Pugsley and Wednesday,
Uncle Fester, Grandmama, Thing, and Lurch.
Filme fictcio.
20
Seven close friends have just started their school vacation. One of them (Barry) decides to visit his
,
mothers family in a small town and invites his friends to go with him. (a)
they change their minds (c)
nobody wants to go, (b)
they discover there are many spots for extreme sports in that region. The horror starts
(d)
they leave the train station and realize the town is kind of haunted.
the next train only
They get scared and feel like coming back home, (e)
leaves the city in three days. They decide to go for a walk, but find a dead black cat in their
, they meet the Addams Family and get
path and it scares them a lot. (f )
the family teaches them how to
really surprised with what they see. (g)
deal with monsters and what to do with dead black cats. If you are looking for a good scare and
laugh, you will not be disappointed with this film. It is worth seeing it!
change ones mind = mudar de ideia

haunted = mal-assombrada
deal with = lidar com
LITERARY MOMENT
A work of art is the unique result of a unique temperament. WILDE, Oscar. The soul of
man under socialism.
21
SITUATED LEARNING 4
PRODUCING A FILM REVIEW
1. In small groups, discuss about a film you have watched or a film review you have read. Then
complete the following chart using key words.
Film
Director
Genre
Release date
Theme
Plot
Setting
Characters
Target audience
Directors point of view
Your opinion
2. You are going to write a short review about that film. First, you will give more details about the
characters and the plot. Try to write key words and short sentences to express your ideas. Dont
worry about mistakes now; it is only a draft!
draft = rascunho
a) Characters names and characteristics:
b) Plot: What is the situation? What happens? Where and when does it happen?
22
3. Try to link your ideas using words to show the sequence of events in the story (first, then, after
that, when, in the end), or a contrary opinion or idea (but, however, although).
4. Now write your opinion about the film trying to support your point of view. You can use a
dictionary. Remember to use adjectives. If necessary, have a look at the film reviews in Situated
Learning 2 and 3.
to support = justificar
23
5. It is time to share texts! Swap drafts with another group. Read your friends film review carefully
and help them improve their text. How can it be better? Do you have any suggestions?
swap = trocar
6. Now get your own text back and check your friends suggestions. Re-read your text and try
to make further corrections. Are the verbs in the correct tense? What about spelling and
punctuation?
7. To round it off, produce the final version of your film review. You can include pictures or images
of the film to illustrate your final production.
Our film review
24
LEARN MORE
Para aprender mais sobre os contedos deste Caderno, sugerimos uma lista de msicas (songs),
sites e filmes (films) com os quais voc pode ampliar suas oportunidades de aprender ingls.
Songs
Para encontrar as letras das msicas sugeridas, basta escrever o ttulo, o nome do artista e
a palavra lyrics em seu site de busca preferido.
In the deep (Bird York, 2003), trilha sonora do filme Crash: no limite.
Im a believer (Smash Mouth, 2001), trilha sonora do filme Shrek.
I will always love you (Whitney Houston, 1992), trilha sonora do filme O guarda-costas (The
bodyguard).
Singin in the rain (Artur Freed, 1929), trilha sonora do filme Cantando na chuva
(Singin in the rain).
Films
O senhor das armas (Lord of war). Direo: Andrew Niccol. EUA, 2005. 122 min. Ao. 16 anos.
Histria de um traficante de armas que faz negcios em diferentes locais do mundo.
Constantemente em perigosas zonas de guerra, o traficante procura se manter distante
de um agente da Interpol, que o persegue, e tambm de seus concorrentes e dos famosos
clientes ditadores.
Fahrenheit 11 de setembro (Fahrenheit 9/11). Direo: Michael Moore. EUA, 2004.

122 min. Documentrio. Livre. Este documentrio relata as causas e consequncias dos
atentados de 11 de setembro de 2001, ocorridos nos Estados Unidos.
Tropa de elite. Direo: Jos Padilha. Brasil, 2007. 118 min. 16 anos. Este filme tem como
tema central o Batalho de Operaes Policiais Especiais (Bope) da Polcia Militar do
Estado do Rio de Janeiro e faz uma crtica dura aos usurios de drogas ilcitas, responsabilizando-os pela expanso do trfico de drogas e da violncia.
Sites
Para saber mais sobre resenhas e sinopses, ou assistir a crticos falando sobre filmes, em
ingls, voc pode visitar os seguintes endereos:
<http://www.bbc.co.uk/film>. Acesso em: 17 maio 2013.
<http://www.imdb.com/search>. Acesso em: 17 maio 2013.

25
Para saber mais sobre questes gramaticais e fazer atividades adicionais, voc pode visitar
o seguinte endereo:
<http://www.englisch-hilfen.de/en/exercises_list/zeitformen.htm>. Acesso em: 17 maio 2013.
26
THEME 2
ANALYSING ADVERTISEMENTS AND ADVERTISEMENT SCRIPTS
?
SITUATED LEARNING 5
ADVERTISING IS ALL AROUND US
1. Answer the questions in pairs: Do you have similar or different opinions?

a) When you see a new product, do you buy it immediately to try it on? Why? Why not?
Give an example.
b) Why do you buy a product?

(
Because you need it.
Because you saw the advertisement.
Because it is cheap.
c) Look at your clothes and personal things now. Try to remember the date when you bought
them. Can you remember why you bought them? Fashion? Did you need them? Do your
friends have similar items?
2. Have a look at these different means of advertising. In your opinion, which ones are more
common where you live? Why?
(
) Newspaper.
) Mailing lists.
) Radio.
) Website.
) TV.
) Telemarketing.
) Yellow pages.
) Magazine.
) Billboard.
) Poster.
3. Read the texts and match them with the following titles: (A) Radio Advertising Pros and
Cons; (B) TV Advertising Pros and Cons.
27
Text 1
( ) It is still the dominant way of advertising around the world. Most people spend more
than five hours a day in front of it. There are some advantages to advertising your product using
this media format: a) It can reach the largest audience in a short period of time; b) Its audience
is the most attentive one; c) It shows your product with movement and sound. On the other
hand, there are some disadvantages: a) You need to hire an advertising agency to produce the
ad and it is costly; b) Fees for airtime broadcasting are very high; c) To make any changes, you
have to hire an agency again, which represents additional investment.
Text 2
( ) It is still very effective and powerful despite the proliferation of other media. There are
some advantages to advertising your product making use of this media format: a) It is cheaper to
produce; b) You have an opportunity to tell a story about your product in a fun and entertaining
way, relying exclusively on verbal language, sound and music. On the other hand, there are some
disadvantages: a) Prices vary throughout the broadcasting hours; b) You reach fewer people,
since audiences tend to be more specific.
Elaborados especialmente para o So Paulo faz escola.
4. Write (T) for true or (F) for false according to the previous texts about TV and radio.
( ) Radio advertising is cheaper.
( ) It is easy to make changes in a TV advertisement.
( ) You can advertise your product telling an audio story.
( ) TV is not the dominant way of advertising anymore.
( ) Prices of advertising are fixed at any time on the radio.
5. What products are advertised on TV during specific programs? Why?
a) During childrens programs:
b) During teenagers programs:
28
c) During the eight oclock soap opera:
d) After 10 p.m.:

1. Match the imperative sentences to their corresponding use.
(a) Keep out: fierce dog.
) Giving orders.
(b) Cook the rice in low temperature.
) Giving instructions.
(c) Have a seat.
) Making a wish for somebody.
(d) Get well soon.
) Giving advice.
(e) Get out of here!
) Warning somebody.
(f ) Pass the sugar, please.
) Offering something.
(g) Talk to him and everything will be OK.
) Asking somebody to do something.
2. Complete this advertisement using the verbs in the box. Use positive or negative imperatives.
Follow the example.
waste
(a)
Dont wait
visit
wait
talk
until tomorrow! (b)
see
miss
our new sport shop
today! We have the best collection in town. Come and (c)

yourself ! If you cant find what you need, (d)
he will help you. (e)
for
to our manager and
your time and money! Here you find the best
prices in town! (f )
this opportunity!
29
3. Complete the recipe for an omelet with the verbs in the box. Use positive or negative imperatives.
Use the dictionary, if necessary.
forget
In a bowl, (a)
add
mix
beat
pour
be
2 eggs. (b)
omelet. (c)
cook
serve
beat
put
heat
the ingredients you like in your
creative! We suggest bacon or sausage (pre-cooked), onions and
green or black peppers. (d)
all ingredients. (e)
butter in a frying pan. (f )
the butter. (g)
mixture into the frying pan. (h)
some
the egg
one side for 1 minute and flip the omelet
to cook the other side. The whole process takes just 2 or 3 minutes. (i)
add a little salt! (j)
it hot, with bread and ketchup.
4. Here you find some good advice. Put the words in the right order.
a) vegetables./fresh/and/Eat/fruits
Eat fresh fruits and vegetables.
b) cigarettes/Dont/cigars./smoke/or
c) to/Dont/relax./forget
d) some/every/exercise/Do/day.
e) your/Brush/meals./after/teeth
f ) dentist/Visit/months./every /the/six
LITERARY MOMENT
A cynic is a man who knows the price of everything but the value of nothing. WILDE,
Oscar. The importance of being earnest: a trivial comedy for serious people.
30
to
SITUATED LEARNING 6
LEARNING ABOUT ADVERTISEMENTS
Hudson Calasans/ Erik de Graaf/iStockphoto/Thinkstock/Getty Images/ TheVectorminator/

iStockphoto/Thinkstock/Getty Images
1. Have a look at these two advertisements. Who is the target public? How do you know?
31
Hudson Calasans/ paul whitton/iStockphoto/Thinkstock/Getty Images/ Jon Gorr/iStockphoto/Thinkstock/Getty Images/

jtgray/iStockphoto/Thinkstock/Getty Images/ mitrs3/iStockphoto/Thinkstock/Getty Images happyhappy101/iStockphoto/
Thinkstock/Getty Images/ Photodisc/Digital Vision/Thinkstock/Getty Images
2. Read the two previous advertisements carefully and answer.
a) What is being advertised?
b) Where can you possibly find this type of advertisement?
c) How do these advertisements try to persuade people to visit the countries?
32
3. There are three types of advertising: informative, persuasive and reminder. Read the definitions
and write (I) for informative, (P) for persuasive and (R) for reminder.
a) ( ) Its objective is to make sure that customers remember the company and its products.
Even companies with very well-known products continue to advertise them.
b) ( ) It is more emotional than other types of advertising. Companies use this type of advertising
when their products compete against the products of rival companies.
c) ( ) It is used to give potential customers details about a new product. It generally has a picture
or description of the product, and details such as where it can be bought, and its price.
Expansion activity
a) Note the form of the adjectives of the chart. Pay attention to the rules.
The largest
The most
important
Cleaner
More modern
b) What is the difference between the first two columns? What about the third and the fourth
ones?
4. Read these pieces of advertisement and rewrite them using the comparative or superlative form
of the underlined adjectives.
33
a) Travel agency Wonderful Colonial Cities, full of legends and architectural jewels. Big and
spectacular Maya cities, the ultimate adventure in powerful rivers and the explosive strength
of mighty active volcanoes.
b) Residential The Plaza is fast to become reality. Construction is under way at the exclusive
address, featuring luxurious Sky Residences with spectacular views and a private club
lifestyle.
c) Light food Which brunch dish has few calories?
d) Store New price reductions! Storewide clearance, 70% off original prices! Final days
Friday, Saturday & Sunday! Big, good sale.
e) Residential Come see an exciting new waterfront community. An incredible opportunity.

An incomparable lifestyle. An irresistible new address.
34

1. Read the text about the importance of a slogan and complete it using the words in the box. Use
each word only once.
catchy slogans = slogans

atraentes e fceis de lembrar
clearest
hardest
best
catchy
important
most important
large
essential
things an advertising agency does is creating slogans for
One of the (a)
or small
a product or a company. It does not matter if you have a (b)
to marketing. It is necessary to point
business, a slogan is (c)

out that the (d)
slogans are the (e)
It can be the (f )
thing to do, but it is extremely (g)
and shortest ones.
have your slogan remembered by everybody. It has to be a really (h)
to
slogan!
2. Match the products with an advertising message.

(a) mobile phone
) A cinema at home!
(b) off-road car
) Recording the best moments of your life.
(c) video camera
) Taking you wherever you want!
(d) air conditioner unit
( ) You can take pictures, play games and even talk to friends!
(e) widescreen LCD TV
) You will have a cooler summer!
3. Answer the questions.

a) Which is longer: your neck or your arm?
35
b) Which is bigger: your foot or your hand?
c) Which is greater: the number of teeth you have or the number of your nails?
4. Read about these three famous soccer stadiums and answer the questions.
Rungrado May
Day
Maracan
Salt Lake
Where is it?
North Korea
Brazil
India
When did it open?
1989
1950
1984
Capacity
150,000 people
79,000 people
120,000 people
a) Which stadium is the oldest?
b) Which one is the newest?
c) Which one is the biggest?
d) Which one is the smallest?
e) Which one is bigger Maracan or Salt Lake?
36
f ) Which one is older Salt Lake or Rungrado May Day?
LITERARY MOMENT
The truth is rarely pure and never simple. WILDE, Oscar. The importance of being earnest:
a trivial comedy for serious people.
37
SITUATED LEARNING 7
LEARNING MORE ABOUT ADVERTISEMENTS
1. Think about a car being advertised on TV and in a magazine. What are the differences in using
these two types of advertising? Why?
Product advertised
TV advertising
Magazine advertising
A car
A car
Target public
Use of famous people to
advertise it
Strategies used to call the
target publics attention
Comparison with other
products
2. To produce a TV advertisement, it is necessary to write a script. The following text is about this
process. Have a look at the text and find out the duration of a TV advertisement.
punchy sentences = frases efetivas e enfticas

para chamar ateno dos clientes.
Writing a TV advertisement script: some basic steps

Step 1 Write out your story in a couple of lines. They have to show what your story is about
and the primary characters.
Step 2 Write the story with more details, adding more characters and events. This paragraph
has to be a kind of short synopsis of your story.
Step 3 Write a longer outline of your plot. Now it is time to describe your characters in detail
and explain where the actions will take place. You have to describe their behavior
too. Describe it using the present simple tense.
38
Step 4 Now take your longer outline and imagine the scenes you have described.
Break the outline into small paragraphs showing the actions as single events. Example:
Paragraph 1: The woman leaves her house in the morning and says hello to her
next-door neighbor standing at the front door. It tells the reader where a scene takes
place, where the characters are standing, and where they have to put the camera.
Step 5 Add more details to the paragraphs explaining how things happen. Give names to
your characters to indicate who is talking.
Step 6 Now it is time to make your paragraphs become scenes. A scene is an event that
happens in a single place and time.
Step 7 Start writing the dialogue; this is what you want the characters to say on the scene.
Words in parentheses may be used as a direction given to the actors about how to
read the dialogue. For example: Peter (nervous): Of course I was not there!
Step 8 Now you have completed a first draft. It is time to rewrite, to change and add things,
until you get a final script.
Remember:
Make sure your TV advertisement times out to 30 seconds.
Use short and punchy sentences to call your potential customers attention. You need to
get your message across quickly.
Explain what you want the customer to do: make a phone call, click on a website link, or
buy a product.
Include all pertinent information in your ads: company name, product or service offered.
All contact information: website, phone, fax, address, logo.
Format your writing. Skip lines. Ask people to read it and correct possible mistakes.
Now read the text Writing a TV advertisement script: some basic steps and answer the questions.
a) In which step are you supposed to describe the characters and places in detail?
b) What is the definition of a scene according to the text?
c) In the dialogue, what information should be written in parentheses?

39
3. Write (T) for true and (F) for false, according to the text.
To write a TV advertisement script...
( ) you dont have to describe the characters behavior.
( ) you should identify the characters to indicate who is talking.
( ) use long and complex sentences to call your customers attention.
( ) you shouldnt worry about asking people to correct possible mistakes.
4. Read the following TV advertisement script and tick (9) if it has all the characteristics listed below.
( ) It describes the characters in detail.
( ) It describes places where the actions happen.
( ) It uses the simple present tense.
( ) It identifies the characters.
( ) It uses dialogues.
( ) It uses parentheses/brackets.
( ) It times out to 30 seconds.
( ) It uses short and punchy sentences to call the potential customers attention.
TV advertisement script: Yellow Ice Cream

[time: 00:30]
Script
(Midnight, full body shot of an 11-year-old child, curly brown hair, getting into a modern
kitchen. He wears pajamas; he is barefoot and walks silently. He talks to us, whispering.)
11-YEAR-OLD CHILD
(saying shush) I have an impossible mission tonight: to treat myself to a huge bowl of
chocolate ice cream. And, of course, thats Yellow Ice Cream!
(Close-up of the product inside the freezer, in a yellow plastic container. Close-up of
the product when the child holds it opening his eyes and mouth.)
11-YEAR-OLD CHILD
Thats delicious and impossible to resist! (Close-up of the child as he continues.)
11-YEAR-OLD CHILD
Lets sit down and have it like a king! (Close-up of a very big bowl of chocolate ice cream
while the child eats it with a clever and satisfied face.)
40
11-YEAR-OLD CHILD
(smiling) Impossible to resist! (Medium shot of the door of the kitchen showing the childs
family: father, mother, a 15-year-old boy and a 5-year-old girl. They all wear pajamas and
look at us with a big smile.)
FAMILY
Hummmmmm! Impossible to resist! [Full body shot showing the happy family seated at the
table eating ice cream together.]
NARRATOR
Yellow Ice Cream: Impossible to resist!

1. Read the sentences and circle the correct alternative.
a) Portugal is smaller/bigger than Spain.
b) An elephant is taller/shorter than a giraffe.
c) A lion is faster/slower than a man.
d) Chess is more difficult/easier than checkers.
e) Mount Everest (on the border between Nepal and Tibet) is higher/lower than K2 (on the
border between Pakistan and China).
f ) I think traveling by plane is safer/more dangerous than traveling by car.
2. Complete the sentences using the superlative form.
a) The Amazon River is
the greatest
b) Asia is
c) China is
river on earth. (great)

continent in the world. (large)
country. (populous)
d) The Vatican City is

and size. (small)
state in the world in terms of population
e) Burj al Arab is in Dubai, and it is
hotel in the world. (expensive)
f ) Kingda Ka, in New Jersey, United States, is

the world. (tall)
41
roller coaster in
3. Complete these sentences using the superlative form.

the most economical
a) Public transportation is not only
ways to get around town. (economical)
b) We buy accommodations at
rates and pass the savings on to you! (low)
c) Pongsri Restaurant is
d) Century 21 is
(exciting)
e) This film is considered
, but also one of the fastest
Thai restaurant in town. (good)

shopping mall in the heart of Lower Manhattan.
film of the year by the Academy Awards Committee. (bad)
f ) That agency developed

around the world. (famous)
advertising campaign to help children
4. Correct the spelling of these words when necessary. Use a dictionary for help.
a) bigest biggest
b) wettest
c) newest
d) heavyer
e) fatter
f ) noisyer
LITERARY MOMENT
Why then, can one desire too much of a good thing? SHAKESPEARE, William. As you like it.
42
SITUATED LEARNING 8
PRODUCING A TV ADVERTISEMENT SCRIPT
1. In groups of four or five, discuss what your group will do:

a) create a product and its TV advertisement script; or
b) choose an existing TV advertisement and produce its script.
2. Complete the following chart.
Product name:
Type of advertisement:
TV advertisement
Target public:
Slogan:
( ) informative advertising
Kind of text:
( ) persuasive advertising
( ) reminder advertising
( ) descriptions of the product
( ) comparison with other products
Strategies to convince the target public:
( ) reasons for buying the product

( ) convincing images
( ) sound, music
( ) verbs in the imperative form
Kind of written language:
( ) adjectives
( ) dialogues
3. Read again the text Writing a TV advertisement script: some basic steps, in Situated Learning 3.
Think about the product your group chose and complete the chart using the information about
your TV advertisement. Try to use key words and short sentences to express your ideas.
a) Give more details about the product you chose.
43
b) Describe the characters in detail.
c) Describe the place where the actions and the scene happen.
d) Write dialogues and use parentheses to indicate camera movements and characters
attitudes or emotions. Remember to use the present simple tense.
4. You also have to read the text TV Advertisement Script: Yellow Ice Cream again. Pay attention to
its layout and how the characters and the scene are detailed in the final production. Remember
that a TV advertisement lasts only 30 seconds.
5. Now it is time to start writing a short TV advertisement script! Dont worry about mistakes
now; it is only a draft! Write a complete script like the example you read in Situated Learning 3.
Remember to include details of the actions between parentheses and create a short and punchy
sentence to call the potential customers attention. Try to link your ideas using words to show
the sequence of the events in the scene (first, then, after that, when, finally).
draft = rascunho
44
A TV advertisement script: draft
6. It is time to share the texts! Swap drafts with another group. Read your friends TV advertisement
script and help them improve their texts. How can it be better? Do you have any suggestions?
Check if your friends TV advertisement script has all the following characteristics.
( ) It describes the characters in detail.
( ) It describes places where the actions happen.
( ) It uses the imperative and the present simple tense.
( ) It uses adjectives.
swap = trocar
( ) It identifies the characters.

( ) It uses dialogues.
( ) It uses directions to the actor between parentheses.
( ) It times out to 30 seconds.
( ) It uses short and punchy sentences to call the potential customers attention.
45
7. Now get your own text back and check your friends suggestions. Reread your text and try to make
further corrections. Are the verbs in the correct tense? What about spelling and punctuation?
8. Finally, produce the final version of your TV advertisement script. You can also create sound
effects to present your final production!
A TV advertisement script: final version
46
9. Before the rehearsal, discuss the final presentation: who will be the director, the cameraman, the
actor, the actress, the narrator, the gaffer, the clapper loader.
rehearsal = ensaio
gaffer = pessoa responsvel pelas luzes em um cenrio
clapper loader = pessoa responsvel pela claquete que
marca as tomadas das filmagens
10. Now it is time for rehearsal! Do your best to have a nice presentation! Remember to time the
presentation: a TV advertisement lasts only 30 seconds. You may also record the advertisement.
11. Finally, you are ready to present your TV advertisement.
LEARN MORE
Para aprender mais sobre os contedos deste Caderno, sugerimos uma lista de msicas (songs),
sites e filmes (films) com os quais voc pode ampliar suas oportunidades de aprender ingls.
Song
Para encontrar a letra da msica sugerida, basta escrever o ttulo, o nome do artista e a
palavra lyrics em seu site preferido de busca na internet.
t
City of blinding lights (U2, 2005).
Sites
Para saber como fazer uma propaganda, em ingls, voc pode fazer uma pesquisa utilizando
as palavras-chave produce + publicity + ad + english.
Para aprender como fazer um roteiro para propaganda de TV ou rdio e estratgias de
persuaso, em ingls, voc pode realizar uma pesquisa, com base nas palavras-chave guide +
script + advertisement.
47
Para saber mais a respeito de propagandas e slogans de propagandas famosas, em ingls,

voc pode fazer uma pesquisa usando as palavras-chave famous + slogans + ads.
Para encontrar o roteiro de alguns filmes, em ingls, voc pode fazer uma pesquisa com as
seguintes palavras-chave movie + script + database.
Para ler outras propagandas em ingls, voc pode fazer uma pesquisa utilizando as palavras-chave ad + database + publicity.
Para fazer atividades adicionais de prtica (formao do comparativo e do superlativo),
voc pode visitar o seguinte endereo:
t
ELC Study Zone. Disponvel em: <http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/

regcom.htm>. Acesso em: 20 maio 2013.
Films
t
O show de Truman (The Truman Show). Direo: Peter Weir. EUA, 1998. 103 min.
Drama. Livre. Desde o dia em que nasceu, Truman faz parte de um seriado de audincia
mundial, O Show de Truman. Ele vigiado por cmeras 24 horas por dia. O programa
mostra o tempo todo vrias propagandas de produtos, usando cartazes e consumindo os
prprios produtos.
t
Um heri de brinquedo (Jingle all the way). Direo: Brian Levant. EUA, 1996. 90 min. Comdia. Livre. Um pai tenta comprar o brinquedo mais vendido do ano alguns dias antes do
Natal. Esse filme mostra o que acontece com as pessoas que fazem de tudo para conseguir
comprar algo que est na moda.
t
Do que as mulheres gostam (What women want). Direo: Nancy Meyers. EUA, 2000. 127 min.
Comdia. 12 anos. Um executivo publicitrio sofre um acidente e passa a ouvir o que as
mulheres pensam.
48
LEARN TO LEARN
Using a bilingual dictionary
Aqui voc vai aprender um pouco mais sobre como usar o dicionrio para estudar ingls.
Um item lexical ou uma palavra so polissmicos quando eles tm vrios sentidos. Muitas palavras, tanto em ingls como em portugus, tm essa caracterstica. Um exemplo em
ingls nail, que significa prego e tambm unha. Em portugus, manga uma palavra
polissmica, pois pode indicar uma fruta ou parte de uma camisa.
1. Nas frases a seguir, as palavras sublinhadas so polissmicas. Em cada caso, explique que
sentido est sendo empregado.
Quem casa quer casa.
O rapaz de xadrez gosta de jogar xadrez.
Este vestido de renda vai gerar uma boa renda para mim.
A torta ficou meio torta depois de assada.
2. Escreva uma frase em portugus com outra palavra polissmica, de modo a exemplificar
dois (ou mais) de seus diferentes sentidos.
Nas atividades de escrita em ingls, voc frequentemente precisa consultar o

dicionrio para verificar como passar uma palavra do portugus para o ingls. Voc
j deve ter percebido que, geralmente, h vrias opes em cada verbete. Nessas situaes, no faa uma escolha aleatria! Lembre-se da polissemia: pense na palavra
em portugus e qual sentido voc busca para seu texto. Depois, leia o verbete com
ateno: muitas vezes h indicaes entre parnteses que facilitam a identificao da
palavra mais adequada.
49
3. Em cada frase a seguir, a palavra sublinhada polissmica. Identifique seu sentido e depois
sublinhe no verbete a palavra mais adequada em ingls.
Ontem tomei suco de manga.
manga f (de roupa) sleeve; (fruta) mango.
A validade desse suco venceu na semana passada.
vencer vi (triunfar) win; (pagamento) fall

due; (contrato, prazo) expire.
Preciso comprar pilhas novas.
pilha f (amontoado) pile; (eltrica) battery.
Think about it!

Os verbetes da Atividade 3 apresentam dicas que esto entre parnteses para ajudar
na escolha da palavra mais adequada, dependendo do contexto e do sentido desejado.
Caso o dicionrio no tenha essas dicas, o que voc pode fazer para identificar a palavra
mais apropriada?
English in the movies

Aqui voc vai aprender como usar filmes para estudar a lngua inglesa.
4. Assinale todas as alternativas verdadeiras que se aplicam a voc.
( ) Ao assistir a um filme, costumo reparar no ttulo em ingls e o comparo com o ttulo
em portugus.
( ) J utilizei a tecla SAP na televiso para ouvir o som original de um filme.
( ) No gosto de ler as legendas, prefiro filmes dublados.
( ) No gosto de filmes dublados, prefiro ouvir a voz original dos atores.
( ) Ao assistir a um filme em DVD, j experimentei deixar o udio e as legendas em ingls.
50
H vrias coisas que voc pode aprender sobre a lngua inglesa por meio dos filmes.
Muitos aparelhos de televiso tm a opo SAP (secondary audio program): ao ativ-la durante a exibio de um filme em ingls, voc pode ouvir o udio original em vez da dublagem. Pode ser divertido comparar a voz de um ator com a voz de seu dublador! J os DVDs
permitem vrias combinaes de udio e legendas: udio em ingls e legendas em portugus, udio em ingls e sem legendas etc. Tanto na TV quanto nos DVDs, experimente
assistir a um trecho de um filme em ingls. provvel que voc consiga entender mais do
que imagina!
5. s vezes, as verses em ingls e em portugus do ttulo de um filme so iguais; s vezes so

completamente diferentes! Nas colunas a seguir, faa a associao entre ttulos correspondentes.
a) O dirio de Anne Frank
( ) Saw
b) Bee movie
( ) The diary of Anne Frank
c) Um heri de brinquedo
( ) The Truman show
d) O show de Truman
( ) Bee movie
e) Miss Potter
( ) Jingle all the way
f ) Jogos mortais
( ) Miss Potter
6. Responda s questes a seguir a respeito dos ttulos da Atividade 5.

a) Que ttulos esto iguais em ingls e em portugus?
b) Que ttulos em portugus so uma traduo do original?
c) Que ttulos em portugus esto completamente diferentes do ttulo original?
Think about it!
Por que alguns ttulos de filmes so mantidos
em ingls? Voc acha que isso atrai mais as pessoas?
Pense sobre isso!
Resposta da questo 5: f; a; d; b; c; e.
51
VOCABULARY LOG
Aqui voc vai registrar o vocabulrio que aprendeu neste Caderno. Escolha duas palavras ou
expresses 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 definio ou traduo para a palavra.
Depois, no campo 3 (Association, example or picture), escreva algo ligado primeira palavra ou um
exemplo; voc tambm pode fazer uma ilustrao nesse espao. 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
52
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
53
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
54
Situated Learning 7
Sentence
from the text
55
INSTANT LANGUAGE
Nesta seo de seu Caderno, voc encontra alguns contedos lingusticos sistematizados em
tabelas para auxili-lo em seu trajeto de aprendizagem da lngua inglesa. Voc pode usar essas tabelas
como um material de referncia e consult-las mesmo quando estiver usando outros Cadernos e at
estudando na 3a srie do Ensino Mdio!
Movies and movie making

Kinds of movies
Some professionals
Elements of a narrative
Documentary
Love story
Comedy
Horror
Drama
Thriller
Adventure
Science fiction
Screenwriter
Producer
Reviewer
Director
Actor
Actress
Plot
Setting
Theme
Characters
Linking words
CONTRAST:
CONCESSION:
PURPOSE OR RESULT:
EXPLANATION:
ADDITION:
TIME SEQUENCERS:
but, however
although
so, so that
because, due to
and, moreover
first, then, next, finally
56
Word formation
Prefix
UNILMISNEOPOLYREDISUNIMINOVER-
Suffix
-ER
-IST
-OR
-ION
-MENT
-ATION
-ITY
-NESS
-ABLE
-FUL
-AL
-ING
-OUS
-Y
-IVE
-LESS
Example
unsaid
illegal
misunderstand
neologism
polyglot
redo
disconnect
unsatisfied (also dissatisfied)
impossible
inflexible
overheat
Example
teacher
pianist
director
action
government
examination
familiarity
blindness
comfortable
useful
logical
willing
famous
lucky
active
careless
Imperative form
Positive: verb in the infinitive (without to)
Examples: Go there! Talk to him! Look at me!
Negative: dont + verb in the infinitive (without to)
Examples: Dont look back! Dont stop walking! Dont come here again!
Comparatives and superlatives: use

We use comparative adjectives to say that two or more things or
people are different in some way.
We use superlative adjectives to highlight a characteristic of one
thing or person in relation to a group of things or people.
57
Comparatives and superlatives: form

Short adjectives (one syllable)
Adjective
Comparative
Superlative
tall
taller (than)
the tallest
young
younger (than)
the youngest
Spelling: special cases

Adjectives ending in consonant + y: happy happier the happiest
Adjectives ending in e: nice nicer the nicest
Adjectives ending in consonant + vowel + consonant: hot hotter the
hottest
Long adjectives (two syllables or more)

Adjective
Comparative
Superlative
beautiful
more beautiful (than)
the most beautiful
famous
more famous (than)
the most famous
Some verbs & phrases

beat the eggs
pour the mixture
deserve a break
58
bring something to life

get a message across
worry about something
Some adjectives
big (large) x small
long x short
incomparable
cheap x expensive
new (young) x old
incredible
clear x dark
noisy x quiet
informative
easy x difficult
wet x dry
irresistible
exciting x boring
catchy
persuasive
fast x slow
convincing
powerful
fat x thin
effective
spectacular
good x bad
emotional
wonderful
heavy x light
exclusive
REVIEW OF VERB TENSES

Present simple
Affirmative
I
We
You
They
He
She
It
Interrogative
Negative
work here
every day.
I
We
You
They
dont work
here every day.
works here
every day.
He
She
It
doesnt work
here every day.
59
Do
I
we
you
they
work here
every day?
Does
he
she
it
work here
every day?
Past simple
I
He
She
It
We
You
They
Interrogative
Negative
Affirmative
I
He
She
It
We
You
They
worked here
last year.
didnt work
here last
year.
Did
I
he
she
it
we
you
they
work here
last year?
Present continuous
Negative
Affirmative
I
He
She
It
We
You
They
am working here
today.
is working here
today.
are working here
today.
I
He
She
It
We
You
They
am not working
here today.
is not working
here today.
(or)
isnt working
here today.
are not working
here today.
(or)
arent working
here today.
Interrogative
Am
Is
Are
I
he
she
it
we
you
they
working
here
today?
Past continuous
Negative
Affirmative
I
He
She
It
was working
here yesterday.
We
You
They
were
working here
yesterday.
I
He
She
It
We
You
They
was not working

here yesterday.
(or)
wasnt working
here yesterday.
were not working
here yesterday.
(or)
werent working
here yesterday.
60
Interrogative
Was
Were
I
he
she
it
we
you
they
working
here
yesterday?
Can-do Chart
Competncias e habilidades
Consigo
1. Reconhecer a organizao de uma resenha

crtica e uma sinopse (organizao
macrotextual).
2. Reconhecer a diferena de organizao
textual entre uma resenha crtica e uma
sinopse.
3. Localizar informaes especficas em
um texto para construir opinio e fazer
avaliao crtica.
4. Localizar informaes explcitas em um
texto.
5. Reconhecer o uso de adjetivos formados
pela adio de prefixos e sufixos para
mostrar opinio.
6. Reconhecer palavras que mostram uma
opinio contrria e palavras que mostram
a sequncia de acontecimentos.
7. Levantar hipteses sobre o assunto de um
texto e verific-las com base na leitura.
8. Identificar palavras cognatas ou
emprestadas da lngua inglesa para
compreender um texto.
9. Elaborar uma resenha crtica.
10. Reconhecer uma propaganda
(organizao macrotextual).
11. Reconhecer o uso dos graus de adjetivos
nas propagandas.
12. Levantar hipteses sobre o assunto de um
texto e verificar a partir da leitura.
61
Consigo, mas
com ajuda
Ainda no
consigo
13. Elaborar uma propaganda e/ou roteiro de

anncio publicitrio.
14. Trabalhar em equipe, assumindo funes
e contribuindo para o trabalho em grupo.
62
CONCEPO E COORDENAO GERAL

NOVA EDIO 2014-2017
COORDENADORIA DE GESTO DA
EDUCAO BSICA CGEB
Coordenadora
Maria Elizabete da Costa
Diretor do Departamento de Desenvolvimento
Curricular de Gesto da Educao Bsica
Joo Freitas da Silva
Diretora do Centro de Ensino Fundamental
dos Anos Finais, Ensino Mdio e Educao
Prossional CEFAF
Valria Tarantello de Georgel
Coordenadora Geral do Programa So Paulo
faz escola
Valria Tarantello de Georgel
Coordenao Tcnica
Roberto Canossa
Roberto Liberato
Suely Cristina de Albuquerque Bomm
EQUIPES CURRICULARES
rea de Linguagens
Arte: Ana Cristina dos Santos Siqueira, Carlos
Eduardo Povinha, Ktia Lucila Bueno e Roseli
Ventrela.
Educao Fsica: Marcelo Ortega Amorim, Maria
Elisa Kobs Zacarias, Mirna Leia Violin Brandt,
Rosngela Aparecida de Paiva e Sergio Roberto
Silveira.
Lngua Estrangeira Moderna (Ingls e
Espanhol): Ana Paula de Oliveira Lopes, Jucimeire
de Souza Bispo, Marina Tsunokawa Shimabukuro,
Neide Ferreira Gaspar e Slvia Cristina Gomes
Nogueira.
Lngua Portuguesa e Literatura: Angela Maria
Baltieri Souza, Claricia Akemi Eguti, Id Moraes dos
Santos, Joo Mrio Santana, Ktia Regina Pessoa,
Mara Lcia David, Marcos Rodrigues Ferreira, Roseli
Cordeiro Cardoso e Rozeli Frasca Bueno Alves.
rea de Matemtica
Matemtica: Carlos Tadeu da Graa Barros,
Ivan Castilho, Joo dos Santos, Otavio Yoshio
Yamanaka, Rodrigo Soares de S, Rosana Jorge
Monteiro, Sandra Maira Zen Zacarias e Vanderley
Aparecido Cornatione.
rea de Cincias da Natureza
Biologia: Aparecida Kida Sanches, Elizabeth
Reymi Rodrigues, Juliana Pavani de Paula Bueno e
Rodrigo Ponce.
Cincias: Eleuza Vania Maria Lagos Guazzelli,
Gisele Nanini Mathias, Herbert Gomes da Silva e
Maria da Graa de Jesus Mendes.
Fsica: Carolina dos Santos Batista, Fbio
Bresighello Beig, Renata Cristina de Andrade
Oliveira e Tatiana Souza da Luz Stroeymeyte.
Qumica: Ana Joaquina Simes S. de Matos

Carvalho, Jeronimo da Silva Barbosa Filho, Joo
Batista Santos Junior e Natalina de Ftima Mateus.
rea de Cincias Humanas
Filosoa: Emerson Costa, Tnia Gonalves e
Tenia de Abreu Ferreira.
Geograa: Andria Cristina Barroso Cardoso,
Dbora Regina Aversan e Srgio Luiz Damiati.
Histria: Cynthia Moreira Marcucci, Maria
Margarete dos Santos e Walter Nicolas Otheguy
Fernandez.
Sociologia: Alan Vitor Corra, Carlos Fernando de
Almeida e Tony Shigueki Nakatani.
PROFESSORES COORDENADORES DO NCLEO
PEDAGGICO
rea de Linguagens
Educao Fsica: Ana Lucia Steidle, Eliana Cristine
Budisk de Lima, Fabiana Oliveira da Silva, Isabel
Cristina Albergoni, Karina Xavier, Katia Mendes
e Silva, Liliane Renata Tank Gullo, Marcia Magali
Rodrigues dos Santos, Mnica Antonia Cucatto da
Silva, Patrcia Pinto Santiago, Regina Maria Lopes,
Sandra Pereira Mendes, Sebastiana Gonalves
Ferreira Viscardi, Silvana Alves Muniz.
Lngua Estrangeira Moderna (Ingls): Clia
Regina Teixeira da Costa, Cleide Antunes Silva,
Edna Boso, Edney Couto de Souza, Elana
Simone Schiavo Caramano, Eliane Graciela
dos Santos Santana, Elisabeth Pacheco Lomba
Kozokoski, Fabiola Maciel Saldo, Isabel Cristina
dos Santos Dias, Juliana Munhoz dos Santos,
Ktia Vitorian Gellers, Ldia Maria Batista
Bomm, Lindomar Alves de Oliveira, Lcia
Aparecida Arantes, Mauro Celso de Souza,
Neusa A. Abrunhosa Tpias, Patrcia Helena
Passos, Renata Motta Chicoli Belchior, Renato
Jos de Souza, Sandra Regina Teixeira Batista de
Campos e Silmara Santade Masiero.
Lngua Portuguesa: Andrea Righeto, Edilene
Bachega R. Viveiros, Eliane Cristina Gonalves
Ramos, Graciana B. Ignacio Cunha, Letcia M.
de Barros L. Viviani, Luciana de Paula Diniz,
Mrcia Regina Xavier Gardenal, Maria Cristina
Cunha Riondet Costa, Maria Jos de Miranda
Nascimento, Maria Mrcia Zamprnio Pedroso,
Patrcia Fernanda Morande Roveri, Ronaldo Cesar
Alexandre Formici, Selma Rodrigues e
Slvia Regina Peres.
rea de Matemtica
Matemtica: Carlos Alexandre Emdio, Clvis
Antonio de Lima, Delizabeth Evanir Malavazzi,
Edinei Pereira de Sousa, Eduardo Granado Garcia,
Evaristo Glria, Everaldo Jos Machado de Lima,
Fabio Augusto Trevisan, Ins Chiarelli Dias, Ivan
Castilho, Jos Maria Sales Jnior, Luciana Moraes
Funada, Luciana Vanessa de Almeida Buranello,
Mrio Jos Pagotto, Paula Pereira Guanais, Regina
Helena de Oliveira Rodrigues, Robson Rossi,
Rodrigo Soares de S, Rosana Jorge Monteiro,
Rosngela Teodoro Gonalves, Roseli Soares

Jacomini, Silvia Igns Peruquetti Bortolatto e Zilda
Meira de Aguiar Gomes.
rea de Cincias da Natureza
Biologia: Aureli Martins Sartori de Toledo, Evandro
Rodrigues Vargas Silvrio, Fernanda Rezende
Pedroza, Regiani Braguim Chioderoli e Rosimara
Santana da Silva Alves.
Cincias: 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
Lus Prati.
Fsica: Ana Claudia Cossini Martins, Ana Paula
Vieira Costa, Andr Henrique Ghel Runo,
Cristiane Gislene Bezerra, Fabiana Hernandes
M. Garcia, Leandro dos Reis Marques, Marcio
Bortoletto Fessel, Marta Ferreira Mafra, Rafael
Plana Simes e Rui Buosi.
Qumica: Armenak Bolean, Ctia Lunardi, Cirila
Tacconi, Daniel B. Nascimento, Elizandra C. S.
Lopes, Gerson N. Silva, Idma A. C. Ferreira, Laura
C. A. Xavier, Marcos Antnio Gimenes, Massuko
S. Warigoda, Roza K. Morikawa, Slvia H. M.
Fernandes, Valdir P. Berti e Willian G. Jesus.
rea de Cincias Humanas
Filosoa: lex Roberto Genelhu Soares, Anderson
Gomes de Paiva, Anderson Luiz Pereira, Claudio
Nitsch Medeiros e Jos Aparecido Vidal.
Geograa: Ana Helena Veneziani Vitor, Clio
Batista da Silva, Edison Luiz Barbosa de Souza,
Edivaldo Bezerra Viana, Elizete Buranello Perez,
Mrcio Luiz Verni, Milton Paulo dos Santos,
Mnica Estevan, Regina Clia Batista, Rita de
Cssia Araujo, Rosinei Aparecida Ribeiro Librio,
Sandra Raquel Scassola Dias, Selma Marli Trivellato
e Sonia Maria M. Romano.
Histria: Aparecida de Ftima dos Santos
Pereira, Carla Flaitt Valentini, Claudia Elisabete
Silva, Cristiane Gonalves de Campos, Cristina
de Lima Cardoso Leme, Ellen Claudia Cardoso
Doretto, Ester Galesi Gryga, Karin SantAna
Kossling, Marcia Aparecida Ferrari Salgado de
Barros, Mercia Albertina de Lima Camargo,
Priscila Loureno, Rogerio Sicchieri, Sandra Maria
Fodra e Walter Garcia de Carvalho Vilas Boas.
Sociologia: Anselmo Luis Fernandes Gonalves,
Celso Francisco do , Lucila Conceio Pereira e
Tnia Fetchir.
Apoio:
Fundao para o Desenvolvimento da Educao
- FDE
CTP, Impresso e acabamento
Plural Indstria Grca Ltda.
GESTO DO PROCESSO DE PRODUO

EDITORIAL 2014-2017
CONCEPO DO PROGRAMA E ELABORAO DOS

CONTEDOS ORIGINAIS
FUNDAO CARLOS ALBERTO VANZOLINI
COORDENAO DO DESENVOLVIMENTO
DOS CONTEDOS PROGRAMTICOS DOS
CADERNOS DOS PROFESSORES E DOS
CADERNOS DOS ALUNOS
Ghisleine Trigo Silveira
Presidente da Diretoria Executiva

Antonio Rafael Namur Muscat
Vice-presidente da Diretoria Executiva
Alberto Wunderler Ramos
GESTO DE TECNOLOGIAS APLICADAS
EDUCAO
Direo da rea
Guilherme Ary Plonski
Coordenao Executiva do Projeto
Angela Sprenger e Beatriz Scavazza
Gesto Editorial
Denise Blanes
Equipe de Produo
Editorial: Amarilis L. Maciel, Anglica dos Santos
Angelo, Bris Fatigati da Silva, Bruno Reis, Carina
Carvalho, Carla Fernanda Nascimento, Carolina
H. Mestriner, Carolina Pedro Soares, Cntia Leito,
Eloiza Lopes, rika Domingues do Nascimento,
Flvia Medeiros, Gisele Manoel, Jean Xavier,
Karinna Alessandra Carvalho Taddeo, Leandro
Calbente Cmara, Leslie Sandes, Main Greeb
Vicente, Marina Murphy, Michelangelo Russo,
Natlia S. Moreira, Olivia Frade Zambone, Paula
Felix Palma, Priscila Risso, Regiane Monteiro
Pimentel Barboza, Rodolfo Marinho, Stella
Assumpo Mendes Mesquita, Tatiana F. Souza e
Tiago Jonas de Almeida.
Direitos autorais e iconograa: Beatriz Fonseca
Micsik, rica Marques, Jos Carlos Augusto, Juliana
Prado da Silva, Marcus Ecclissi, Maria Aparecida
Acunzo Forli, Maria Magalhes de Alencastro e
Vanessa Leite Rios.
Edio e Produo editorial: Jairo Souza Design
Grco e Occy Design projeto grco!.
CONCEPO
Guiomar Namo de Mello, Lino de Macedo,
Luis Carlos de Menezes, Maria Ins Fini
coordenadora! e Ruy Berger em memria!.
AUTORES
Linguagens
Coordenador de rea: Alice Vieira.
Arte: Gisa Picosque, Mirian Celeste Martins,
Geraldo de Oliveira Suzigan, Jssica Mami
Makino e Sayonara Pereira.
Educao Fsica: Adalberto dos Santos Souza,
Carla de Meira Leite, Jocimar Daolio, Luciana
Venncio, Luiz Sanches Neto, Mauro Betti,
Renata Elsa Stark e Srgio Roberto Silveira.
LEM Ingls: Adriana Ranelli Weigel Borges,
Alzira da Silva Shimoura, Lvia de Arajo Donnini
Rodrigues, Priscila Mayumi Hayama e Sueli Salles
Fidalgo.
LEM Espanhol: Ana Maria Lpez Ramrez, Isabel
Gretel Mara Eres Fernndez, Ivan Rodrigues
Martin, Margareth dos Santos e Neide T. Maia
Gonzlez.
Lngua Portuguesa: Alice Vieira, Dbora Mallet
Pezarim de Angelo, Eliane Aparecida de Aguiar,
Jos Lus Marques Lpez Landeira e Joo
Henrique Nogueira Mateos.
Matemtica
Coordenador de rea: Nlson Jos Machado.
Matemtica: Nlson Jos Machado, Carlos
Eduardo de Souza Campos Granja, Jos Luiz
Pastore Mello, Roberto Perides Moiss, Rogrio
Ferreira da Fonseca, Ruy Csar Pietropaolo e
Walter Spinelli.
Cincias Humanas
Coordenador de rea: Paulo Miceli.
Filosoa: Paulo Miceli, Luiza Christov, Adilton Lus
Martins e Ren Jos Trentin Silveira.
Geograa: Angela Corra da Silva, Jaime Tadeu Oliva,
Raul Borges Guimares, Regina Araujo e Srgio Adas.
Histria: Paulo Miceli, Diego Lpez Silva,
Glaydson Jos da Silva, Mnica 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.
Cincias da Natureza
Coordenador de rea: Luis Carlos de Menezes.
Biologia: Ghisleine Trigo Silveira, Fabola Bovo
Mendona, 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.
Cincias: Ghisleine Trigo Silveira, Cristina Leite,
Joo Carlos Miguel Tomaz Micheletti Neto,
Julio Czar Foschini Lisba, Lucilene Aparecida
Esperante Limp, Mara Batistoni e Silva, Maria
Augusta Querubim Rodrigues Pereira, Paulo
Rogrio Miranda Correia, Renata Alves Ribeiro,
Ricardo Rechi Aguiar, Rosana dos Santos Jordo,
Simone Jaconetti Ydi e Yassuko Hosoume.
Fsica: Luis Carlos de Menezes, Estevam Rouxinol,
Guilherme Brockington, Iv Gurgel, Lus Paulo
de Carvalho Piassi, Marcelo de Carvalho Bonetti,
Maurcio Pietrocola Pinto de Oliveira, Maxwell
Roger da Puricao Siqueira, Sonia Salem e
Yassuko Hosoume.
Qumica: Maria Eunice Ribeiro Marcondes, Denilse
Morais Zambom, Fabio Luiz de Souza, Hebe
Ribeiro da Cruz Peixoto, Isis Valena de Sousa
Santos, Luciane Hiromi Akahoshi, Maria Fernanda
Penteado Lamas e Yvone Mussa Esperidio.
Caderno do Gestor
Lino de Macedo, Maria Eliza Fini e Zuleika de
Felice Murrie.
A Secretaria da Educao do Estado de So Paulo autoriza a reproduo do contedo do material de sua titularidade pelas demais secretarias de educao do pas, desde que mantida a integridade da obra e dos crditos, ressaltando que direitos autorais protegidos*devero ser diretamente negociados com seus prprios titulares, sob pena de infrao 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 no estejam em domnio pblico nos termos do artigo 41 da Lei de
Direitos Autorais.
* Nos Cadernos do Programa So Paulo faz escola so indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos contedos apresentados e como referncias bibliogrcas.
Todos esses endereos eletrnicos foram checados. No entanto, como a internet um meio dinmico e sujeito a mudanas, a Secretaria da Educao do Estado de So Paulo no garante que os sites
indicados permaneam acessveis ou inalterados.
* Os mapas reproduzidos no material so de autoria de terceiros e mantm as caractersticas dos originais, no que diz respeito graa adotada e incluso e composio dos elementos cartogrcos
(escala, legenda e rosa dos ventos).
Validade: 2014 2017

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a

GOVERNO DO ESTADO DE SO PAULO

Governo do Estado de So Paulo

Equipe Curricular de Ingls

Ingls 2a srie Volume 1

documentary love story comedy

a) The hangover part 3 =

Ingls 2a srie Volume 1

a) I talk to people in the entertainment area and gather the

b) I am the person who organizes the cast and the staff,

c) Im in charge of writing stories for films, known as

d) My job is to watch films and analyze them. I have to describe

represent people in a story.

is the sequence of actions (or events) in a story.

is the most important subject in a story. It is a concept the film is

Ingls 2a srie Volume 1

b) A person who plays classical piano.

c) A person who writes novels.

d) A person who translates books and articles.

e) A person who directs a film.

f ) A person who writes articles or reports for newspapers.

To change these verbs into nouns, you

Ingls 2a srie Volume 1

3. Complete the text using some of the nouns in Activity 2.

a candidates campaign to win the (a)

. He also promises to revolutionize

that voters will have an active role in his (b)

by building new schools and offering financial support to poor families.

Because of his promises, his (d)

president. However, alongside his success in politics, a period of (e)

about his wife

and children and turns his life into chaos.

A palavra classified pode significar

Ingls 2a srie Volume 1

Have a look at this magazine cover and answer the questions.

a) What kind of text is this?

b) What kind of information can we find in it?

d) Who is the target reader?

Ingls 2a srie Volume 1

Crash. USA, 2004. 112 min. Drama

Ingls 2a srie Volume 1

Ingls 2a srie Volume 1

Ingls 2a srie Volume 1

( ) It includes a criticism (evaluation).

Ingls 2a srie Volume 1

HOMEWORK: FOCUS ON LANGUAGE 2

2. Complete the sentences using the adjectives from Activity 1.

a) People all over the world know Madonna. She is a very

for children and teenagers.

c) Some extreme sports are considered

e) This yellow bag is

! There is a big hole in it!

f ) We can see many

people living in the streets and in shelters in big

Ingls 2a srie Volume 1

redo; rearrange; rewrite

a) When you sleep too much, you

with them. (agree)

b) If you dont agree with somebody, you

c) The door is locked. To open it, first you have to

d) Someone who is not honest is

e) If you are not polite, you are

g) When you dont like something, you

h) When you write your texts again, you