Beruflich Dokumente
Kultur Dokumente
7 SRIE 8 ANO
ENSINO FUNDAMENTAL ANOS FINAIS
Volume 2
INGLS
Linguagens
CADERNO DO ALUNO
MATERIAL DE APOIO AO
CURRCULO DO ESTADO DE SO PAULO
CADERNO DO ALUNO
INGLS
ENSINO FUNDAMENTAL ANOS FINAIS
7a SRIE/8o ANO
VOLUME 2
Nova edio
2014 - 2017
So Paulo
Caro(a) aluno(a),
Neste volume do Caderno do Aluno, voc continuar aprofundando seu conhecimento sobre a
lngua inglesa. As atividades vo ajud-lo a identicar caractersticas de textos especcos, como cardpios, tabela nutricional, artigos de revistas, questionrios de pesquisas e perguntas para uma entrevista. Ao discutir alimentao saudvel e no saudvel, hbitos alimentares das diversas culturas,
eventos, fatos e hbitos do passado, voc ver quais so as estruturas gramaticais mais apropriadas
para a comunicao nessas situaes.
Ao propor que voc prepare um cardpio com propostas de alimentao saudvel para a cantina/refeitrio e uma entrevista a ser feita com pessoas mais velhas, o Caderno vai encoraj-los a
reetir sobre diferenas culturais e mudanas de hbitos ao longo do tempo. Mais uma vez, por
meio das aulas de lngua inglesa, voc ter a oportunidade de aprender um pouco mais sobre vrios
aspectos da vida em sociedade.
Lembre-se, tambm, de que h sugestes de sites, msicas e lmes que podem ajud-lo a aprender mais sobre os contedos deste volume. Voc poder, ainda, continuar sistematizando o estudo
do vocabulrio e da gramtica, alm de fazer sua autoavaliao em relao s metas de aprendizagem
propostas para este volume.
Equipe Tcnica 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) Eating habits e 2)
Childhood and adolescence: yesterday and today. Essas atividades vo ajud-lo a:
1. Identicar as caractersticas de um cardpio.
2. Nomear em ingls as trs principais refeies.
3. Descrever o que voc costuma comer nas refeies e/ou justicar seus hbitos alimentares.
4. Exemplicar diferenas nos hbitos alimentares de diversas culturas.
5. Identicar e compreender os dados apresentados em uma pirmide alimentar.
6. Classicar alimentos de acordo com os grupos da pirmide alimentar.
7. Reconhecer o signicado de a lot of, many, some, (a) little, (a) few, no etc. para indicar
quantidades.
8. Reconhecer e utilizar o verbo modal should para dar sugestes ou fazer recomendaes.
9. Diferenciar alimentos saudveis e no saudveis (junk food).
10. Identicar as caractersticas de uma tabela nutricional.
11. Organizar e selecionar informaes para elaborar um cardpio.
12. Analisar as correes sugeridas pelos colegas em seu texto.
13. Dar exemplos de brinquedos que j foram populares no passado.
14. Identicar algumas caractersticas de um artigo de revista.
15. Organizar eventos ou fatos em uma linha do tempo.
16. Identicar o tema de um texto.
17. Reconhecer e utilizar a expresso used to para se referir a hbitos do passado.
18. Reconhecer expresses adverbiais de tempo.
19. Identicar as caractersticas de um questionrio de pesquisa.
20. Relacionar perguntas e respostas em um questionrio.
21. Elaborar questes para uma entrevista.
22. Analisar os textos de seus colegas e sugerir correes.
5
THEME 1
EATING HABITS
?
SITUATED LEARNING 1
IS THIS BREAKFAST OR LUNCH?
Fernando Favoretto
f)
e)
Fernando Favoretto
d)
Rosenfeld/Mauritius/Latinstock
Fernando Favoretto
Fernando Favoretto
1. Which of the pictures below represent breakfast dishes? And which are lunch or dinner dishes?
b)
c)
a)
LUNCH
BREAKFAST
....................................................... $3.00
....................................................... $2.50
....................................................... $1.75
......................................................... $3.90
Column B
( ) dishes and their prices.
b) It has a list of
( ) menu.
OR
I dont have breakfast because
Lunch:
For lunch I usually have
and I drink
OR
I dont have lunch because
: FOCUS ON LANGUAGE 1
1. Are you a good detective? Use the code to read the mysterious message.
=a
=b
=c
=d
=e
=f
<=g
=h
\=i
=j
=k
g=m
A=n
=o
=p
;=r
=s
?=t
U=u
8=w
L=y
=.
=,
"=?
\
g
\ A \
U A
g
A
8\?
;
A
U A L
U?\
A
\ A
? ;
U
\
< ; A
L U A
g
?
g
g 8 ?
g
< ;
8
U \
; U \ ?
g
\ "
2. Match the words in the two columns to form common pairs of food or drink.
a) bread
( ) and beans
b) milk
( ) and fries
c) hamburger
( ) and butter
d) rice
( ) and coee
3. Classify the words into the correct category. Follow the example.
lasagne
grilled tuna
soup
tomato salad
fries
mineral water
fruit salad
Main dish
lasagne
tea
orange juice
chocolate cake
pudding
Side dish
Dessert
Beverages
LITERARY MOMENT
They gave it me, for an un-birthday present. CARROLL, Lewis. Through the looking-glass.
SITUATED LEARNING 2
THE FOOD PYRAMID
Conexo Editorial
b)
c)
d)
e)
f)
g)
h)
i)
a)
10
Hudson Calasans
2. Look at the picture below and say if the statements are True or False. Then correct the false
statements.
a) The picture is about geometry.
3. The food pyramid classies food into nine groups. Include the following foods in the appropriate
boxes. Check the ones you dont know.
yogurt
lettuce
wholewheat pasta
spinach
Wholemeal
grains, cereals
and ours
brown rice
omelette
melon
apple
Vegetable oils
olive oil
cheese
almonds
sweet peppers
Leafy vegetables,
red, yellow and
orange vegetables
Dairy products
(except butter)
beef hamburger
carrots
candies
beans
Fruits
Other
vegetables,
grains and nuts
11
4. Circle the correct option to complete the sentences. Use the food pyramid for help. Follow the
example.
a) Cheese and yogurt are in the dairy products/red meat group.
b) You should eat a lot of/few vegetables and a lot/only a little from the saturated oils and fat
group.
c) You should/should not eat a lot of fruit and you should not eat any/a lot of red meat.
d) The food pyramid recommends that you eat some egg and no/very little red meat.
e) I can see there is no/any junk food group and I cant see no/any soda in the pyramid.
5. Preparation for the writing task part 2.
Work in small groups. You are a team of nutritionists and you
think that eating healthily is very important. For each problem
or doubt in the balloons below, give a suggestion using You
should or You shouldnt.
a)
b)
I never have
breakfast, and for lunch
and dinner I always have
a hamburger and fries.
With this diet, do I get
balanced nutrients from
all groups of the food
pyramid?
12
A nutritionist studies
foods, their nutrients
and their eects on
our health.
c)
d)
: FOCUS ON LANGUAGE 2
are dairy products. This means they are made with milk.
b) Cheese and
c)
e) According to the food pyramid, you should consume only a little red
f ) According to the food pyramid, you should eat more
sweets.
g) If you want to lose weight, you should go on a
13
.
than
a)
b)
c)
d)
A
e)
f)
M
I
g)
2. In each item, circle the word that does not belong to the group. In Portuguese, explain your
choice. Follow the example.
a) watermelon apple grape sh banana
Fish um animal e as outras palavras so nomes de frutas.
b) cake ice cream cheese chocolate candy
14
b) diabetes./father/has/My
c) always/for/I/late/school./wake up
d) not/brother/is/My/Mathematics./good/at
4. Now match each problem in the previous exercise to its corresponding piece of advice.
( ) He should talk to the teacher and ask for help.
( ) He shouldnt eat sugar.
( ) You should visit the local library.
( ) You should buy an alarm clock and go to bed earlier.
LITERARY MOMENT
In nature there are neither rewards nor punishments there are consequences. INGERSOLL,
Robert G. Some reasons why.
15
SITUATED LEARNING 3
WHATS IN THE FOOD YOU EAT?
( ) apple
( ) candy
( ) French fries
( ) water
( ) sodas
( ) chocolate cookies
Conexo Editorial
oz = abbreviated
form of ounce
(1 ounce = 28 g)
Conexo Editorial
Nutrition Facts
Serving size 21 g (1 bar)
Amount per serving
Calories 59 ........................................ Calories from fat 7
Nutrition Facts
Serving size 1oz.
Amount per serving
Calories 160 .................................... Calories from fat 90
% Daily Value*
Total fat 0.8 g ............................................................. 1%
Saturated Fat 0.3 g ........................................... 2%
Sodium 0.05 mg ........................................................ 0%
Total Carbohydrate 11.8 g ......................................... 4%
Dietary Fiber 4.7 g .......................................... 19%
Sugars 4.9 g
Protein 1.2 g .............................................................. 2%
% Daily Value*
Total fat 19 g ............................................................ 16%
Saturated Fat 1 g ................................................. 5%
Polyunsaturated Fat 4.5 g
Monounsaturated Fat 4.5 g
Trans Fat 0 g
Cholesterol 0 mg ....................................................... 0%
Sodium 160 mg ......................................................... 7%
Potassium 340 mg ................................................... 10%
Total Carbohydrate 14 g ............................................ 5%
Dietary Fiber 1.1 g ............................................... 4%
Sugars 0 g
Protein 2 g
16
contain no sugar.
corresponds to only 28 g.
than in the
17
.
.
c) How can you convince people to eat less junk food and more healthy food?
d) Do you think people usually read the information in the Nutrition Facts? Why is that so?
e) Can we trust the information on product labels? Is there any governmental agency that
supervises the information provided by manufacturers on these labels?
: FOCUS ON LANGUAGE 3
1. Go back to the tables in Activity 2, Situated Learning 3. Use them to choose the correct alternative
to complete the sentences.
calories.
( ) 160
( ) 21
( ) 0.8
of protein per serving.
( ) 1.2 g
( ) 2%
( ) protein
( ) sugars
( ) calories
( ) saturated fat
of the potato chips.
( )2g
( ) ingredients
( ) serving sizes
2. Fill in the blanks with the missing words. The rst letter and the number of letters are given to
help you. Follow the example.
a) Breakfast, lunch and dinner are the three main M E A L S .
and butter, and A
3. Are the underlined words nouns (N), adjectives (ADJ) or verbs (V)? Circle the correct alternative.
Pay attention to how the word is used in the sentence. You may use a dictionary for help.
a) A cook works in restaurants. [N/V]
b) I can cook very well! [N/V]
c) The potato chips contain a lot of fat. [N/ADJ]
d) That pig is very fat! [N/ADJ]
e) Water, soda, tea and juice are examples of non-alcoholic drinks. [N/V]
f ) I drink four glasses of water every day. [N/V]
4. This is a list of what Judy ate* yesterday. Read it and complete the sentences using the following
words: no, a lot of, little, some. Attention! The words must be used only once.
Breakfast: bread, cheese and yogurt.
Lunch: lettuce and broccoli, rice and beans, French fries, soda, chocolate cookies and a slice of coconut cake.
Snack: one banana.
Dinner: vegetable soup, ice cream and one bar of chocolate.
Judy ate*
(a) sweets, for example: cake and ice cream. She ate
(b)
SITUATED LEARNING 4
WRITING TASK THE SCHOOL MENU
1. Get together with your classmates in a small group. Your task is to design a menu for the school
canteen with healthy foods and drinks. Talk to your colleagues and your teacher to decide on
the following topics:
a) The menu may be a big poster on the wall of the canteen or a little booklet. What are the
characteristics of this kind of text?
d) Do you want to give a name to the school canteen? This is your chance!
e) Now write your draft. For each section of the menu, write at least two options of food or
drink. Remember that the options should be tasty and healthy. Dont forget to include the
prices.
f ) After writing your rst draft, show it to other groups and/or to your teacher. They will help
you improve your menu.
g) Make the necessary changes and write the nal version. At this point you can also use
pictures and dierent colors to make your menu more attractive.
20
First draft
21
Edited version
22
LEARN MORE
Para aprender mais sobre os contedos deste tema, sugerimos uma lista de msicas (songs), sites
e lmes (lms) com os quais voc pode ampliar suas oportunidades de aprender ingls.
Songs
Veja duas sugestes de msicas para complementar o primeiro tema do Caderno. Para
encontrar as letras, basta escrever o ttulo, o nome do artista e a palavra lyrics em seu site de
buscas preferido.
Sugar, sugar (The Archies, 1969) veja como o cantor usa os nomes de alguns alimentos
doces em ingls para se dirigir de forma carinhosa a sua amada.
Super size me (Toothpick, 2004) a msica faz parte da trilha sonora do lme Super size me
A dieta do palhao (indicado mais adiante); oua-a e preste ateno aos nomes de alimentos do tipo fast food.
Sites
Films
Indiana Jones e o templo da perdio (Indiana Jones and the temple of doom). Direo: Steven
Spielberg. EUA, 1984. 116 min. Livre. Ao/Aventura. Depois de fugir de Xangai, Indiana
Jones (Harrison Ford) vai parar em um vilarejo nas selvas da ndia. Os moradores do local
acreditam que Indiana, o pequeno Short Round (Ke Huy Quan) e a cantora de cabar
Willie Scott (Kate Capshaw) devem ir at o Palcio Pankot resgatar uma pedra sagrada,
que havia sido roubada, e tambm as crianas da aldeia, que tinham sido sequestradas.
Algumas cenas mostram hbitos alimentares de outras culturas.
23
Super size me A dieta do palhao (Super size me). Direo: Morgan Spurlock. EUA, 2004.
96 min. Livre. Documentrio. O documentrio uma crtica forma como os estadunidenses se alimentam. Acompanha Morgan Spurlock em seu projeto de passar 30 dias
comendo apenas itens do cardpio de uma conhecida rede de fast food. O lme apresenta
tambm entrevistas com consumidores, mdicos e representantes da indstria alimentcia
sobre as redes de fast food e os hbitos alimentares dos estadunidenses. O ttulo do lme
(Super size me) refere-se prtica estimulada pela rede de lanches de oferecer ao consumidor uma refeio de tamanho supergrande em troca de alguns centavos a mais no preo.
24
THEME 2
CHILDHOOD AND ADOLESCENCE: YESTERDAY AND TODAY
?
SITUATED LEARNING 5
MY FAVORITE TOY
e)
c)
f)
Kulka/zefa/Corbis/Latinstock
d)
b)
Concrete Images/
age fotostock/Keystone
Nikreates/Alamy/Glow Images
a)
1. Look at these pictures of toys. Some of them are still popular today, others are less common.
Can you identify them?
2. Look at the following text and complete the sentences about it.
a) The text was published:
(
) on the internet.
) in a dictionary.
) in a magazine.
) an elderly person.
) an adult.
) a child.
25
I was born
in Japan in 1950, after
World War II, so life was very
difcult for everybody. My family
was poor and my brothers and I
didnt have toys. I remember
Harumi,
I had some paper dolls and
63 years old,
paper clothes to dress
Japan.
them.
Marcos,
55 years old,
Brazil.
20 M.KID.S
I used
to love a toy that was
like a board, and you could
draw on it using two buttons.
Then you had another button,,
or something like that,
to erase your
drawing.
Eva,
41 years old,
Germany.
October 2013
When I was
about 7, the big thing among
us boys was to have action gures
or dolls for boys. They came as
soldiers and stuff like that. I used
to have a big collection until a few
Rudolph,
R
years ago, but then I gave
3
d,
32 years old,
all my action gures to
USA.
U
my son, Will.
My favorite
toy was a portable video
game. Of course, at that time,
the screen was black and white,
the sound was not stereo and
there werent many games,
but who cared?
October 2013
Jorge,
37 years old,
3
Argentina.
M.KID.S 21
4. Read again the following sentence from the text, paying attention to the underlined part.
I used to have a big collection until a few years ago, but then I gave all my action
gures to my son, Will. Rudolph
Now circle the correct alternative (True or False) in each statement.
a) (True/False) Rudolph had a collection of action gures in the past.
b) (True/False) Rudolph has a collection of action gures nowadays.
c) (True/False) In the box, the expression used to + verb indicates that something was true or
happened in the past, but is no longer true or does not happen anymore.
d) (True/False) In the box, the verb used is synonymous with utilized.
e) (True/False) The meaning of the verb used in the box is different from its meaning in I
used chocolate to make this cake.
Now complete this sentence about what you used to do when you were a child.
.
5. Read again another sentence from the text, paying attention to the underlined parts.
I was born in Japan in 1950, after World War II, so life was very difficult for
everybody. Harumi
a) Now circle the correct alternative: the underlined expressions indicate how/when/where
something happened.
b) The following expressions were taken from the text in Activity 2. Which ones have the same
purpose as in 1950 or after World War II?
( ) when I was a kid
( ) industrialized toys were too expensive
( ) in Japan
( ) when I was about 7
(
(
(
(
27
ve
or
e ga
wasvi
o ga
p
ulto ortab
de
kite
ivedollhadi
a
lec
ns
e
p
fic
1. Look at the word spiral and nd four toys, four adjectives and four verbs in the past. Pay
attention: sometimes the same letter is used in two words!
m e po
2. Go back to the text in Situated Learning 5 about favorite toys. Read it again and answer the
following questions.
a) Who is from a Spanish-speaking country?
3. Are the underlined words nouns or verbs? Read the whole sentence and use a dictionary to
check your answer, if possible. Follow the example.
a) I have some clothes to dress my dolls. dress is a verb
b) She bought a new dress to go to the party.
c) Can you draw a kite on the board?
d) Thats a beautiful drawing!
e) I forgot my eraser at home.
f ) Did you erase your mistakes?
28
4. Match the names of the following games and toys to their corresponding pictures.
swing
marbles
b)
tricycle
d)
moodboard/Corbis/Latinstock
f)
Colorblind/Corbis/Latinstock
building blocks
DK Limited/Encyclopedia/Corbis/
Latinstock
e)
teddy bear
Hudson Calasans
c)
chess
a)
hangman
29
h)
g)
Blickwinkel/Alamy/Glow Images
LITERARY MOMENT
Knowledge is of two kinds. We know a subject ourselves, or we know where we can nd
information upon it. JOHNSON, Samuel. Life of Samuel Johnson.
30
SITUATED LEARNING 6
CHILDHOOD MEMORIES
2. In the questionnaire below, the answers are mixed up. Can you match each answer to its
corresponding question?
little?
(
) 1951.
) Canada.
31
(
(
(
(
(
) place of birth
) date of birth
) toys, games and entertainment
) school
) parents
) girlfriends/boyfriends
) clothes
) likes and dislikes
) marriage
) plans for adult life
in Canada in 1951.
in some schools.
up.
actor?
2. In the box, find synonyms or synonymous expressions for the underlined words in the
sentences. You will not use all the options in the box.
child
dirty
dislike
disobedient
like
quietly
teenager
very clean
) a picture
b) to run
) a questionnaire
c) to wear
) a marathon
d) to answer
) a ball
e) to draw
) a tie
4. Circle the correct alternatives to complete the text. The rst one has been done for you.
LITERARY MOMENT
The rst wealth is health. EMERSON, Ralph Waldo. The conduct of life.
33
SITUATED LEARNING 7
WRITING TASK THE INTERVIEW
Activity 1
Get together with your classmates in small groups. Your task is to write questions for an
interview with an older person about his or her childhood or adolescence. Follow these steps:
a) Who is your group going to interview?
b) Are you going to write questions about the interviewees childhood or adolescence?
c) List some possible topics for your interview. You may go back to Activities 2 and 3,
Situated Learning 6, for some ideas.
Activity 2
a) Together with your group, write a draft of your questions in the following box. Remember
that What is your name? and When were you born? (or How old are you?) are basic
questions for all the groups.
34
b) After writing the rst draft, show it to other groups and/or to your teacher. They will help
you to improve your questions and also to choose some of them for the interview.
c) Has your class decided on a nal list of questions for the interview? Copy them in the box
called Interview questions Final list.
35
Activity 3
Now you and your group have the answers you obtained during the interview in Portuguese.
Your task is to write a summary of each answer in English. It is not necessary to translate each word
into English, write only the main idea(s). Study the example:
1 In the interview:
A moda para as moas era usar minissaia.
A gente ia de minissaia para todo lugar.
verdade que nem todo mundo gostava
ou cava bem de minissaia, mas a maioria
das meninas achava o mximo!
2 Summary in English:
a) Use the box below to write a draft of the answers given in the interview.
36
b) Show your draft to other groups and/or to your teacher. They will help you with suggestions
to improve your text.
c) Make the necessary changes in the draft and write the nal version of the answers.
Suggestion: If possible, bring pictures or drawings to illustrate the answers given by your
interviewee. They will be useful in Situated Learning 8.
37
START HERE
when
why
child
dance
She
my
guitar
in
was
father
electric
the
rock
teenager
played
play
band
favorite
he
used
to
FINISH LINE
( ) used to
( ) used
( ) use to
( ) use
in South Africa.
( ) was growing up
( ) grow
c)
( ) grew up
( ) grow up
( ) I am 10 years old,
( ) In the future,
of toy cars.
( ) screen
( ) expensive
( ) big collection
( ) big
38
b) When/did/you/you/free/what/were/your/use/in/time?/to/kid,/do/a
c) When/to/start/did/work?/you
d) you/you/when/school/teenager?/did/a/go/were/to/How
) By bike.
) When I was about 14 years old, because I had to help my parents with the expenses.
) I went out with my friends. We usually went to balls to dance and meet girls.
ball = baile
LITERARY MOMENT
What is this life if, full of care,
We have no time to stand and stare. DAVIES, W. H. Leisure.
39
SITUATED LEARNING 8
WRITING TASK PRESENTATIONS AND TIMELINE
In Situated Learning 7, you and your group prepared and conducted an interview with an
older person about his or her childhood or adolescence. Now each group is going to give an oral
presentation about their interviewee.
Together with your group, read again the interview questions and answers to refresh your
memory. Then, decide on the role of each member of the group in the presentation (Who will
speak? Everybody, or just some members of the group?).
During the presentations, your teacher will also help you to create a timeline using the results
of all the interviews. If you brought pictures to illustrate the answers to the questions in your
interview, they will be used at this moment. The basic structure of a timeline is similar to the table
you see here. Your class may decide on a title for the timeline and the interview questions should be
listed in the rst column on the left. Remember: information must be organized in chronological
order thats why it is called a timeline!
TIMELINE OF ...
Year of birth
Name
(Topic/Question 1)
(Topic/Question 2)
(Topic/Question 3)
(Topic/Question 4)
40
After the timeline is complete, analyze it and answer the following questions in Portuguese.
a) What dierences can you observe between interviewees of dierent ages?
41
LEARN MORE
Para aprender mais sobre este tema, sugerimos uma lista de msicas (songs), sites e lmes
(lms) 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 buscas preferido.
Voc pode ouvir This used to be my playground (Madonna, 1992), e observar o uso da expresso used to, estudada neste tema.
Na msica Ode to my family (The Cranberries, 1994), a cantora fala de que poca de sua
vida: passado ou presente?
Sites
The toy hall of fame. Disponvel em: <http://www.toyhalloame.org>. Acesso em: 11 nov. 2013.
O site contm textos e fotos de brinquedos populares em diferentes momentos da histria.
Films
Miss Potter (Miss Potter). Direo: Chris Noonan. EUA, 2006. 93 min. Livre. Drama. Beatrix
Potter foi uma escritora de livros infantis cuja obra encantou geraes. O lme retrata um
pouco da vida da autora, desde o comeo de sua carreira. Beatrix Potter (Rene Zellweger)
tem em suas personagens seus melhores amigos e deseja publicar suas histrias em livros
voltados ao pblico infantil. A histria se passa no incio do sculo XX (1902) em Londres.
Assista ao lme e reita sobre as seguintes questes: o que se esperava de uma mulher solteira
de 30 anos naquela poca? Beatrix Potter correspondia a essas expectativas?
Grease Nos tempos da brilhantina (Grease). Direo: Randal Kleiser. EUA, 1978. 110 min.
Livre. Musical. Musical de sucesso que se passa na dcada de 1950 e conta a histria de Sandy
(Olivia Newton-John) e Danny (John Travolta). Aps um namoro de vero, eles se reencontram no colgio Rydell. Voc pode assistir ao lme e observar como eram as roupas, as msicas, a forma de danar e os carros dos anos 1950.
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LEARN TO LEARN
Memorizing vocabulary
Aqui voc vai aprender um pouco mais sobre estratgias para memorizar vocabulrio.
1. Para comear, vamos fazer um teste. Leia a lista de palavras abaixo por um minuto e tente
memoriz-la. Depois, v fazer outra coisa por alguns minutos. Ento volte e tente escrever
a lista sem consultar o Caderno.
um televiso amarelo chover errado tchau
Quantas palavras voc conseguiu recordar? Foi fcil ou difcil se lembrar de todas
elas? possvel que tenha sido difcil memorizar a lista, e isso no signica que voc tenha
memria ruim. O problema que as palavras no tm relao umas com as outras. Na
atividade a seguir, veja uma estratgia para enfrentar esse tipo de problema.
2. Para a lista a seguir, use esta estratgia de memorizao: crie uma histria usando todas as palavras, na ordem em que elas aparecem. No importa que a histria seja maluca, o importante
criar uma ligao entre as palavras! Voc tem um minuto para criar a histria. Depois, v fazer
outra coisa por alguns minutos e ento volte para escrever a lista sem consultar o Caderno.
cachorro mil dirigir quente ai! repetio
Neste Caderno, voc aprendeu vrios nomes de comidas e bebidas em ingls. Uma
estratgia de memorizao o uso de guras. H duas possibilidades nesse caso:
43
FISH
3. Folheie o Caderno e selecione dez nomes de comidas e bebidas em ingls que voc deseje
memorizar. Depois, use uma das estratgias descritas no quadro anterior para registrar essas
palavras. Veja que, assim, voc criar seu prprio dicionrio ilustrado! Use o espao abaixo.
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b) Ao telefone:
Jonah: Hello!
Barbra: Hello.
a) Industrialized toys were too expensive, so we used to make our own toys, like tops and kites.
b) Our uniform had to be spotless: the boys had to wear a shirt and tie to school.
7. Associe cada item explicao correspondente sobre o que aconteceu na traduo automtica.
a) used to
b) tops
c) had to be
d) spotless
e) wear
f ) shirt and tie
( ) A palavra tie pode signicar lao ou gravata. No contexto, como se fala de roupas de meninos e a palavra shirt (camisa) mencionada, o signicado correto seria gravata.
(
46
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 (Denition or translation), anote uma denio ou traduo para a palavra.
Depois, no campo 3 (Association, example or picture), escreva algo ligado s palavras 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
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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
48
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
49
Situated Learning 7
Sentence
from the text
50
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 quando estiver em outra srie/ano do Ensino
Fundamental e at mesmo do Ensino Mdio!
To have breakfast/lunch/dinner
To go to bed
To have a snack
To be allergic to something
To be divided into
To lose weight
To wake up late
To spin a top
To grow up
To kick a ball
To sit quietly
To answer a questionnaire
To wear a uniform
To y a kite
To make a toy
Word order
In English, the sequence is usually ADJECTIVE + NOUN:
RAW FISH (peixe cru)
SCRAMBLED EGGS (ovos mexidos)
When we have NOUN + NOUN, the rst noun functions as an adjective:
FRUIT JUICE (suco de fruta)
CHOCOLATE CAKE (bolo de chocolate)
Quantity
NO oranges
FEW oranges
SOME/A FEW oranges
A LOT OF/MANY oranges
NO sugar
LITTLE sugar
SOME/A LITTLE sugar
A LOT OF/MUCH sugar
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Present simple
Armative
Negative
I
You
We
They
have breakfast
every
day.
I
You
We
They
dont have
breakfast every
day.
He
She
It
has breakfast
every
day.
He
She
It
doesnt have
breakfast every
day.
Interrogative
Do
I
you
we
they
have
breakfast
every day?
Does
he
she
it
have
breakfast
every
day?
kite
marbles
hangman
action gures
teddy bear
chess
top
building blocks
checkers
drawing board
tricycle
hopscotch
53
Adverbial phrases
When I was a baby/kid/teenager
When I was younger
Until 1985
Until recently
At that time
Back then
Before January
In the 70s
Used to
We employ USED TO to talk about things that were true or happened in the past, but are
no longer true or do not happen anymore.
Armative: USED + innitive
My best friends and I used to go to the park together.
Negative: DIDNT USE + innitive
I didnt use to talk to him much.
Interrogative: DID USE + innitive
Did your father use to come here often?
Attention!
to be used to + ing used + innitive
I am used to driving long hours. (Eu estou acostumado a dirigir por horas.)
I used to drive a lot. (Eu costumava dirigir muito./Eu dirigia muito.)
54
SUBJECT
OBJECT
55
CAN-DO CHART
Competncias e habilidades
Consigo
Consigo, mas
fazer sozinho
com ajuda
1. Identificar as caractersticas de um
cardpio.
2. Exemplificar diferenas nos hbitos
alimentares de diferentes culturas.
3. Descrever o que costumo comer nas
refeies e/ou justificar meus hbitos
alimentares.
4. Nomear as trs principais refeies em
ingls.
5. Identificar e compreender os dados
apresentados na pirmide alimentar.
6. Classificar alimentos de acordo com os
grupos da pirmide alimentar.
7. Reconhecer o significado de a lot of,
many, some, (a) little, (a) few, no etc.
para indicar quantidades.
8. Reconhecer e utilizar o verbo modal
should para oferecer sugestes ou fazer
recomendaes.
9. Diferenciar alimentos saudveis e no
saudveis (junk food).
10. Identificar as caractersticas de uma
tabela nutricional.
11. Organizar e selecionar informaes para
elaborar um cardpio.
12. Sugerir correes nos textos de meus
colegas.
13. Analisar as correes sugeridas por
meus colegas sobre meu texto.
56
Ainda no
consigo
57
58
59
60
61
62
COORDENAO DO DESENVOLVIMENTO
DOS CONTEDOS PROGRAMTICOS DOS
CADERNOS DOS PROFESSORES E DOS
CADERNOS DOS ALUNOS
Ghisleine Trigo Silveira
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).