This document contains information about a textbook for English language learning in the 7th grade of elementary school in São Paulo, Brazil. It includes the learning targets for the volume, which are focused on leisure activities and personal preferences. It also provides sample exercises and texts about entertainment options in cities, as well as grammar focuses on topics like days, months, present tenses.
2º. Seminário de 24horas realizado em 17 a 19.06.2013
Os conteúdos abordados nas Unidades 3 e 4 – Sistema de Escrita Alfabética e Ludicidade na aprendizagem.
PROYECTO INGLES III Claudia Jazmin Sanchez Campos
Estudiante del CBTis 194 Ciudad Ayala
Present simple video https://youtu.be/Ho1LBlGTMok
Present progressive https://youtu.be/xDTjqpOAs8g
How much/ how many video https://youtu.be/cz6TjdYQ0uE
A nice place to live. Video https://youtu.be/tAQ1S5q4lJc
Countries and nationalities video https://youtu.be/GZbtP_KghCY
Possessive adjectives video https://youtu.be/8jb2eSZQ8D8
Singular and plural video https://youtu.be/7XRy0fvM2ec
Auxiliar can/can´t video https://youtu.be/foGmYTE2HtU
2º. Seminário de 24horas realizado em 17 a 19.06.2013
Os conteúdos abordados nas Unidades 3 e 4 – Sistema de Escrita Alfabética e Ludicidade na aprendizagem.
PROYECTO INGLES III Claudia Jazmin Sanchez Campos
Estudiante del CBTis 194 Ciudad Ayala
Present simple video https://youtu.be/Ho1LBlGTMok
Present progressive https://youtu.be/xDTjqpOAs8g
How much/ how many video https://youtu.be/cz6TjdYQ0uE
A nice place to live. Video https://youtu.be/tAQ1S5q4lJc
Countries and nationalities video https://youtu.be/GZbtP_KghCY
Possessive adjectives video https://youtu.be/8jb2eSZQ8D8
Singular and plural video https://youtu.be/7XRy0fvM2ec
Auxiliar can/can´t video https://youtu.be/foGmYTE2HtU
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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2. MATERIAL DE APOIO AO
CURRÍCULO DO ESTADO DE SÃO PAULO
CADERNO DO ALUNO
INGLÊS
ENSINO FUNDAMENTAL – ANOS FINAIS
6a
SÉRIE/7o
ANO
VOLUME 2
Nova edição
2014-2017
GOVERNO DO ESTADO DE SÃO PAULO
SECRETARIA DA EDUCAÇÃO
São Paulo
3. Governo do Estado de São Paulo
Governador
Geraldo Alckmin
Vice-Governador
Guilherme Afif Domingos
Secretário da Educação
Herman Voorwald
Secretária-Adjunta
Cleide Bauab Eid Bochixio
Chefe de Gabinete
Fernando Padula Novaes
Subsecretária de Articulação Regional
Rosania Morales Morroni
Coordenadora da Escola de Formação e
Aperfeiçoamento dos Professores – EFAP
Silvia Andrade da Cunha Galletta
Coordenadora de Gestão da
Educação Básica
Maria Elizabete da Costa
Coordenadora de Gestão de
Recursos Humanos
Cleide Bauab Eid Bochixio
Coordenadora de Informação,
Monitoramento e Avaliação
Educacional
Ione Cristina Ribeiro de Assunção
Coordenadora de Infraestrutura e
Serviços Escolares
Dione Whitehurst Di Pietro
Coordenadora de Orçamento e
Finanças
Claudia Chiaroni Afuso
Presidente da Fundação para o
Desenvolvimento da Educação – FDE
Barjas Negri
4. Caro(a) aluno(a),
Neste Caderno, você verá que a organização visual, o formato e as ilustrações de cada texto
dão pistas importantes sobre ele, o que facilita a busca pelas informações mais relevantes, sem que
precise entender cada palavra ou recorrer à tradução. Você também irá aprender a usar algumas
estruturas gramaticais, que vão ajudá-lo a falar sobre espaços de entretenimento, datas e horários
desses eventos, e suas preferências em relação a atividades de lazer.
É importante, ainda, lembrar que o Caderno traz sugestões de sites, músicas e filmes que podem
ajudá-lo a aprofundar seu conhecimento sobre os conteúdos deste volume. Use as seções extras,
dedicadas ao estudo do vocabulário e da gramática. Não se esqueça de fazer sua autoavaliação em
relação às metas de aprendizagem propostas para este volume.
Equipe Técnica de Inglês
Área de Linguagens
Coordenadoria de Gestão da Educação Básica – CGEB
Secretaria da Educação do Estado de São Paulo
5.
6. 5
LEARNING TARGETS
Neste caderno, você fará atividades relacionadas a dois temas: 1) Leisure in the city e 2)
My profile, my preferences. Essas atividades vão ajudá-lo a:
1. Reconhecer os meses do ano e os dias da semana em inglês (por extenso e abreviados).
2. Reconhecer espaços de lazer em inglês com base na leitura de informações verbais e não verbais.
3. Localizar informações específicas em um texto com base em leitura rápida.
4. Valorizar a existência, na cidade, de espaços de lazer e entretenimento que atendam a
todos os moradores.
5. Relacionar imagens a informações específicas em um texto.
6. Localizar informações específicas em um texto para corrigir frases.
7. Reconhecer usos do present simple e suas estruturas.
8. Reconhecer usos do present continuous e suas estruturas.
9. Utilizar conhecimentos prévios para compreender informações em um texto.
10. Reconhecer os usos do verbo can.
11. Reconhecer os usos da expressão there to be.
12. Relacionar atividades a espaços de lazer.
13. Reconhecer o assunto geral de um texto com base em leitura rápida.
14. Escrever descrições simples usando o vocabulário aprendido.
15. Produzir um folheto ilustrativo sobre uma opção de lazer na cidade.
16. Identificar o assunto geral de um texto com base na leitura do título.
17. Reconhecer onde um texto pode aparecer (em revista, jornal, livro ou internet).
18. Localizar informações implícitas em um texto.
19. Relacionar atividades de lazer a imagens.
20. Reconhecer e usar o tempo verbal present simple nas formas afirmativa, negativa e interrogativa.
21. Falar sobre as preferências relativas a atividades de lazer.
22. Escrever um texto de acordo com seu perfil individual: informações pessoais e preferências.
23. Personalizar informações com base na leitura.
8. Inglês – 6a
série/7o
ano – Volume 2
7
3. Read the posters in Activity 2 again. Answer the questions in English.
a) What time are the film sessions in the afternoon?
b) What’s the name of the film?
c) How many artists are there in the music show?
d) What kind of music do they play?
e) What month are the events at the Bakersville CCE scheduled for?
f) Do you have to pay for the activities at the CCE?
g) Are there activities for every weekday at the CCE?
h) Is the community center open at night? How do you know?
4. Read the sentences below. Where do the activities take place? Write the names of the places.
a) “I love playing games in this place. My favorite one is basketball, but my friends like football
and volleyball. My younger brother Thomas also enjoys playing tennis.” ( )
b) “My grandfather Isaac is 76 years old and he walks in this place every day. He enjoys the
trees, the fresh air and the birds. Sometimes he plays cards or chess with his friends here.
Grandpa is a very active man and I admire him a lot!” ( )
c) “I don’t know this place, but some friends say that it is very beautiful: the city hall ballet
performs awesome choreographies there during the year. And people usually go there because
of the city orchestra presentations.” ( )
d) “My sister Gabrielle likes to play computer games with her friends or chat on-line in this
place. It’s great fun for her: she is playing games there right now!” ( )
9. Inglês – 6a
série/7o
ano – Volume 2
8
5. Get into small groups. Refer back to the posters in Activity 2 and discuss the following questions
in Portuguese.
a) Would you like to see the film Dracula revival? Why/Why not?
b) Do you listen to black music? If so, where? Do you have any favorite singer or band?
c) Could you go to the music show if you wanted to? Why/Why not?
d) Are there any community centers for the elderly in your city or neighborhood? If there are,
what kinds of activities do they offer?
e) Does any elderly person from your family participate in activities in community centers?
f) If so, what do they say about them?
g) Do you think community centers are important for older people? Why/why not?
10. Inglês – 6a
série/7o
ano – Volume 2
9
: FOCUS ON LANGUAGE 1
1. Complete the sentences with days of the week. The first letter is given to help you!
a) I hate M . The week starts and everybody is always so busy!
b) Lisa: “What are you going to do on F night?”
Sam: “I don’t have any plans. Why?”
Lisa: “Would you like to go to the cinema?”
Sam: “Sure, why not?”
c) I have two favorite days of the week: T and T .
It’s when I have soccer classes at school.
d) My father never goes to work on W . He is a car dealer and it is
his day off.
2. Circle the correct option in the sentences.
a) Wow! That’s the new lan house/cinema. Peter told me it has more computers than the old
one on Baker Street.
b) There is a new exhibition of Di Cavalcanti in the city zoo/art gallery. Let’s go and see it.
c) The community center/shopping mall in Riverside is comfortable but there aren’t many
shops and I think they are quite expensive.
d) We always travel in December/September. It’s Christmas time and we start school
vacation. But when it’s the end of October/January, we come back home because my
classes begin at school.
3. Complete the sentences using the present simple or the present continuous form of the verb in
parentheses.
a) Carol usually (spend) her free time at the club. She loves sports.
b) Look! Tom and Meg (have) fun at the water ride. It’s really
cool, isn’t it?
11. Inglês – 6a
série/7o
ano – Volume 2
10
c) Kate: “Hello. Can I speak to Sarah, please?”
Luke: “Sorry, she is not in. Sarah (study) at a friend’s house.”
Kate: “Oh, thanks anyway. I’ll talk to her later. Bye.”
d) My children (play) chess very well. Their teacher says they are
great players.
e) John: “Do you (fly) kites, Peter?”
Peter: “Yes, I do. I (love) it. My younger brother David also
(like) it very much.”
4. Unscramble the words to make affirmative, interrogative or negative sentences.
a) sending – I’m – an e-mail.
b) dance – your sister – hip-hop? – Does
c) you – are – What – doing?
d) to go – doesn’t – to museums. – She – like
e) working – your father – Is – now?
“A man travels the world in search of what he needs and returns home to find it.” MOORE,
George. The brook kerith.
LITERARY MOMENT
13. Inglês – 6a
série/7o
ano – Volume 2
12
2. Read the text in Activity 1 again and label the pictures in it.
3. Now, answer the following questions in Portuguese.
a) Is the park in England?
b) How many attractions does the text mention?
c) What do you have to do to get more information about the park?
d) How much is the ticket for an adult?
4. Go back to the text and read it carefully. Then correct the information in the sentences below.
Follow the example.
a) Kingston World of Adventures is the name of the city.
Kingston World of Adventures is the name of the park.
b) The park is in the center of London.
c) There are no buses to go to the park.
d) Sea World is an old attraction.
e) Sea World is a ghost castle.
f) Cowboy Land isn’t an adventurous place.
g) There are toys for small kids in Cowboy Land.
17. Inglês – 6a
série/7o
ano – Volume 2
16
SITUATED LEARNING 3
HAVE FUN AND LEARN!
1. In Portuguese, make a list of activities you can do in a museum.
2. Read the text quickly. What museum is it about?
!
?
Você sabia que o Museu da Língua Portuguesa é um museu interativo de referência mundial?
Museu da Língua Portuguesa/IDBrasil Cultura, Educação e Esporte/Secretaria da Cultura do Governo do Estado de São Paulo. Disponível em:
<http://www.museulinguaportuguesa.org.br/info_ingles.php>. Acesso em: 11 nov. 2013.
Portal do Governo Cidadão SP
Secretaria da Cultura
Investe SP Destaques OK
busca ok
Institucional
Instalações
Notícias
Programação
Exposições
Textos
Links
Contato
Portuguese Language Museum
The Portuguese Language Museum is located in the dowtown area of São Paulo city
inside Luz Train Station. Luz Train Station is an imposing 1901 English construction. The
building shows a surprising mix of the new and ancient. The modern instalations of the
museum are in complete harmony with the train station´s Victorian style of architecture.
Currenttly, the Portuguese Language Museum is the only museum in the world dedicated
to only one language, in this case it´s Portuguese language. Inaugurated in March of
2006, the museum has three main halls; a temporary exhibition, a permanent exhibition
hall and an auditorium.
In the permanent exibition hall, you can see the history and the development of the
Portuguese language; you can see what it was like in the past and the changes it
underwent in Brazil. Other interesting aspects are the cultural expressions and the
regional accents.
The museum also shows temporary exibitions dedicated to writers and important
subjects related to the Portuguese language.
This museum is a must-see to those who live in or visit the São Paulo city. To date, almost
two million people have visited our exibitions.
When you visit the museum you will find people who can help you in English, French and
Spanish languages. If you are interested, you can contact us before your visit.
Services
Address:
Museu da Língua Portuguesa
Praça da Luz, Centro
São Paulo,SP-Brasil
Opening Hours:
Ticket office: Tuesday through Sunday: 10 A.M - 5 P.M
Museum: Tuesday through Sunday: 10 A.M - 6 P.M
Closed: On Mondays throughout the year (including holidays); January 1st; Carnival
Tuesday; December 24th, 25th and December 31st.
Ticket Sales:
Admissions:
Payment can be made only in cash.
Full price: R$ 6,00
Half-price: R$ 3,00
Contact:
+55 11 3322-0080
museu@museulp.org.br
Portuguese Language Museum
The Portuguese Language Museum is located in the dowtown area of São Paulo city
inside Luz Train Station. Luz Train Station is an imposing 1901 English construction.
The building shows a surprising mix of the new and ancient. The modern instalations
of the museum are in complete harmony with the train station´s Victorian style of
architecture.
Currently, the Portuguese Language Museum is the only museum in the world
dedicated to only one language, in this case it´s Portuguese language. Inaugurated
in March of 2006, the museum has three main halls; a temporary exhibition, a
permanent exhibition hall and an auditorium.
In the permanent exibition hall, you can see the history and the development of the
Portuguese language; you can see what it was like in the past and the changes it
underwent in Brazil. Other interesting aspects are the cultural expressions and the
regional accents.
The museum also shows temporary exibitions dedicated to writers and important
subjects related to the Portuguese language.
This museum is a must-see to those who live in or visit the São Paulo city. To date,
almost two million people have visited our exibitions.
When you visit the museum you will find people who can help you in English, French
and Spanish languages. If you are interested, you can contact us before your visit.
Services
Address: Museu da Língua Portuguesa – Praça da Luz, Centro - São Paulo,SP-Brasil
Opening Hours:
Ticket office: Tuesday through Sunday: 10 A.M - 5 P.M
Museum: Tuesday through Sunday: 10 A.M - 6 P.M
Closed: On Mondays throughout the year (including holidays); January 1st; Carnival
Tuesday; December 24th, 25th and December 31st.
Ticket Sales:
Admissions:
Payment can be made only in cash.
Full price: R$ 6,00 – Half price: R$ 3,00
Contact: +55 11 3322-0080 – museu@museulp.org.br
18. Inglês – 6a
série/7o
ano – Volume 2
17
3. Read the text in Activity 2 again and answer the questions.
a) Where is the museum in São Paulo?
b) What kind of exhibitions does the museum have?
c) Which days of the week is the museum closed?
d) How much do you pay to visit the museum?
4. Get into small groups and discuss the following questions.
a) Would you like to visit the museum described in Activity 2? Have you been there?
b) Are there any museums in your city? If so, what are they dedicated to? If not, do you know
where the nearest museum is located?
19. Inglês – 6a
série/7o
ano – Volume 2
18
: FOCUS ON LANGUAGE 3
1. Match the columns.
A B
a) Wax Museum
( ) In this place you can learn about how children played in the past. There is
also a collection of games and dolls from the past up to the present.
b) Museum of
NaturalHistory
( ) In this place you can learn about the history of the cell phone, the
computer and other inventions which have revolutionized our world.
c) Museum of
Toys
( ) In this museum you will find models of famous people and celebrities
from the past and the present, all made of wax. They are really
life-like.
d) Museum
of Modern
Inventions
( ) Here you can learn about the evolution of plants and animals.
2. Study the Instant language section. Then complete the dialogue with always, usually,
sometimes, never.
Susan: “So Michael, you like playing football...”
Michael: “Yes, that’s right. I (a) play it at school, every day. What about
you? Any favorite sport?”
Susan: “I like swimming but not very much. I (b) swim, but not every
day – only when the weather is hot. And you, do you swim?”
Michael: “Me? No, (c) . I hate it, but my mother (d)
goes swimming when she has time.”
3. Complete the sentences using do, does, don’t or doesn’t.
a) David: “Where Michael and Lucas work?”
Mrs. Jones: “At the Museum of Natural Science.”
20. Inglês – 6a
série/7o
ano – Volume 2
19
b) Carol: “ your sister know how to make wax models?”
Lucy: “No, she . But she wants to take lessons to learn.”
c) William: “ the Museum of Soccer open on Sundays?”
Sam: “Yes, it .”
d) Jane: “I know anything about Madame Tussauds Wax Museum.”
Gary: “Oh, it’s very famous. There are some around the world, in London and New York for
example.”
4. To talk about a language, we need to know specific words related to the way it is organized as a
system. Study the words below and complete the definitions.
verb tense pronoun nouns adjective preposition
a) A is the form of a verb that indicates time, for example: present,
past or future.
b) A is usually used to establish a relationship between words, for
instance, when we need to indicate connections in time and space. Examples are in, on,
before, of, etc.
c) An is used to modify (characterize) nouns (things, objects, people).
For example: old, young, big, small, pretty, modern, etc.
d) A is used to replace nouns (names, for example) in order not to
repeat them. For example: she, her, they, them, etc.
e) are words that name the world we live in. They name people, places,
and things, for example.
“[...] I am the master of my fate: I am the captain of my soul.” HENLEY, W. E. Invictus.
LITERARY MOMENT
21. Inglês – 6a
série/7o
ano – Volume 2
20
SITUATED LEARNING 4
PRODUCING A LEAFLET
1. Work in groups of four. Read the steps below with the help of your teacher. You are going to
produce a leaflet about an entertainment place in your city or neighborhood. Follow the steps:
a) Think back about entertainment places in your city or neighborhood. Use the lists you have
made during the previous Situated Learning activities.
b) Choose one of them and think about the activities people do there and the positive aspects
of the place.
2. Now, two students in the group will be responsible for writing sentences describing the activities
and the place. Use the texts about the Museum of the Portuguese Language and about Kingston
World of Adventures for help. Remember to include ticket prices (if necessary) and timetables
for activities. The other two students will be responsible for drawing the attractions or selecting
images for the leaflet. Use the next page to write a draft.
3. When you are ready, put everything together and think about the layout (the organization of
images and text on the paper). Ask your teacher to help you edit the text.
4. To finish, prepare the final leaflet and show it to your friends.
!
?
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LEARN MORE
Para aprender mais sobre os conteúdos deste tema, sugerimos uma lista de músicas (songs), sites
e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.
Songs
Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e
a palavra lyrics em seu site preferido de busca.
Fun day (Stevie Wonder, 1991). Essa música fala sobre a busca por um dia de diversão nas
atividades e nos lugares mais simples do cotidiano.
La isla bonita (Madonna, 1986). Conta uma história de amor que acontece na ilha San
Pedro, um lugar paradisíaco onde as pessoas se divertem.
Discotheque (U2, 1997). Essa música tem ritmo dançante e sua letra, em linguagem rela-
tivamente simples, é sobre uma paquera em uma danceteria.
Sites
Para conhecer as atrações do parque temático Chessington World of Adventures, visite
esse endereço:
Chessington. Disponível em: <http://www.chessington.org>. Acesso em: 11 nov. 2013.
Para conhecer museus dedicados a línguas, visite:
Museu da Língua Portuguesa (notícia em inglês). Disponível em: <http://www.
museudalinguaportuguesa.org.br/info_ingles.php>. Acesso em: 11 nov. 2013.
Museu do Africâner. Disponível em: <http://www.taalmuseum.co.za>. Acesso em: 11 nov. 2013.
Films
Uma noite no museu (Night at the museum). Direção: Shawn Levy. EUA, 2006. 105 min.
Livre. Aventura/Comédia. O filme retrata as desventuras de Larry, o novo vigia noturno
de um museu cujos “moradores” voltam à vida durante a noite. Assista com atenção à
cena do primeiro dia de trabalho de Larry no museu. É uma cena muito divertida e reple-
ta de referências à história mundial e dos Estados Unidos.
O parque dos dinossauros (Jurassic park). Direção: Steven Spielberg. EUA, 1993. 101 min.
Livre. Aventura. Primeiro filme de uma trilogia, dirigido por Steven Spielberg, conta a
história de um parque temático criado por um cientista biogenético que consegue clonar
25. Inglês – 6a
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dinossauros. Dê atenção especial às cenas iniciais, em que um paleontólogo, sua namorada,
um matemático e os netos do cientista, todos seus convidados, são os primeiros a visitar o
parque. Aproveite para discutir com os colegas e com seu professor de Ciências se realmen-
te existe a clonagem de animais extintos.
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2. Read the text Star for a month carefully and answer the questions.
a) Who likes comedies?
b) Who has a favorite book?
c) Does Mark like classical music?
d) Is Sonja the same age as Mark?
e) Who doesn’t like reading a lot?
f) Do they watch TV?
g) What kind of music do they like?
h) What do Sonja and Elizabeth have in common?
3. Read the profiles in Activity 1 again and underline the information that is similar to yours. Then
get into small groups and check the similarities.
29. Inglês – 6a
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c) My parents would like (visit) my sister at the end of the year. She lives in
another city.
d) Philip hates (watch) game shows on TV. He says they are terrible.
e) I love the 5 o’clock teen soap opera. It makes me (laugh)!
3. Study the Instant language section and complete the sentences with who or what.
a) Teacher: “ likes classical music here, folks?”
Elizabeth: “I like it. I play the violin and I like Mozart very much.”
b) Tommy: “ is your favorite TV program?”
Lucy: “I like Drake and Josh.”
c) Bruna: “You know, for me Brad is the best…”
Carol: “Brad? Brad ?”
Bruna: “Brad Pitt, of course! He’s the best actor in the world.”
d) Sonja (singing): “I can’t be … perfect… ’cause we lost it all and I can’t forget...”
Mum: “Sonja! Turn down the volume. It’s too high.”
Sonja: “ ? I can’t hear you!”
Mum: “Turn the radio down, now!”
Sonja: “All right, all right…”
e) Peter: “ is the best American pop singer in your opinion?”
David: “Taylor Swift.”
Who
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4. Find seven words in the word hunt below related to kinds of films and books.
LITERARY MOMENT
“When a man is tired of London, he is tired of life; for there is in London all that life
can afford.” JOHNSON, Samuel. Life of Samuel Johnson.
S C O M I C B O O K S R H K L
B I A C Z A Q W S X C D E R F
C A Y O V E T Q A Z E D C R F
A F B M P L O K M I J N U H B
S C I E N C E F I C T I O N W
B E Y D Q W A S Z P J F V O D
C S S Y A B R E Y O E H V V R
G Z P E C J C S C E S C D E F
S D W C J G D R A M A I C L V
R C I H F I C E V S C T J S N
Y D W U C A B I E C H E A B V
B G B C E I V M V R D A C E N
J C S H O R T S T O R I E S O
F C B N E L U V I L C B R W T
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d) When we go to the beach on holidays, I enjoy (lie) in the sun for
hours, with sunblock on, of course.
e) My cousin Joe is crazy about (make) airplane models. He has a
collection of over 34 models of them!
4. Read the dialogue and complete it using the present simple of the verbs in parentheses. The
sentences may be positive, negative or interrogative, so be careful!
Charles: “What (a) John (like) doing in his free time?”
Helen: “He (b) (like) surfing.”
Charles: “And you? (c) you (enjoy) water sports?”
Helen: “To tell you the truth, I (d) (not / like) any water sports. I prefer
indoor sports, for example basketball or volleyball.”
Charles: “Really? My twin brothers Jack and Joe (e) (play) basketball in
the official state league. I think you would like to meet them!”
LITERARY MOMENT
does like
“Prejudice is the child of ignorance.” HAZLITT, William. On prejudice.
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SITUATED LEARNING 7
VIRTUAL COMMUNITIES AND FRIENDS
1. Read the text quickly and answer the questions.
!
?
lingo / lingow / (pl.) lingoes n an informal word. A lingo is 1 a foreign language, especially one which you cannot
speak or understand. EG The state has its own local lingoes for its different districts. 2 a range of vocabulary which is
normally used in a special context by a small group of people. EG I never know what lingo to use when I chat on-line.
a) What kind of text is it?
b) How do you know?
2. Read the text on the next page and answer the questions.
a) What kind of text is it? How do you know?
b) Where can we find it?
37. Inglês – 6a
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3. Rewrite the following expressions into plain English.
a) ILU =
b) R U =
c) TKS =
d) BB =
SIL says
r u doing anything special 2morrow?
Lizinha says
dunno… how about cinema?
MAIKON says
ILU Sil….
SIL says
lol me2 lol
MAIKON says
u r soOOOOO pretty pretty pretty
Lizinha says
Come on guys.... cinema 2morrow.... HARRY POTTER 6?
SIL says
tks… P911
Lizinha says
BB
MAIKON says
BB my LUV Sil
c) How is it related to the dictionary entry you have just read?
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1. Match the words to their definitions.
HOMEWORK: FOCUS ON LANGUAGE 7
A B
blog 1. It is similar to a blog but with photos.
chat room
2. It is like an identification form, with personal information (name,
age, gender) and also information about hobbies and preferences. It
is very common in virtual communities where people make friends.
phlog/photolog
3. Theyareillustrations or symbols (usuallyfaces) whichweusetoshowour
emotions when we write on the internet. They are also called emoticons.
smilies
(or smileys)
4. It is like a room where people start a conversation using internet
lingo. Sometimes the talks are about specific topics.
profile
5. It is like a virtual diary, you write about everyday facts and events
(personal or not), your feelings and impressions.
2. Chat lingo is usually formed by using the initial letters of the words in the message or by
employing letters or numbers whose pronunciation is similar to the words. Study the example
below and try to rewrite the other phrases in lingo. Then, check your answers in the Instant
language section.
a) “Best friend forever” =
b) “For your information” =
c) “What are you doing?” =
d) “Eating at the keyboard.” =
e) “Too good to be true.” =
3. Match the columns.
BFF
A B
a) : ) ( ) this smiley shows the person is surprised.
b) : ( ( ) this smiley shows the person is happy.
c) =0 ( ) this smiley shows the person is very happy.
d) : )) ( ) this smiley shows the person is winking and very happy.
e) ; )) ( ) this smiley shows the person is not happy.
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4. When chatting on the internet, people follow a netiquette (in Portuguese, netiqueta). Read the tips
about how to chat on the internet (netiquette) and complete them with words from the box.
respect smilies chat lingo ignore all capital letters
a) When writing a message, try to avoid : people may understand that
you are angry or shouting.
b) But when you want to write , it is better to use all caps.
c) It’s very important to use when you write messages or e-mails. People
have to know if you are happy, sad or joking, so that you don’t hurt their feelings.
d) If you receive a message that hurts or insults you, don’t answer back –
the message.
e) It’s important to the rights of people on-line. Never send e-mails or
messages that are offensive or that ridicule people.
LITERARY MOMENT
all capital letters
“Prose = words in their best order; – poetry = the best words in the best order.” COLERIDGE,
Samuel Taylor. Biographia literaria.
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SITUATED LEARNING 8
MY PROFILE
1. Read the following steps with the help of your teacher. You are going to produce a profile (for a
magazine or an on-line community).
a) As a class, discuss the following questions: what kind of information can we find in profiles?
What about web profiles? Write a list of ideas in the lines below.
b) Now write a draft of your profile. Follow your teacher’s suggestions and use the profiles in
Situated Learning 5 for help.
c) Swap profiles with another student. With your teacher’s help, read your colleague’s profile
and make suggestions on how to improve it. Then return it to him/her.
d) To round it off, prepare the final version of your profile and write it in the “Finalversion”box.
!
?
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LEARN MORE
Para aprender mais sobre os conteúdos deste tema, sugerimos uma lista de músicas (songs), sites
e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.
Songs
Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e
a palavra lyrics em seu site preferido de busca.
Message in a bottle (The Police, 1979). A música é um clássico do rock britânico, e a letra
fala de um homem solitário que resolve escrever uma mensagem e lançá-la ao mar den-
tro de uma garrafa. Para sua surpresa, ele recebe milhares de respostas, de pessoas que se
sentem tão solitárias quanto ele. Será que a comunicação via internet também não é uma
forma de combater a solidão?
The MySpace song (Good Clean Fun, 2006). A música conta a história de um jovem que
perdeu sua namorada para um internauta que navega em um site de relacionamento.
Sites
Para saber mais sobre internet lingo, visite:
Wikipedia. Disponível em: <http://en.wikipedia.org/wiki/Internet_slang#Types_of_slang>.
Acesso em: 3 abr. 2014.
Para praticar seu inglês, visite:
Inglês on-line. Disponível em: <http://www.inglesonline.com.br>. Acesso em: 11 nov.
2013.
Films
Mensagem para você (You’ve got mail ). Direção: Nora Ephron. EUA, 1998. 119 min.
Livre. Comédia romântica. O filme trata da história de duas pessoas que se apaixonam
pela internet sem nunca terem se visto. Na verdade, eles se conhecem pessoalmente e são
inimigos mortais, mas pela internet... Trata-se de uma comédia romântica estrelada por
Tom Hanks e Meg Ryan.
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A nova Cinderela (A Cinderella story). Direção: Mark Rosman. EUA, 2004. 96 min. Livre.
Comédia romântica. A comédia romântica estrelada por Hillary Duff reconta o clássico
conto de fadas. Sam (Hillary Duff) conhece seu príncipe encantado pela internet e finge
ser uma aluna universitária. Mas, quando o segredo vai ser revelado, ela descobre que seu
enamorado, Austin, é o aluno mais popular da escola!
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LEARN TO LEARN
Using songs to learn English
Uma boa maneira de aprender inglês é, sem dúvida, ouvir músicas. Assim, podemos
cantar – e até dançar! –, sozinhos ou com os amigos, enquanto aprendemos a língua.
Faça as atividades a seguir e pense nisso!
1. Assinale as opções verdadeiras sobre você. Ao ouvir uma música em inglês, você:
( ) canta junto, mesmo sem saber o que está dizendo.
( ) canta junto, mesmo sem saber como pronunciar as palavras corretamente.
( ) não canta, porque todo mundo vai tirar sarro de você.
( ) fica curioso para saber o que diz a letra.
Em grupos, compare com seus amigos a opção (ou as opções) que você escolheu e verifique
se há alguma semelhança.
2. Agora, responda às perguntas a seguir. Depois, converse com seus colegas em sala de aula
sobre suas respostas.
a) O que você faz para conseguir a letra de uma música de que gosta?
b) Você usa um dicionário para compreender melhor o que diz a letra? Em caso afirmati-
vo, você procura todas as palavras no dicionário?
c) Caso não consulte um dicionário, você pede a alguém que traduza a letra para você? Quem?
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d) Você conhece alguma revista, site ou programa de televisão que apresente letras de mú-
sica e suas traduções?
3. Se tiver acesso à internet, pesquise – em seu site de busca favorito – a letra de alguma música
em inglês da qual você goste. Procure, também, ao menos duas traduções para ela. Compa-
re as traduções: há alguma diferença entre elas? Em caso afirmativo, por que você acha que
isso ocorre? É um erro? Uma interpretação diferente? Uma adaptação?
Think about it!
Você já usou alguma palavra ou expressão em inglês que tenha apren-
dido em alguma música de que gosta ou que ouviu nas aulas de inglês? Qual
(Quais)? Anote-a (s) a seguir e compartilhe o que aprendeu com seus colegas.
Using on-line communities to learn English: safety tips
4. Leia as perguntas a seguir e discuta suas respostas com seus colegas em sala de aula.
a) Uma pessoa acessa o perfil de seu amigo (ou amiga) e começa a enviar mensagens e co-
mentários. A pessoa parece ser bem bacana, com muitas afinidades, e pede para conver-
sar com mais privacidade com seu amigo (ou amiga). O que você diz para ele (ou ela)?
Você já deve conhecer algumas maneiras de aprender inglês em nosso cotidiano, não
é? Ouvindo músicas, assistindo a filmes com legendas, usando a internet... E na internet,
então, há tantas coisas que podemos fazer! Uma delas é participar de comunidades virtuais
e entrar em contato com outros alunos de diferentes cantos do mundo para conversar e
fazer amizades. Mas todo cuidado é pouco! Faça as atividades a seguir para pensar sobre o
assunto e usar esse recurso de maneira segura!
47. Inglês – 6a
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b) Seu amigo (ou sua amiga) conhece uma pessoa pela internet. A pessoa, que parece ami-
gável, pede que ele/ela envie uma foto de corpo inteiro para o e-mail pessoal. O que
você aconselha seu amigo (ou amiga) a fazer?
c) Seu amigo (ou amiga) decide aceitar o convite de se encontrar pessoalmente com a pessoa que
está teclando, afinal de contas eles se dão tão bem... O que você diz ao seu amigo (ou amiga)?
5. Em comunidades virtuais é possível encontrar fakes (perfis não verdadeiros, que podem ser
escritos pela própria pessoa ou por outras). Agora reflita: por que será que algumas pessoas
cadastram perfis fakes na internet?
6. Escreva três dicas sobre segurança na internet que você gostaria de dar a seus amigos.
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Think about it!
Você conhece alguma história de pessoas que tenham sofrido algum tipo de problema
por terem participado de bate-papos on-line ou terem perfis em comunidades virtuais?
Converse com os colegas e compartilhe sua história.
Se você perceber qualquer comportamento estranho de alguém ao participar de
comunidades virtuais, avise um adulto em quem você confia ou faça uma denún-
cia no site <http://www.safernet.org.br/site/> (acesso em: 11 nov. 2013). Você tam-
bém pode ligar para o Disque-denúncia da Secretaria Especial de Direitos Humanos
(SEDH): o número é 100 e a ligação é gratuita.
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VOCABULARY LOG
Aqui você vai registrar o vocabulário que aprendeu neste Caderno. Escolha duas palavras ou
expressões nas Situated Learning 1, 2, 3, 5, 6 e 7 e escreva cada uma delas no campo 1 (My word or
expression). No campo 2 (Definition or translation), anote uma definição ou tradução para a palavra.
Depois, no campo 3 (Association, example or picture), escreva algo ligado às palavras ou um exemplo;
você também pode fazer uma ilustração nesse espaço. No campo 4 (Sentence from the text), anote a
frase em que a palavra apareceu no Caderno.
Sentence
from the text
Situated Learning 1
Sentence
from the text
Situated Learning 1
Sentence
from the text
Situated Learning 2
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Sentence
from the text
Situated Learning 2
Sentence
from the text
Situated Learning 3
Sentence
from the text
Situated Learning 3
Sentence
from the text
Situated Learning 5
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Sentence
from the text
Situated Learning 6
Sentence
from the text
Situated Learning 7
Sentence
from the text
Situated Learning 5
Sentence
from the text
Situated Learning 6
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INSTANT LANGUAGE
Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em
tabelas para auxiliá-lo em seu trajeto de aprendizagem da língua inglesa. Você pode usar essas tabe-
las como um material de referência e consultá-las mesmo quando estiver em outras séries/anos do
Ensino Fundamental e Médio!
Days of the week and months of the year
Days of the week Months of the year
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
January
February
March
April
May
June
July
August
September
October
November
December
Entertainment
Amusement park/theme park
Aquarium
Art gallery
Cinema
Community center
Concert hall
Lan house
Museum
Park
Public library
Resort
Shopping mall
Sports club
Theater
Zoo
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Some verbs & phrases
To spend one’s free time
To have fun
To be scheduled for
To play a game
To fly a kite
To chat on-line
To see/watch a film
To listen to music
To participate in
To go to work
To get thrills down your spine
Present simple & Present continuous
I PLAY chess every Saturday. × I AM PLAYING chess now.
He LISTENS to music every day. × He IS LISTENING to music now.
They usually GO to the cinema on Sundays. × They ARE GOING to the cinema now.
She DOESN’T STUDY in the library on Saturdays. × She ISN’T STUDYING in the
library at the moment.
You DON’T TALK to him every night. × You AREN’T TALKING to him now.
DO you CHAT on-line every day? × ARE you CHATTING on-line now?
DOES your friend PLAY basketball in the afternoon? × IS your friend PLAYING
basketball at the moment?
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Adverbs of frequency
ACTIVITY
FREQUENCY
NEVER
0%
30%
SOMETIMES
70%
USUALLY
100%
ALWAYS
There to be
THERE IS a theater on Main Avenue.
THERE ARE two clubs near my house.
THERE ISN’T a zoo in my city.
THERE AREN’T many parks in my neighborhood.
IS THERE a cinema downtown?
ARE THERE any art galleries in your town?
About
About
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Some verb patterns
Verb + ing
enjoy
Example
My sister Julie enjoys surfing.
Verb + ing OR infinitive
(with to)
like
hate
Examples
I hate to fly.
I hate flying.
Verb + infinitive (with to)
want
would like
Examples
Do you want to come
with me?
I would like to go with you,
but I can’t.
Verb + person + infinitive
(without to)
make somebody do
something
help somebody do something
Examples
Don’t make me repeat the
story, please.
Please, can you help my son
learn English?
Question words: who/what
What
What’s your favorite book?
What happens at the end of the story?
What does Daniel Radcliffe say in
the interview?
Who
Who’s your favorite singer?
Who has more hits?
Who do you like to play computer games
with?
Some chat lingo
Chat lingo
TTUL
4U
RU
2morrow
lol
Me2
P911
TKS
BB
14AA41
HF
WAYD
EAK
2G2BT
BFF
FYI
FAQ
Plain English
Talk to you later
For you
Are you
Tomorrow
Laughing out loud
Me too
Parents alert
Thanks
Bye-bye
One for all and all for one
Hello friend
What are you doing?
Eating at the keyboard
Too good to be true
Best friend forever
For your information
Frequently asked questions
Some verb patterns
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Spelling: -ing forms
Infinitive form
play
sing
run
chat
ride
sunbathe
lie
-ING form
playing
singing
running
chatting
riding
sunbathing
lying
Films and books
Films
comedy
thriller
drama
science fiction
Books
short stories
poems
novels
comic strips
Present simple
Affirmative
I play
You play
He plays
She plays
It plays
We play
You play
They play
Negative
I don’t play
You don’t play
He doesn’t play
She doesn’t play
It doesn’t play
We don’t play
You don’t play
They don’t play
Interrogative
Do I play?
Do you play?
Does he play?
Does she play?
Does it play?
Do we play?
Do you play?
Do they play?
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Can-do Chart
Competências e
habilidades
Consigo Consigo, mas
com ajuda
Ainda não
consigo
1. Reconhecer vocabulário
em inglês relativo a
meses do ano e dias da
semana (por extenso e
abreviações).
2. Reconhecer espaços de
lazer em inglês a partir
da leitura de texto com
informação verbal e não
verbal.
3. Localizar informações
específicas em um texto a
partir de leitura rápida.
4. Valorizar a existência
de espaços de lazer e
entretenimento na cidade
que atendam a todos os
moradores.
5. Relacionar imagens a
informações específicas
em um texto.
6. Localizar informações
específicas em um texto
para corrigir frases.
7. Reconhecer usos do
present simple e suas
estruturas.
8. Reconhecer usos do
present continuous e suas
estruturas.
9. Utilizar conhecimento
prévio de mundo para
compreender informações
em um texto.
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série/7o
ano – Volume 2
60
Competências e
habilidades
Consigo Consigo, mas
com ajuda
Ainda não
consigo
10. Reconhecer os usos do
verbo can.
11. Reconhecer os usos da
expressão there to be.
12. Relacionar atividades a
espaços de lazer.
13. Reconhecer o assunto
geral de um texto a partir
de leitura rápida.
14. Escrever frases simples
usando o vocabulário
aprendido.
15. Produzir um folheto
ilustrativo sobre uma
opção de lazer na cidade.
16. Identificar o assunto geral
de um texto a partir da
leitura do título.
17. Reconhecer o suporte de
um gênero.
18. Localizar informações
implícitas em um texto.
19. Relacionar atividades de
lazer a imagens.
20. Reconhecer os usos do
tempo verbal present
simple nas formas
negativa e interrogativa.
21. Falar sobre preferências
relativas a atividades de
lazer.
22. Relacionar texto
infomativo a imagem.
23. Escrever um texto com
meu perfil individual.
24. Personalizar informações
a partir da leitura.
64. CONCEPÇÃO E COORDENAÇÃO GERAL
NOVA EDIÇÃO 2014-2017
COORDENADORIA DE GESTÃO DA
EDUCAÇÃO BÁSICA – CGEB
Coordenadora
Maria Elizabete da Costa
Diretor do Departamento de Desenvolvimento
Curricular de Gestão da Educação Básica
João Freitas da Silva
Diretora do Centro de Ensino Fundamental
dos Anos Finais, Ensino Médio e Educação
Profissional – CEFAF
Valéria Tarantello de Georgel
Coordenadora Geral do Programa São Paulo
faz escola
Valéria Tarantello de Georgel
Coordenação Técnica
Roberto Canossa
Roberto Liberato
Suely Cristina de Albuquerque Bom m
EQUIPES CURRICULARES
Área de Linguagens
Arte: Ana Cristina dos Santos Siqueira, Carlos
Eduardo Povinha, Kátia Lucila Bueno e Roseli
Ventrella.
Educação Física: Marcelo Ortega Amorim, Maria
Elisa Kobs Zacarias, Mirna Leia Violin Brandt,
Rosângela Aparecida de Paiva e Sergio Roberto
Silveira.
Língua Estrangeira Moderna (Inglês e
Espanhol): Ana Beatriz Pereira Franco, Ana Paula
de Oliveira Lopes, Marina Tsunokawa Shimabukuro
e Neide Ferreira Gaspar.
Língua Portuguesa e Literatura: Angela Maria
Baltieri Souza, Claricia Akemi Eguti, Idê Moraes dos
Santos, João Mário Santana, Kátia Regina Pessoa,
Mara Lúcia David, Marcos Rodrigues Ferreira, Roseli
Cordeiro Cardoso e Rozeli Frasca Bueno Alves.
Área de Matemática
Matemática: Carlos Tadeu da Graça Barros,
Ivan Castilho, João dos Santos, Otavio Yoshio
Yamanaka, Rosana Jorge Monteiro, Sandra Maira
Zen Zacarias e Vanderley Aparecido Cornatione.
Área de Ciências da Natureza
Biologia: Aparecida Kida Sanches, Elizabeth
Reymi Rodrigues, Juliana Pavani de Paula Bueno e
Rodrigo Ponce.
Ciências: Eleuza Vania Maria Lagos Guazzelli,
Gisele Nanini Mathias, Herbert Gomes da Silva e
Maria da Graça de Jesus Mendes.
Física: Anderson Jacomini Brandão, Carolina dos
Santos Batista, Fábio Bresighello Beig, Renata
Cristina de Andrade Oliveira e Tatiana Souza da
Luz Stroeymeyte.
Química: Ana Joaquina Simões S. de Mattos
Carvalho, Jeronimo da Silva Barbosa Filho, João
Batista Santos Junior, Natalina de Fátima Mateus e
Roseli Gomes de Araujo da Silva.
Área de Ciências Humanas
Filosofia: Emerson Costa, Tânia Gonçalves e
Teônia de Abreu Ferreira.
Geografia: Andréia Cristina Barroso Cardoso,
Débora Regina Aversan e Sérgio Luiz Damiati.
História: Cynthia Moreira Marcucci, Maria
Margarete dos Santos Benedicto e Walter Nicolas
Otheguy Fernandez.
Sociologia: Alan Vitor Corrêa, Carlos Fernando de
Almeida e Tony Shigueki Nakatani.
PROFESSORES COORDENADORES DO NÚCLEO
PEDAGÓGICO
Área de Linguagens
Educação Física: Ana Lucia Steidle, Eliana Cristine
Budiski de Lima, Fabiana Oliveira da Silva, Isabel
Cristina Albergoni, Karina Xavier, Katia Mendes
e Silva, Liliane Renata Tank Gullo, Marcia Magali
Rodrigues dos Santos, Mônica Antonia Cucatto da
Silva, Patrícia Pinto Santiago, Regina Maria Lopes,
Sandra Pereira Mendes, Sebastiana Gonçalves
Ferreira Viscardi, Silvana Alves Muniz.
Língua Estrangeira Moderna (Inglês): Célia
Regina Teixeira da Costa, Cleide Antunes Silva,
Ednéa Boso, Edney Couto de Souza, Elana
Simone Schiavo Caramano, Eliane Graciela
dos Santos Santana, Elisabeth Pacheco Lomba
Kozokoski, Fabiola Maciel Saldão, Isabel Cristina
dos Santos Dias, Juliana Munhoz dos Santos,
Kátia Vitorian Gellers, Lídia Maria Batista
Bom m, Lindomar Alves de Oliveira, Lúcia
Aparecida Arantes, Mauro Celso de Souza,
Neusa A. Abrunhosa Tápias, Patrícia Helena
Passos, Renata Motta Chicoli Belchior, Renato
José de Souza, Sandra Regina Teixeira Batista de
Campos e Silmara Santade Masiero.
Língua Portuguesa: Andrea Righeto, Edilene
Bachega R. Viveiros, Eliane Cristina Gonçalves
Ramos, Graciana B. Ignacio Cunha, Letícia M.
de Barros L. Viviani, Luciana de Paula Diniz,
Márcia Regina Xavier Gardenal, Maria Cristina
Cunha Riondet Costa, Maria José de Miranda
Nascimento, Maria Márcia Zamprônio Pedroso,
Patrícia Fernanda Morande Roveri, Ronaldo Cesar
Alexandre Formici, Selma Rodrigues e
Sílvia Regina Peres.
Área de Matemática
Matemática: Carlos Alexandre Emídio, Clóvis
Antonio de Lima, Delizabeth Evanir Malavazzi,
Edinei Pereira de Sousa, Eduardo Granado Garcia,
Evaristo Glória, Everaldo José Machado de Lima,
Fabio Augusto Trevisan, Inês Chiarelli Dias, Ivan
Castilho, José Maria Sales Júnior, Luciana Moraes
Funada, Luciana Vanessa de Almeida Buranello,
Mário José Pagotto, Paula Pereira Guanais, Regina
Helena de Oliveira Rodrigues, Robson Rossi,
Rodrigo Soares de Sá, Rosana Jorge Monteiro,
Rosângela Teodoro Gonçalves, Roseli Soares
Jacomini, Silvia Ignês Peruquetti Bortolatto e Zilda
Meira de Aguiar Gomes.
Área de Ciências da Natureza
Biologia: Aureli Martins Sartori de Toledo, Evandro
Rodrigues Vargas Silvério, Fernanda Rezende
Pedroza, Regiani Braguim Chioderoli e Rosimara
Santana da Silva Alves.
Ciências: Davi Andrade Pacheco, Franklin Julio
de Melo, Liamara P. Rocha da Silva, Marceline
de Lima, Paulo Garcez Fernandes, Paulo Roberto
Orlandi Valdastri, Rosimeire da Cunha e Wilson
Luís Prati.
Física: Ana Claudia Cossini Martins, Ana Paula
Vieira Costa, André Henrique Ghel Ru no,
Cristiane Gislene Bezerra, Fabiana Hernandes
M. Garcia, Leandro dos Reis Marques, Marcio
Bortoletto Fessel, Marta Ferreira Mafra, Rafael
Plana Simões e Rui Buosi.
Química: Armenak Bolean, Cátia Lunardi, Cirila
Tacconi, Daniel B. Nascimento, Elizandra C. S.
Lopes, Gerson N. Silva, Idma A. C. Ferreira, Laura
C. A. Xavier, Marcos Antônio Gimenes, Massuko
S. Warigoda, Roza K. Morikawa, Sílvia H. M.
Fernandes, Valdir P. Berti e Willian G. Jesus.
Área de Ciências Humanas
Filosofia: Álex Roberto Genelhu Soares, Anderson
Gomes de Paiva, Anderson Luiz Pereira, Claudio
Nitsch Medeiros e José Aparecido Vidal.
Geografia: Ana Helena Veneziani Vitor, Célio
Batista da Silva, Edison Luiz Barbosa de Souza,
Edivaldo Bezerra Viana, Elizete Buranello Perez,
Márcio Luiz Verni, Milton Paulo dos Santos,
Mônica Estevan, Regina Célia Batista, Rita de
Cássia Araujo, Rosinei Aparecida Ribeiro Libório,
Sandra Raquel Scassola Dias, Selma Marli Trivellato
e Sonia Maria M. Romano.
História: Aparecida de Fátima dos Santos
Pereira, Carla Flaitt Valentini, Claudia Elisabete
Silva, Cristiane Gonçalves de Campos, Cristina
de Lima Cardoso Leme, Ellen Claudia Cardoso
Doretto, Ester Galesi Gryga, Karin Sant’Ana
Kossling, Marcia Aparecida Ferrari Salgado de
Barros, Mercia Albertina de Lima Camargo,
Priscila Lourenço, Rogerio Sicchieri, Sandra Maria
Fodra e Walter Garcia de Carvalho Vilas Boas.
Sociologia: Anselmo Luis Fernandes Gonçalves,
Celso Francisco do Ó, Lucila Conceição Pereira e
Tânia Fetchir.
Apoio:
Fundação para o Desenvolvimento da Educação
- FDE
CTP, Impressão e acabamento
Esdeva Indústria Grá ca Ltda.
65. A Secretaria da Educação do Estado de São Paulo autoriza a reprodução do conteúdo do material de sua titularidade pelas demais secretarias de educação do país, desde que mantida a integri-
dade da obra e dos créditos, ressaltando que direitos autorais protegidos*deverão ser diretamente negociados com seus próprios titulares, sob pena de infração aos artigos da Lei no
9.610/98.
* Constituem “direitos autorais protegidos” todas e quaisquer obras de terceiros reproduzidas no material da SEE-SP que não estejam em domínio público nos termos do artigo 41 da Lei de
Direitos Autorais.
* Nos Cadernos do Programa São Paulo faz escola são indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos conteúdos apresentados e como referências bibliográficas.
Todos esses endereços eletrônicos foram checados. No entanto, como a internet é um meio dinâmico e sujeito a mudanças, a Secretaria da Educação do Estado de São Paulo não garante que os sites
indicados permaneçam acessíveis ou inalterados.
* Os mapas reproduzidos no material são de autoria de terceiros e mantêm as características dos originais, no que diz respeito à grafia adotada e à inclusão e composição dos elementos cartográficos
(escala, legenda e rosa dos ventos).
Ciências Humanas
Coordenador de área: Paulo Miceli.
Filosofia: Paulo Miceli, Luiza Christov, Adilton Luís
Martins e Renê José Trentin Silveira.
Geografia: Angela Corrêa da Silva, Jaime Tadeu Oliva,
Raul Borges Guimarães, Regina Araujo e Sérgio Adas.
História: Paulo Miceli, Diego López Silva,
Glaydson José da Silva, Mônica Lungov Bugelli e
Raquel dos Santos Funari.
Sociologia: Heloisa Helena Teixeira de Souza Martins,
Marcelo Santos Masset Lacombe, Melissa de Mattos
Pimenta e Stella Christina Schrijnemaekers.
Ciências da Natureza
Coordenador de área: Luis Carlos de Menezes.
Biologia: Ghisleine Trigo Silveira, Fabíola Bovo
Mendonça, Felipe Bandoni de Oliveira, Lucilene
Aparecida Esperante Limp, Maria Augusta
Querubim Rodrigues Pereira, Olga Aguilar Santana,
Paulo Roberto da Cunha, Rodrigo Venturoso
Mendes da Silveira e Solange Soares de Camargo.
Ciências: Ghisleine Trigo Silveira, Cristina Leite,
João Carlos Miguel Tomaz Micheletti Neto,
Julio Cézar Foschini Lisbôa, Lucilene Aparecida
Esperante Limp, Maíra Batistoni e Silva, Maria
Augusta Querubim Rodrigues Pereira, Paulo
Rogério Miranda Correia, Renata Alves Ribeiro,
Ricardo Rechi Aguiar, Rosana dos Santos Jordão,
Simone Jaconetti Ydi e Yassuko Hosoume.
Física: Luis Carlos de Menezes, Estevam Rouxinol,
Guilherme Brockington, Ivã Gurgel, Luís Paulo
de Carvalho Piassi, Marcelo de Carvalho Bonetti,
Maurício Pietrocola Pinto de Oliveira, Maxwell
Roger da Puri cação Siqueira, Sonia Salem e
Yassuko Hosoume.
Química: Maria Eunice Ribeiro Marcondes, Denilse
Morais Zambom, Fabio Luiz de Souza, Hebe
Ribeiro da Cruz Peixoto, Isis Valença de Sousa
Santos, Luciane Hiromi Akahoshi, Maria Fernanda
Penteado Lamas e Yvone Mussa Esperidião.
Caderno do Gestor
Lino de Macedo, Maria Eliza Fini e Zuleika de
Felice Murrie.
GESTÃO DO PROCESSO DE PRODUÇÃO
EDITORIAL 2014-2017
FUNDAÇÃO CARLOS ALBERTO VANZOLINI
Presidente da Diretoria Executiva
Mauro de Mesquita Spínola
GESTÃO DE TECNOLOGIAS APLICADAS
À EDUCAÇÃO
Direção da Área
Guilherme Ary Plonski
Coordenação Executiva do Projeto
Angela Sprenger e Beatriz Scavazza
Gestão Editorial
Denise Blanes
Equipe de Produção
Editorial: Amarilis L. Maciel, Ana Paula S. Bezerra,
Angélica dos Santos Angelo, Bóris Fatigati da Silva,
Bruno Reis, Carina Carvalho, Carolina H. Mestriner,
Carolina Pedro Soares, Cíntia Leitão, Eloiza Lopes,
Érika Domingues do Nascimento, Flávia Medeiros,
Giovanna Petrólio Marcondes, Gisele Manoel,
Jean Xavier, Karinna Alessandra Carvalho Taddeo,
Leslie Sandes, Mainã Greeb Vicente, Maíra de
Freitas Bechtold, Marina Murphy, Michelangelo
Russo, Natália S. Moreira, Olivia Frade Zambone,
Paula Felix Palma, Pietro Ferrari, Priscila Risso,
Regiane Monteiro Pimentel Barboza, Renata
Regina Buset, Rodolfo Marinho, Stella Assumpção
Mendes Mesquita, Tatiana F. Souza e Tiago Jonas
de Almeida.
Direitos autorais e iconografia: Beatriz Fonseca
Micsik, Dayse de Castro Novaes Bueno, Érica
Marques, José Carlos Augusto, Juliana Prado da
Silva, Marcus Ecclissi, Maria Aparecida Acunzo
Forli, Maria Magalhães de Alencastro, Vanessa
Bianco e Vanessa Leite Rios.
Edição e Produção editorial: Jairo Souza Design
Grá co e Occy Design projeto grá co .
CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS
CONTEÚDOS ORIGINAIS
COORDENAÇÃO DO DESENVOLVIMENTO
DOS CONTEÚDOS PROGRAMÁTICOS DOS
CADERNOS DOS PROFESSORES E DOS
CADERNOS DOS ALUNOS
Ghisleine Trigo Silveira
CONCEPÇÃO
Guiomar Namo de Mello, Lino de Macedo,
Luis Carlos de Menezes, Maria Inês Fini
coordenadora e Ruy Berger em memória .
AUTORES
Linguagens
Coordenador de área: Alice Vieira.
Arte: Gisa Picosque, Mirian Celeste Martins,
Geraldo de Oliveira Suzigan, Jéssica Mami
Makino e Sayonara Pereira.
Educação Física: Adalberto dos Santos Souza,
Carla de Meira Leite, Jocimar Daolio, Luciana
Venâncio, Luiz Sanches Neto, Mauro Betti,
Renata Elsa Stark e Sérgio Roberto Silveira.
LEM – Inglês: Adriana Ranelli Weigel Borges,
Alzira da Silva Shimoura, Lívia de Araújo Donnini
Rodrigues, Priscila Mayumi Hayama e Sueli Salles
Fidalgo.
LEM – Espanhol: Ana Maria López Ramírez, Isabel
Gretel María Eres Fernández, Ivan Rodrigues
Martin, Margareth dos Santos e Neide T. Maia
González.
Língua Portuguesa: Alice Vieira, Débora Mallet
Pezarim de Angelo, Eliane Aparecida de Aguiar,
José Luís Marques López Landeira e João
Henrique Nogueira Mateos.
Matemática
Coordenador de área: Nílson José Machado.
Matemática: Nílson José Machado, Carlos
Eduardo de Souza Campos Granja, José Luiz
Pastore Mello, Roberto Perides Moisés, Rogério
Ferreira da Fonseca, Ruy César Pietropaolo e
Walter Spinelli.