Caderno do Aluno Inglês 2 ano vol 1 2014-2017

Caderno do Aluno Inglês 2 ano vol 1 2014-2017

1. 2
a
SÉRIE
ENSINO MÉDIO
Caderno do Aluno
Volume 1
INGLÊS
Linguagens

2. MATERIAL DE APOIO AO
CURRÍCULO DO ESTADO DE SÃO PAULO
CADERNO DO ALUNO
INGLÊS
ENSINO MÉDIO – 2
a
SÉRIE
VOLUME 1
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
Secretário-Adjunto
João Cardoso Palma Filho
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
Ana Leonor Sala Alonso
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 novo ano de sua vida escolar, você vai continuar desenvolvendo habilidades que lhe serão muito
úteis em seus estudos das outras disciplinas, como a leitura de textos mais complexos, dos quais você é capaz
de extrair as informações relevantes, sem necessidade de entender ou traduzir cada palavra.
Este volume trata de temas que despertam muito interesse: o mundo do cinema e da produção de filmes,
e o gênero publicitário. Você vai ter a oportunidade de discutir as mensagens implícitas ou explícitas que
aparecem em anúncios e em filmes.
Nos textos que você vai ler e naquele que vai construir com seus colegas, além de desenvolver sua habili-
dade para usar o idioma, você vai exercitar sua capacidade de trabalhar em grupo, em atividades que visam
capacitá-lo a agir de forma responsável e produtiva em situações sociais e profissionais.
Lembre-se de que nossos Cadernos trazem dicas de sites, músicas e filmes que lhe permitem complemen-
tar o que foi visto em sala de aula, de acordo com seu gosto e suas necessidades. Você tem, ainda, as seções
que lhe permitem sistematizar o estudo do vocabulário e da gramática, e os Cadernos também auxiliam na
sua autoavaliação em relação às metas de aprendizagem propostas.
Todos os registros dessas seções contêm informações que podem ser úteis em outras séries e até mesmo
quando já tiver terminado o Ensino Médio. Guarde seus Cadernos com cuidado para futuras consultas.
Equipe Curricular de Inglês
Área de Linguagens
Coordenadoria de Gestão da Educação Básica – CGEB
Secretaria da Educação do Estado de São Paulo

6. 5
Neste Caderno, você fará atividades relacionadas a dois temas: 1) Films and TV pro-
grams e 2) Analyzing advertisements and advertisement scripts. Essas atividades vão
ajudá-lo a:
1. Reconhecer a organização de uma resenha crítica e de uma sinopse.
2. Conhecer vocabulário relativo a profissionais, gêneros e processos das áreas de cinema
e televisão.
3. Compreender o assunto principal de um texto.
4. Identificar palavras cognatas ou emprestadas da língua inglesa para compreender um texto.
5. Localizar informações específicas em um texto para construir opinião e fazer avaliação crítica.
6. Formar adjetivos e substantivos a partir de outros substantivos, adjetivos e verbos pela
adição de prefixos e sufixos.
7. Expressar opinião sobre um filme.
8. Identificar o uso de conjunções adversativas (para indicar oposição/contraste entre ideias)
e de marcadores sequenciais (para organizar os acontecimentos em uma narrativa).
9. Elaborar uma resenha crítica.
10. Reconhecer uma propaganda (organização macrotextual).
11. Localizar informações explícitas em um texto.
12. Reconhecer o uso dos graus de adjetivos nas propagandas.
13. Levantar hipóteses sobre o assunto de um texto e verificá-las a partir da leitura.
14. Identificar palavras cognatas ou emprestadas da língua inglesa para compreender um
texto.
15. Elaborar uma propaganda e/ou roteiro de anúncio publicitário.
16. Trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.
LEARNING TARGETS

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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 night’s 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 =

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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) I’m 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) The is the most important subject in a story. It is a concept the film is
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.
a) A person who teaches Math.
Violinist

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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 Nouns Adjectives Nouns
agree dark darkness
elect happy
educate education popular
discuss weak
improve similar
govern quiet
inform modern
INGLES_CAA_vol1_2s_2014.indd 8 01/11/13 19:35

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3. Complete the text using some of the nouns in Activity 2.
The film The man in the president’s chair will be released next summer. The story begins with
a candidate’s campaign to win the (a) . In his public appearances, he promises
that voters will have an active role in his (b) . He also promises to revolutionize
(c) by building new schools and offering financial support to poor families.
Because of his promises, his (d) increases and he ends up becoming the new
president. However, alongside his success in politics, a period of (e) in his
personal life begins. The media finds out some classified (f) about his wife
and children and turns his life into chaos.
“The critic has to educate the public; the artist has to educate the critic.” WILDE, Oscar.
Epigrams and aphorisms.
LITERARY MOMENT
A palavra classified pode significar
“secreto”, “confidencial”.

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SITUATED LEARNING 2
FILM REVIEWS AND SYNOPSES
Warm-up
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?
© Friedrich/Interfoto/Latinstock

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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 Dillon’s 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.
1. Have a look at the following texts. Which one is a review? Which one is a synopsis?
a)

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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 Peña) 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 director’s opinions on racial themes are a negative point. ( )

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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- -ableuncomfortable
not
comfortable
adjective
Power noun ---
-ful(1) ________
strong, full of
power
adjective
Logic noun
il- -al (2) ________
without logic,
something that
doesn’t make
sense
adjective
Link
noun/
verb
---
-ing(3) ________
something that
links, that joins
together
adjective
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 didn’t 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.

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( ) 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 =
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 =
many (indica grande quantidade)
Critic = crítico, pessoa que escreve suas opiniões sobre filmes, músicas, arte etc.
Criticism = opinião, crítica.

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HOMEWORK : FOCUS ON LANGUAGE 2

1. Change these verbs and nouns into adjectives. Add the suffixes:
-ous, -able, -y, -ive, -ful or -less.
Be careful with the
spelling! If you are in
doubt, use a dictionary
for help!
VerbsAdjectivesNouns Adjectives
attract danger
accept industry
act use
create home homeless
believe care
eat sun
predict fame
2. Complete the sentences using the adjectives from Activity 1.
a) People all over the world know Madonna. She is a very singer.
b) Film directors and writers have many ideas. They are very .
c) Some extreme sports are considered for children and teenagers.
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 people living in the streets and in shelters in big
cities.
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.
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Prefix Examples Meaning
re- redo; rearrange; rewrite ( )
dis-
un-
im-
in- 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.
a) When you sleep too much, you . (sleep)
b) If you don’t agree with somebody, you with them. (agree)
c) The door is locked. To open it, first you have to it. (lock)
d) Someone who is not honest is . (honest)
e) If you are not polite, you are . (polite)
f) If you know that something wrong has been done, you should try to
the damage. (do)
g) When you don’t like something, you it. (like)
h) When you write your texts again, you them. (write)
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. I’ll 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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“What’s in a name? That which we call a rose
By any other name would smell as sweet.”
SHAKESPEARE, William. Romeo and Juliet.
LITERARY MOMENT

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SITUATED LEARNING 3
FILM ANALYSIS AND OPINIONS
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.
!
?
© 2007 Universal Pictures © 2007 Universal Pictures
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 Berg’s 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, it’s difficult to imagine audiences laughing and
cheering this time, even though there is violence and atrocities.
In Matthew Michael Carnahan’s screenplay there is carnage, wreckage and bloodshed,
but above all, there is a sense of political awareness. It’s not as polemic or as refined as other
US political movies, but it is still different from the Hollywood’s archetypal action package.
Correctly assuming that not all of his audience is familiar with Saudi Arabian history, Berg’s
opening credits contain a summary of recent events connecting the USA and Saudi Arabia.
Then we’re 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.

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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 Allah’s 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 author’s/director’s 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?

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HOMEWORK : FOCUS ON LANGUAGE 3

1. Match the columns to complete the sentences with a contrary opinion or idea.
a) He couldn’t sleep last night ( ) he didn’t 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 you’d 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 didn’t 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.
*
Filme fictício.
at first when but in the end
but then 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.

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Seven close friends have just started their school vacation. One of them (Barry) decides to visit his
mother’s family in a small town and invites his friends to go with him. (a),
nobody wants to go, (b) they change their minds (c)
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.
They get scared and feel like coming back home, (e) the next train only
leaves the city in three days. They decide to go for a walk, but find a dead black cat in their
path and it scares them a lot. (f)
, they meet the Addams Family and get
really surprised with what they see. (g) the family teaches them how to
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!
“A work of art is the unique result of a unique temperament.” WILDE, Oscar. The soul of
man under socialism.
LITERARY MOMENT
change one’s mind = mudar de ideia
haunted = mal-assombrada
deal with = lidar com

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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. Don’t
worry about mistakes now; it is only a draft!
a) Characters’ names and characteristics:
b) Plot: What is the situation? What happens? Where and when does it happen?
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.
!
?
draft = rascunho
Film
Director
Genre
Release date
Theme
Plot
Setting
Characters
Target audience
Director’s point of view
Your opinion

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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

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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?
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.
swap = trocar
Our film review

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LEARN MORE
Para aprender mais sobre os conteúdos deste Caderno, sugerimos uma lista de músicas (songs),
sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.
Songs
Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e
a palavra lyrics em seu site de busca preferido.
? In the deep (Bird York, 2003), trilha sonora do filme Crash: no limite.
? I’m 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). Direção: Andrew Niccol. EUA, 2005. 122 min. Ação. 16 anos.
História de um traficante de armas que faz negócios 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 também de seus concorrentes e dos famosos
clientes ditadores.
? Fahrenheit 11 de setembro (Fahrenheit 9/11). Direção: Michael Moore. EUA, 2004.
122 min. Documentário. Livre. Este documentário relata as causas e consequências dos
atentados de 11 de setembro de 2001, ocorridos nos Estados Unidos.
? Tropa de elite. Direção: José Padilha. Brasil, 2007. 118 min. 16 anos. Este filme tem como
tema central o Batalhão de Operações Policiais Especiais (Bope) da Polícia Militar do
Estado do Rio de Janeiro e faz uma crítica dura aos usuários de drogas ilícitas, responsabi-
lizando-os pela expansão do tráfico de drogas e da violência.
Sites
Para saber mais sobre resenhas e sinopses, ou assistir a críticos falando sobre filmes, em
inglês, você pode visitar os seguintes endereços:
? <http://www.bbc.co.uk/film>. Acesso em: 17 maio 2013.
? <http://www.imdb.com/search>. Acesso em: 17 maio 2013.

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Para saber mais sobre questões gramaticais e fazer atividades adicionais, você pode visitar
o seguinte endereço:
? <http://www.englisch-hilfen.de/en/exercises_list/zeitformen.htm>. Acesso em: 17 maio 2013.

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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.
( ) Radio.
( ) TV.
( ) Yellow pages.
( ) Billboard.
( ) Mailing lists.
( ) Website.
( ) Telemarketing.
( ) Magazine.
( ) Poster.
3. Read the texts and match them with the following titles: (A) Radio Advertising – Pros and
Cons; (B) TV Advertising – Pros and Cons.
!
?

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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.
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 children’s programs:
b) During teenagers’ programs:
Elaborados especialmente para o São Paulo faz escola.

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c) During the eight o’clock soap opera:
d) After 10 p.m.:
HOMEWORK : FOCUS ON LANGUAGE 5
1. Match the imperative sentences to their corresponding use.
(a) Keep out: fierce dog.
(b) Cook the rice in low temperature.
(c) Have a seat.
(d) Get well soon.
(e) Get out of here!
(f) Pass the sugar, please.
(g) Talk to him and everything will be OK.
( ) Giving orders.
( ) Giving instructions.
( ) Making a wish for somebody.
( ) Giving advice.
( ) Warning somebody.
( ) Offering something.
( ) Asking somebody to do something.
2. Complete this advertisement using the verbs in the box. Use positive or negative imperatives.
Follow the example.
waste visit wait talk see miss
(a) until tomorrow! (b) our new sport shop
today! We have the best collection in town. Come and (c) for
yourself! If you can’t find what you need, (d) to our manager and
he will help you. (e) your time and money! Here you find the best
prices in town! (f) this opportunity!
Don’t wait

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3. Complete the recipe for an omelet with the verbs in the box. Use positive or negative imperatives.
Use the dictionary, if necessary.
forget add mix pour be cook serve beat put heat
In a bowl, (a) 2 eggs. (b) the ingredients you like in your
omelet. (c) creative! We suggest bacon or sausage (pre-cooked), onions and
green or black peppers. (d) all ingredients. (e) some
butter in a frying pan. (f) the butter. (g) the egg
mixture into the frying pan. (h) one side for 1 minute and flip the omelet
to cook the other side. The whole process takes just 2 or 3 minutes. (i) to
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
b) cigarettes/Don’t/cigars./smoke/or
c) to/Don’t/relax./forget
d) some/every/exercise/Do/day.
e) your/Brush/meals./after/teeth
f) dentist/Visit/months./every /the/six
beat
Eat fresh fruits and vegetables.
“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.
LITERARY MOMENT

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SITUATED LEARNING 6
LEARNING ABOUT ADVERTISEMENTS
1. Have a look at these two advertisements. Who is the target public? How do you know?
!
?
© Hudson Calasans/© Erik de Graaf/iStockphoto/Thinkstock/Getty Images/© TheVectorminator/
iStockphoto/Thinkstock/Getty Images

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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?
© 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

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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.

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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.”

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HOMEWORK : FOCUS ON LANGUAGE 6
1. Read the text about the importance of a slogan and complete it using the words in the box. Use
each word only once.
One of the (a) things an advertising agency does is creating slogans for
a product or a company. It does not matter if you have a (b) or small
business, a slogan is (c) to marketing. It is necessary to point
out that the (d) slogans are the (e) and shortest ones.
It can be the (f) thing to do, but it is extremely (g) to
have your slogan remembered by everybody. It has to be a really (h) slogan!
2. Match the products with an advertising message.
(a) mobile phone
(b) off-road car
(c) video camera
(d) air conditioner unit
(e) widescreen LCD TV
( ) A cinema at home!
( ) Recording the best moments of your life.
( ) Taking you wherever you want!
( ) You can take pictures, play games and even talk to friends!
( ) You will have a cooler summer!
3. Answer the questions.
a) Which is longer: your neck or your arm?
clearest hardest catchy most important
best important large essential
catchy slogans = slogans
atraentes e fáceis de lembrar

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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.
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 – Maracanã or Salt Lake?
Rungrado May
Day
Maracanã 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

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f) Which one is older – Salt Lake or Rungrado May Day?
“The truth is rarely pure and never simple.” WILDE, Oscar. The importance of being earnest:
a trivial comedy for serious people.
LITERARY MOMENT

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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.
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?
TV advertising Magazine advertising
Product advertised A car A car
Target public
Use of famous people to
advertise it
Strategies used to call the
target public’s attention
Comparison with other
products
!
?
punchy sentences = frases efetivas e enfáticas
para chamar atenção dos clientes.
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.

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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 customer’s 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?

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3. Write (T) for true and (F) for false, according to the text.
To write a TV advertisement script...
( ) you don’t have to describe the character’s behavior.
( ) you should identify the characters to indicate who is talking.
( ) use long and complex sentences to call your customer’s attention.
( ) you shouldn’t 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 customer’s 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, that’s 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
That’s delicious and impossible to resist! (Close-up of the child as he continues.)
11-YEAR-OLD CHILD
Let’s 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.)

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11-YEAR-OLD CHILD
(smiling) Impossible to resist! (Medium shot of the door of the kitchen showing the child’s
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!
HOMEWORK : FOCUS ON LANGUAGE 7
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 river on earth. (great)
b) Asia is continent in the world. (large)
c) China is country. (populous)
d) The Vatican City is state in the world in terms of population
and size. (small)
e) Burj al Arab is in Dubai, and it is hotel in the world. (expensive)
f) Kingda Ka, in New Jersey, United States, is roller coaster in
the world. (tall)
the greatest

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3. Complete these sentences using the superlative form.
a) Public transportation is not only , but also one of the fastest
ways to get around town. (economical)
b) We buy accommodations at rates – and pass the savings on to you! (low)
c) Pongsri Restaurant is Thai restaurant in town. (good)
d) Century 21 is shopping mall in the heart of Lower Manhattan.
(exciting)
e) This film is considered film of the year by the Academy Awards Committee. (bad)
f) That agency developed advertising campaign to help children
around the world. (famous)
4. Correct the spelling of these words when necessary. Use a dictionary for help.
a) bigest –
b) wettest –
c) newest –
d) heavyer –
e) fatter –
f) noisyer –
the most economical
biggest
“Why then, can one desire too much of a good thing?” SHAKESPEARE, William. As you like it.
LITERARY MOMENT

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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:
Kind of text:
( ) informative advertising
( ) persuasive advertising
( ) reminder advertising
Strategies to convince the target public:
( ) descriptions of the product
( ) comparison with other products
( ) reasons for buying the product
( ) convincing images
( ) sound, music
Kind of written language:
( ) verbs in the imperative form
( ) 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.

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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! Don’t 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 customer’s attention. Try to link your ideas using words to show
the sequence of the events in the scene (first, then, after that, when, finally).
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.
draft = rascunho

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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.
( ) 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 customer’s attention.
swap = trocar

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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

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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.
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.
rehearsal = ensaio
gaffer = pessoa responsável pelas luzes em um cenário
clapper loader = pessoa responsável pela claquete que
marca as tomadas das filmagens
LEARN MORE
Para aprender mais sobre os conteúdos deste Caderno, sugerimos uma lista de músicas (songs),
sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.
Song
Para encontrar a letra da música sugerida, basta escrever o título, o nome do artista e a
palavra lyrics em seu site preferido de busca na internet.
tCity of blinding lights (U2, 2005).
Sites
Para saber como fazer uma propaganda, em inglês, você pode fazer uma pesquisa utilizando
as palavras-chave “produce” + “publicity” + “ad” + “english”.
Para aprender como fazer um roteiro para propaganda de TV ou rádio e estratégias de
persuasão, em inglês, você pode realizar uma pesquisa, com base nas palavras-chave “guide” +
“script” + “advertisement”.

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Para saber mais a respeito de propagandas e slogans de propagandas famosas, em inglês,
você pode fazer uma pesquisa usando as palavras-chave “famous” + “slogans” + “ads”.
Para encontrar o roteiro de alguns filmes, em inglês, você pode fazer uma pesquisa com as
seguintes palavras-chave “movie” + “script” + “database”.
Para ler outras propagandas em inglês, você pode fazer uma pesquisa utilizando as palavras-
-chave “ad” + “database” + “publicity”.
Para fazer atividades adicionais de prática (formação do comparativo e do superlativo),
você pode visitar o seguinte endereço:
tELC Study Zone. Disponível em: <http://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/
regcom.htm>. Acesso em: 20 maio 2013.
Films
tO show de Truman (The Truman Show). Direção: Peter Weir. EUA, 1998. 103 min.
Drama. Livre. Desde o dia em que nasceu, Truman faz parte de um seriado de audiência
mundial, O Show de Truman. Ele é vigiado por câmeras 24 horas por dia. O programa
mostra o tempo todo várias propagandas de produtos, usando cartazes e consumindo os
próprios produtos.
tUm herói de brinquedo (Jingle all the way). Direção: Brian Levant. EUA, 1996. 90 min. Co-
média. 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 está na moda.
tDo que as mulheres gostam (What women want). Direção: Nancy Meyers. EUA, 2000. 127 min.
Comédia. 12 anos. Um executivo publicitário sofre um acidente e passa a ouvir o que as
mulheres pensam.

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LEARN TO LEARN
Using a bilingual dictionary
Aqui você vai aprender um pouco mais sobre como usar o dicionário para estudar inglês.
1. Nas frases a seguir, as palavras sublinhadas são polissêmicas. Em cada caso, explique que
sentido está 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 português com outra palavra polissêmica, de modo a exemplificar
dois (ou mais) de seus diferentes sentidos.
Um item lexical ou uma palavra são polissêmicos quando eles têm vários sentidos. Mui-
tas palavras, tanto em inglês como em português, têm essa característica. Um exemplo em
inglês é nail, que significa “prego” e também “unha”. Em português, “manga” é uma palavra
polissêmica, pois pode indicar uma fruta ou parte de uma camisa.
Nas atividades de escrita em inglês, você frequentemente precisa consultar o
dicionário para verificar como passar uma palavra do português para o inglês. Você
já deve ter percebido que, geralmente, há várias opções em cada verbete. Nessas si-
tuações, não faça uma escolha aleatória! Lembre-se da polissemia: pense na palavra
em português e qual sentido você busca para seu texto. Depois, leia o verbete com
atenção: muitas vezes há indicações entre parênteses que facilitam a identificação da
palavra mais adequada.

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3. Em cada frase a seguir, a palavra sublinhada é polissêmica. Identifique seu sentido e depois
sublinhe no verbete a palavra mais adequada em inglês.
Ontem tomei suco de manga.
A validade desse suco venceu na semana passada.
Preciso comprar pilhas novas.

English in the movies
Aqui você vai aprender como usar filmes para estudar a língua inglesa.
4. Assinale todas as alternativas verdadeiras que se aplicam a você.
( ) Ao assistir a um filme, costumo reparar no título em inglês e o comparo com o título
em português.
( ) Já utilizei a tecla SAP na televisão para ouvir o som original de um filme.
( ) Não gosto de ler as legendas, prefiro filmes dublados.
( ) Não gosto de filmes dublados, prefiro ouvir a voz original dos atores.
( ) Ao assistir a um filme em DVD, já experimentei deixar o áudio e as legendas em inglês.
manga f (de roupa) sleeve; (fruta) mango.
vencer vi (triunfar) win; (pagamento) fall
due; (contrato, prazo) expire.
pilha f (amontoado) pile; (elétrica) battery.
Os verbetes da Atividade 3 apresentam dicas que estão entre parênteses para ajudar
na escolha da palavra mais adequada, dependendo do contexto e do sentido desejado.
Caso o dicionário não tenha essas dicas, o que você pode fazer para identificar a palavra
mais apropriada?
Think about it!

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Há várias coisas que você pode aprender sobre a língua inglesa por meio dos filmes.
Muitos aparelhos de televisão têm a opção SAP (secondary audio program): ao ativá-la du-
rante a exibição de um filme em inglês, você pode ouvir o áudio original em vez da dubla-
gem. Pode ser divertido comparar a voz de um ator com a voz de seu dublador! Já os DVDs
permitem várias combinações de áudio e legendas: áudio em inglês e legendas em portu-
guês, áudio em inglês e sem legendas etc. Tanto na TV quanto nos DVDs, experimente
assistir a um trecho de um filme em inglês. É provável que você consiga entender mais do
que imagina!
5. Às vezes, as versões em inglês e em português do título de um filme são iguais; às vezes são
completamente diferentes! Nas colunas a seguir, faça a associação entre títulos corresponden-
tes.
a) O diário de Anne Frank
b) Bee movie
c) Um herói de brinquedo
d) O show de Truman
e) Miss Potter
f) Jogos mortais
( ) Saw
( ) The diary of Anne Frank
( ) The Truman show
( ) Bee movie
( ) Jingle all the way
( ) Miss Potter
6. Responda às questões a seguir a respeito dos títulos da Atividade 5.
a) Que títulos estão iguais em inglês e em português?
b) Que títulos em português são uma tradução do original?
c) Que títulos em português estão completamente diferentes do título original?
Resposta da questão 5: f; a; d; b; c; e.
Think about it!
Por que alguns títulos de filmes são mantidos
em inglês? Você acha que isso atrai mais as pessoas?
Pense sobre isso!

53. Inglês – 2
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série – Volume 1
52
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 à primeira palavra 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

54. Inglês – 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

55. Inglês – 2
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série – Volume 1
54
Sentence
from the text
Situated Learning 5
Sentence
from the text
Situated Learning 6
Sentence
from the text
Situated Learning 6
Sentence
from the text
Situated Learning 7

56. Inglês – 2
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série – Volume 1
55
Sentence
from the text
Situated Learning 7

57. Inglês – 2
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série – Volume 1
56
INSTANT LANGUAGE
Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em
tabelas para auxiliá-lo em seu trajeto de aprendizagem da língua inglesa. Você pode usar essas tabelas
como um material de referência e consultá-las mesmo quando estiver usando outros Cadernos e até
estudando na 3
a
série do Ensino Médio!
Movies and movie making
Kinds of movies
Documentary
Love story
Comedy
Horror
Drama
Thriller
Adventure
Science fiction
Some professionals
Screenwriter
Producer
Reviewer
Director
Actor
Actress
Elements of a narrative
Plot
Setting
Theme
Characters
Linking words
but, however
although
so, so that
because, due to
and, moreover
first, then, next, finally
CONTRAST:
CONCESSION:
PURPOSE OR RESULT:
EXPLANATION:
ADDITION:
TIME SEQUENCERS:

58. Inglês – 2
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57
Word formation
Prefix Example
UN- unsaid
IL- illegal
MIS- misunderstand
NEO- neologism
POLY- polyglot
RE- redo
DIS- disconnect
UN- unsatisfied (also dissatisfied)
IM- impossible
IN- inflexible
OVER- overheat
Suffix Example
-ER teacher
-IST pianist
-OR director
-ION action
-MENT government
-ATION examination
-ITY familiarity
-NESS blindness
-ABLE comfortable
-FUL useful
-AL logical
-ING willing
-OUS famous
-Y lucky
-IVE active
-LESS careless
Imperative form
Positive: verb in the infinitive (without “to”)
Examples: Go there! Talk to him! Look at me!
Negative: don’t + verb in the infinitive (without “to”)
Examples: Don’t look back! Don’t stop walking! Don’t 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.

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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
Some verbs & phrases
beat the eggs bring something to life
pour the mixture get a message across
deserve a break worry about something
Adjective Comparative Superlative
beautiful more beautiful (than) the most beautiful
famous more famous (than) the most famous
Long adjectives (two syllables or more)

60. Inglês – 2
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Some adjectives
big (large) x small
cheap x expensive
clear x dark
easy x difficult
exciting x boring
fast x slow
fat x thin
good x bad
heavy x light
long x short
new (young) x old
noisy x quiet
wet x dry
catchy
convincing
effective
emotional
exclusive
incomparable
incredible
informative
irresistible
persuasive
powerful
spectacular
wonderful
REVIEW OF VERB TENSES
Present simple
Affirmative
I
We
You
They
work here
every day.
He
She
It
works here
every day.
Negative
I
We
You
They
don’t work
here every day.
He
She
It
doesn’t work
here every day.
Interrogative
Do
I
we
you
they
work here
every day?
Does
he
she
it
work here
every day?

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Past simple
Affirmative
I
He
She
It
We
You
They
worked here
last year.
Negative
I
He
She
It
We
You
They
didn’t work
here last
year.
Interrogative
Did
I
he
she
it
we
you
they
work here
last year?
Present continuous
Affirmative
Iam working here
today.
He
She
It
is working here
today.
We
You
They
are working here
today.
Negative
I
am not working
here today.
He
She
It
is not working
here today.
(or)
isn’t working
here today.
We
You
They
are not working
here today.
(or)
aren’t working
here today.
Interrogative
Am I
working
here
today?
Is
he
she
it
Are
we
you
they
Past continuous
Affirmative
I
He
She
It
was working
here yesterday.
We
You
They
were
working here
yesterday.
Negative
I
He
She
It
was not working
here yesterday.
(or)
wasn’t working
here yesterday.
We
You
They
were not working
here yesterday.
(or)
weren’t working
here yesterday.
Interrogative
Was I
he
she
it
working
here
yesterday?
Were
we
you
they

62. Inglês – 2
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61
Can-do Chart
Competências e habilidades Consigo
Consigo, mas
com ajuda
Ainda não
consigo
1. Reconhecer a organização de uma resenha
crítica e uma sinopse (organização
macrotextual).
2. Reconhecer a diferença de organização
textual entre uma resenha crítica e uma
sinopse.
3. Localizar informações específicas em
um texto para construir opinião e fazer
avaliação crítica.
4. Localizar informações explícitas em um
texto.
5. Reconhecer o uso de adjetivos formados
pela adição de prefixos e sufixos para
mostrar opinião.
6. Reconhecer palavras que mostram uma
opinião contrária e palavras que mostram
a sequência de acontecimentos.
7. Levantar hipóteses sobre o assunto de um
texto e verificá-las com base na leitura.
8. Identificar palavras cognatas ou
emprestadas da língua inglesa para
compreender um texto.
9. Elaborar uma resenha crítica.
10. Reconhecer uma propaganda
(organização macrotextual).
11. Reconhecer o uso dos graus de adjetivos
nas propagandas.
12. Levantar hipóteses sobre o assunto de um
texto e verificar a partir da leitura.

63. Inglês – 2
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62
13. Elaborar uma propaganda e/ou roteiro de
anúncio publicitário.
14. Trabalhar em equipe, assumindo funções
e contribuindo para o trabalho em grupo.

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 BomÅm
EQUIPES CURRICULARES
Área de Linguagens
Arte: Ana Cristina dos Santos Siqueira, Carlos
Eduardo Povinha, Kátia Lucila Bueno e Roseli
Ventrela.
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 Paula de Oliveira Lopes, Jucimeire
de Souza Bispo, Marina Tsunokawa Shimabukuro,
Neide Ferreira Gaspar e Sílvia Cristina Gomes
Nogueira.
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, Rodrigo Soares de Sá, 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: Carolina dos Santos Batista, Fábio
Bresighello Beig, Renata Cristina de Andrade
Oliveira e Tatiana Souza da Luz Stroeymeyte.
Química: Ana Joaquina Simões S. de Matos
Carvalho, Jeronimo da Silva Barbosa Filho, João
Batista Santos Junior e Natalina de Fátima Mateus.
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 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
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, 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
BomÅm, 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 GhelÅ RuÅno,
Cristiane Gislene Bezerra, Fabiana Hernandes
M. Garcia, Leandro dos Reis Marques, Marcio
Bortoletto Fessel, Marta Ferreira Mafra, Rafael
Plana Simões e Rui Buosi.
Química: Armenak Bolean, Cátia Lunardi, Cirila
Tacconi, Daniel B. Nascimento, Elizandra C. S.
Lopes, Gerson N. Silva, Idma A. C. Ferreira, Laura
C. A. Xavier, Marcos Antônio Gimenes, Massuko
S. Warigoda, Roza K. Morikawa, Sílvia H. M.
Fernandes, Valdir P. Berti e Willian G. Jesus.
Área de Ciências Humanas
Filosofia: Álex Roberto Genelhu Soares, Anderson
Gomes de Paiva, Anderson Luiz Pereira, Claudio
Nitsch Medeiros e José Aparecido Vidal.
Geografia: Ana Helena Veneziani Vitor, Célio
Batista da Silva, Edison Luiz Barbosa de Souza,
Edivaldo Bezerra Viana, Elizete Buranello Perez,
Márcio Luiz Verni, Milton Paulo dos Santos,
Mônica Estevan, Regina Célia Batista, Rita de
Cássia Araujo, Rosinei Aparecida Ribeiro Libório,
Sandra Raquel Scassola Dias, Selma Marli Trivellato
e Sonia Maria M. Romano.
História: Aparecida de Fátima dos Santos
Pereira, Carla Flaitt Valentini, Claudia Elisabete
Silva, Cristiane Gonçalves de Campos, Cristina
de Lima Cardoso Leme, Ellen Claudia Cardoso
Doretto, Ester Galesi Gryga, Karin Sant’Ana
Kossling, Marcia Aparecida Ferrari Salgado de
Barros, Mercia Albertina de Lima Camargo,
Priscila Lourenço, Rogerio Sicchieri, Sandra Maria
Fodra e Walter Garcia de Carvalho Vilas Boas.
Sociologia: Anselmo Luis Fernandes Gonçalves,
Celso Francisco do Ó, Lucila Conceição Pereira e
Tânia Fetchir.
Apoio:
Fundação para o Desenvolvimento da Educação
- FDE
CTP, Impressão e acabamento
Plural Indústria GráÅca 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 n
o
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 PuriÅcação 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
Antonio Rafael Namur Muscat
Vice-presidente da Diretoria Executiva
Alberto Wunderler Ramos
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, Angélica dos Santos
Angelo, Bóris Fatigati da Silva, Bruno Reis, Carina
Carvalho, Carla Fernanda Nascimento, Carolina
H. Mestriner, Carolina Pedro Soares, Cíntia Leitão,
Eloiza Lopes, Érika Domingues do Nascimento,
Flávia Medeiros, Gisele Manoel, Jean Xavier,
Karinna Alessandra Carvalho Taddeo, Leandro
Calbente Câmara, Leslie Sandes, Mainã Greeb
Vicente, Marina Murphy, Michelangelo Russo,
Natália S. Moreira, Olivia Frade Zambone, Paula
Felix Palma, Priscila Risso, Regiane Monteiro
Pimentel Barboza, Rodolfo Marinho, Stella
Assumpção Mendes Mesquita, Tatiana F. Souza e
Tiago Jonas de Almeida.
Direitos autorais e iconografia: Beatriz Fonseca
Micsik, Érica Marques, José Carlos Augusto, Juliana
Prado da Silva, Marcus Ecclissi, Maria Aparecida
Acunzo Forli, Maria Magalhães de Alencastro e
Vanessa Leite Rios.
Edição e Produção editorial: Jairo Souza Design
GráÅco e Occy Design projeto gráÅco!.
CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS
CONTEÚDOS ORIGINAIS
COORDENAÇÃO DO DESENVOLVIMENTO
DOS CONTEÚDOS PROGRAMÁTICOS DOS
CADERNOS DOS PROFESSORES E DOS
CADERNOS DOS ALUNOS
Ghisleine Trigo Silveira
CONCEPÇÃO
Guiomar Namo de Mello, Lino de Macedo,
Luis Carlos de Menezes, Maria Inês Fini
coordenadora! e Ruy Berger em memória!.
AUTORES
Linguagens
Coordenador de área:
Alice Vieira.
Arte
: Gisa Picosque, Mirian Celeste Martins,
Geraldo de Oliveira Suzigan, Jéssica Mami
Makino e Sayonara Pereira.
Educação Física: Adalberto dos Santos Souza,
Carla de Meira Leite, Jocimar Daolio, Luciana
Venâncio, Luiz Sanches Neto, Mauro Betti,
Renata Elsa Stark e Sérgio Roberto Silveira.
LEM – Inglês: Adriana Ranelli Weigel Borges,
Alzira da Silva Shimoura, Lívia de Araújo Donnini
Rodrigues, Priscila Mayumi Hayama e Sueli Salles
Fidalgo.
LEM – Espanhol: Ana Maria López Ramírez, Isabel
Gretel María Eres Fernández, Ivan Rodrigues
Martin, Margareth dos Santos e Neide T. Maia
González.
Língua Portuguesa: Alice Vieira, Débora Mallet
Pezarim de Angelo, Eliane Aparecida de Aguiar,
José Luís Marques López Landeira e João
Henrique Nogueira Mateos.
Matemática
Coordenador de área:
Nílson José Machado.
Matemática
: Nílson José Machado, Carlos
Eduardo de Souza Campos Granja, José Luiz
Pastore Mello, Roberto Perides Moisés, Rogério
Ferreira da Fonseca, Ruy César Pietropaolo e
Walter Spinelli.

66. Validade: 2014 – 2017