Caderno do Aluno Inglês 3 ano vol 2 2014-2017

3
a
SÉRIE
ENSINO MÉDIO
Volume 2
INGLÊS
Linguagens
CADERNO DO ALUNO

MATERIAL DE APOIO AO
CURRÍCULO DO ESTADO DE SÃO PAULO
CADERNO DO ALUNO
INGLÊS
ENSINO MÉDIO
3
a
SÉRIE
VOLUME 2
Nova edição
2014-2017
GOVERNO DO ESTADO DE SÃO PAULO
SECRETARIA DA EDUCAÇÃO
São Paulo

Governo do Estado de São Paulo
Governador
Geraldo Alckmin
Vice-Governador
Guilherme Aﬁf Domingos
Secretário da Educação
Herman Voorwald
Secretária-Adjunta
Cleide Bauab Eid Bochixio
Chefe de Gabinete
Fernando Padula Novaes
Subsecretária de Articulação Regional
Rosania Morales Morroni
Coordenadora da Escola de Formação e
Aperfeiçoamento dos Professores – EFAP
Silvia Andrade da Cunha Galletta
Coordenadora de Gestão da
Educação Básica
Maria Elizabete da Costa
Coordenadora de Gestão de
Recursos Humanos
Cleide Bauab Eid Bochixio
Coordenadora de Informação,
Monitoramento e Avaliação
Educacional
Ione Cristina Ribeiro de Assunção
Coordenadora de Infraestrutura e
Serviços Escolares
Dione Whitehurst Di Pietro
Coordenadora de Orçamento e
Finanças
Claudia Chiaroni Afuso
Presidente da Fundação para o
Desenvolvimento da Educação – FDE
Barjas Negri

Caro(a) aluno(a),
Você está se aproximando do momento em que deixará a escola. Os conhecimentos adquiridos
até agora serão a base para a sua formação futura. Neste volume, você verá textos relacionados à
organização de um depoimento, de um guia de estudante e de assuntos ligados ao mundo do tra-
balho, como anúncios de emprego e currículos. Ao analisar como se organizam e quais estruturas
gramaticais e itens de vocabulário são mais adequados para esses tipos de textos, o Caderno vai
auxiliá-los a elaborar depoimentos sobre planos proﬁssionais, bem como seu próprio currículo para
oportunidades de empregos que exigem conhecimento do inglês. Assim, mais uma vez, o inglês lhe
permitirá falar sobre assuntos diretamente relacionados com sua vida fora da escola, discutindo as
qualiﬁcações necessárias para a atuação proﬁssional em diversas áreas.
Desde os seus primeiros contatos formais com a língua inglesa como parte de seu Currículo na
escola pública, você aprendeu que são muitas as oportunidades para aprofundar o conhecimento
sobre esse idioma. Como sabe, o inglês está presente no nosso dia a dia de várias formas e é fácil
complementar o que é apresentado nas aulas regulares através de sites, redes de relacionamento,
músicas e ﬁlmes. Use essa facilidade, associada ao conhecimento do idioma construído ao longo de
sua vida escolar, para auxiliá-los em pesquisas sobre outras áreas e disciplinas, bem como a aprender
mais sobre o próprio idioma.
Equipe Técnica de Inglês
Área de Linguagens
Coordenadoria de Gestão da Educação Básica – CGEB
Secretaria da Educação do Estado de São Paulo

5
LEARNING TARGETS
Neste Caderno, você fará atividades relacionadas a dois temas: 1) 21
st
century professions
e 2) Creating a CV. Essas atividades vão ajudá-lo a:
1. Reconhecer as características e a organização de um depoimento, de um guia do estu-
dante e de uma apresentação de cursos universitários.
2. Identiﬁcar o assunto principal de um texto e relacioná-lo a experiências pessoais e pers-
pectivas futuras.
3. Inferir o sentido de palavras ou expressões em um texto.
4. Reconhecer e usar conjunções: either... or e neither... nor.
5. Reconhecer e usar orações condicionais (tipo 1).
6. Reconhecer e usar as estruturas verbais que indicam planos futuros (will, going to).
7. Reconhecer e usar os verbos modais may e might.
8. Retomar os tempos verbais past simple e present perfect.
9. Elaborar um depoimento pessoal sobre planos proﬁssionais para o futuro.
10. Reconhecer como se organiza um currículo, que tipo de informações apresenta e qual o
seu objetivo.
11. Reconhecer os tipos de currículos apropriados às necessidaddes do candidato: chronological
CV e functional CV.
12. Identiﬁcar como se organiza um anúncio de emprego e que tipo de informações apresen-
ta.
13. Localizar informações em diferentes textos.
14. Identiﬁcar o uso de verbos no passado para descrever habilidades em um currículo.
15. Elaborar um currículo contendo informações pessoais, formação, habilidades e objetivos.
16. Trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.

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1. Look at the text and answer. What is its purpose? Who would read this kind of text?
What for?
1. Business Administration í Prepares people to manage different kinds of public or private
organizations. This professional will be able to plan, organize, control and foresee a company’s
development in order to achieve better results.
Course duration
í or years.
Further development í <ou will have most of your training on the Mob. The company may also
arrange more training courses either in-company or in training centers outside the company.
Where to work í <ou may work with all types of companies or organizations, industrial and
commercial businesses, including health services.
2. Logistics í 'eals with managing the Àow of goods, information and money.
Course duration í 2 years.
Further development í <ou will have to update your studies in this ¿eld by taking further courses
and workshops.
Where to work í <ou may work in transportation companies, industries and trading companies.
3. Mechanical Engineering í The branch of engineering responsible for the design, production, and
use of tools and machines.
Course duration í years.
Further development í <ou may help your career development by updating your skills and
knowledge in order to have a more strategic role in researching, planning and developing new
proMects.
Where to work í <ou may work in different organizations, including governmental bodies, the
armed services, industries, research and development companies.
. Digital Games í Prepares people to develop, design and produce games for computers, mobiles
and internet, according to market needs. This course can be taken on-line.
Course duration í 2 ò years.
Further development í <ou may continue developing your knowledge and skills by attending
courses and studying speci¿c programs to create games.
Where to work í <ou may work in specialized companies or at home, since your presence at the
company is not essential.
Student guide
Choosing your profession!
Elaborado especialmente para o São Paulo faz escola.
COURSES
THEME 1
21
ST
CENTURY PROFESSIONS  PART I
SITUATED LEARNING 1
CAREER: CHOOSING A PROFESSION  PART I
!
?
22

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2. Read the text in Activity 1 and answer.
a) What kind of information does the text bring?
( ) course descriptions.
( ) where to study.
( ) where to work.
( ) where to live.
( ) prices.
( ) websites for research.
( ) salaries.
( ) articles about choosing a career.
( ) descriptions of professions.
( ) testimonials.
b) Which courses have the shortest duration?
c) Which course can be taken on-line? What kind of people take an on-line course?
d) Find out where professionals from these ﬁelds might work: Logistics and Digital Games.
e) What does a Digital Games professional do?
f) What does a Logistics professional have to do to develop his/her career?
3. Read the following sentences and identify the appropriate meaning for the underlined
conjunctions.
a) “The company may also arrange more training courses either in-company or in training
centers outside the company.”
b) “We neither sell nor rent equipment.”
( ) This kind of conjunction shows that both alternatives are excluded.
( ) This kind of conjunction shows two possible alternatives.

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4. Have a look at the examples and rewrite the sentences using either... or or neither... nor.
Examples:
a) Mark may take Mathematics or he may take Computer Science.

Mark may take either Mathematics or Computer Science.
b) Carol doesn’t smoke and she doesn’t drink.

Carol neither smokes nor drinks.
c) Ann doesn’t study during the day and she doesn’t study in the evening.
d) Alfred doesn’t work and he doesn’t study.
e) I may become an engineer or I may become a Mathematics professor.
f) They can enter university next semester or they can enter next year.

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5. Have a quick look at the text, read the title, the subtitle and pay attention to the layout. What
do you think it is about?
Career
,I \ou choose \our career taking into consideration \our interests \ou will Ee Iul¿lled
Career planning is a never-ending process. <ou will probably think about your career plans many
times and re-address them during your life. It is a normal process to make up your mind about it and have
different occupations until you get retired. It is really important to be honest with yourself and make a
decision about your career based on what is fundamental to you, concerning your interests, skills, values
and culture. Making a good career choice depends on some steps.
The ¿rst step is to e[amine your interests. :hat kinds of Mobs or careers attract your attention" If you
are not sure, it is possible to take self-tests on the internet to help you answer some points about your
interests and possible careers.
The second step is to e[amine your abilities. :hat kinds of skills do you have" :hat are your
strengths" :hat are your weak points" In high school, what were your best subMects" :hy did you like
those subMects" :hat kind of things did you learn in e[tracurricular activities"
The third step is to e[amine what your values at work are, for e[ample teamwork and work groups,
working under pressure, security, social status, helping society, strong ¿nancial compensation and ¿nancial
rewards, creativity, imagination, innovation, autonomy, independence, freedom, professional development
and ongoing learning and growth, and many others.
The fourth step is to e[amine the career you want. There are some websites that might help you
e[plore a list of occupations and lots of information about the profession you are looking for activities,
responsibilities, where to work, salaries and how to update.
The ¿fth step is to e[amine all the choices, if there is more than one, and focus on choosing the one
you like best.
2ther possible steps to get more information are
– get college course brochures – some are available on-line;
– talk to your teachers;
– talk to your older friends, mainly the ones who work or have already had an internship;
– talk to your family, there might be different kinds of professions in your family;
– visit universities and talk to course coordinators or students who are following the career you are
considering.
Student guide
Choosing your profession!
17
Elaborado especialmente para o São Paulo faz escola.

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Expansion activity
Read the text in Activity 5 again and do as asked.
a) Underline the questions in the ﬁrst and second steps, and answer them.
b) Read the third step and answer: What are your values at work?
c) Point out the two most relevant steps in your opinion. Discuss your choice in a small
group.
d) Do you think these steps can help you choose a career? Why (not)?

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: FOCUS ON LANGUAGE 1
1. Word search. Find out the past participle form of the verbs in the grid.
be speak sign ﬁnish get recruit work
WLKMG J HTWQG F
CBDSXFZ J KLNK
REC RUITEDSDJ
KEHDGNZKXSHW
LN RGH I J GK L P U
MN B S F S P O K E N A
NDS F RHKTLMP Y
FSIGNEDGFGHJ
HJQWSDWO RKED
2. Complete these sentences using the verbs you found in Activity 1.
a) I have just a new job!
b) He has in that company for ﬁve years.
c) We haven’t to your sister for a long time.
d) She has unemployed since last year.
e) I have already the ﬁrst term of my course.
f) They haven’t anyone for the position yet.
g) She hasn’t the contract yet.

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3. Circle the correct alternative.
a) Unfortunately neither/either the documents nor/or the contracts are ready yet.
b) We neither/either sell nor/or rent computers in this store. It is a music store!
c) Neither/Either Ben nor/or Marta has the qualities we need. We must keep on interviewing
other candidates!
d) He is a great actor! He can be neither/either the hero nor/or the villain.
e) I can meet you neither/either Wednesday nor/or Friday. I’m available both these days!
f) Neither/Either Brazil nor/or Spain played well at the ﬁnals. The game was unbelievably
boring!
4. Combine the sentences with either... or or neither... nor. Follow the examples.
a) He can work in the oﬃce. He can work at home.
b) I don’t know where she is. She is not at the oﬃce. She is not at the airport.
c) The hotel wasn’t clean. The hotel wasn’t comfortable.
d) We can leave today. We can leave tomorrow. It’s up to you!
e) Mark doesn’t drink. Mark doesn’t smoke.
f) You can write an e-mail. You can call them.
He can work either in the oﬃce or at home.
She is neither at the oﬃce nor at the airport.
“The ﬁrst test of a truly great man is his humility.” RUSKIN, John. English art and social
critic: modern painters.
LITERARY MOMENT

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SITUATED LEARNING 2
CAREER: CHOOSING A PROFESSION  PART II
1. Discuss in groups of three.
a) Have you ever been to a university? If so, which one? How did you like it?
b) What program would you like to take? Why?
c) Look at the following list and check which criteria you would use to choose the program
and the university to attend.
( ) location/distance from home.
( ) public vs. private.
( ) costs and ﬁnancial assistance packages.
( ) campus resources (labs, libraries, computer access, etc.).
( ) internship programs.
( ) Brazilian Education Ministry evaluation.
( ) class size.
( ) quality/reputation/ranking.
( ) safety (campus, community).
( ) social life (sports, parties, etc.).
( ) religious aﬃliation.
( ) housing options (dorms, apartments).
( ) on-line courses.
d) In your point of view, how important is it to have a college education in Brazil nowadays?
!
?

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2. Have a look at the following text and check where it was taken from. How do you know?
( ) a magazine. ( ) a ﬂyer. ( ) a brochure.
3. Read the text in Activity 2 and answer the questions.
a) What is the objective of the Table of contents?
b) What is the objective of the Welcome letter?
c) What kind of relevant information does the Welcome letter bring?
Welcome letter – 4
General information – 5
Schedule of the program – 7
Admission requirements – 8
Arts and humanities – 9
Biomedicine – 11
Social sciences – 14
Technology – 16
Science – 27
3 4
Welcome to the World Citizen University
The World Citizen University began in 1811, and
it is the oldest public university in the world. Over the
past few years, it has become the university that oﬀers
the most famous on-line courses. As of this moment,
there are about 40,000 students from diﬀerent countries
attending on-line courses.
The World Citizen University oﬀers more than
250 undergraduate and graduate programs across a wide
range of ﬁelds. Some of the most popular are Business,
Engineering and Communication. You can obtain
bachelor’s (B.A., B.S.), master’s (M.A., M.S.), and
doctoral (Ph.D.) degrees. The World Citizen University
Graduate Schools provide graduate education of the
highest quality, stimulating and promoting a supportive
and professional environment for students.
We hope you will consider studying at the oldest
and ﬁnest public university in the world.
Table of contents
Elaborado especialmente para o São Paulo faz escola.

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4. Choose the correct meaning of if in the sentences below.
If I enter the university, I will take the Agribusiness course to help my father in his farm.
If I take Business Administration, I will be able to manage companies.
( ) You use if to express conditions.
( ) You use if to show uncertainty.
5. Work in pairs and write some sentences using If I..., I will... referring to your professional
future.
a)
b)
c)
d)
e)
: FOCUS ON LANGUAGE 2
1. Complete the sentences using the words from the box.
graduate enter read invest choose
a) If you more books, your vocabulary will improve a lot.
b) If you the right profession, you will feel more motivated to
study and work.
c) If you , you will have new job opportunities.
d) If you in your studies now, you will have many beneﬁts in
the future.
e) If I university, I will take Computer Science.

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2. Circle the correct word to complete the sentences.
a) What career suits/suit you best?
b) How much do you knew/know about being a journalist?
c) Should I gone/go to college or look for a job?
d) What are/is your strengths?
e) Have you ever being/been to a university?
3. Read the testimonial and complete it using the words from the box.
designer experience knowledge games dream
education grow up create Math computers
Testimonial
I think that everyone has a (a) of something they would like to
be or to do when they (b) . When I was in the 8
th
grade, my
(c) teacher asked me what I wanted to do when I grew up. I told
him my dream was to work with (d) . I have been fascinated by
computers since I was very young. When I was four years old my father gave me a toy computer to
play (e)
– it was a fantastic (f) ! Technology
is an essential part of my (g) . Nowadays I’m a computer games
(h) and I love what I do. Next year I will take another
course to develop my (i) about computers so that I can
(j) new games.
4. Read the testimonial again and write (F) for False and (T) for True.
( ) His father gave him a toy computer when he was fourteen.
( ) He is a computer analyst.

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( ) When his teacher asked him what he wanted to do, he didn’t know what to answer.
( ) He is a computer games designer, but he doesn’t enjoy it very much.
( ) He will create new games after he takes a course to develop his knowledge.
“I respect faith but doubt is what gets you an education.” MIZNER, Wilson.
LITERARY MOMENT

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SITUATED LEARNING 3
TESTIMONIALS: CHOOSING A P ROFESSION
1. Look at the testimonials in the Student guide and discover what they are about. More than one
alternative may be correct.
( ) choosing a profession. ( ) ﬁrst job. ( ) looking for a job. ( ) plans.
!
?
Testimonials: choosing my profession
Student guide
Choosing your profession!
3
Computer Science
The idea of a world without computers and information technology is unconceivable nowadays.
That is because humankind has become highly dependent on computers. Being aware of that,
I decided I would study Computer Science. I have become very fond indeed of developing new
computer programs so I might become a programmer. I have Must been offered a Mob in an $merican
company where I will help the IT analysts. I am looking forward to it because I will ¿nally be able to
put my knowledge into practice.
Ann Barley
Dentistry
I am pleased to say I have Must got a degree in 'entistry, Must like my father. 'uring my childhood
days I always enMoyed going to work with my father, who is a dental surgeon. +aving realized my interest
in such a Mob, he encouraged me to choose this career and has supported me during my university
years. I am going to apply for a graduate course. Professional improvement is very important in this
career, as I will be dealing with other people’s health.
Marilyn Stuart
Engineering
Since my childhood days I dreamt of becoming either an engineer or a Mathematics professor
because I have always been keen on numbers and calculations. By the time I ¿nished high school, I
had made up my mind. I entered university in order to take a Mechanical Engineering course. I knew
it would be a hard nut to crack, but I could not picture myself in any other profession. I have Must
landed my ¿rst Mob in a *erman car company. It is going to be an internship and, depending on my
personal development, I might be hired once the internship program is over.
Edward Smith
Elaborado especialmente para o São Paulo faz escola.

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2. Read the testimonials and complete the chart.
First job/Internship Interests/Abilities Plans
Engineering
Dentistry
Computer Science
3. Now read the previous chart and the testimonials again and pay attention to the way people
express their plans. To talk about future plans they use:
( ) will.
( ) present perfect.
( ) going to.
( ) might.
4. Think about three classmates and write some predictions about their future professional lives.
There are some examples below to help you. Do not use your classmates’ names.
Examples:
I think he will take Nanotechnology at the university.
I think she is going to be an English Language and Literature teacher.
a)
b)
c)

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5. Have a look at these sentences and check the appropriate meaning of might and may.
“It is going to be an internship and, depending on my personal development, I might be hired
once the internship program is over.”
“It is the nurse who is supposed to provide everything the sick person may need.”
( ) They express future possibility.
( ) They express prohibition.
6. Read the sentences and circle the correct alternative.
a) Peter: When will you attend classes at the university?
Mark: I am not sure. It is going to/might/will be around the beginning of March.
b) Beth: Are you taking another final test next month?
John: I am not sure if I did well on Calculus. I will/might/am going to need to.
c) Eric: Do you think he will pass the exam?
Ann: Well, he will/might/is going to pass, but I don’t think he will.
: FOCUS ON LANGUAGE 3
1. Look at Alan’s weekly planner for the afternoons next week. Complete the sentences following
the example.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
9
English class
at 3 p.m.
10
Study for
Science test at
John’s house
11
English class
at 3 p.m.
12
Help my
brother with
computer
lessons
13
Soccer class
14
Extra
computer class
15
watch a
soccer game
a) Alan can’t play soccer on Wednesday afternoon because he...
b) He won’t be home on Tuesday afternoon because he...
is going to have an English
class at 3 p.m.
INGLES_CAA_3s_V2_2014.indd 20 09/06/14 08:18

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c) He can’t go out on Thursday because he...
d) On Friday he...
e) On Saturday Alan can’t go out with friends because he...
f) He doesn’t want to go to the cinema with friends on Sunday because he...
2. Rewrite the sentences using the correct verb tense: future (will) or present simple. Follow the
example.
a) Harry/get into/university/after/he/ﬁnish/high school.
Harry will get into university after he ﬁnishes high school.
b) He/get/his ﬁrst job/before/he/go/to college.
c) When/he/ﬁnish/high school/he/look for/a job.
d) He/take/Computer Science/at college/after/he/ﬁnd/a job.
e) He/get/a promotion/if/he/work/one year/as an intern.
f) Ann/improve/her knowledge of digital games/when/she/start/a university course.
3. Unscramble the words to form sentences.
a) ﬁnal/I/exams./pass/the/History/might
b) next/Jones/win/election./might/the

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c) get/into/year./next/might/They/college
d) company/next year./developing/I/be/projects/in the/might/responsible for/new
e) two/You/be/after/years./might/promoted
4. Match the columns to complete the sentences.
a) I don’t think the entrance exam to college
b) I doubt that student
c) I guess he
d) I suppose Bob and Melanie
e) You work so hard I’m sure you
( ) will get his ﬁrst job soon.
( ) will have a baby soon after they get married.
( ) will need extra classes on Biology to pass the exam.
( ) will be promoted soon!
( ) will be very diﬃcult.
“Nothing great was ever achieved without enthusiasm.” EMERSON, Ralph Waldo. Essays.
LITERARY MOMENT

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SITUATED LEARNING 4
PRODUCING TESTIMONIALS: P ROFESSIONAL PLANS
1. Work in groups of three students to write about your professional plans. Suppose you are invited
to write a testimonial about your future career and that it will be published in a guide called
Student guide – Choosing your profession!.
2. Look at the text in Situated Learning 3 and pay attention to the way a testimonial is organized.
What kind of information does it bring? In what sequence is the information presented? What
are the verbs used to talk about careers, personal interests, plans and responsibilities?
3. You can also look at some student guides in English or Portuguese (on-line or printed) in order
to remember how a testimonial is organized and also to check the diﬀerent kinds of plan people
talk about.
4. Discuss and decide on the following items to produce your testimonial:
Profession:
First job or internship:
Interests and abilities:
Plans (courses, projects etc.):
5. Now it is time to start writing the testimonial. Don’t worry about mistakes, it is only a draft. Write
a complete testimonial like the examples you read in Situated Learning 3. Don’t forget to:
a) talk about your ﬁrst job or internship, your abilities and plans, and the courses you wish to
take to develop your knowledge;
b) use verb forms that indicate plans, like: will, going to, may, might;
c) use the correct verb tense to talk about previous experience (past simple) and life experience
(present perfect);
d) sign your testimonial.
draft = rascunho
!
?

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6. It is time to share your texts. Swap drafts with another group. Read your friends’ testimonials
and help them improve their texts. How can they be better? Do you have any suggestions?
Check if your friends’ testimonials have the characteristics listed below.
( ) They mention the chosen profession.
( ) They mention the ﬁrst job or internship.
( ) They describe plans.
( ) They identify the writer’s name.
( ) They use appropriate verb forms to write about plans: will, going to, may, might.
( ) They use appropriate verb tenses to write about experience (past simple, present perfect).
( ) They are organized like a testimonial.
swap = trocar
Producing testimonials: Professional plans – Draft

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7. 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?
8. To round it oﬀ, produce the ﬁnal version of your testimonial. You can also create the page of the
Student guide – Choosing your profession! to present your ﬁnal production.
Producing testimonials: Professional plans – Final version
9. Now, you are ready to present your ﬁnal version to the group. Read your friends’ testimonials
and vote for the most interesting one.

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LEARN MORE
Para aprender mais sobre este tema, sugerimos uma lista de sites e ﬁlmes com os quais você
pode ampliar suas oportunidades de aprender inglês.
Sites
Visite os seguintes endereços para saber mais sobre testes vocacionais, descrições de ativi-
dades realizadas por diferentes proﬁssionais, informações sobre áreas de trabalho e proﬁssões,
tudo em inglês!
? CarrerTest.net. Disponível em: <http://www.careertest.net>. Acesso em: 12 nov. 2013.
? CareerSteer. Disponível em: <http://www.careersteer.org>. Acesso em: 12 nov. 2013.
? BBC. Disponível em: <http://www.bbc.co.uk/science/humanbody/mind/surveys/careers/>.
Acesso em: 12 nov. 2013.
? GovUK. Disponível em: <https://www.gov.uk/jobsearch>. Acesso em: 12 nov. 2013.
? The University of Melbourne. Disponível em: <http://www.futurestudents.unimelb.edu.au/>.
Acesso em: 12 nov. 2013.
Para saber mais sobre verbos modais em inglês, você pode visitar o seguinte endereço:
? Só língua inglesa. Disponível em: <http://www.solinguainglesa.com.br/conteudo/ModalVerbs1.
php>. Acesso em: 12 nov. 2013.
Films
? À procura da felicidade (The pursuit of happyness). Direção: Gabriele Muccino. EUA,
2006. 127 min. Livre. Drama. Filme inspirado na história real de Chris Gardner (Will
Smith), um vendedor que luta para construir um futuro melhor para si e para seu ﬁlho de
cinco anos. O personagem procura mudar de vida e consegue um estágio não remunera-
do na esperança de ser contratado ao ﬁnal de alguns meses. O ﬁlme mostra cenas em que
o protagonista procura emprego e faz entrevista. Uma curiosidade sobre o título original

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do ﬁlme: a palavra happyness grafada incorretamente é decorrente de uma das cenas. O
ﬁlho do personagem principal ﬁca em uma escola para crianças pequenas durante o dia
e no muro da escola está escrito “happyness” e não happiness. Sempre que Chris vai apa-
nhar o ﬁlho, ele pede para corrigirem a palavra.
? Fama (Fame). Direção: Alan Parker. EUA, 1980. 134 min. Livre. Musical. Em Nova Iorque,
estudantes de diversas origens sociais em uma escola de artes cênicas se deparam com seus
sonhos e suas frustrações no decorrer do curso, mas acima de tudo almejam ser amados e
reconhecidos artisticamente.
? Coach Carter – Treino para a vida (Coach Carter). Direção: Thomas Carter. EUA, 2005. 136
min. 14 anos. Drama. História real e inspiradora de um treinador, Ken Carter, que decide
mostrar os diversos valores da vida ao suspender seu time campeão por causa do desempe-
nho acadêmico dos atletas. Dessa forma, o treinador recebe elogios e críticas, além de muita
pressão para levar o time de volta às quadras. É aí que ele deve superar os obstáculos de seu
ambiente de trabalho e mostrar aos jovens um futuro que vai além de gangues, da prisão e
até mesmo do basquete.
? Ao mestre, com carinho (To Sir, with love). Direção: James Clavell. Reino Unido, 1967.
105 min. 12 anos. Drama. Baseado no livro homônimo de E. R. Braithwaite, Ao mestre,
com carinho é um ótimo drama vivido por um professor negro em uma escola de um bairro
operário de Londres. Ele decide enfrentar uma indisciplinada classe de alunos adolescentes e
está disposto a transformá-los em futuros bons cidadãos. O ﬁlme levanta alguns problemas
sociais e étnicos, e outros próprios das angústias e inseguranças da adolescência, bem como
várias mensagens positivas em relação a esse universo.

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1. Get in groups of four and do the following activities.
a) Suppose you are applying for a job. Put the following actions in the appropriate sequence.
( ) Write a cover letter.
( ) Write a CV.
( ) Have an initial interview.
( ) Look for job ads.
( ) Take part in a job selection process or training course.
b) Have you ever written a CV? If so, when and what for?
c) What is the objective of a CV?
( ) To get you a job interview.
( ) To work as a guide for the interviewer.
( ) To record your life history.
d) What kind of information does a CV bring?
( ) Limited personal information.
( ) Detailed personal information.
( ) Capabilities.
THEME 2
CREATING A CV
SITUATED LEARNING 5
LEARNING ABOUT CV FORMATS
!
?

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( ) A list of educational experiences and honors.
( ) Work experience.
( ) Career objective.
( ) Life experience.
( ) Volunteer work experience.
( ) Salary.
( ) Skills and interests.
2. Have a look at the text and say the names given to the CV formats.
3. Read the text. Complete the sentences below and answer the questions.
Elaborado especialmente para o São Paulo faz escola.
There are two traditional C9 formats. The ¿rst and most common standard is the chronological C9 format. It is good
for Mob seekers with a steady, consistent employment history. The second one is the functional C9 format, which may
be the best one if you are entering the workforce, have a limited Mob history or are changing careers. It emphasizes your
skills, capabilities and accomplishments rather than your work history. It will highlight your strengths instead of your
shortcomings. 'epending on your situation, you may choose one of them. +ere is a brief outline of each one.
Chronological CV outline Functional CV outline
a) Career obMective a) Career obMective
b) :ork e[perience b) $ccomplishments and capabilities
c) Education and Tuali¿cations c) :ork e[perience
d) Skills and interests or additional information d) Education and Tuali¿cations
e) References e) Skills and interests or additional information
f) References
Job seekers who opt for a functional CV format may organize it by intentionally omitting company names,
employment dates and positions because the focus is on their accomplishments and capabilities. This kind of CV may
work for new graduates entering the Mob market.
Writing a CV
www.mycve[pert.orgformats

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a) A chronological CV format is good for
b) A functional CV format is good if you are entering
c) A chronological CV emphasizes
d) A functional CV emphasizes
e) Analyze the two CV outlines. What is the diﬀerence between them?
f) You are almost leaving high school. Which CV format would be the best for you? Why?
4. During a job selection process, a CV is usually discarded when it:
( ) contains spelling or grammatical errors.
( ) is too wordy.
( ) has one page.
( ) is poorly formatted.
( ) presents you as a serious potential worker.
( ) is too long.
5. Have a look at the following text and ﬁnd out how many pages a CV can have.

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Elaborado especialmente para o São Paulo faz escola.
6. Read the text and write (T) for True or (F) for False for the following sentences.
( ) Light blue or green are good colors for your CV.
( ) An employer will read your CV carefully.
( ) Remember to include your volunteer work experience.
( ) Be creative and design your own CV.
( ) Ask someone you trust to check your CV over for mistakes.
Golden rules for an effective CV
Here are some simple DOs and DON’Ts that can help you avoid many of the most common mistakes when
writing a CV.
DOs
f Make sure your CV is easy to read. Remember, it is a summary.
f Focus on information that is relevant to the position you are applying for. Focus on the employer’s needs.
f Highlight your past accomplishments and skills to make the employer call you for an interview.
f Keep your CV short, one or two pages. An employer will only scan it for a few seconds.
f Use action words, such as ‘developed’, ‘managed’, ‘designed’, ‘accomplished’, ‘conducted’, ‘established’,
‘collaborated’, ‘coordinated’, ‘organized’, ‘planned’, ‘produced’, ‘supervised’, etc. Remember: verbs are always in
the past tense.
f Read your CV a number of times looking for mistakes. It is a good idea to have your best friend look it over, and
then ask your parents or teachers to do the same. It has to be free of grammar and content errors.
f Be sure to use good quality paper. Keep the color neutral: white or ivory.
f Have your CV word-processed.
f Make sure your CV is neat and visually organized. Use normal margins (2 cm on top and bottom, 2.5 cm on
the sides).
f Remember: a CV is a fundamental tool in the job-seeking process.
DON’Ts
f Don’t lie. Be honest. Always tell the truth about your skills and work experience.
f Don’t repeat information. If you have performed a speci¿c task at more than one job, list it in one place only.
f Don’t use personal pronouns, such as ‘I’ and ‘me’.
f Don’t forget to list your volunteer work experience. You probably have learned a lot from volunteering at local
charities.
f Don’t create your own CV format. Respect the prescribed formats.
f Don’t staple your CV.
f Don’t write your CV in a hurry. To have an effective CV you must take the time to do it right.
Writing a CV
www.mycvexpert.org/rules

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1. Circle the correct word to complete the sentences.
a) I am/have interested in applying for the administrative assistant position advertised in The
New York Times on June 27
th
.
b) I like/liked spending my free time surﬁng the internet.
c) I have/am responsible for organizing children’s birthday parties.
d) My present job gives/given me the opportunity to communicate with people from diﬀerent
places.
e) I am a very organized, reliable person and I am willing/will to work long hours and
on weekends.
f) I didn’t got/get the job as a driver because I didn’t have/had a clean driving license.
2. Unscramble the following words to make sentences.
a) sent/I/you/CV./have/my
b) I/a/in/have/Engineering./degree
c) computers./I/a lot of/in/with/have/working/experience
d) I/to apply for/guide./position of/writing/am/the/tour
e) are/who/looking for/English./We/people/speak
HOMEWORK: FOCUS ON LANGUAGE 5

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3. Match the columns to ﬁnd out what Patricia did yesterday at work.
Column A
a) I bought
b) I typed
c) I answered and made
d) I interviewed
e) I organized and managed
f) I contacted the clients
Column B
( ) an event at the company.
( ) international phone calls.
( ) all the stationery that the department needed.
( ) from our branches in the countryside.
( ) two candidates for the position of
administrative assistant.
( ) letters and documents.
4. Word search. Find out the opposite of these business qualities in the grid.
experienced tidy organized patient responsible
secure honest reliable ﬂexible
BLE RML I A S H I I U
AFONLIDYUAN R I
LUN R ELI ABLE R M
ELIABLSLMWXEP
DAENIOO I J S P S A
UNT I DY R YONEPT
SECU R UGK P I R OI
ESTESNAHUQINE
ADI SHONE S T E SN
INFLEXI BLENIT
ASEXIMZU NTCBN
E R AINSECU R EL R
STUIWADHJ FDEG
LITERARY MOMENT
“Work saves us from three great evils: boredom, vice and need.” VOLTAIRE. Candide.

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SITUATED LEARNING 6
HOW TO WRITE A CV  PART I
1. Have a look at the text and check what it is about.
( ) How to evaluate a CV. ( ) How to correct a CV. ( ) How to elaborate a CV.
!
?
How to write a CV
The outline of a CV can be de¿ned according to your necessities; you may write a chronological or a
functional CV. But what kind of information is relevant in each part of a CV"
First of all, organize the information about your work experience by describing your relevant activities.
After that, organize the data about your education. Remember to select courses and certi¿cates that are
relevant to the job you are applying for. This is the most important point of your CV if you are a recent graduate.
Let’s have a look at these topics to check how a CV is organized.
Personal details: full name, address, telephone number and e-mail. This information has to be placed on the
center of the page, preferably in bold.
Career objective: a short sentence describing the job you are applying for.
Work experience: a list showing the companies where you have worked. For each job experience, include:
company name, your position and relevant activities and responsibilities. Begin with the most recent job.
Include your volunteer work experience.
(GXFDWLRQDQGTXDOL¿FDWLRQVa list showing the most important courses that are speci¿cally relevant to the
job you are applying for. Be sure to include the name of the school where you attended the course, its
duration and the type of certi¿cate or degree you have acquired.
Additional skills: languages, computer skills and others.
Interests: hobbies and main interests.
References: you may include the full reference (name, contact address, telephone number and e-mail) or
write References available on request.
Remember:
Use double space after each topic: OBJECTIVE double space E;PERIENCE double space EDUCATION
double space ADDITIONAL SKILLS double space REFERENCES.
Use left side alignment in all topics, except for your name and address, which will be on the center of the
page, preferably in bold. It will give your CV a positive and professional layout.
For further information, click here.
Writing a CV
Elaborado especialmente para o São Paulo faz escola.
www.mycvexpert.org/howto

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2. Read the text in Activity 1 and answer:
a) Where was this text taken from? How do you know?
b) What kind of information is necessary in each of the following topics? Complete the chart.
Personal details
Career objective
Work experience
Education and qualiﬁcations
Additional skills
Interests
References
3. Have a look at the two CVs on the following pages. Pay attention to the way they are organized
and match the columns. Support your answer.
a) Curriculum Vitae 1.
b) Curriculum Vitae 2.
( ) Chronological CV format.
( ) Functional CV format.

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Curriculum Vitae 1
Cynthia Bucklad
8970 Oakley Boulevard
Chicago, IL 10623
(312) 589-335
[email protected]
Career objective
To secure an administrative/executive secretary position
entailing responsibility, professional growth and contact with
the public.
Capabilities/Responsibilities
‡ Supervised of¿ce staff routine.
‡ Handled business and social correspondence.
‡ Organized and maintained client ¿les.
‡ Arranged travel and planned itineraries for executives.
‡ Recorded meetings with clients for ¿les.
‡ Scheduled launch meetings with staff and prepared
account agendas.
‡ Maintained company social events calendar.
‡ Scheduled Executive Committee Meetings and recorded
minutes for distribution to Committee members.
‡ Disseminated con¿dential personnel information to
regional branch of¿ces.
‡ Coordinated activities of different areas involved in a
project.
‡ Purchased of¿ce supplies.
Communication skills
Strong oral and written communication skills.
Fluent English and *erman, reading and speaking
knowledge in French.
Computer skills
Electronic spreadsheets, word-processing, basic
programming skills.
Work experience
200-present – Abey Electronics, INC, Chicago, IL
Executive Secretary to Vice President/Personnel
2001-2003 – Bera Pharmaceuticals Company, Chicago, IL
Account Secretary
Education
1998-2000 – Mary’s Business College, Baton Rouge, LA.
1997 – Secretarial Training Program, Boston, LA.
References: available on request.
Curriculum Vitae 2
Cynthia Bucklad
8970 Oakley Boulevard
Chicago, IL 10623
(312) 589-335
[email protected]
Career objective
To secure an administrative/executive secretary position
entailing responsibility, professional growth and contact with
the public.
Work experience
200-present – Abey Electronics, INC, Chicago, IL
Executive Secretary to Vice President/Personnel
‡ Arranged travel and planned itineraries for executives.
‡ Recorded meetings with clients for ¿les.
‡ Scheduled launch meetings with staff and prepared
account agendas.
‡ Scheduled Executive Committee Meetings and
recorded minutes for distribution to Committee
members.
‡ Disseminated con¿dential personnel information to
regional branch of¿ces.
2001-2003 – Bera Pharmaceuticals Company, Chicago, IL
Account Secretary
‡ Supervised of¿ce staff routine.
‡ Handled business and social correspondence.
‡ Organized and maintained client ¿les.
‡ Purchased of¿ce supplies.
‡ Maintained company social events calendar.
‡ Coordinated activities of different areas involved in a
project.
Communication skills
Strong oral and written communication skills.
Fluent English and *erman, reading and speaking
knowledge in French.
Computer skills
Electronic spreadsheets, word-processing, basic
programming skills.
Education
1998-2000 – Mary’s Business College, Baton Rouge, LA.
1997 – Secretarial Training Program, Boston, LA.
References: available on request.
Elaborado especialmente para o São Paulo faz escola.

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Expansion activity
Read the two CVs and answer.
a) Which position is Cynthia applying for?
b) What is Cynthia’s position at Abey Electronics?
c) What languages is Cynthia good at?
d) Name three of her activities at Bera Pharmaceuticals Company.
e) In which CV did you ﬁnd the information needed to answer the previous question?
f) In groups of four, discuss the way the two CVs are organized. What is the focus in each one?
HOMEWORK: FOCUS ON LANGUAGE 6
1. Tick the correct word to complete the sentences.
a) Peter lost his job month.
( ) next. ( ) last. ( ) near.
b) It would be a big mistake to
school.
( ) leave. ( ) live. ( ) left.
c) They have
some very diﬃcult decisions.
( ) makes. ( ) made. ( ) make.
d) I am responsible for the
Resources department.
( ) Humane. ( ) Humanity. ( ) Human.

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e) Her job experience really good for that position.
( ) has. ( ) were. ( ) was.
2. Read this extract of a functional CV and check its correct heading.
( ) Work experience.
( ) Capabilities/Responsibilities.
( ) Communication skills.
Helped customers
Received visitors
Dealt with complaints
Organized catalogues and samples of products
Handled correspondence
Trained new employees on a computer operating system
Answered phone calls, arranged meetings, scheduled appointments
Prepared daily and weekly payroll
Filed reports and documents
Organized payment of suppliers
3. Read the paragraph and complete it using the words in the box.
CV = Curriculum Vitae; also résumé
cover letter candidate look for employment agencies interview résumés
references qualiﬁcations newspapers apply for
When people (a) a job they read the job vacancies advertised in
(b) by companies and (c) . They select the job
ad they are interested in and (d) that job. Then they become a (e)
. They write their (f) and send them along

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with a (g) . Sometimes it is necessary to provide the names of two people to
give (h) for the candidate. If the (i) and abilities
match the job description, the candidate might be selected to attend an (j) .
4. Read the text Writing a CV in Situated Learning 6 and write (F) for False and (T) for True.
( ) Relevant skills are not the most important points of your CV if you are a recent graduate
student.
( ) Use single space after each topic when you write your CV.
( ) The topic Work experience should begin with your most recent job and include your
volunteer work experience.
( ) Summarize your education background including only important facts.
LITERARY MOMENT
“Nothing is more dangerous than an idea, when you have only one idea.” ALAIN. Propos sur la
religion.

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SITUATED LEARNING 7
HOW TO WRITE A CV  PART II
1. Have a look at the two job ads and ﬁnd out the position oﬀered.
!
?
2. Read the job ads and complete the chart.
Job ad 1 Job ad 2
Position
Part-time or full-time
Experience required
Beneﬁts
3. Have a look at Marcy’s CV on the following page and identify the CV format and its focus.
APPLY NOW!
JOB ‡ ad 2
Boutique Retail Sales Assistant
New York’s most valued, luxury fashion landmark
has openings for experienced Boutique Retail
Sales Assistants, full-time, seeking to develop a
career in designing ladieswear, menswear and
accessories. The successful candidate will be able
to demonstrate his/her abilities for selling cutting
edge boutique fashion and have experience in this
area. :e offer competitive salaries, annual bonus
and the opportunity to provide the ultimate luxury
fashion shopping experience.
Requirements: excellent customer service skills.
:ell-spoken. Impeccably well-dressed.
Reply to: [email protected]
APPLY NOW!
JOB ‡ ad 1
Retail Sales Assistant for Big Feet Sports
Part-time Retail Sales Assistant. Must be friendly,
articulate and enjoy working with the public. Duties
include making recommendations on different kinds
of products, including athletic shoes and a large
number of accessories for running and ¿tness.
Retail experience is a plus. Must be able to work on
weekends and 15 hours per week minimum. Bene¿ts:
training, Àexible schedule, pleasant atmosphere,
discounts on our products for you and your family.
Reply to: [email protected]
Elaborado especialmente para o São Paulo faz escola.
www.mycvexpert.org/ads1

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Marcy *arbanzo
2892 Hemingway Ln.
Austin, T; 78722
(512) 23-7788
[email protected]
Career objective
Dependable and mature high school student looking for a part-time retail sales position in a
youth-oriented clothing business to gain experience and insight into the fashion industry for a future
career in fashion and design.
Work experience
Municipal Library (Fall 2013)
‡ Collected and delivered catering supplies for luncheons and functions.
‡ Mail sorting and delivery.
‡ Document delivery.
‡ Assisted students in the library and in dealing with computers.
‡ Delivered books to and from the Municipal Library and other libraries nearby.
Volunteer work
Street Kids Projects (2012-2013)
‡ Assisted with and participated in group activities.
‡ Monitored children during activities.
‡ Tutored ages 6-10 and assisted with homework assignments.
School for the Blind (2012)
‡ Book reader.
‡ Read different kinds of books into a tape recorder to be used by the community.
‡ Assisted with volunteer of¿ce duties.
School events organization and other experience
*raduation Party (2013)
Secretary
Spring Party (2009 and 2010)
Decorations Committee Chair
Class Student Representative (2010 and 2011)
Education
Municipal Senior High School (*raduation in 2017)

Elaborado especialmente para o São Paulo faz escola.

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Expansion activity
Read the CV and answer.
a) What position is Marcy applying for?
b) Does she have experience in the area she is applying for?
c) What is Marcy’s educational level? Did she graduate?
d) Which of the jobs in Activity 1 could Marcy apply for? Why?
e) Is Marcy’s CV well organized enough for her to apply for that position? Support your answer.
Extra activities
1. Peter Okra is having a job interview for a position in a famous magazine. Complete the
conversation on the next page using the sentences in the box.
a) That’s right. I’ve been working for Inland Geographic Resources for six years and a half, in
the international area too.
b) Yes, I’m ﬂuent in Spanish, French, German and Italian. I also speak basic Japanese.
c) My ﬁrst job? I was an international photographer for WCKI International.
d) It was an excellent course. I had the opportunity to learn a lot.
e) Sure, it was a great ﬁrst job. I have learned a lot about international issues, reporting and
taking pictures all over the world.
f) Sure. Word-processing, electronic spreadsheets, web design, electronic image treatment.
g) Yes, I took a Photography course there.
h) I’d like to work as an international photographer for your magazine.

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A: OK, Peter, let’s talk about your education and experience.
B: Yes, of course.
A: You graduated from Barry University, Florida, in 1998.
B:
A: OK. How did you like the course? B:
A: And what was your ﬁrst job after graduation? B:
A: Did you like it? B:
A: And nowadays you’re with Inland Geographic Resources magazine.
B:
A: Very interesting. And what would you like to do for our company, Peter? B:
A: Do you have any computer skills? B:
A: Do you speak any foreign languages? B:

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2. Look at the interview with Peter Okra again and complete his CV.
Peter Okra
346 Berkshire Ave.
Cohoes, NY 12047-1613
Phone: 518-2359889
[email protected]
CAREER OBJECTIVE
WORK EXPERIENCE
2002-present
1998-2002
EDUCATION
1995-1998
SKILLS
Computer:
Languages:
HOMEWORK: FOCUS ON LANGUAGE 7
c) Sales manager.
d) Junior software support attendant.
1. Choose the correct job ad extract for each position.
a) Motor mechanic.
b) Receptionist.
( ) Some experience with the software program mentioned is fundamental, but a training
course will be oﬀered to the successful candidate.
( ) Must be experienced in the repair and maintenance of heavy vehicles. Uniform supplied.

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( ) You will be responsible for the administration of our sales head oﬃce and national branches.
( ) You are the ﬁrst person our customers will meet, so it is necessary to be friendly, eﬃcient
and well-dressed.
2. Read the job ad and answer the questions.
Nursery nurse
We are looking for two nursery nurses to work in our early years nursery school. One for
13 hrs. per week, the other for 18 hrs. per week. Essential requirement 2 yrs exp. The nurses are
expected to support the teacher in meeting the diﬀerent needs of the children within a safe and
positive environment. Excellent opportunity and salary.
Interested applicants can send their résumés asap to: [email protected].
a) What is the job position oﬀered?
b) What is the place of work?
c) What does the professional have to do?
d) What are the working hours for this position?
e) What’s the essential requirement?
f) If you are interested in the position, what should you do?
asap = as soon as possible

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3. Read Helen’s proﬁle and write (F) for False and (T) for True.
Helen’s proﬁle
Helen has worked as a nursery nurse for 6 years. She worked for Tots and Kids for two
years, and has worked for Planet Kids since 2005. She works with children from birth to
around seven years of age, helping them to develop and learn. Some of her responsibilities
are: helping children to develop numerical and dressing skills and teaching them how to use
cutlery; reading stories and playing games to develop language skills; feeding, bathing and
changing babies. She is a specialist in working with children with learning diﬃculties and
physical disabilities. Diploma in Child Care and Education, Learning and Development.
( ) Helen doesn’t work for Planet Kids anymore.
( ) She works with babies only.
( ) She can’t work with disabled children.
( ) She helps children during the meals.
( ) She knows how to deal with learning diﬃculties.
4. Helen has just read the job ad for the position of “Nursery nurse” (Activity 2) and decided to
apply for the job. Read Helen’s proﬁle again and check the kind of CV she should send to apply
for the nursery nurse position. Explain your answer.
( ) Chronological CV.
( ) Functional CV.
LITERARY MOMENT
“If I have seen further it is by standing on the shoulder of giants.” NEWTON, Isaac. Letter
to Robert Hooke.

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SITUATED LEARNING 8
PRODUCTION: WRITING A CV
1. Suppose you are looking for a job on-line. Work in groups of three to create a Curriculum Vitae.
Your CV may be chronological or functional; it depends on the job ad you will choose. You may
decide if it will be real or ﬁctitious.
2. First, analyze the following job ads, and decide which job will be the best for you.
!
?
Job ad 1
Company – Tasty Burger Co.
Job Title – Assistant Manager
Job Type – Full-time
Hours – Variable
Wages – To be discussed
Location – 188 Riverwalk :ay, Cohoes, NY
As an Assistant Manager at our restaurant you will be an
important member of a great team and will work with
people who care about customer satisfaction. You
will get training on the job to succeed in our dynamic
company. :e offer the opportunity for steady career
progression: you might progress from Assistant
Manager to Senior Assistant Manager.
Responsibilities:
‡ Supervise and train team members
‡ *uarantee satisfaction to customer
‡ Implement quality procedures
Requirement: Minimum age 18+
Reply to:
[email protected]
APPLY NOW!
Job ad 2
Company – Tasty Burger Co.
Job Title – Team member
Job Type – Full-time or part-time
Hours – Vary
Wages – To be discussed
Location – 287 Hudson Street, NY
Tasty Burger Co. is looking for Team Members
who are self-motivated, friendly, dependable,
able to work in a team environment and willing to
provide excellent client service Come and be part
of a great team. :ork with us
Requirement: Minimum age 16+
Reply to:
[email protected]
APPLY NOW!
Job ad 3
Company – Megg’s Restaurants
Job Title – Team member
Job Type – Part-time
Hours – Less than 20 hours/week
Wages – To be determined
Location – 1073 Monroe Street, Albany, NY
Eat at your favorite fast food restaurant for 50 off
Come to a team that provides prompt and friendly
customer service and high-quality food in a friendly
and pleasant atmosphere. You will get training on
how to prepare food, provide quality service, serve
the clients and keep the place clean.
Requirements: Minimum age 16+.
Bene¿ts: Free uniform (logoed polo shirt or logoed
apron).
Reply to:
[email protected]
APPLY NOW!
Elaborado especialmente para o São Paulo faz escola.
www.mycvexpert.org/ads2

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3. Now decide on the best format for your CV: chronological or functional.
4. To help you organize the CV, have a look at Situated Learning 5, 6 and 7. Pay attention to the
way a CV is organized, and to the Dos and Don’ts of writing a CV. What kind of information
does it bring? In what sequence is the information presented? What are the verbs used to describe
capabilities and responsibilities? Check the Instant language section for a summary of the two
types of CV you have studied.
5. It is time to start writing the CV. Don’t worry about mistakes now, it is only a draft. Write a
complete CV like the examples you have read in Situated Learning 6 and 7.
draft = rascunho
Job ad 4
Receptionist
:ell-established law of¿ce in NY seeks a full-time
receptionist. No previous legal experience is necessary.
Basic word-processing and clerical skills are required.
Position involves interaction with clientele and of¿ce staff.
Hours are 9 a.m.-5 p.m., Monday-Friday. Compensation
package will be based upon skills and experience.
Reply to:
[email protected]
APPLY NOW!
Job ad 5
Children Entertainers
Looking for individuals who can dress up as various
characters for kids’ parties. :e are also looking for
performers such as clowns, singers, etc. :e offer
training and provide everything, including costumes.
You just have to have the right attitude. Please e-mail
us with your basic information and a recent full body
picture. Our pay begins at 25 per show hour plus
travel expenses, once trained.
95-239-133 please check www.SPtheclown.com
Reply to:
[email protected]
APPLY NOW!
Elaborado especialmente para o São Paulo faz escola.
www.mycvexpert.org/ads3

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Writing a CV – Draft

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6. Now share your texts. Swap drafts with another group. Read your friends’ CV and help them
improve their text. How can you make it better? Do you have any suggestions?
Check if your friends’ CV includes the items listed below.
swap = trocar
( ) Personal details.
( ) Career objectives.
( ) Work experience.
( ) Education and qualiﬁcation.
( ) Accomplishments and capabilities.
( ) Simple past tense to describe the
capabilities.
( ) Skills and interests or additional
information.
( ) References.
( ) The look and organization of a CV.
7. 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 the spelling and punctuation?
8. Finally, produce the ﬁnal version of your CV. Prepare a poster and put it up on the classroom
walls so that everybody can read it.

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Writing a CV – Final version

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LEARN MORE
Para aprender mais sobre este tema, sugerimos uma lista de sites com os quais você pode
ampliar suas oportunidades de aprender inglês.
Sites
Utilize seu site de busca preferido e coloque as seguintes palavras-chave para pesquisar so-
bre os conteúdos trabalhados neste tema: how to write a CV; functional CV; chronological CV;
CV writing; CV writing guide; CV writing format; CV for high school.
Os sites a seguir são bastante interessantes, porque trazem textos com dicas para elaborar
um currículo eﬁciente e exemplos de currículos em formatos diferentes. Podem ser usados
tanto para pesquisar como para produzir seu próprio currículo.
” AIE. Disponível em: <http://www.aie.org/Finding-a-career/Writing-your-resume/
developing-your-resume.cfm>. Acesso em: 12 nov. 2013.
” Alec. Disponível em: <http://www.alec.co.uk/cvtips/examgrcv.htm>. Acesso em: 12
nov. 2013.
” Kent. Disponível em: <http://www.kent.ac.uk/careers/cv.htm>. Acesso em: 12 nov.
2013.

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LEARN TO LEARN
Job interviews
Agora vamos reﬂetir um pouco mais sobre entrevistas de emprego.
1. Relacione as duas colunas para descobrir o objetivo das perguntas que são feitas em uma
entrevista de emprego.
a) Descrição de qualidades e habilidades
pessoais e proﬁssionais.
b) Descrição das atividades e responsabi-
lidades do emprego anterior.
c) Descrição de desejos para o futuro.
( ) “Fale-me sobre você.”
( ) “Quais são seus objetivos de curto e lon-
go prazo?”
( ) “O que considera como seu ponto fraco?”
( ) “Que habilidades proﬁssionais você
desenvolveu?”
( ) “O que você fazia exatamente em seu úl-
timo emprego?”
( ) “Onde você se imagina daqui a três anos?”
( ) “O que você aprendeu em seu último
emprego?”
2. Leia as orientações a seguir sobre como se preparar para uma entrevista de emprego e mar-
que o que não é adequado para essa situação.
( ) Evitar perfumes fortes.
( ) Veriﬁcar se a roupa está limpa e bem passada.
( ) Evitar roupas curtas, transparentes ou surradas.
( ) Usar sapatos surrados.
( ) Usar maquiagem pesada.
( ) Veriﬁcar se as unhas estão aparadas e limpas.
( ) Chegar 10 minutos antes da hora marcada.
( ) Levar cópias do currículo, papel e caneta, bem como algumas anotações sobre suas
competências e objetivos.
( ) Reclamar do emprego/empresa anterior.
( ) Usar uma linguagem mais formal – não usar gírias.
Respostas da questão 1: a; c; a; b; b; c; b
Respostas da questão 2: Usar sapatos surrados./Usar maquiagem pesada./Reclamar do emprego/empresa anterior.

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Em uma entrevista de emprego, você deve mostrar suas qualidades e conheci-
mentos, dando destaque àqueles que podem ser úteis para a empresa que oferece a
vaga. Por que é importante preparar-se para uma entrevista de emprego? Essa pre-
paração mostra que você considera esse momento importante e está interessado em
conseguir o emprego. Também é fundamental fazer uma pesquisa para saber mais
sobre a empresa que oferece a vaga. Uma boa ideia é praticar as perguntas e respostas
de uma entrevista com algum familiar ou amigo. Assim você conseguirá organizar e
antecipar possíveis respostas.
3. Observe como são as perguntas de uma entrevista de emprego em língua inglesa. Numere-
-as de acordo com a classiﬁcação usada na Atividade 1.
( ) Can you tell me about your previous job? What exactly did you do there?
( ) What personal and professional skills have you developed?
( ) What do you do in your free time? What hobbies and interests do you have?
( ) What are your career objectives? Where do you see yourself three years from now?
( ) What have you learned in your current job?
( ) Are you a persistent and determined person? Can you give me an example?
Em língua inglesa, as expressões que indicam os principais tópicos em uma
entrevista são: personal and professional skills; previous job or current job; responsibilities;
career objectives; job position.
Think about it!
Por que é importante olhar nos olhos (eye contact) do entrevistador ao
cumprimentá-lo e durante a conversa? Por que é importante ter um aperto
de mão ﬁrme ao cumprimentar alguém? Você olha nos olhos das pessoas
quando está conversando? Como é seu aperto de mão? Pense sobre isso!
Respostas da questão 3: b; a; a; c; b; a.

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Learning English from now on
Agora vamos pensar em como podemos continuar a estudar inglês daqui pra frente.
4. Assinale as alternativas que considera adequadas para aprender inglês:
( ) Eu assisto a ﬁlmes com áudio e legendas em inglês.
( ) Eu uso o dicionário.
( ) Eu faço listas de palavras ou de diﬁculdades que tenho com a língua.
( ) Eu ouço música e leio a letra em inglês.
( ) Eu leio notícias e páginas da internet em inglês.
( ) Eu reviso meus trabalhos escritos em inglês antes de entregar ao professor.
5. Quando você encontra uma palavra nova, o que faz para entender seu signiﬁcado?
( ) Pula a palavra e continua lendo.
( ) Tenta adivinhar o signiﬁcado da palavra por meio do contexto.
( ) Compara a palavra com outras que você conhece, mesmo na língua materna.
( ) Pergunta o signiﬁcado para alguém.
( ) Usa o dicionário.
Hoje, aprender inglês tornou-se uma tarefa mais fácil. A internet, a TV por assinatura
e o DVD ajudam a aproximar a língua inglesa do nosso dia a dia. A internet possibilita a
conversa on-line, em tempo real, aumentando nossa motivação para conversar em uma
língua estrangeira. É uma interação desaﬁadora, porque não dá tempo para ter medo de
errar! Conversando, você poderá aprender novas formas de falar coisas diferentes, inclusive
gírias! É provável que consiga entender mais do que imagina! Você vai se surpreender!
6. Há várias outras coisas que você pode fazer para continuar aprendendo a língua inglesa.
Leia a lista a seguir e assinale as alternativas que parecem mais adequadas para continuar
aprendendo inglês.
( ) Read on-line newspapers and magazines.
( ) Play on-line games.
( ) Read books or blogs.

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( ) Translate English songs.
( ) Watch TV programs in English and try to understand what they are saying.
( ) Have pen pals or e-pals.
( ) Talk to native speakers on the web.
Think about it!
Você tem medo de falar em inglês? Já tentou gravar a si mesmo lendo
um trecho em inglês ou falando alguma coisa nessa língua? Tente! Além
de ser uma experiência interessante, é uma maneira de reconhecer sua
pronúncia e, se for preciso, tentar melhorá-la. Give it a try!

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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. 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 dê 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 5
Sentence
from the text
Situated Learning 6
Sentence
from the text
Situated Learning 6
Sentence
from the text
Situated Learning 7

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Sentence
from the text
Situated Learning 7

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Verbs & phrases
To be able to
To make a decision
To dream of
To be keen on something
To deal with
To be aware of
To look forward to doing something
To apply for
To take part in
To get a job
To keep something short
To keep something neutral
To look something over
To make up one’s mind
To get retired
To achieve results
To be responsible for
To attend a course
To look for a job
To take a course
To tell the truth
To do something in a hurry
To be interested in something
To be responsible for something
To look for something/somebody
To write something down
Careers: some collocations
Verb + Career Career + Noun Adjective + Career
Begin a career
Build a career
Choose a career
Have a career
Career choice
Career development
Career goals
Career objectives
Career plans
Career prospects
Future career
Good career
Previous career
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 tiver concluído o Ensino Médio!

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MIGHT & MAY
MIGHT and MAY are used to indicate a possibility.
You MIGHT try to talk to him.
They MAY ﬁnd a good opportunity in business.
Conditional sentences
Type 1 conditionals (If + present + future) are used to talk about future possibilities. If I get the money, I will travel to the northeast. (I don’t have the money now, but there is
a chance I’ll get money. Then I can travel.)
They will miss the class if they don’t hurry. (They are late, but there is a chance that they
will arrive in time. They just need to hurry up.)
Attention! When you begin the sentence with the “if” sentence, use a comma (,).
Compare:
It will be more comfortable if we travel by car.
If we travel by car, it will be more comfortable.
Conjunctions: either... or/neither... nor
Use EITHER... OR with aﬃrmative sentences to state two possibilities:
You can EITHER write an essay OR a testimonial.
Use NEITHER... NOR with verbs in the aﬃrmative to state that the two alternatives
are not viable:
You can NEITHER write an essay NOR a testimonial.

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Future: WILL and GOING TO
We use WILL/WON’T + VERB to talk about possibilities and predictions, or decisions you
make when you are speaking.
Maybe I WILL STAY at home and get some rest this weekend.
I don’t know what Sally WILL DO, and I WON’T TALK to her about it!
I have too many books to carry. WILL you HELP me, please?
WILL the school team WIN the next game?
We use TO BE + GOING TO + VERB to talk about plans and decisions already made.
I AM GOING TO TRAVEL on Saturday at 9 o’clock. Here is my ticket.
He ISN’T GOING TO PLAY basketball in the afternoon. He has an appointment with the dentist.
Why ARE they GOING TO REWRITE all the letters?

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Past simple × Present perfect
Use the past simple to ask and say WHEN something happened, with a clear reference
to a ﬁnished time in the past. Use the present perfect to ask and say HOW LONG
something has been happening, with an unclear or unﬁnished time reference. Also use the
PRESENT PERFECT to refer to unﬁnished periods of time or to talk about past events
which relate to the present in some way. Compare:
I saw Kate this morning (it is now evening).
×
I have seen Kate this morning (it is still morning).
I studied Engineering for four years, between 1987 and 1990. (I am not studying
Engineering anymore.)
×
I have studied Engineering for four years. (I began four years ago but I haven’t ﬁnished the
course. I’m still studying.)
I worked in that company for ﬁve years, between 1999 and 2003. (Now I’m not working
there any longer.)
×
I have worked in that company for ﬁve years. (I started ﬁve years ago and I’m still working
there.)
They studied Medieval History last year. (Now they are studying something diﬀerent.)
×
They have studied Medieval History since last year. (They began their studies last year and
they are still studying.)
She broke her arm twice last year. (We know the accidents happened last year.)
×
She has broken her arm twice. (We don’t know exactly when the accidents happened.)

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We also use the PRESENT PERFECT
”To give news without making reference to when they happened. Compare:
I have bought a new car! Finally!
I bought a new car last Saturday.
”To talk about life experience. Compare:
Sally has been to Japan twice.
Sally went to Japan twice last year.

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Some irregular verbs
Base form Past Participle
be was, were been
become became become
build built built
buy bought bought
do did done
drink drank drunk
eat ate eaten
fall fell fallen
forget forgot forgotten
get got got, gotten
give gave given
go went gone
grow grew grown
have had had
hear heard heard
hold held held
know knew known
lead led led
leave left left
lose lost lost
make made made
meet met met
read read read
ride rode ridden
see saw seen
send sent sent
spend spent spent
take took taken
tell told told
wear wore worn
write wrote written

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Imperatives
AFFIRMATIVE: 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!
Information in a CV
Chronological CV outline
a) Personal details.
b) Career objective.
c) Work experience.
d) Education and qualiﬁcations.
e) Skills and interests or additional
information.
f) References.
Functional CV outline
a) Personal details.
b) Career objective.
c) Accomplishments and capabilities/
responsibilities.
d) Work experience.
e) Education and qualiﬁcations.
f) Skills and interests or additional
information.
g) References.

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Can-do Chart
Competência/habilidades Consigo
Consigo, mas
com ajuda
Ainda não
consigo
1. Reconhecer a organização de um
depoimento pessoal, de um guia
do estudante e de um folheto de
apresentação de cursos universitários
(organização macrotextual).
2. Localizar informações específicas em um
texto.
3. Localizar informações explícitas em um
texto.
4. Reconhecer o uso de verbos que indicam
planos.
5. Reconhecer o uso de marcadores textuais
(conjunções) que indicam opções (either...
or.../neither... nor...).
6. Levantar hipóteses sobre o assunto de um
texto e verificá-las a partir da leitura.
7. Elaborar um depoimento pessoal sobre
planos profissionais.
8. Reconhecer a organização de um
currículo (organização macrotextual).
9. Reconhecer o uso de verbos no passado
para descrever habilidades em um
currículo.
10. Identificar palavras cognatas ou
emprestadas da língua inglesa para
compreender um texto.
11. Elaborar um currículo.
12. Trabalhar em equipe, assumindo funções
e contribuindo para o trabalho em grupo.

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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
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
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
Log Print GráÅca e Logística S.A.

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
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
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.

Validade: 2014 – 2017

Caderno do Aluno Inglês 3 ano vol 2 2014-2017

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