7 Caderno Do Aluno Inglês Vol 2 2014-2017 7S 8A

a
7 SRIE 8 ANO
ENSINO FUNDAMENTAL ANOS FINAIS
Volume 2
INGLS
Linguagens
CADERNO DO ALUNO
GOVERNO DO ESTADO DE SO PAULO

SECRETARIA DA EDUCAO
MATERIAL DE APOIO AO
CURRCULO DO ESTADO DE SO PAULO
CADERNO DO ALUNO
INGLS
ENSINO FUNDAMENTAL ANOS FINAIS
7a SRIE/8o ANO
VOLUME 2
Nova edio
2014 - 2017
So Paulo
Governo do Estado de So Paulo

Governador
Geraldo Alckmin
Vice-Governador
Guilherme Af Domingos
Secretrio da Educao
Herman Voorwald
Secretria-Adjunta
Cleide Bauab Eid Bochixio
Chefe de Gabinete
Fernando Padula Novaes
Subsecretria de Articulao Regional
Rosania Morales Morroni
Coordenadora da Escola de Formao e
Aperfeioamento dos Professores EFAP
Silvia Andrade da Cunha Galletta
Coordenadora de Gesto da
Educao Bsica
Maria Elizabete da Costa
Coordenadora de Gesto de
Recursos Humanos
Cleide Bauab Eid Bochixio
Coordenadora de Informao,
Monitoramento e Avaliao
Educacional
Ione Cristina Ribeiro de Assuno
Coordenadora de Infraestrutura e
Servios Escolares
Dione Whitehurst Di Pietro
Coordenadora de Oramento e
Finanas
Claudia Chiaroni Afuso
Presidente da Fundao para o
Desenvolvimento da Educao FDE
Barjas Negri
Caro(a) aluno(a),
Neste volume do Caderno do Aluno, voc continuar aprofundando seu conhecimento sobre a
lngua inglesa. As atividades vo ajud-lo a identicar caractersticas de textos especcos, como cardpios, tabela nutricional, artigos de revistas, questionrios de pesquisas e perguntas para uma entrevista. Ao discutir alimentao saudvel e no saudvel, hbitos alimentares das diversas culturas,
eventos, fatos e hbitos do passado, voc ver quais so as estruturas gramaticais mais apropriadas
para a comunicao nessas situaes.
Ao propor que voc prepare um cardpio com propostas de alimentao saudvel para a cantina/refeitrio e uma entrevista a ser feita com pessoas mais velhas, o Caderno vai encoraj-los a
reetir sobre diferenas culturais e mudanas de hbitos ao longo do tempo. Mais uma vez, por
meio das aulas de lngua inglesa, voc ter a oportunidade de aprender um pouco mais sobre vrios
aspectos da vida em sociedade.
Lembre-se, tambm, de que h sugestes de sites, msicas e lmes que podem ajud-lo a aprender mais sobre os contedos deste volume. Voc poder, ainda, continuar sistematizando o estudo
do vocabulrio e da gramtica, alm de fazer sua autoavaliao em relao s metas de aprendizagem
propostas para este volume.
Equipe Tcnica de Ingls
rea de Linguagens
Coordenadoria de Gesto da Educao Bsica CGEB
Secretaria da Educao do Estado de So Paulo
LEARNING TARGETS
Neste Caderno, voc far atividades relacionadas a dois temas: 1) Eating habits e 2)
Childhood and adolescence: yesterday and today. Essas atividades vo ajud-lo a:
1. Identicar as caractersticas de um cardpio.
2. Nomear em ingls as trs principais refeies.
3. Descrever o que voc costuma comer nas refeies e/ou justicar seus hbitos alimentares.
4. Exemplicar diferenas nos hbitos alimentares de diversas culturas.
5. Identicar e compreender os dados apresentados em uma pirmide alimentar.
6. Classicar alimentos de acordo com os grupos da pirmide alimentar.
7. Reconhecer o signicado de a lot of, many, some, (a) little, (a) few, no etc. para indicar
quantidades.
8. Reconhecer e utilizar o verbo modal should para dar sugestes ou fazer recomendaes.
9. Diferenciar alimentos saudveis e no saudveis (junk food).
10. Identicar as caractersticas de uma tabela nutricional.
11. Organizar e selecionar informaes para elaborar um cardpio.
12. Analisar as correes sugeridas pelos colegas em seu texto.
13. Dar exemplos de brinquedos que j foram populares no passado.
14. Identicar algumas caractersticas de um artigo de revista.
15. Organizar eventos ou fatos em uma linha do tempo.
16. Identicar o tema de um texto.
17. Reconhecer e utilizar a expresso used to para se referir a hbitos do passado.
18. Reconhecer expresses adverbiais de tempo.
19. Identicar as caractersticas de um questionrio de pesquisa.
20. Relacionar perguntas e respostas em um questionrio.
21. Elaborar questes para uma entrevista.
22. Analisar os textos de seus colegas e sugerir correes.
5
Ingls 7a srie/8o ano Volume 2
THEME 1
EATING HABITS
?
SITUATED LEARNING 1
IS THIS BREAKFAST OR LUNCH?
Fernando Favoretto
f)
Tibor Bognar/Alamy/Glow Images
e)
Fernando Favoretto
d)
Rosenfeld/Mauritius/Latinstock
Fernando Favoretto
Fernando Favoretto
1. Which of the pictures below represent breakfast dishes? And which are lunch or dinner dishes?
b)
c)
a)
2. Look at the picture below. What is it?
LUNCH
BREAKFAST
Burger, fries, soda ................. $3.60
American scrambled eggs,

bacon, toast
Cheese sandwich, milk, fruit
....................................................... $3.00
....................................................... $2.50
Brazilian bread & butter,

milk & chocolate/coffee
Rice, beans, salad, fried egg
....................................................... $1.75
......................................................... $3.90
Japanese rice, miso soup,

grilled sh
....................................................... $5.00
Now complete the sentences in Column A using the options in Column B.

Column A
a) The picture shows a
Column B
( ) dishes and their prices.
b) It has a list of
( ) breakfast, lunch, beverages, etc.
c) The items are divided in groups, for example:
( ) restaurants and cafs.
d) You can nd this kind of text in
( ) menu.
3. Match the pictures in Activity 1 to the items on the menu in Activity 2.

4. Preparation for the writing task part 1. What do you usually have for breakfast and for lunch?
Breakfast:
and I drink
For breakfast I usually have
OR
I dont have breakfast because
Lunch:
For lunch I usually have
and I drink
OR
I dont have lunch because
: FOCUS ON LANGUAGE 1
1. Are you a good detective? Use the code to read the mysterious message.
=a
=b
=c
=d
=e
=f
<=g
=h
\=i
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g=m
A=n
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U=u
8=w
L=y
=.
=,
"=?
\
g
\ A \
U A
g
A
8\?
;
A
U A L
U?\
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? ;

U
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< ; A
L U A
g
?
g
g 8 ?
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< ;
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2. Match the words in the two columns to form common pairs of food or drink.
a) bread
( ) and beans
b) milk
( ) and fries
c) hamburger
( ) and butter
d) rice
( ) and coee
3. Classify the words into the correct category. Follow the example.
lasagne
grilled tuna
soup
tomato salad
fries
mineral water
fruit salad
Main dish
lasagne
tea
orange juice
rice, beans and steak
chocolate cake
pudding
Side dish
Dessert
main dish = prato principal

side dish = acompanhamento
Beverages
4. Circle the correct alternative to complete the sentences.

a) I dont have breakfast when/with I wake up very late.
b) Do you want your juice with/after sugar?
c) I cant eat candies when/before dinner.
d) I brush my teeth after/during every meal.
LITERARY MOMENT
They gave it me, for an un-birthday present. CARROLL, Lewis. Through the looking-glass.
SITUATED LEARNING 2
THE FOOD PYRAMID
Conexo Editorial
1. Can you name these foods?
b)
c)
d)
e)
f)
g)
h)
i)
a)
10
Hudson Calasans
2. Look at the picture below and say if the statements are True or False. Then correct the false
statements.
a) The picture is about geometry.
b) I can see a triangle or pyramid, and it is

divided into nine parts.
c) All the parts of the pyramid have the same size.
d) Each part of the pyramid represents one

kind of physical exercise.
3. The food pyramid classies food into nine groups. Include the following foods in the appropriate
boxes. Check the ones you dont know.
yogurt
lettuce
wholewheat pasta
spinach
Wholemeal
grains, cereals
and ours
brown rice
omelette
melon
apple
Vegetable oils
Fish, chicken and

eggs
olive oil
cheese
almonds
sweet peppers
Leafy vegetables,
red, yellow and
orange vegetables
Dairy products
(except butter)
beef hamburger
carrots
candies
beans
Fruits
Other
vegetables,
grains and nuts
Red meat, saturated

oils and fats
(including butter)
Rened sugar and

white ours
11
4. Circle the correct option to complete the sentences. Use the food pyramid for help. Follow the
example.
a) Cheese and yogurt are in the dairy products/red meat group.
b) You should eat a lot of/few vegetables and a lot/only a little from the saturated oils and fat
group.
c) You should/should not eat a lot of fruit and you should not eat any/a lot of red meat.
d) The food pyramid recommends that you eat some egg and no/very little red meat.
e) I can see there is no/any junk food group and I cant see no/any soda in the pyramid.
5. Preparation for the writing task part 2.
Work in small groups. You are a team of nutritionists and you
think that eating healthily is very important. For each problem
or doubt in the balloons below, give a suggestion using You
should or You shouldnt.
a)
b)
I want to lose weight.

Is it okay if I eat only
lettuce for one week?
I never have
breakfast, and for lunch
and dinner I always have
a hamburger and fries.
With this diet, do I get
balanced nutrients from
all groups of the food
pyramid?
12
A nutritionist studies
foods, their nutrients
and their eects on
our health.
c)
d)
I have three kids and

they dont like vegetables.
They only want to eat
pasta. What can I do to
make vegetables more
attractive to them?
Ive heard that sodas are

not very good for our
health. What should I
drink instead?
1. Use the tips to complete this word puzzle.

.
a) French fries are made with
are dairy products. This means they are made with milk.
b) Cheese and
c)
is the rst meal of the day.

.
d) Junk food is not good for your
e) According to the food pyramid, you should consume only a little red
f ) According to the food pyramid, you should eat more
sweets.
g) If you want to lose weight, you should go on a
13
.
than
and exercise more.
a)
b)
c)
d)
A
e)
f)
M
I
g)
2. In each item, circle the word that does not belong to the group. In Portuguese, explain your
choice. Follow the example.
a) watermelon apple grape sh banana
Fish um animal e as outras palavras so nomes de frutas.
b) cake ice cream cheese chocolate candy
c) carrot juice soda water coee
d) bread butter milk coee beans
e) lettuce bacon sh hamburger steak
3. Unscramble the words to form sentences that describe problems.

a) have/I/to/dont/money/books./buy
14
b) diabetes./father/has/My
c) always/for/I/late/school./wake up
d) not/brother/is/My/Mathematics./good/at
4. Now match each problem in the previous exercise to its corresponding piece of advice.
( ) He should talk to the teacher and ask for help.
( ) He shouldnt eat sugar.
( ) You should visit the local library.
( ) You should buy an alarm clock and go to bed earlier.
LITERARY MOMENT
In nature there are neither rewards nor punishments there are consequences. INGERSOLL,
Robert G. Some reasons why.
15
SITUATED LEARNING 3
WHATS IN THE FOOD YOU EAT?
1. Tick (9) the items that are junk food.

( ) hamburger
( ) rice and beans
( ) apple
( ) candy
( ) French fries
( ) water
( ) sodas
( ) chocolate cookies
junk food = food that is not

healthy because it contains a
lot of calories, fat, sugar, etc.
and little nutritional value.
Conexo Editorial
oz = abbreviated
form of ounce
(1 ounce = 28 g)
Conexo Editorial
2. Look at the tables below and answer the questions.
Nutrition Facts
Serving size 21 g (1 bar)
Amount per serving
Calories 59 ........................................ Calories from fat 7
Nutrition Facts
Serving size 1oz.
Amount per serving
Calories 160 .................................... Calories from fat 90
% Daily Value*
Total fat 0.8 g ............................................................. 1%
Saturated Fat 0.3 g ........................................... 2%
Sodium 0.05 mg ........................................................ 0%
Total Carbohydrate 11.8 g ......................................... 4%
Dietary Fiber 4.7 g .......................................... 19%
Sugars 4.9 g
Protein 1.2 g .............................................................. 2%
% Daily Value*
Total fat 19 g ............................................................ 16%
Saturated Fat 1 g ................................................. 5%
Polyunsaturated Fat 4.5 g
Monounsaturated Fat 4.5 g
Trans Fat 0 g
Cholesterol 0 mg ....................................................... 0%
Sodium 160 mg ......................................................... 7%
Potassium 340 mg ................................................... 10%
Total Carbohydrate 14 g ............................................ 5%
Dietary Fiber 1.1 g ............................................... 4%
Sugars 0 g
Protein 2 g
* Percent Daily Values are based on a 2,000 calorie diet.

Your daily values may be higher or lower depending on
your calorie needs.
Ingredients: Cereals (43%) (Wheat, Oats, Rice),
Oligofructose (28%), Sugar, Fruit Juice Concentrate (Apple)
(6%), Strawberry (0.5%), Raspberry (0.5%), Humectant:
Glycerol, Dried Apple Pieces (4%) (Preservative: Sulphur
Dioxide), Dextrose, Vegetable Oil, Dried Raspberry (1%),
Wheat Gluten, Malted Barley Extract, Milk Lactose, Milk
Yogurt Powder, Salt, Maize Starch, Flavourings, Skimmed
Milk Powder, Milk Whey Powder, Defatted Wheat Germ,
Citric Acid, Emulsier: Soy Lecithin, Acidity Regulator:
Malic Acid, Antioxidant: Soy Tocopherols.
* Percent Daily Values are based on a 2,000 calorie diet.

Your daily values may be higher or lower depending on
your calorie needs.
Ingredients: Potatoes, Sunower Oil, and Salt. 1o
preservatives.
Tabelas nutricionais ctcias elaboradas especialmente para o So Paulo faz escola.
16
a) You may nd these tables:

( ) on TV.
( ) on the package of food and drink products.
( ) on the package of soap bars.
b) Why do people read these tables?
( ) Because they cant cook.
( ) Because they want to know the price of the product.
( ) Because they want to know the ingredients and nutrients in the product.
c) The information in the tables can be divided into four main groups. What are they?
( ) Quantity of product (serving), calories, list of nutrients (fat, sugar, etc.), list of ingredients.
( ) Price, calories, list of ingredients, list of nutrients (fat, sugar, etc.).
( ) Quantity of product (serving), calories, junk food, list of ingredients.
3. Complete the gaps with potato chips or cereal bar, according to the tables in Activity 2.
Follow the example.
a) The cereal bar has more ingredients than the potato chips .
b) The
contain no sugar.
corresponds to only 28 g.
c) The serving size of the
than in the
d) There is more fat per serving in the

e) If you are allergic to milk, you shouldnt eat the
f ) The
doesnt contain much sodium (salt).
4. Discuss the following questions in Portuguese.

a) Which product is healthier: the potato chips or the cereal bar? Why?
b) In your opinion, why is junk food popular?
17
.
.
c) How can you convince people to eat less junk food and more healthy food?
d) Do you think people usually read the information in the Nutrition Facts? Why is that so?
e) Can we trust the information on product labels? Is there any governmental agency that
supervises the information provided by manufacturers on these labels?
1. Go back to the tables in Activity 2, Situated Learning 3. Use them to choose the correct alternative
to complete the sentences.
calories.
a) The cereal bar has

( ) 59
( ) 160
( ) 21
( ) 0.8
of protein per serving.
b) The potato chips have

( )0g
( ) 1.2 g
( ) 2%
per serving than the potato chips.
c) The cereal bar has more

( ) calories
( ) protein
( ) sugars
( ) calories
( ) saturated fat
of the potato chips.
d) Sunower oil is one of the

( ) preservatives
( )2g
( ) ingredients
( ) serving sizes
2. Fill in the blanks with the missing words. The rst letter and the number of letters are given to
help you. Follow the example.
a) Breakfast, lunch and dinner are the three main M E A L S .
and butter, and A
b) For breakfast Brazilians usually eat B

usually eat eggs and bacon.
18
c) The nutritionist said I S
drink more juice and less soda.

group.
d) Yogurt and cheese are in the
3. Are the underlined words nouns (N), adjectives (ADJ) or verbs (V)? Circle the correct alternative.
Pay attention to how the word is used in the sentence. You may use a dictionary for help.
a) A cook works in restaurants. [N/V]
b) I can cook very well! [N/V]
c) The potato chips contain a lot of fat. [N/ADJ]
d) That pig is very fat! [N/ADJ]
e) Water, soda, tea and juice are examples of non-alcoholic drinks. [N/V]
f ) I drink four glasses of water every day. [N/V]
4. This is a list of what Judy ate* yesterday. Read it and complete the sentences using the following
words: no, a lot of, little, some. Attention! The words must be used only once.
Breakfast: bread, cheese and yogurt.
Lunch: lettuce and broccoli, rice and beans, French fries, soda, chocolate cookies and a slice of coconut cake.
Snack: one banana.
Dinner: vegetable soup, ice cream and one bar of chocolate.
Judy ate*
(a) sweets, for example: cake and ice cream. She ate
dairy products, like cheese. There is

she had**
(b)
(c) fruit in her diet, only one banana, and
(d) meat yesterday.
*Ate = past form of the verb to eat.

**Had = past form of the verb to have.
LITERARY MOMENT
Nothing can be created out of nothing. LUCRETIUS. De rerum natura.
19
SITUATED LEARNING 4
WRITING TASK THE SCHOOL MENU
1. Get together with your classmates in a small group. Your task is to design a menu for the school
canteen with healthy foods and drinks. Talk to your colleagues and your teacher to decide on
the following topics:
a) The menu may be a big poster on the wall of the canteen or a little booklet. What are the
characteristics of this kind of text?
b) The menu is going to have:

( ) dishes served on a plate (for example: rice and beans).
( ) food you can eat with your hands or nger foods (for example: sandwiches).
c) Menus are often divided into sections (beverages, desserts, etc.). Decide on the sections of
the menu and put them in an appropriate order.
d) Do you want to give a name to the school canteen? This is your chance!
e) Now write your draft. For each section of the menu, write at least two options of food or
drink. Remember that the options should be tasty and healthy. Dont forget to include the
prices.
f ) After writing your rst draft, show it to other groups and/or to your teacher. They will help
you improve your menu.
g) Make the necessary changes and write the nal version. At this point you can also use
pictures and dierent colors to make your menu more attractive.
20
First draft
21
Edited version
22
LEARN MORE
Para aprender mais sobre os contedos deste tema, sugerimos uma lista de msicas (songs), sites
e lmes (lms) com os quais voc pode ampliar suas oportunidades de aprender ingls.
Songs
Veja duas sugestes de msicas para complementar o primeiro tema do Caderno. Para
encontrar as letras, basta escrever o ttulo, o nome do artista e a palavra lyrics em seu site de
buscas preferido.
Sugar, sugar (The Archies, 1969) veja como o cantor usa os nomes de alguns alimentos
doces em ingls para se dirigir de forma carinhosa a sua amada.
Super size me (Toothpick, 2004) a msica faz parte da trilha sonora do lme Super size me
A dieta do palhao (indicado mais adiante); oua-a e preste ateno aos nomes de alimentos do tipo fast food.
Sites
<http://www.fns.usda.gov/tn/>. Acesso em: 11 nov. 2013.

Esta pgina, que faz parte do site do Departamento de Agricultura do governo estadunidense, contm material sobre educao alimentar (grupos de alimentos, receitas etc.).
<http://www.cdc.gov/bam/>. Acesso em: 11 nov. 2013.

O site BAM! (Body and Mind!) contm material interativo sobre alimentao e tambm
sobre atividades fsicas, relacionamentos e outros temas de interesse para os adolescentes.
Films
Indiana Jones e o templo da perdio (Indiana Jones and the temple of doom). Direo: Steven
Spielberg. EUA, 1984. 116 min. Livre. Ao/Aventura. Depois de fugir de Xangai, Indiana
Jones (Harrison Ford) vai parar em um vilarejo nas selvas da ndia. Os moradores do local
acreditam que Indiana, o pequeno Short Round (Ke Huy Quan) e a cantora de cabar
Willie Scott (Kate Capshaw) devem ir at o Palcio Pankot resgatar uma pedra sagrada,
que havia sido roubada, e tambm as crianas da aldeia, que tinham sido sequestradas.
Algumas cenas mostram hbitos alimentares de outras culturas.
23
Super size me A dieta do palhao (Super size me). Direo: Morgan Spurlock. EUA, 2004.
96 min. Livre. Documentrio. O documentrio uma crtica forma como os estadunidenses se alimentam. Acompanha Morgan Spurlock em seu projeto de passar 30 dias
comendo apenas itens do cardpio de uma conhecida rede de fast food. O lme apresenta
tambm entrevistas com consumidores, mdicos e representantes da indstria alimentcia
sobre as redes de fast food e os hbitos alimentares dos estadunidenses. O ttulo do lme
(Super size me) refere-se prtica estimulada pela rede de lanches de oferecer ao consumidor uma refeio de tamanho supergrande em troca de alguns centavos a mais no preo.
24
THEME 2
CHILDHOOD AND ADOLESCENCE: YESTERDAY AND TODAY
?
SITUATED LEARNING 5
MY FAVORITE TOY
e)
Jeff Morgan retail and commerce/

Alamy/Glow Images
c)
f)
Kulka/zefa/Corbis/Latinstock
d)
b)
Concrete Images/
age fotostock/Keystone
Nikreates/Alamy/Glow Images
Cynthia Hart Designer/Corbis/Latinstock
a)
mediablitzimages (uk) Limited/

Alamy/Glow Images
1. Look at these pictures of toys. Some of them are still popular today, others are less common.
Can you identify them?
2. Look at the following text and complete the sentences about it.
a) The text was published:
(
) on the internet.
) in a dictionary.
) in a magazine.
) an elderly person.
) an adult.
b) The typical reader of this text is:

(
) a child.
25
c) An appropriate title for the text is:

( ) Toys now and then.
( ) New 4XP2 super interactive game.
( ) Kids of the future.
I was born
in Japan in 1950, after
World War II, so life was very
difcult for everybody. My family
was poor and my brothers and I
didnt have toys. I remember
Harumi,
I had some paper dolls and
63 years old,
paper clothes to dress
Japan.
them.
Video games, computers, remote control cars and

other electronic gadgets, these seem to be the only
toys of today.
Do you know what your parents used to play with
when they were kids?
M.KID.S asked some grown-ups what their

favorite toys were and here are some of the
answers we got.
When I
was a kid, industrialized
toys were too expensive,
so we used to make our
own toys, like tops and
kites.
Marcos,
55 years old,
Brazil.
20 M.KID.S
I used
to love a toy that was
like a board, and you could
draw on it using two buttons.
Then you had another button,,
or something like that,
to erase your
drawing.
Eva,
41 years old,
Germany.
October 2013
When I was
about 7, the big thing among
us boys was to have action gures
or dolls for boys. They came as
soldiers and stuff like that. I used
to have a big collection until a few
Rudolph,
R
years ago, but then I gave
3
d,
32 years old,
all my action gures to
USA.
U
my son, Will.
My favorite
toy was a portable video
game. Of course, at that time,
the screen was black and white,
the sound was not stereo and
there werent many games,
but who cared?
October 2013
Jorge,
37 years old,
3
Argentina.
M.KID.S 21
Elaborado especialmente para o So Paulo faz escola.
3. Follow your teachers instructions to complete the following table.
PEOPLES FAVORITE TOYS

Year of birth
Name
Nationality
Favorite toy(s)
Picture(s) of favorite toy(s)
26
4. Read again the following sentence from the text, paying attention to the underlined part.
I used to have a big collection until a few years ago, but then I gave all my action
gures to my son, Will. Rudolph
Now circle the correct alternative (True or False) in each statement.
a) (True/False) Rudolph had a collection of action gures in the past.
b) (True/False) Rudolph has a collection of action gures nowadays.
c) (True/False) In the box, the expression used to + verb indicates that something was true or
happened in the past, but is no longer true or does not happen anymore.
d) (True/False) In the box, the verb used is synonymous with utilized.
e) (True/False) The meaning of the verb used in the box is different from its meaning in I
used chocolate to make this cake.
Find other examples of sentences with used to in the text of Activity 2.
Now complete this sentence about what you used to do when you were a child.
.
When I was a child I used to
5. Read again another sentence from the text, paying attention to the underlined parts.
I was born in Japan in 1950, after World War II, so life was very difficult for
everybody. Harumi
a) Now circle the correct alternative: the underlined expressions indicate how/when/where
something happened.
b) The following expressions were taken from the text in Activity 2. Which ones have the same
purpose as in 1950 or after World War II?
( ) when I was a kid
( ) industrialized toys were too expensive
( ) in Japan
( ) when I was about 7
(
(
(
(
27
) until a few years ago

) to my son, Will
) of course
) at that time
HOMEWORK: FOCUS ON LANGUAGE 5
ve
or
e ga
wasvi
o ga
p
ulto ortab
de
kite
ivedollhadi
a
lec
ns
e
p
fic
1. Look at the word spiral and nd four toys, four adjectives and four verbs in the past. Pay
attention: sometimes the same letter is used in two words!
m e po
2. Go back to the text in Situated Learning 5 about favorite toys. Read it again and answer the
following questions.
a) Who is from a Spanish-speaking country?
b) Who liked to draw?
c) Who has a son?
d) Who didnt have money to buy toys?
3. Are the underlined words nouns or verbs? Read the whole sentence and use a dictionary to
check your answer, if possible. Follow the example.
a) I have some clothes to dress my dolls. dress is a verb
b) She bought a new dress to go to the party.
c) Can you draw a kite on the board?
d) Thats a beautiful drawing!
e) I forgot my eraser at home.
f ) Did you erase your mistakes?
28
4. Match the names of the following games and toys to their corresponding pictures.
swing
marbles
b)
Ingram Publishing/Alamy/Glow Images
tricycle
d)
moodboard/Corbis/Latinstock
remote control car
f)
Colorblind/Corbis/Latinstock
building blocks
DK Limited/Encyclopedia/Corbis/
Latinstock
e)
teddy bear
Hudson Calasans
c)
chess
Susanna Price/Dorling Kindersley/

Getty Images
a)
hangman
29
h)
Kelly Redinger/Design Pics/

Corbis/Latinstock
g)
Blickwinkel/Alamy/Glow Images
LITERARY MOMENT
Knowledge is of two kinds. We know a subject ourselves, or we know where we can nd
information upon it. JOHNSON, Samuel. Life of Samuel Johnson.
30
SITUATED LEARNING 6
CHILDHOOD MEMORIES
1. What is a questionnaire? Explain in Portuguese.
2. In the questionnaire below, the answers are mixed up. Can you match each answer to its
corresponding question?
INGLEY MUSEUM OF TOYS

AND CHILDHOOD
INGLEY MUSEUM OF TOYS

AND CHILDHOOD
Questionnaire about childhood memories
5. What was your favorite toy when you were
Your answers will be very helpful to our

survey about childhood memories of
different generations. Thank you for
taking this questionnaire.
little?
(
) I loved action, jumping from
all sorts of places, running,

kicking. It was impossible for me
to sit still.
1. When were you born?

(
) A fire fighter or a policeman.
uniform had to be spotless : the

boys had to wear a shirt and tie
to school, and the girls wore skirts.
) I was a very curious kid who
always got into trouble. The only
7. When you were little, what did you do for fun?
problem was when mom or dad
found out, because they were very

severe, like all parents at that time.
4. When you were a kid, what did you want to
) I used to play a lot on the
street with my neighbors. I didnt

have many toys.
8. Did you like school?
(
be when you grew up?

(
) Not very much. The teachers
sit quietly during classes. Our
) 1951.
3. Did you enjoy your childhood?

(
were very strict and we had to
2. Where were you born?

(
6. Were you a quiet kid or a very naughty kid?
) Canada.
) Yes, definitely. Sometimes I
actually wish I never grew up.
Elaborado especialmente para o So Paulo faz escola.
31
3. Which of the topics below are mentioned in the questionnaire in Activity 2?

(
(
(
(
(
(
(
(
(
(
) place of birth
) date of birth
) toys, games and entertainment
) school
) parents
) girlfriends/boyfriends
) clothes
) likes and dislikes
) marriage
) plans for adult life

1. Fill in the blanks with the missing words. The rst letter and the number of letters are given to
help you. Follow the example.
a) Can you A N S W E R this questionnaire, please?
b) I was B
in Canada in 1951.
c) Students have to wear a U
in some schools.
d) I want to be a doctor when I G

e) Who is your F
up.
actor?
2. In the box, find synonyms or synonymous expressions for the underlined words in the
sentences. You will not use all the options in the box.
child
dirty
dislike
disobedient
like
quietly
teenager
very clean
a) Did you enjoy your childhood?
b) It was impossible for me to sit still.
c) Were you a quiet kid or a very naughty kid?
d) Our uniform had to be spotless.

32
3. Match the verbs on the left to a suitable complement on the right.

a) to kick
) a picture
b) to run
) a questionnaire
c) to wear
) a marathon
d) to answer
) a ball
e) to draw
) a tie
4. Circle the correct alternatives to complete the text. The rst one has been done for you.
I born/was born in this city 12 years ago. At rst, all

I did was eat, sleep and cry/cried, but my parents thought
I was a really cute baby! I soon learn/learned to walk and
to talk. When/Where I was about 6 years old, my teacher Vera
taught/teaches me to read and write in Portuguese. Before that/
Then, two years ago, I started studying in this school and I have
many subjects, including English. Now I am doing/did my
homework!
LITERARY MOMENT
The rst wealth is health. EMERSON, Ralph Waldo. The conduct of life.
33
SITUATED LEARNING 7
WRITING TASK THE INTERVIEW
Activity 1
Get together with your classmates in small groups. Your task is to write questions for an
interview with an older person about his or her childhood or adolescence. Follow these steps:
a) Who is your group going to interview?
b) Are you going to write questions about the interviewees childhood or adolescence?
interview = entrevista, entrevistar

interviewer = entrevistador
interviewee = entrevistado
c) List some possible topics for your interview. You may go back to Activities 2 and 3,
Situated Learning 6, for some ideas.
Activity 2
a) Together with your group, write a draft of your questions in the following box. Remember
that What is your name? and When were you born? (or How old are you?) are basic
questions for all the groups.
34
Interview questions Draft
b) After writing the rst draft, show it to other groups and/or to your teacher. They will help
you to improve your questions and also to choose some of them for the interview.
c) Has your class decided on a nal list of questions for the interview? Copy them in the box
called Interview questions Final list.
Interview questions Final list
35
Activity 3
Now you and your group have the answers you obtained during the interview in Portuguese.
Your task is to write a summary of each answer in English. It is not necessary to translate each word
into English, write only the main idea(s). Study the example:
1 In the interview:
A moda para as moas era usar minissaia.
A gente ia de minissaia para todo lugar.
verdade que nem todo mundo gostava
ou cava bem de minissaia, mas a maioria
das meninas achava o mximo!
2 Summary in English:
The girls used to wear miniskirts everywhere.
a) Use the box below to write a draft of the answers given in the interview.
Interview answers Draft
36
b) Show your draft to other groups and/or to your teacher. They will help you with suggestions
to improve your text.
c) Make the necessary changes in the draft and write the nal version of the answers.
Suggestion: If possible, bring pictures or drawings to illustrate the answers given by your
interviewee. They will be useful in Situated Learning 8.
Interview answers Final version
37

1. Find your way through the word maze to form a sentence. You can only move one cell at a time,
horizontally or vertically, in any direction. Tip: the sentence is about what someone used to do.
START HERE
when
why
child
dance
She
my
guitar
in
was
father
electric
the
rock
teenager
played
play
band
favorite
he
used
to
FINISH LINE
2. Choose the correct alternative to complete the sentences.

a) She
dance ballet when she was little.
( ) used to
( ) used
( ) use to
( ) use
b) I was born in Australia, but I
in South Africa.
( ) was growing up
( ) grow
c)
( ) grew up
( ) grow up
I liked to play volleyball with my friends after school.
( ) When I was born,

( ) When I was about 10 years old,
d) I have a
( ) I am 10 years old,
( ) In the future,
of toy cars.
( ) screen
( ) expensive
( ) big collection
( ) big
38
3. Put the words in the correct order to write questions.

a) like/time?/What/did/at/of/music/kind/you/that
b) When/did/you/you/free/what/were/your/use/in/time?/to/kid,/do/a
c) When/to/start/did/work?/you
d) you/you/when/school/teenager?/did/a/go/were/to/How
4. Match the questions in Activity 3 to the following answers.

(
) By bike.
) I used to listen to Elvis Presley a lot.
) When I was about 14 years old, because I had to help my parents with the expenses.
) I went out with my friends. We usually went to balls to dance and meet girls.
ball = baile
LITERARY MOMENT
What is this life if, full of care,
We have no time to stand and stare. DAVIES, W. H. Leisure.
39
SITUATED LEARNING 8
WRITING TASK PRESENTATIONS AND TIMELINE
In Situated Learning 7, you and your group prepared and conducted an interview with an
older person about his or her childhood or adolescence. Now each group is going to give an oral
presentation about their interviewee.
Together with your group, read again the interview questions and answers to refresh your
memory. Then, decide on the role of each member of the group in the presentation (Who will
speak? Everybody, or just some members of the group?).
During the presentations, your teacher will also help you to create a timeline using the results
of all the interviews. If you brought pictures to illustrate the answers to the questions in your
interview, they will be used at this moment. The basic structure of a timeline is similar to the table
you see here. Your class may decide on a title for the timeline and the interview questions should be
listed in the rst column on the left. Remember: information must be organized in chronological
order thats why it is called a timeline!
TIMELINE OF ...
Year of birth
Name
(Topic/Question 1)
(Topic/Question 2)
(Topic/Question 3)
(Topic/Question 4)
40
After the timeline is complete, analyze it and answer the following questions in Portuguese.
a) What dierences can you observe between interviewees of dierent ages?
b) If you were the interviewee, would your answers be dierent too?
c) Is there any similarity between interviewees of dierent ages?
41
LEARN MORE
Para aprender mais sobre este tema, sugerimos uma lista de msicas (songs), sites e lmes
(lms) com os quais voc pode ampliar suas oportunidades de aprender ingls.
Songs
Para encontrar as letras das msicas sugeridas, basta escrever o ttulo, o nome do artista e
a palavra lyrics em seu site de buscas preferido.
Voc pode ouvir This used to be my playground (Madonna, 1992), e observar o uso da expresso used to, estudada neste tema.
Na msica Ode to my family (The Cranberries, 1994), a cantora fala de que poca de sua
vida: passado ou presente?
Sites
The toy hall of fame. Disponvel em: <http://www.toyhalloame.org>. Acesso em: 11 nov. 2013.
O site contm textos e fotos de brinquedos populares em diferentes momentos da histria.
Collections. Disponvel em: <collections.vam.ac.uk>. Acesso em: 11 nov. 2013. O site do

museu britnico Victoria & Albert contm um acervo de objetos do cotidiano, roupas,
brinquedos e mveis. Por meio das imagens, voc pode perceber mudanas na vida das
pessoas ao longo dos anos.
Films
Miss Potter (Miss Potter). Direo: Chris Noonan. EUA, 2006. 93 min. Livre. Drama. Beatrix
Potter foi uma escritora de livros infantis cuja obra encantou geraes. O lme retrata um
pouco da vida da autora, desde o comeo de sua carreira. Beatrix Potter (Rene Zellweger)
tem em suas personagens seus melhores amigos e deseja publicar suas histrias em livros
voltados ao pblico infantil. A histria se passa no incio do sculo XX (1902) em Londres.
Assista ao lme e reita sobre as seguintes questes: o que se esperava de uma mulher solteira
de 30 anos naquela poca? Beatrix Potter correspondia a essas expectativas?
Grease Nos tempos da brilhantina (Grease). Direo: Randal Kleiser. EUA, 1978. 110 min.
Livre. Musical. Musical de sucesso que se passa na dcada de 1950 e conta a histria de Sandy
(Olivia Newton-John) e Danny (John Travolta). Aps um namoro de vero, eles se reencontram no colgio Rydell. Voc pode assistir ao lme e observar como eram as roupas, as msicas, a forma de danar e os carros dos anos 1950.
42
LEARN TO LEARN
Memorizing vocabulary
Aqui voc vai aprender um pouco mais sobre estratgias para memorizar vocabulrio.
1. Para comear, vamos fazer um teste. Leia a lista de palavras abaixo por um minuto e tente
memoriz-la. Depois, v fazer outra coisa por alguns minutos. Ento volte e tente escrever
a lista sem consultar o Caderno.
um televiso amarelo chover errado tchau
Quantas palavras voc conseguiu recordar? Foi fcil ou difcil se lembrar de todas
elas? possvel que tenha sido difcil memorizar a lista, e isso no signica que voc tenha
memria ruim. O problema que as palavras no tm relao umas com as outras. Na
atividade a seguir, veja uma estratgia para enfrentar esse tipo de problema.
2. Para a lista a seguir, use esta estratgia de memorizao: crie uma histria usando todas as palavras, na ordem em que elas aparecem. No importa que a histria seja maluca, o importante
criar uma ligao entre as palavras! Voc tem um minuto para criar a histria. Depois, v fazer
outra coisa por alguns minutos e ento volte para escrever a lista sem consultar o Caderno.
cachorro mil dirigir quente ai! repetio
Neste Caderno, voc aprendeu vrios nomes de comidas e bebidas em ingls. Uma
estratgia de memorizao o uso de guras. H duas possibilidades nesse caso:
1a opo: desenhe as letras da palavra no formato da comida ou

bebida que ela nomeia.
2a opo: escreva a palavra normalmente e, ao lado, faa

um desenho ou cole uma gura daquilo que ela nomeia.
43
FISH
3. Folheie o Caderno e selecione dez nomes de comidas e bebidas em ingls que voc deseje
memorizar. Depois, use uma das estratgias descritas no quadro anterior para registrar essas
palavras. Veja que, assim, voc criar seu prprio dicionrio ilustrado! Use o espao abaixo.
Think about it!

Aquilo que aprendemos e vivemos ca armazenado em nossa memria. Os neurocientistas sugerem que, assim como fazemos exerccios para manter o corpo em bom funcionamento, tambm devemos fazer exerccios para manter nossa memria em plena capacidade.
Voc conhece alguma atividade que possa estimular a memria? Partilhe-a com seus colegas!
44
Relying on translation to learn

Nesta seo, vamos reetir um pouco sobre as implicaes de usar a traduo para aprender ingls (ou outra lngua estrangeira). Para isso, vamos analisar o que pode ocorrer quando
usamos tradutores automticos.
A traduo um recurso bastante utilizado no aprendizado de uma lngua

estrangeira, mas preciso ter alguns cuidados! Por exemplo, imagine que voc acabou
de aprender a palavra morning, em ingls, e decide fazer a seguinte anotao em seu
caderno: morning = manh. Realmente, manh o signicado mais comum para a
palavra morning, mas no o nico. Veja que a traduo da frase Good morning Bom
dia e no Boa manh.
4. Leia os dois dilogos e preste ateno ao uso da palavra hello. Depois, responda pergunta:
a palavra hello tem a mesma traduo em portugus nos dois casos? Por qu?
a) Dois amigos se encontram na rua:
b) Ao telefone:
Jonah: Hello!
Barbra: Hello.
Helen: Hi, Jonah.
Richard: Hello, can I talk to Jack, please?
Voc j ouviu falar de tradutores automticos? So programas disponveis

na internet que fazem a traduo de qualquer texto de uma lngua para outra (ingls para
portugus, portugus para francs, italiano para ingls etc.). Como o prprio nome diz, essa
traduo feita automaticamente, por um programa de computador, e no por uma pessoa.
Os tradutores automticos so muito mais velozes do que uma pessoa, mas tm capacidade
muito limitada no que se refere a interpretar o contexto em que as palavras so utilizadas.
5. Leia as duas frases a seguir e responda: elas esto claras ou parecem confusas?
a) Os brinquedos industrializados eram demasiado caros, assim que ns usamo-nos para
fazer nossos prprios brinquedos, como partes superiores e papagaios.
b) Nosso uniforme teve que ser spotless: os meninos tiveram que desgastar uma camisa e um
lao escola.
6. As frases da questo anterior foram produzidas por um tradutor automtico com base nos
trechos a seguir, extrados de textos deste Caderno. Encontre e sublinhe nas frases da questo 5
os trechos correspondentes aos que esto sublinhados nas frases em ingls.
45
a) Industrialized toys were too expensive, so we used to make our own toys, like tops and kites.
b) Our uniform had to be spotless: the boys had to wear a shirt and tie to school.
7. Associe cada item explicao correspondente sobre o que aconteceu na traduo automtica.
a) used to
b) tops
) O tradutor no conseguiu encontrar um signicado para

essa palavra em seu dicionrio. Por isso, a palavra em ingls repetida na traduo para o portugus. Seu signicado imaculado, sem manchas.
c) had to be
( ) A palavra pode signicar parte superior de algo e tambm

pio (brinquedo infantil).
d) spotless
e) wear
f ) shirt and tie
) No caso dos verbos no passado, o tradutor no capaz de

perceber que o mais adequado seria dizer tinha que ser,
em vez de teve que ser.
( ) A palavra tie pode signicar lao ou gravata. No contexto, como se fala de roupas de meninos e a palavra shirt (camisa) mencionada, o signicado correto seria gravata.
(
) O tradutor no diferencia o verbo use (usar) da expresso

used to (costumava, tinha o costume de).
) A palavra mais utilizada com o signicado de vestir,

mas tambm quer dizer desgastar.
Think about it!

Nesta seo voc viu exemplos em que os textos traduzidos automaticamente do
ingls para o portugus caram um pouco estranhos e incoerentes. O resultado seria
semelhante se voc utilizasse o tradutor automtico para passar um texto do portugus
para o ingls? Pense sobre isso!
46
VOCABULARY LOG
Aqui voc vai registrar o vocabulrio que aprendeu neste Caderno. Escolha duas palavras ou
expresses nas Situated Learning 1, 2, 3, 5, 6 e 7 e escreva cada uma delas no campo 1 (My word or
expression). No campo 2 (Denition or translation), anote uma denio ou traduo para a palavra.
Depois, no campo 3 (Association, example or picture), escreva algo ligado s palavras ou um exemplo;
voc tambm pode fazer uma ilustrao nesse espao. No campo 4 (Sentence from the text), anote a
frase em que a palavra apareceu no Caderno.
Situated Learning 1
Sentence
from the text
Situated Learning 1
Sentence
from the text
Situated Learning 2
Sentence
from the text
47
Situated Learning 2
Sentence
from the text
Situated Learning 3
Sentence
from the text
Situated Learning 3
Sentence
from the text
Situated Learning 5
Sentence
from the text
48
Situated Learning 5
Sentence
from the text
Situated Learning 6
Sentence
from the text
Situated Learning 6
Sentence
from the text
Situated Learning 7
Sentence
from the text
49
Situated Learning 7
Sentence
from the text
50
INSTANT LANGUAGE
Nesta seo de seu Caderno, voc encontra alguns contedos lingusticos sistematizados em
tabelas para auxili-lo em seu trajeto de aprendizagem da lngua inglesa. Voc pode usar essas tabelas como um material de referncia, e consult-las quando estiver em outra srie/ano do Ensino
Fundamental e at mesmo do Ensino Mdio!
Some verbs & phrases

To go on a diet
To be good/bad for ones health
To have breakfast/lunch/dinner
To go to bed
To have a snack
To be allergic to something
To be divided into
To brush ones teeth
To lose weight
To wake up late
To get into trouble
To spin a top
To grow up
To draw on the board
To kick a ball
To sit quietly
To answer a questionnaire
To wear a uniform
To y a kite
To make a toy
Word order
In English, the sequence is usually ADJECTIVE + NOUN:
RAW FISH (peixe cru)
SCRAMBLED EGGS (ovos mexidos)
When we have NOUN + NOUN, the rst noun functions as an adjective:
FRUIT JUICE (suco de fruta)
CHOCOLATE CAKE (bolo de chocolate)
Before, after & when (antes, depois e quando)

I get up BEFORE 6:00 a.m. It is very early so I do what I have to do half asleep!
AFTER I get dressed and grab something to eat, I take the bus to school. I only really wake
up WHEN I arrive at school!
51
Modal verb: SHOULD

Giving advice:
You should brush your teeth after every meal.
You shouldnt eat a lot of candies.
Asking for advice:
What should I do?
Quantity
NO oranges
FEW oranges
SOME/A FEW oranges
A LOT OF/MANY oranges
NO sugar
LITTLE sugar
SOME/A LITTLE sugar
A LOT OF/MUCH sugar
52
Present simple
Armative
Negative
I
You
We
They
have breakfast
every
day.
I
You
We
They
dont have
breakfast every
day.
He
She
It
has breakfast
every
day.
He
She
It
doesnt have
breakfast every
day.
Interrogative
Do
I
you
we
they
have
breakfast
every day?
Does
he
she
it
have
breakfast
every
day?
Toys & games

paper dolls
kite
marbles
portable video games
remote control cars
hangman
action gures
teddy bear
chess
top
building blocks
checkers
drawing board
tricycle
hopscotch
53
Adverbial phrases
When I was a baby/kid/teenager
When I was younger
Until 1985
Until recently
At that time
Back then
Before January
In the 70s
Used to
We employ USED TO to talk about things that were true or happened in the past, but are
no longer true or do not happen anymore.
Armative: USED + innitive
My best friends and I used to go to the park together.
Negative: DIDNT USE + innitive
I didnt use to talk to him much.
Interrogative: DID USE + innitive
Did your father use to come here often?
Attention!
to be used to + ing used + innitive
I am used to driving long hours. (Eu estou acostumado a dirigir por horas.)
I used to drive a lot. (Eu costumava dirigir muito./Eu dirigia muito.)
54
Subject and object questions

Compare
Question: Who saw you?
SUBJECT
Answer: Mary saw me.
Question: Who did you see?
OBJECT
Answer: I saw Mary .
55
CAN-DO CHART
Competncias e habilidades
Consigo
Consigo, mas
fazer sozinho
com ajuda
1. Identificar as caractersticas de um
cardpio.
2. Exemplificar diferenas nos hbitos
alimentares de diferentes culturas.
3. Descrever o que costumo comer nas
refeies e/ou justificar meus hbitos
alimentares.
4. Nomear as trs principais refeies em
ingls.
5. Identificar e compreender os dados
apresentados na pirmide alimentar.
6. Classificar alimentos de acordo com os
grupos da pirmide alimentar.
7. Reconhecer o significado de a lot of,
many, some, (a) little, (a) few, no etc.
para indicar quantidades.
8. Reconhecer e utilizar o verbo modal
should para oferecer sugestes ou fazer
recomendaes.
9. Diferenciar alimentos saudveis e no
saudveis (junk food).
10. Identificar as caractersticas de uma
tabela nutricional.
11. Organizar e selecionar informaes para
elaborar um cardpio.
12. Sugerir correes nos textos de meus
colegas.
13. Analisar as correes sugeridas por
meus colegas sobre meu texto.
56
Ainda no
consigo
14. Dar exemplos de brinquedos que j

foram populares no passado.
15. Identificar algumas caractersticas de
um artigo de revista.
16. Organizar eventos ou fatos em uma
linha do tempo.
17. Identificar o tema de um texto.
18. Reconhecer o uso da expresso used to
para se referir a hbitos do passado.
19. Reconhecer expresses adverbiais de
tempo.
20. Identificar as caractersticas de um
questionrio.
21. Relacionar perguntas e respostas em um
questionrio.
22. Elaborar questes para uma entrevista.
23. Dar exemplos de mudanas em alguns
hbitos de infncia e/ou adolescncia ao
longo das geraes.
57
58
59
60
61
62
CONCEPO E COORDENAO GERAL

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

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

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

EDITORIAL 2014-2017
CONCEPO DO PROGRAMA E ELABORAO DOS

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

Mauro de Mesquita Spnola
GESTO DE TECNOLOGIAS APLICADAS
EDUCAO
Direo da rea
Guilherme Ary Plonski
Coordenao Executiva do Projeto
Angela Sprenger e Beatriz Scavazza
Gesto Editorial
Denise Blanes
Equipe de Produo
Editorial: Amarilis L. Maciel, Ana Paula S. Bezerra,
Anglica dos Santos Angelo, Bris Fatigati da Silva,
Bruno Reis, Carina Carvalho, Carolina H. Mestriner,
Carolina Pedro Soares, Cntia Leito, Eloiza Lopes,
rika Domingues do Nascimento, Flvia Medeiros,
Giovanna Petrlio Marcondes, Gisele Manoel,
Jean Xavier, Karinna Alessandra Carvalho Taddeo,
Leslie Sandes, Main Greeb Vicente, Mara de
Freitas Bechtold, Marina Murphy, Michelangelo
Russo, Natlia S. Moreira, Olivia Frade Zambone,
Paula Felix Palma, Pietro Ferrari, Priscila Risso,
Regiane Monteiro Pimentel Barboza, Renata
Regina Buset, Rodolfo Marinho, Stella Assumpo
Mendes Mesquita, Tatiana F. Souza e Tiago Jonas
de Almeida.
Direitos autorais e iconograa: Beatriz Fonseca
Micsik, Dayse de Castro Novaes Bueno, rica
Marques, Jos Carlos Augusto, Juliana Prado da
Silva, Marcus Ecclissi, Maria Aparecida Acunzo
Forli, Maria Magalhes de Alencastro, Vanessa
Bianco e Vanessa Leite Rios.
Edio e Produo editorial: Jairo Souza Design
Grco e Occy Design projeto grco!.
CONCEPO
Guiomar Namo de Mello, Lino de Macedo,
Luis Carlos de Menezes, Maria Ins Fini
coordenadora! e Ruy Berger em memria!.
AUTORES
Linguagens
Coordenador de rea: Alice Vieira.
Arte: Gisa Picosque, Mirian Celeste Martins,
Geraldo de Oliveira Suzigan, Jssica Mami
Makino e Sayonara Pereira.
Educao Fsica: Adalberto dos Santos Souza,
Carla de Meira Leite, Jocimar Daolio, Luciana
Venncio, Luiz Sanches Neto, Mauro Betti,
Renata Elsa Stark e Srgio Roberto Silveira.
LEM Ingls: Adriana Ranelli Weigel Borges,
Alzira da Silva Shimoura, Lvia de Arajo Donnini
Rodrigues, Priscila Mayumi Hayama e Sueli Salles
Fidalgo.
LEM Espanhol: Ana Maria Lpez Ramrez, Isabel
Gretel Mara Eres Fernndez, Ivan Rodrigues
Martin, Margareth dos Santos e Neide T. Maia
Gonzlez.
Lngua Portuguesa: Alice Vieira, Dbora Mallet
Pezarim de Angelo, Eliane Aparecida de Aguiar,
Jos Lus Marques Lpez Landeira e Joo
Henrique Nogueira Mateos.
Matemtica
Coordenador de rea: Nlson Jos Machado.
Matemtica: Nlson Jos Machado, Carlos
Eduardo de Souza Campos Granja, Jos Luiz
Pastore Mello, Roberto Perides Moiss, Rogrio
Ferreira da Fonseca, Ruy Csar Pietropaolo e
Walter Spinelli.
Cincias Humanas
Coordenador de rea: Paulo Miceli.
Filosoa: Paulo Miceli, Luiza Christov, Adilton Lus
Martins e Ren Jos Trentin Silveira.
Geograa: Angela Corra da Silva, Jaime Tadeu Oliva,
Raul Borges Guimares, Regina Araujo e Srgio Adas.
Histria: Paulo Miceli, Diego Lpez Silva,
Glaydson Jos da Silva, Mnica Lungov Bugelli e
Raquel dos Santos Funari.
Sociologia: Heloisa Helena Teixeira de Souza Martins,
Marcelo Santos Masset Lacombe, Melissa de Mattos
Pimenta e Stella Christina Schrijnemaekers.
Cincias da Natureza
Coordenador de rea: Luis Carlos de Menezes.
Biologia: Ghisleine Trigo Silveira, Fabola Bovo
Mendona, Felipe Bandoni de Oliveira, Lucilene
Aparecida Esperante Limp, Maria Augusta
Querubim Rodrigues Pereira, Olga Aguilar Santana,
Paulo Roberto da Cunha, Rodrigo Venturoso
Mendes da Silveira e Solange Soares de Camargo.
Cincias: Ghisleine Trigo Silveira, Cristina Leite,
Joo Carlos Miguel Tomaz Micheletti Neto,
Julio Czar Foschini Lisba, Lucilene Aparecida
Esperante Limp, Mara Batistoni e Silva, Maria
Augusta Querubim Rodrigues Pereira, Paulo
Rogrio Miranda Correia, Renata Alves Ribeiro,
Ricardo Rechi Aguiar, Rosana dos Santos Jordo,
Simone Jaconetti Ydi e Yassuko Hosoume.
Fsica: Luis Carlos de Menezes, Estevam Rouxinol,
Guilherme Brockington, Iv Gurgel, Lus Paulo
de Carvalho Piassi, Marcelo de Carvalho Bonetti,
Maurcio Pietrocola Pinto de Oliveira, Maxwell
Roger da Puricao Siqueira, Sonia Salem e
Yassuko Hosoume.
Qumica: Maria Eunice Ribeiro Marcondes, Denilse
Morais Zambom, Fabio Luiz de Souza, Hebe
Ribeiro da Cruz Peixoto, Isis Valena de Sousa
Santos, Luciane Hiromi Akahoshi, Maria Fernanda
Penteado Lamas e Yvone Mussa Esperidio.
Caderno do Gestor
Lino de Macedo, Maria Eliza Fini e Zuleika de
Felice Murrie.
A Secretaria da Educao do Estado de So Paulo autoriza a reproduo do contedo do material de sua titularidade pelas demais secretarias de educao do pas, desde que mantida a integridade da obra e dos crditos, ressaltando que direitos autorais protegidos*devero ser diretamente negociados com seus prprios titulares, sob pena de infrao aos artigos da Lei no 9.610/98.
* Constituem direitos autorais protegidos todas e quaisquer obras de terceiros reproduzidas no material da SEE-SP que no estejam em domnio pblico nos termos do artigo 41 da Lei de
Direitos Autorais.
* Nos Cadernos do Programa So Paulo faz escola so indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos contedos apresentados e como referncias bibliogrcas.
Todos esses endereos eletrnicos foram checados. No entanto, como a internet um meio dinmico e sujeito a mudanas, a Secretaria da Educao do Estado de So Paulo no garante que os sites
indicados permaneam acessveis ou inalterados.
* Os mapas reproduzidos no material so de autoria de terceiros e mantm as caractersticas dos originais, no que diz respeito graa adotada e incluso e composio dos elementos cartogrcos
(escala, legenda e rosa dos ventos).
Validade: 2014 2017

7 Caderno Do Aluno Inglês Vol 2 2014-2017 7S 8A

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7 Caderno Do Aluno Inglês Vol 2 2014-2017 7S 8A

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a

GOVERNO DO ESTADO DE SO PAULO

Governo do Estado de So Paulo

Ingls 7a srie/8o ano Volume 2

Tibor Bognar/Alamy/Glow Images

2. Look at the picture below. What is it?

Burger, fries, soda ................. $3.60

American scrambled eggs,

Cheese sandwich, milk, fruit

Brazilian bread & butter,

Rice, beans, salad, fried egg

Japanese rice, miso soup,

Ingls 7a srie/8o ano Volume 2

Now complete the sentences in Column A using the options in Column B.

( ) breakfast, lunch, beverages, etc.

c) The items are divided in groups, for example:

( ) restaurants and cafs.

d) You can nd this kind of text in

3. Match the pictures in Activity 1 to the items on the menu in Activity 2.

For breakfast I usually have

Ingls 7a srie/8o ano Volume 2

rice, beans and steak

main dish = prato principal

Ingls 7a srie/8o ano Volume 2

4. Circle the correct alternative to complete the sentences.

Ingls 7a srie/8o ano Volume 2

1. Can you name these foods?

Ingls 7a srie/8o ano Volume 2

b) I can see a triangle or pyramid, and it is

c) All the parts of the pyramid have the same size.

d) Each part of the pyramid represents one

Fish, chicken and

Red meat, saturated

Rened sugar and

Ingls 7a srie/8o ano Volume 2

I want to lose weight.

Ingls 7a srie/8o ano Volume 2

I have three kids and

Ive heard that sodas are

1. Use the tips to complete this word puzzle.

a) French fries are made with

is the rst meal of the day.

d) Junk food is not good for your

and exercise more.

Ingls 7a srie/8o ano Volume 2

c) carrot juice soda water coee

d) bread butter milk coee beans

e) lettuce bacon sh hamburger steak

3. Unscramble the words to form sentences that describe problems.

Ingls 7a srie/8o ano Volume 2

Ingls 7a srie/8o ano Volume 2

1. Tick (9) the items that are junk food.

( ) rice and beans

junk food = food that is not

2. Look at the tables below and answer the questions.

* Percent Daily Values are based on a 2,000 calorie diet.

* Percent Daily Values are based on a 2,000 calorie diet.

Tabelas nutricionais ctcias elaboradas especialmente para o So Paulo faz escola.

Ingls 7a srie/8o ano Volume 2

a) You may nd these tables:

c) The serving size of the

d) There is more fat per serving in the

doesnt contain much sodium (salt).

4. Discuss the following questions in Portuguese.