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secretaria da educação
MATERIAL DE APOIO AO
CURRÍCULO DO ESTADO DE SÃO PAULO
CADERNO DO ALUNO
INGLÊS
ENSINO FUNDAMENTAL – ANOS FINAIS
5a SÉRIE/6o ANO
VOLUME 2
Nova edição
2014 - 2017
São Paulo
Coordenadora de Orçamento e
Finanças
Claudia Chiaroni Afuso
Caro(a) aluno(a),
Ao longo deste ano, você aprofundará seus conhecimentos sobre a língua inglesa e desenvolverá
habilidades de leitura que poderão ajudá-lo no estudo de outras disciplinas. Neste Caderno, por
meio dos textos e das atividades, você vai aprender alguns termos específicos para espaços, objetos
e profissionais pertinentes aos ambientes escolar e mobiliário, tipos de habitações e partes da casa,
além de adjetivos que podem ser usados para enriquecer suas descrições. Também terá a oportuni-
dade de discutir sobre escolas e costumes de outros povos em relação à moradia, e quais os aspectos
que devem ser levados em conta para produzir a planta-baixa de uma escola e de uma casa.
Neste Caderno, você fará atividades relacionadas a dois temas: 1) The school e
2) Different houses. Essas atividades vão ajudá-lo a:
13. Produzir um pôster, planta baixa ou maquete de uma escola e de uma casa com cômodos
e mobília.
THEME 1
The school
?
!
SITUATED LEARNING 1
PLACES IN A SCHOOL
1. Study the following pictures. Match them with the words in the box.
a) b)
© Fernando Favoretto
c) d)
© Fernando Favoretto
© James Knopf/iStockphoto/Thinkstock/Getty Images
g)
INGLES_CAA_5s_V2_2014.indd 7
© Lisa F. Young/iStockphoto/Thinkstock/Getty Images © Fernando Favoretto/Criar Imagem © Fernando Favoretto/Criar Imagem
7
j)
f)
h)
Inglês – 5a série/6o ano – Volume 2
22/04/14 08:36
Inglês – 5a série/6o ano – Volume 2
2. Study the illustration below and answer the following questions in Portuguese:
c) Now complete the labels with the names of the places in the illustration.
© Jairo Souza Design
1)
2) auditorium
3) canteen
4) teachers’ room
5)
6)
b) “Biology and Chemistry experiments allow students to learn more about nature and science
in this place.” ( )
c) “Competitions and school celebrations with the community happen in this place.”
( )
8
4. Do you know the words below? If possible, use your dictionary to check their meanings and
write them in the categories they belong to.
m
CD-ROMs
newspaper o
at
p e u
co
co
os s
icr e
b
encyclopedias m
la
dic
printer
tio
na
r ies chemical products
LIBRARY: encyclopedias
COMPUTER ROOM:
SCIENCE LAB:
a)
b)
: FOCUS ON LANGUAGE 1
1. Find five words related to school places in the word search below.
H A Q F Z S F J L F D R
K U R H K J C K I V S G
L D S J X C A L B Z D F
P I D K D S N M R X G L
N T G T F L T N A W M K
C O M P U T E R R O O M
S R N R K F E F Y F K J
X I L G D S N Q S C L T
Q U K B V X R S Z B V P
Z M J C L A S S R O O M
A B
( ) normally go to the restroom to wash
a) In a canteen, students
our faces and hands.
b) Students’ performances and musical shows ( ) can buy food and drinks.
( ) relax, organize material for classes and
c) My friends go to
have meetings.
d) After the Physical Education classes we ( ) the library to borrow books and magazines.
e) In the teachers’ room, teachers can ( ) happen in the school auditorium.
d) Teacher: “Please, David, come to the board and write the answer.”
( ) David is in the classroom. ( ) David is in the restroom.
e) Mrs. Lane: “Hello, Mr. Sanders. I’m Louise’s mother. Can I talk to you for 5 minutes, please?”
( ) Mrs. Lane is in the restroom. ( ) Mrs. Lane is in the principal’s office.
10
a) Sam: “Here is my report card , mom. The comments are very good!”
Mom: “Well done, Sam!”
LITERARY MOMENT
11
?
!
SITUATED LEARNING 2
MY SCHOOL
Send
Subject: My school
Hi, Ellen.
My name’s Silvio and I’m from Brazil. I’m a student in the 6th grade and I’m 11. I study at “E. E. José Paulino
de Souza”, a very big school in my community. There are 2,000 students here and there are 32 students in my
class.
My school has some facilities: a big library, a good sports gym and an auditorium where we produce theater
plays with the help of our Arts teacher. I love theater!
My English teacher, Ana Rita, is very cool. In my classroom there are new green desks and a big blackboard.
The walls are all white, but I don’t like this color very much. I prefer green or blue.
Write me!
Silvio
2. Now read the text again and complete the missing information.
c) Silvio’s age:
3. Several people work in a school. Study the pictures and label them with the words in the box.
a) b)
© Conexão Editorial
c) d)
13
e) © Conexão Editorial
f)
4. Look at Silvio’s desk. Match the objects in the list with the pictures.
© Conexão Editorial
( ) A ruler
( ) A pencil
3
( ) Four notebooks 1
( ) Three pens 7 2
6
( ) An English book 4
( ) Two erasers 5
( ) A sharpener
5. Study the picture again and answer this question: What was Silvio’s last class of the day? How
do you know?
14
: FOCUS ON LANGUAGE 2
1. Study Situated Learning 1 and 2 and find words to complete the table.
canteen
2. Study the chart on page 50 – Verb to be: contracted forms – and complete the sentences using the
present forms of the verb ‘to be’. Then choose the dialogues that match the illustrations.
A B
1) paper a) fluid
2) elastic b) clip
3) correction c) punch
4) hole d) sharpener
5) pencil e) bands
4. Study the e-mail in Situated Learning 2. Then number the sentences in the right sequence.
( ) Write me.
( ) Hi, I’m so happy to get your e-mail and be friends with you.
( ) Well, my school is not big. There are 700 students and in my class we are 22.
( ) Ellen.
( ) But I like my school and my friends very much. My classroom is nice and the library is
fantastic.
LITERARY MOMENT
“The roots of education are bitter, but the fruit is sweet.” ARISTOTLE. Diogenes Laertius
lives of philosophers.
16
?
!
SITUATED LEARNING 3
SCHOOLS AROUND THE WORLD
a) What are schools like in countries such as Peru, Ghana or Japan? Do you know?
b) Do you know what indigenous schools are like in Brazil? Are there any near your community
or city?
c) About 115 million children and teens in the world don’t go to school. Can you think of the
reasons?
1 2
© Jenny Matthews/Alamy/Glow Images
17
3. Read the texts quickly and match them with the pictures in Activity 2.
a) “I’m Josephine and I live in the rural area near Accra, the capital of my country, Ghana. I
am very happy because I go to school every day. In my country, a lot of children don’t go to
school, especially girls. I really want to learn how to read and write well.”
b) “Hello! I’m Juan, and I’m 11 years old. I don’t like my school very much. It is like a prison,
and there is no modern equipment in the classrooms. I wear a very clean uniform (we are
punished if it is not). Ah, and our shiny black shoes are very important: I have shoe polish
in my school bag and I shine my shoes at school.”
c) “Hi! I’m Akemi and I’m in the 8th grade at school. There are about 40 students per class in
my school. When teachers enter the classroom, we bow and say Ohayo gozaimasu (‘Good
morning’). We are very silent in class because we respect our sensei (the teacher).”
4. Read the texts again and answer these questions: Who mentions...
a) uniforms?
5. In small groups, identify differences and similarities between your school and the schools
described in the texts in Activity 3. Answer in Portuguese.
18
: FOCUS ON LANGUAGE 3
1. Read what the children say about their school. Then draw the smiley according to how they feel
about it.
d) “My mother says my school is the best, but I don’t have many
friends. The teachers are very good, though, and I like to study
very much.”
19
2. Study the adjectives in the box. Then label the pictures with one of the adjectives and a noun.
Follow the example.
a) b)
Rural school
c) d)
© John Edward Linden/Beateworks/Corbis/Latinstock
© Angela Hampton Picture Library/Alamy/Glow Images
e)
© Olix Wirtinger/Solus-Veer/Corbis/Latinstock
20
3. Unscramble the words to form sentences. Tip: the sentences are taken from the texts in Activity 3,
page 18.
4. Study the use of very much X very in the Instant language section (page 50). Then circle the
correct option in the sentences.
LITERARY MOMENT
21
?
!
SITUATED LEARNING 4
PRODUCING A POSTER: my ideal school
1. Read the following steps with the help of your teacher to produce a poster with the title:
My ideal school.
a) Get into groups of four or five students. Discuss the following questions in Portuguese. Use
the lines to take notes.
● Does your school have the same facilities as the school described in Situated Learning 1?
● Do you think the physical characteristics of the building are good, for example the size and
color of the walls?
22
b) Now, draw the floor plan of your ideal school and write a short description of some of the
places in it. Use the box (First draft) to do it. For references, check the floor plan in Situated
Learning 1 and the e-mail in Situated Learning 2.
c) Show your work to your teacher. He/She is going to check it for any mistakes.
d) Produce the final version of the plan on a poster or as a maquette. Make sure the layout is
appropriate, as well as the subtitles or labels. Don’t forget to include the name of the school,
the number of students and teachers and any other information you find useful to identify
the school.
e) finally, prepare an exhibition so that everybody in class can appreciate what you and your
classmates have done.
23
LEARN MORE
Para aprender mais a respeito dos conteúdos deste tema, sugerimos uma lista de músicas (songs),
sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.
Songs
Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e
a palavra lyrics em seu site de busca preferido.
Sites
● Para conhecer a respeito de escolas no Peru, visite: <http://eqi.org/peru_ed1.htm>. Acesso
em: 11 nov. 2013.
● Para conhecer mais a respeito de adolescentes e suas escolas na África, visite: <http://
cyberschoolbus.un.org>. Acesso em: 11 nov. 2013.
Films
● Zoando na escola (How to eat fried worms). Direção: Bob Dolman. EUA, 2006. 98 min.
Livre. Aventura/Comédia. É início do ano letivo e um garoto que começa a 5a série/6o ano
do Ensino Fundamental muda de escola. Nesse novo ambiente, um desafio lhe é imposto
pelo mandachuva da escola. Aproveite para discutir com os colegas e com seu professor os
conflitos, receios e desafios da convivência na escola, principalmente quando tudo é novidade
e não temos nossos amigos por perto.
● Escola da vida (School of life). Direção: William Dear. EUA, 2005. 111 min. Livre. Co-
média/Drama. Aqui a história do filme também se passa em uma escola de Ensino Funda-
mental nos Estados Unidos, na qual um novo professor está revolucionando as formas de
ensinar. Qual seria seu segredo? Vale a pena conferir!
24
THEME 2
DIFFERENT HOUSES
?
!
SITUATED LEARNING 5
WHERE WE LIVE
a) b) c)
© Elizabeth Whiting & Associates/
Alamy/Glow Images
© Ivania Sant’Anna/Kino
© Iara Venanzi/Kino
d) e)
© Robert Harding Picture Library/
Alamy/Glow Images
© Marcos Peron/kino
2. Read the following texts. Where do these people live? Use the words listed in Activity 1.
a) Louise: “I don’t like where I live. It is not big, and it is not so small, but the color of the
building is so ugly! I live on the 7th floor and I don’t like the elevator very much. The rent is
expensive. I love animals, but we can’t have pets.”
b) Sam: “I am a graffiti artist and I love the place I live in. It’s not spacious, but it is modern
and decorated with my graffiti. My friends think that just one room is not enough for living,
but I like it!”
25
c) Jane and Markus: “The place where we live is old, about 50 years old. But it is a quiet place,
we can play in the streets without problems. We and our brothers sleep in the same bedroom
on the second floor of our house and sometimes we listen to our noisy neighbors in their
bedroom because the walls are very thin. It’s funny.”
1. Study the order of adjectives in the Instant language section. Then, unscramble the words to
form sentences.
d) tall – building – a
e) apartment – an – expensive
26
2. Read the descriptions. Then label the illustrations with the words in bold.
a) In the South of the USA, big houses in rural areas have beautiful verandahs with columns
to support them. These houses are called plantation houses.
b) Clapboard houses are very common in New England. People cover the walls of the house
with horizontal planking.
c) People in the downtown area of a city sometimes live in very small apartments in big old
buildings with escape stairs. They are called tenements and are very simple in style.
d) In the USA, some people buy the apartment where they live. This kind of building, where
people are the owners of the apartments, is called a condominium.
e) Lots of people live in suburbs in the USA. They are quiet places with big houses, a lot of
space and trees.
© Philip Gould/Corbis/Latinstock
© Tim McGuire/Corbis/Latinstock
plantation house
© Raimund Koch/Corbis/Latinstock
27
3. Study the use of and, but and so in the Instant language section. Then circle the correct word in
the sentences.
a) I enjoy living in my house. It’s comfortable for the family but/and we have everything we
need in the neighborhood.
b) For my father it’s easier to live downtown, because it is near his work, and/but I don’t like
it.
c) My grandfather doesn’t like the color of our apartment (it’s yellow), but/so he wants to paint
it blue.
d) My family has a small house in the countryside but/and we always go there at Christmas.
e) Now that my older sister Mary is married and I am living alone, I want to move, so/but not
to another house, but/so I am looking for a bedsit in the city center.
A B
a) new ( d ) thick
b) quiet ( ) expensive
c) large, big ( ) noisy
d) thin ( ) small
e) cheap ( ) old
LITERARY MOMENT
“A place for everything and everything in its place.” BEETON, Isabella. The book of household
management.
28
?
!
SITUATED LEARNING 6
MY PLACE
2. Study the picture. Match the things in the house to their names.
© Conexão Editorial
6
5 9
10
3
8
7
2 1
4
11
29
4. Study the illustration. Complete the sentences with in, on, under and next to.
30
1. Complete the questions using is or are. Then, match questions and answers.
QUESTIONS ANSWERS
c) What color the bedroom ( ) It’s over there, next to the living
walls? room.
c) In my living room, there isn’t a c table ( ), because it’s a tiny living room.
31
3. Read the text and complete it with in, on, under and next to.
© Paulo Manzi
“I like my living room. There are lots of plants in (a) it, and a picture
(b) the wall. There is a big red armchair (c) the door. There is
also a rug (d) the coffee table, and there are some books (e) it.”
4. Find out the meaning of the words in the box. If possible, use a dictionary. Then, complete the
lists.
LITERARY MOMENT
32
?
!
SITUATED LEARNING 7
HOUSES AROUND THE WORLD
a) b) c)
a) “My name is Levi Coutier and I live in an Inuit village near Resolute Bay, Canada. When
people come to visit us, they are surprised to see that we don’t live in igloos. We live in
wooden houses, with electricity and central heating, but there is an igloo in our backyard for
us to play. My house is very comfortable: three bedrooms, a bathroom, a small kitchen and a
carpeted living room with two large sofas in it. The place is wonderful for me.”
b) “Hi, I’m William Sandville, but people call me Bill. I come from Saint Louis, Missouri.
Where I live, I have everything I need for my work: a computer, a printer and a scanner, so
it’s very practical and modern. I don’t need to be just in one place and I love freedom, that’s
the reason I decided to buy and live in a trailer. I like camping very much and now, with my
trailer, I can travel around a lot.”
c) “Hello, I’m Mark Falkers and I live in Amsterdam, the Netherlands. Living on a narrow boat
is not easy, it is expensive, and the place is not big enough to have friends around or parties.
But in general it’s fun, because you are free to move around when you want – but again, you
have to adapt yourself to a small, uncomfortable place, with just one bedroom, a living room
with an adapted kitchen in it and a very, very tiny bathroom. That’s life!”
33
4. Work in small groups: Do you know any other people who live in different houses? What are
they like?
a) o – r – b – d – o – m – e = bedroom
b) u – r – y – l – n – a – d =
c) m – t – b – a – o – h – o – r =
d) v – g – l – i – i – n o–o–r–m=
e) a – k – r – y – d – a – b – c =
c) My friend Yuri likes city life/camping and travelling, that is why he has a motorhome.
d) Winters are very cold where I live. Central heating/Big windows in houses is essential to
keep them warm.
34
e) I lived in a house in 2006 and now I live in a very small apartment. It was difficult to
adapt/use at first but now I like it.
3. Find out the meaning of the words in the box. If possible, use a dictionary. Then complete the
sentences.
a) Dad, the lamp on the ceiling is not working. We have to change it.
b) Yes, madam, all the bedrooms have . They are very comfortable and
warm, especially in winter.
c) Go up to the and try to find those old books. I think they are in a big box
under the table.
d) Our cat Daisy likes to sleep in high places. Sometimes she sleeps on the !
e) This year we are going to change the in the toilet. I want them white.
© Paulo Manzi
( ) Two. One is big and the other is small.
( ) Cool!
LITERARY MOMENT
“Our patience will achieve more than our force.” BURKE, Edmund. Reflections on the
revolution in France.
35
?
!
SITUATED LEARNING 8
HOME SWEET HOME
1. Read the steps below with the help of your teacher. You are going to work in groups to produce
a poster, a maquette or the floor plan of a house or apartment.
a) Think about some characteristics of the family who will live in the place, for example:
b) Organize the work among the members of your group and produce the first draft of the
house/apartment plan. Remember to draw the furniture, the plan for each room, and to
label them (rooms and furniture). If necessary, go back to Situated Learning 6 and use the
house plan in Activity 2 as a reference.
36
d) Use the first draft of the floor plan to produce the poster, the maquette or the final version
of the floor plan.
37
LEARN MORE
Para aprender mais sobre os conteúdos deste tema, sugerimos uma lista de músicas (songs),
sites e filmes (films) com os quais você pode ampliar suas oportunidades de aprender inglês.
Songs
Para encontrar as letras das músicas sugeridas, basta escrever o título, o nome do artista e a
palavra lyrics em seu site de busca preferido.
Sites
Para aprender sobre casas inusitadas no mundo, digite no Google weird houses around the
world. Há imagens interessantes de casas arquitetadas e construídas dentro de árvores e grutas,
no topo de colinas rochosas inacessíveis, em formato de bota etc.
Para saber mais sobre habitações, visite <http://www.habitat.org/lac_eng/>. Acesso em:
11 nov. 2013. Nesse site, você encontra descrições de moradias em diversas partes do mundo
(Europa, África, Oriente Médio, América do Norte) e informações sobre os problemas de
infraestrutura habitacional nessas regiões. O site pertence à associação Habitat for Humanity
International e dá uma boa noção do problema, mesmo em regiões consideradas desenvolvidas.
Para conhecer o modo de vida dos inuítes (povo que habita as regiões árticas no Canadá), visite:
<http://www.ecokids.ca/pub/eco_info/topics/first_nations_inuit/index.cfm>.
● Acesso
em: 11 nov. 2013.
Para conhecer o modo de vida dos tuaregues (povos nômades, habitantes do deserto do
Saara, África), visite:
<http://www.pbs.org/wnet/africa/explore/sahara/sahara_people_lo.html>.
● Acesso em:
11 nov. 2013.
Films
● casa monstro (Monster house). Direção: Gil Kenan. EUA, 2006. 91 min. Livre. Animação.
A
Nesse filme, o adolescente DJ Walters acredita que a casa de seu vizinho, o velho
Nebbercracker, é assombrada, já que as coisas nela contidas não param de sumir. DJ está
empenhado em descobrir o mistério que existe ali. Vale a pena conferir!
38
● U
m dia a casa cai (The money pit). Direção: Richard Benjamin. EUA, 1986. 91 min. Livre.
Comédia. Um jovem casal decide investir todas as suas economias em uma bela mansão, ven-
dida a eles por um preço muito convidativo. Mas eles descobrem que nada na casa funciona
e que a reforma vai custar muito caro.
● Entrando numa fria maior ainda (Meet the Fockers). Direção: Jay Roach. EUA, 2004. 115
min. 12 anos. Comédia. O filme é estrelado por Dustin Hoffman, Barbra Streisand, Robert
de Niro, Ben Stiller e Teri Polo. Depois que Greg (Ben Stiller) conheceu a família de sua
noiva Pam (Teri Polo) e se assustou com o temperamental pai da garota, o ex-espião da CIA
Jack (Robert de Niro), é a vez de a família da moça conhecer os pais de Greg: Bernie (Dustin
Hoffman) e Ross (Barbra Streisand) – ele, um advogado liberal; ela, uma terapeuta sexual.
39
LEARN TO LEARN
1. Você sabia que o nosso corpo “fala”? Pense em exemplos de situações em que usamos o
corpo (o movimento corporal, os gestos faciais) para nos expressar e comunicar ideias.
Anote-os abaixo e compare suas respostas em grupos.
a) b) c)
© Jairo Souza Design
d) e)
40
3. Diferentes culturas usam gestos de formas diversas. Escreva True (Verdadeiro), False (Falso)
ou I don’t know (Eu não sei) para cada uma das afirmações.
English around us
Ao longo deste ano, você teve a oportunidade de iniciar seus estudos sobre a língua
inglesa e também de observar um pouco a presença de línguas estrangeiras em nosso coti-
diano. Vamos prestar atenção, agora mais de perto, na presença da língua inglesa em nosso
idioma, fazendo as atividades que se seguem.
41
4. Leia o diálogo a seguir e responda: qual o assunto da conversa? Como você sabe?
6. Agora, pesquise as palavras em seu dicionário. Anote seus possíveis significados e marque um
X na coluna COGNATE se forem cognatas (palavras parecidas com as da língua portuguesa
e que têm o mesmo significado).
42
43
VOCABULARY LOG
Aqui você vai registrar o vocabulário que aprendeu neste Caderno. Escolha duas palavras ou
expressões nas Situated Learning 1, 2, 3, 5, 6 e 7 e escreva cada uma delas no campo 1 (My word or
expression). No campo 2 (Definition or translation), anote uma definição ou tradução para a palavra.
Depois, no campo 3 (Association, example or picture), escreva algo ligado às palavras ou um exemplo;
você também pode fazer uma ilustração nesse espaço. No campo 4 (Sentence from the text), anote a
frase em que a palavra apareceu no Caderno.
Situated Learning 1
Sentence
from the text
Situated Learning 1
Sentence
from the text
Situated Learning 2
Sentence
from the text
44
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
45
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
46
Situated Learning 7
Sentence
from the text
47
INSTANT LANGUAGE
Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em
tabelas para auxiliá-lo em seu trajeto de aprendizagem da língua inglesa. Você pode usar essas tabe-
las como um material de referência e consultá-las mesmo quando estiver em outras séries/anos do
Ensino Fundamental e Médio!
Places in a school
Classroom objects
School professionals
48
49
Adverbs
The house
50
modern ≠ old
big, spacious, large ≠ tiny, small, little
cheap ≠ expensive
comfortable ≠ uncomfortable
quiet ≠ noisy
thick ≠ thin
Some prepositions
coffee table.
next to
The cell phone is next to the
book.
51
but To contrast ideas which are The living room is big, but the
different. kitchen is small.
52
Can-do Chart
12. P
roduzir uma planta baixa, pôster ou
maquete da escola (reproduzindo a
situação real ou a escola ideal), com
etiquetas de identificação em inglês.
13. P
roduzir uma planta baixa, pôster
ou maquete de uma casa (incluindo
mobília) com etiquetas de identificação
de móveis e cômodos em inglês.
53
54
Coordenadora Geral do Programa São Paulo PROFESSORES COORDENADORES DO NÚCLEO Física: Ana Claudia Cossini Martins, Ana Paula
faz escola PEDAGÓGICO Vieira Costa, André Henrique Ghelfi Rufino,
Valéria Tarantello de Georgel Cristiane Gislene Bezerra, Fabiana Hernandes
Área de Linguagens
M. Garcia, Leandro dos Reis Marques, Marcio
Coordenação Técnica Educação Física: Ana Lucia Steidle, Eliana Cristine
Bortoletto Fessel, Marta Ferreira Mafra, Rafael
Roberto Canossa Budiski de Lima, Fabiana Oliveira da Silva, Isabel
Plana Simões e Rui Buosi.
Roberto Liberato Cristina Albergoni, Karina Xavier, Katia Mendes
Suely Cristina de Albuquerque Bomfim e Silva, Liliane Renata Tank Gullo, Marcia Magali
Química: Armenak Bolean, Cátia Lunardi, Cirila
Rodrigues dos Santos, Mônica Antonia Cucatto da
EQUIPES CURRICULARES Tacconi, Daniel B. Nascimento, Elizandra C. S.
Silva, Patrícia Pinto Santiago, Regina Maria Lopes,
Sandra Pereira Mendes, Sebastiana Gonçalves Lopes, Gerson N. Silva, Idma A. C. Ferreira, Laura
Área de Linguagens C. A. Xavier, Marcos Antônio Gimenes, Massuko
Arte: Ana Cristina dos Santos Siqueira, Carlos Ferreira Viscardi, Silvana Alves Muniz.
S. Warigoda, Roza K. Morikawa, Sílvia H. M.
Eduardo Povinha, Kátia Lucila Bueno e Roseli Língua Estrangeira Moderna (Inglês): Célia Fernandes, Valdir P. Berti e Willian G. Jesus.
Ventrella. Regina Teixeira da Costa, Cleide Antunes Silva,
Ednéa Boso, Edney Couto de Souza, Elana Área de Ciências Humanas
Educação Física: Marcelo Ortega Amorim, Maria
Simone Schiavo Caramano, Eliane Graciela Filosofia: Álex Roberto Genelhu Soares, Anderson
Elisa Kobs Zacarias, Mirna Leia Violin Brandt,
dos Santos Santana, Elisabeth Pacheco Lomba Gomes de Paiva, Anderson Luiz Pereira, Claudio
Rosângela Aparecida de Paiva e Sergio Roberto
Kozokoski, Fabiola Maciel Saldão, Isabel Cristina Nitsch Medeiros e José Aparecido Vidal.
Silveira.
dos Santos Dias, Juliana Munhoz dos Santos,
Língua Estrangeira Moderna (Inglês e Kátia Vitorian Gellers, Lídia Maria Batista Geografia: Ana Helena Veneziani Vitor, Célio
Espanhol): Ana Paula de Oliveira Lopes, Jucimeire Bomfim, Lindomar Alves de Oliveira, Lúcia Batista da Silva, Edison Luiz Barbosa de Souza,
de Souza Bispo, Marina Tsunokawa Shimabukuro, Aparecida Arantes, Mauro Celso de Souza, Edivaldo Bezerra Viana, Elizete Buranello Perez,
Neide Ferreira Gaspar e Sílvia Cristina Gomes Neusa A. Abrunhosa Tápias, Patrícia Helena Márcio Luiz Verni, Milton Paulo dos Santos,
Nogueira. Passos, Renata Motta Chicoli Belchior, Renato Mônica Estevan, Regina Célia Batista, Rita de
José de Souza, Sandra Regina Teixeira Batista de Cássia Araujo, Rosinei Aparecida Ribeiro Libório,
Língua Portuguesa e Literatura: Angela Maria
Campos e Silmara Santade Masiero. Sandra Raquel Scassola Dias, Selma Marli Trivellato
Baltieri Souza, Claricia Akemi Eguti, Idê Moraes dos
Santos, João Mário Santana, Kátia Regina Pessoa, Língua Portuguesa: Andrea Righeto, Edilene e Sonia Maria M. Romano.
Mara Lúcia David, Marcos Rodrigues Ferreira, Roseli Bachega R. Viveiros, Eliane Cristina Gonçalves
Cordeiro Cardoso e Rozeli Frasca Bueno Alves. Ramos, Graciana B. Ignacio Cunha, Letícia M. História: Aparecida de Fátima dos Santos
de Barros L. Viviani, Luciana de Paula Diniz, Pereira, Carla Flaitt Valentini, Claudia Elisabete
Área de Matemática Márcia Regina Xavier Gardenal, Maria Cristina Silva, Cristiane Gonçalves de Campos, Cristina
Matemática: Carlos Tadeu da Graça Barros, Cunha Riondet Costa, Maria José de Miranda de Lima Cardoso Leme, Ellen Claudia Cardoso
Ivan Castilho, João dos Santos, Otavio Yoshio Nascimento, Maria Márcia Zamprônio Pedroso, Doretto, Ester Galesi Gryga, Karin Sant’Ana
Yamanaka, Rodrigo Soares de Sá, Rosana Jorge Patrícia Fernanda Morande Roveri, Ronaldo Cesar Kossling, Marcia Aparecida Ferrari Salgado de
Monteiro, Sandra Maira Zen Zacarias e Vanderley Alexandre Formici, Selma Rodrigues e Barros, Mercia Albertina de Lima Camargo,
Aparecido Cornatione. Sílvia Regina Peres. Priscila Lourenço, Rogerio Sicchieri, Sandra Maria
Fodra e Walter Garcia de Carvalho Vilas Boas.
Área de Ciências da Natureza Área de Matemática
Biologia: Aparecida Kida Sanches, Elizabeth Matemática: Carlos Alexandre Emídio, Clóvis Sociologia: Anselmo Luis Fernandes Gonçalves,
Reymi Rodrigues, Juliana Pavani de Paula Bueno e Antonio de Lima, Delizabeth Evanir Malavazzi, Celso Francisco do Ó, Lucila Conceição Pereira e
Rodrigo Ponce. Edinei Pereira de Sousa, Eduardo Granado Garcia, Tânia Fetchir.
Ciências: Eleuza Vania Maria Lagos Guazzelli, Evaristo Glória, Everaldo José Machado de Lima,
Gisele Nanini Mathias, Herbert Gomes da Silva e Fabio Augusto Trevisan, Inês Chiarelli Dias, Ivan
Apoio:
Maria da Graça de Jesus Mendes. Castilho, José Maria Sales Júnior, Luciana Moraes
Fundação para o Desenvolvimento da Educação
Funada, Luciana Vanessa de Almeida Buranello,
- FDE
Física: Carolina dos Santos Batista, Fábio Mário José Pagotto, Paula Pereira Guanais, Regina
Bresighello Beig, Renata Cristina de Andrade Helena de Oliveira Rodrigues, Robson Rossi, Impressão e acabamento sob a responsabilidade
Oliveira e Tatiana Souza da Luz Stroeymeyte. Rodrigo Soares de Sá, Rosana Jorge Monteiro, da Imprensa Oficial do Estado S/A − IMESP
A Secretaria da Educação do Estado de São Paulo autoriza a reprodução do conteúdo do material de sua titularidade pelas demais secretarias de educação do país, desde que mantida a integri-
dade da obra e dos créditos, ressaltando que direitos autorais protegidos*deverão ser diretamente negociados com seus próprios titulares, sob pena de infração aos artigos da Lei no 9.610/98.
* Constituem “direitos autorais protegidos” todas e quaisquer obras de terceiros reproduzidas no material da SEE-SP que não estejam em domínio público nos termos do artigo 41 da Lei de
Direitos Autorais.
* Nos Cadernos do Programa São Paulo faz escola são indicados sites para o aprofundamento de conhecimentos, como fonte de consulta dos conteúdos apresentados e como referências bibliográficas.
Todos esses endereços eletrônicos foram checados. No entanto, como a internet é um meio dinâmico e sujeito a mudanças, a Secretaria da Educação do Estado de São Paulo não garante que os sites
indicados permaneçam acessíveis ou inalterados.
* Os mapas reproduzidos no material são de autoria de terceiros e mantêm as características dos originais, no que diz respeito à grafia adotada e à inclusão e composição dos elementos cartográficos
(escala, legenda e rosa dos ventos).