Caderno Do Aluno Ingles 3 Ano Vol 2 2014 2017

a
3 SÉRIE
ENSINO MÉDIO
Volume 2
INGLÊS
Linguagens
CADERNO DO ALUNO
GOVERNO DO ESTADO DE SÃO PAULO
SECRETARIA DA EDUCAÇÃO
MATERIAL DE APOIO AO
CURRÍCULO DO ESTADO DE SÃO PAULO
CADERNO DO ALUNO
INGLÊS
ENSINO MÉDIO
3a SÉRIE
VOLUME 2
Nova edição
2014 - 2017
São Paulo
Governo do Estado de São Paulo
Governador
Geraldo Alckmin
Vice-Governador
Guilherme Afif Domingos
Secretário da Educação
Herman Voorwald
Secretária-Adjunta
Cleide Bauab Eid Bochixio
Chefe de Gabinete
Fernando Padula Novaes
Subsecretária de Articulação Regional
Rosania Morales Morroni
Coordenadora da Escola de Formação e
Aperfeiçoamento dos Professores – EFAP
Silvia Andrade da Cunha Galletta
Coordenadora de Gestão da
Educação Básica
Maria Elizabete da Costa
Coordenadora de Gestão de
Recursos Humanos
Cleide Bauab Eid Bochixio
Coordenadora de Informação,
Monitoramento e Avaliação
Educacional
Ione Cristina Ribeiro de Assunção
Coordenadora de Infraestrutura e
Serviços Escolares
Dione Whitehurst Di Pietro
Coordenadora de Orçamento e
Finanças
Claudia Chiaroni Afuso
Presidente da Fundação para o
Desenvolvimento da Educação – FDE
Barjas Negri
Caro(a) aluno(a),
Você está se aproximando do momento em que deixará a escola. Os conhecimentos adquiridos

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

Área de Linguagens
Coordenadoria de Gestão da Educação Básica – CGEB
Secretaria da Educação do Estado de São Paulo
LEARNING TARGETS
Neste Caderno, você fará atividades relacionadas a dois temas: 1) 21st century professions
e 2) Creating a CV. Essas atividades vão ajudá-lo a:
1. Reconhecer as características e a organização de um depoimento, de um guia do estu-

dante e de uma apresentação de cursos universitários.
2. Identificar o assunto principal de um texto e relacioná-lo a experiências pessoais e pers-

pectivas futuras.
3. Inferir o sentido de palavras ou expressões em um texto.
4. Reconhecer e usar conjunções: either... or e neither... nor.
5. Reconhecer e usar orações condicionais (tipo 1).
6. Reconhecer e usar as estruturas verbais que indicam planos futuros (will, going to).
7. Reconhecer e usar os verbos modais may e might.
8. Retomar os tempos verbais past simple e present perfect.
9. Elaborar um depoimento pessoal sobre planos profissionais para o futuro.
10. Reconhecer como se organiza um currículo, que tipo de informações apresenta e qual o
seu objetivo.
11. Reconhecer os tipos de currículos apropriados às necessidaddes do candidato: chronological

CV e functional CV.
12. Identificar como se organiza um anúncio de emprego e que tipo de informações apresen-
ta.
13. Localizar informações em diferentes textos.
14. Identificar o uso de verbos no passado para descrever habilidades em um currículo.
15. Elaborar um currículo contendo informações pessoais, formação, habilidades e objetivos.
16. Trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.
5
Inglês – 3a série – Volume 2
THEME 1
21ST CENTURY PROFESSIONS  PART I
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! SITUATED LEARNING 1
CAREER: CHOOSING A PROFESSION  PART I
1. Look at the text and answer. What is its purpose? Who would read this kind of text?
What for?
Student guide
Choosing your profession!
COURSES
1. Business Administration í Prepares people to manage different kinds of public or private
organizations. This professional will be able to plan, organize, control and foresee a company’s
development in order to achieve better results.
Course duration í or years.
Further development í <ou will have most of your training on the Mob. The company may also
arrange more training courses either in-company or in training centers outside the company.
Where to work í <ou may work with all types of companies or organizations, industrial and
commercial businesses, including health services.
2. Logistics í 'eals with managing the Àow of goods, information and money.
Course duration í 2 years.
Further development í <ou will have to update your studies in this ¿eld by taking further courses
and workshops.
Where to work í <ou may work in transportation companies, industries and trading companies.
3. Mechanical Engineering í The branch of engineering responsible for the design, production, and
use of tools and machines.
Course duration í years.
Further development í <ou may help your career development by updating your skills and
knowledge in order to have a more strategic role in researching, planning and developing new
proMects.
Where to work í <ou may work in different organizations, including governmental bodies, the
armed services, industries, research and development companies.
. Digital Games í Prepares people to develop, design and produce games for computers, mobiles
and internet, according to market needs. This course can be taken on-line.
Course duration í 2 ò years.
Further development í <ou may continue developing your knowledge and skills by attending
courses and studying speci¿c programs to create games.
Where to work í <ou may work in specialized companies or at home, since your presence at the
company is not essential.
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Elaborado especialmente para o São Paulo faz escola.
6
2. Read the text in Activity 1 and answer.
a) What kind of information does the text bring?

( ) course descriptions. ( ) websites for research.
( ) where to study. ( ) salaries.
( ) where to work. ( ) articles about choosing a career.
( ) where to live. ( ) descriptions of professions.
( ) prices. ( ) testimonials.
b) Which courses have the shortest duration?
c) Which course can be taken on-line? What kind of people take an on-line course?
d) Find out where professionals from these fields might work: Logistics and Digital Games.
e) What does a Digital Games professional do?
f ) What does a Logistics professional have to do to develop his/her career?
3. Read the following sentences and identify the appropriate meaning for the underlined
conjunctions.
a) “The company may also arrange more training courses either in-company or in training
centers outside the company.”
b) “We neither sell nor rent equipment.”
( ) This kind of conjunction shows that both alternatives are excluded.
( ) This kind of conjunction shows two possible alternatives.
7
4. Have a look at the examples and rewrite the sentences using either... or or neither... nor.
Examples:
a) Mark may take Mathematics or he may take Computer Science.

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

Carol neither smokes nor drinks.
c) Ann doesn’t study during the day and she doesn’t study in the evening.
d) Alfred doesn’t work and he doesn’t study.
e) I may become an engineer or I may become a Mathematics professor.
f ) They can enter university next semester or they can enter next year.
8
5. Have a quick look at the text, read the title, the subtitle and pay attention to the layout. What
do you think it is about?
Student guide
Career
,I \ou choose \our career taking into consideration \our interests \ou will Ee Iul¿lled
C areer planning is a never-ending process. <ou will probably think about your career plans many
times and re-address them during your life. It is a normal process to make up your mind about it and have
different occupations until you get retired. It is really important to be honest with yourself and make a
decision about your career based on what is fundamental to you, concerning your interests, skills, values
and culture. Making a good career choice depends on some steps.
The ¿rst step is to e[amine your interests. :hat kinds of Mobs or careers attract your attention" If you
are not sure, it is possible to take self-tests on the internet to help you answer some points about your
interests and possible careers.
The second step is to e[amine your abilities. :hat kinds of skills do you have" :hat are your
strengths" :hat are your weak points" In high school, what were your best subMects" :hy did you like
those subMects" :hat kind of things did you learn in e[tracurricular activities"
The third step is to e[amine what your values at work are, for e[ample teamwork and work groups,
working under pressure, security, social status, helping society, strong ¿nancial compensation and ¿nancial
rewards, creativity, imagination, innovation, autonomy, independence, freedom, professional development
and ongoing learning and growth, and many others.
The fourth step is to e[amine the career you want. There are some websites that might help you
e[plore a list of occupations and lots of information about the profession you are looking for activities,
responsibilities, where to work, salaries and how to update.
The ¿fth step is to e[amine all the choices, if there is more than one, and focus on choosing the one
you like best.
2ther possible steps to get more information are
– get college course brochures – some are available on-line;

– talk to your teachers;
– talk to your older friends, mainly the ones who work or have already had an internship;
– talk to your family, there might be different kinds of professions in your family;
– visit universities and talk to course coordinators or students who are following the career you are
considering.
17
9
Expansion activity
Read the text in Activity 5 again and do as asked.
a) Underline the questions in the first and second steps, and answer them.
b) Read the third step and answer: What are your values at work?
c) Point out the two most relevant steps in your opinion. Discuss your choice in a small
group.
d) Do you think these steps can help you choose a career? Why (not)?
10
: FOCUS ON LANGUAGE 1
1. Word search. Find out the past participle form of the verbs in the grid.
be speak sign finish get recruit work
W L K M G J H T W Q G F
C B D S X F Z J K L N K
R E C R U I T E D S D J
K E H D G N Z K X S H W
L N R G H I J G K L P U
M N B S F S P O K E N A
N D S F R H K T L M P Y
F S I G N E D G F G H J
H J Q W S D W O R K E D
2. Complete these sentences using the verbs you found in Activity 1.
a) I have just a new job!
b) He has in that company for five years.
c) We haven’t to your sister for a long time.
d) She has unemployed since last year.
e) I have already the first term of my course.
f ) They haven’t anyone for the position yet.
g) She hasn’t the contract yet.
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3. Circle the correct alternative.
a) Unfortunately neither/either the documents nor/or the contracts are ready yet.
b) We neither/either sell nor/or rent computers in this store. It is a music store!
c) Neither/Either Ben nor/or Marta has the qualities we need. We must keep on interviewing
other candidates!
d) He is a great actor! He can be neither/either the hero nor/or the villain.
e) I can meet you neither/either Wednesday nor/or Friday. I’m available both these days!
f ) Neither/Either Brazil nor/or Spain played well at the finals. The game was unbelievably
boring!
4. Combine the sentences with either... or or neither... nor. Follow the examples.
a) He can work in the office. He can work at home.

He can work either in the office or at home.
b) I don’t know where she is. She is not at the office. She is not at the airport.
She is neither at the office nor at the airport.
c) The hotel wasn’t clean. The hotel wasn’t comfortable.
d) We can leave today. We can leave tomorrow. It’s up to you!
e) Mark doesn’t drink. Mark doesn’t smoke.
f ) You can write an e-mail. You can call them.
LITERARY MOMENT
“The first test of a truly great man is his humility.” RUSKIN, John. English art and social
critic: modern painters.
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?
!
SITUATED LEARNING 2
CAREER: CHOOSING A PROFESSION  PART II
1. Discuss in groups of three.
a) Have you ever been to a university? If so, which one? How did you like it?
b) What program would you like to take? Why?
c) Look at the following list and check which criteria you would use to choose the program
and the university to attend.
( ) location/distance from home.
( ) public vs. private.
( ) costs and financial assistance packages.
( ) campus resources (labs, libraries, computer access, etc.).
( ) internship programs.
( ) Brazilian Education Ministry evaluation.
( ) class size.
( ) quality/reputation/ranking.
( ) safety (campus, community).
( ) social life (sports, parties, etc.).
( ) religious affiliation.
( ) housing options (dorms, apartments).
( ) on-line courses.
d) In your point of view, how important is it to have a college education in Brazil nowadays?
13
2. Have a look at the following text and check where it was taken from. How do you know?
( ) a magazine. ( ) a flyer. ( ) a brochure.
Welcome to the World Citizen University
The World Citizen University began in 1811, and

Table of contents
it is the oldest public university in the world. Over the
past few years, it has become the university that offers
Welcome letter – 4 the most famous on-line courses. As of this moment,
there are about 40,000 students from different countries
General information – 5
attending on-line courses.
Schedule of the program – 7
The World Citizen University offers more than
Admission requirements – 8 250 undergraduate and graduate programs across a wide
range of fields. Some of the most popular are Business,
Arts and humanities – 9 Engineering and Communication. You can obtain
bachelor’s (B.A., B.S.), master’s (M.A., M.S.), and
Biomedicine – 11
doctoral (Ph.D.) degrees. The World Citizen University
Social sciences – 14 Graduate Schools provide graduate education of the
highest quality, stimulating and promoting a supportive
Technology – 16
and professional environment for students.
Science – 27
We hope you will consider studying at the oldest
and finest public university in the world.
3 4
3. Read the text in Activity 2 and answer the questions.
a) What is the objective of the Table of contents?
b) What is the objective of the Welcome letter?
c) What kind of relevant information does the Welcome letter bring?
14
4. Choose the correct meaning of if in the sentences below.
If I enter the university, I will take the Agribusiness course to help my father in his farm.
If I take Business Administration, I will be able to manage companies.
( ) You use if to express conditions.
( ) You use if to show uncertainty.
5. Work in pairs and write some sentences using If I..., I will... referring to your professional
future.
a)
b)
c)
d)
e)
1. Complete the sentences using the words from the box.
graduate enter read invest choose
a) If you more books, your vocabulary will improve a lot.
b) If you the right profession, you will feel more motivated to

study and work.
c) If you , you will have new job opportunities.
d) If you in your studies now, you will have many benefits in

the future.
e) If I university, I will take Computer Science.

15
2. Circle the correct word to complete the sentences.
a) What career suits/suit you best?
b) How much do you knew/know about being a journalist?
c) Should I gone/go to college or look for a job?
d) What are/is your strengths?
e) Have you ever being/been to a university?
3. Read the testimonial and complete it using the words from the box.
designer experience knowledge games dream

education grow up create Math computers
Testimonial
I think that everyone has a (a) of something they would like to

be or to do when they (b) . When I was in the 8th grade, my
(c) teacher asked me what I wanted to do when I grew up. I told
him my dream was to work with (d) . I have been fascinated by
computers since I was very young. When I was four years old my father gave me a toy computer to
play (e) – it was a fantastic (f ) ! Technology
is an essential part of my (g) . Nowadays I’m a computer games
(h) and I love what I do. Next year I will take another
course to develop my (i) about computers so that I can
(j) new games.
4. Read the testimonial again and write (F) for False and (T) for True.
( ) His father gave him a toy computer when he was fourteen.
( ) He is a computer analyst.
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( ) When his teacher asked him what he wanted to do, he didn’t know what to answer.
( ) He is a computer games designer, but he doesn’t enjoy it very much.
( ) He will create new games after he takes a course to develop his knowledge.
LITERARY MOMENT
“I respect faith but doubt is what gets you an education.” MIZNER, Wilson.
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!
SITUATED LEARNING 3
TESTIMONIALS: CHOOSING A PROFESSION
1. Look at the testimonials in the Student guide and discover what they are about. More than one
alternative may be correct.
( ) choosing a profession. ( ) first job. ( ) looking for a job. ( ) plans.
Student guide
Testimonials: choosing my profession
Engineering
Since my childhood days I dreamt of becoming either an engineer or a Mathematics professor
because I have always been keen on numbers and calculations. By the time I ¿nished high school, I
had made up my mind. I entered university in order to take a Mechanical Engineering course. I knew
it would be a hard nut to crack, but I could not picture myself in any other profession. I have Must
landed my ¿rst Mob in a *erman car company. It is going to be an internship and, depending on my
personal development, I might be hired once the internship program is over.
Edward Smith
Dentistry
I am pleased to say I have Must got a degree in 'entistry, Must like my father. 'uring my childhood
days I always enMoyed going to work with my father, who is a dental surgeon. +aving realized my interest
in such a Mob, he encouraged me to choose this career and has supported me during my university
years. I am going to apply for a graduate course. Professional improvement is very important in this
career, as I will be dealing with other people’s health.
Marilyn Stuart
Computer Science
The idea of a world without computers and information technology is unconceivable nowadays.
That is because humankind has become highly dependent on computers. Being aware of that,
I decided I would study Computer Science. I have become very fond indeed of developing new
computer programs so I might become a programmer. I have Must been offered a Mob in an $merican
company where I will help the IT analysts. I am looking forward to it because I will ¿nally be able to
put my knowledge into practice.
Ann Barley
3
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2. Read the testimonials and complete the chart.
First job/Internship Interests/Abilities Plans
Engineering
Dentistry
Computer Science
3. Now read the previous chart and the testimonials again and pay attention to the way people
express their plans. To talk about future plans they use:
( ) will. ( ) going to.

( ) present perfect. ( ) might.
4. Think about three classmates and write some predictions about their future professional lives.
There are some examples below to help you. Do not use your classmates’ names.
Examples:
I think he will take Nanotechnology at the university.
I think she is going to be an English Language and Literature teacher.
a)
b)
c)
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5. Have a look at these sentences and check the appropriate meaning of might and may.
“It is going to be an internship and, depending on my personal development, I might be hired
once the internship program is over.”
“It is the nurse who is supposed to provide everything the sick person may need.”
( ) They express future possibility.

( ) They express prohibition.
6. Read the sentences and circle the correct alternative.
a) Peter: When will you attend classes at the university?

Mark: I am not sure. It is going to/might/will be around the beginning of March.
b) Beth: Are you taking another final test next month?

John: I am not sure if I did well on Calculus. I will/might/am going to need to.
c) Eric: Do you think he will pass the exam?

Ann: Well, he will/might/is going to pass, but I don’t think he will.
1. Look at Alan’s weekly planner for the afternoons next week. Complete the sentences following
the example.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY
9 10 11 12 13 14 15
English class Study for English class Help my Soccer class Extra watch a
at 3 p.m. Science test at at 3 p.m. brother with computer class soccer game
John’s house computer
lessons
a) Alan can’t play soccer on Wednesday afternoon because he... is going to have an English
class at 3 p.m.
b) He won’t be home on Tuesday afternoon because he...
20
INGLES_CAA_3s_V2_2014.indd 20 09/06/14 08:18

c) He can’t go out on Thursday because he...
d) On Friday he...
e) On Saturday Alan can’t go out with friends because he...
f ) He doesn’t want to go to the cinema with friends on Sunday because he...
2. Rewrite the sentences using the correct verb tense: future (will) or present simple. Follow the
example.
a) Harry/get into/university/after/he/finish/high school.

Harry will get into university after he finishes high school.
b) He/get/his first job/before/he/go/to college.
c) When/he/finish/high school/he/look for/a job.
d) He/take/Computer Science/at college/after/he/find/a job.
e) He/get/a promotion/if/he/work/one year/as an intern.
f) Ann/improve/her knowledge of digital games/when/she/start/a university course.
3. Unscramble the words to form sentences.
a) final/I/exams./pass/the/History/might
b) next/Jones/win/election./might/the
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c) get/into/year./next/might/They/college
d) company/next year./developing/I/be/projects/in the/might/responsible for/new
e) two/You/be/after/years./might/promoted
4. Match the columns to complete the sentences.

a) I don’t think the entrance exam to college ( ) will get his first job soon.
b) I doubt that student ( ) will have a baby soon after they get married.
c) I guess he ( ) will need extra classes on Biology to pass the exam.
d) I suppose Bob and Melanie ( ) will be promoted soon!
e) You work so hard I’m sure you ( ) will be very difficult.
LITERARY MOMENT
“Nothing great was ever achieved without enthusiasm.” EMERSON, Ralph Waldo. Essays.
22
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!
SITUATED LEARNING 4
PRODUCING TESTIMONIALS: PROFESSIONAL PLANS
1. Work in groups of three students to write about your professional plans. Suppose you are invited
to write a testimonial about your future career and that it will be published in a guide called
Student guide – Choosing your profession!.
2. Look at the text in Situated Learning 3 and pay attention to the way a testimonial is organized.
What kind of information does it bring? In what sequence is the information presented? What
are the verbs used to talk about careers, personal interests, plans and responsibilities?
3. You can also look at some student guides in English or Portuguese (on-line or printed) in order
to remember how a testimonial is organized and also to check the different kinds of plan people
talk about.
4. Discuss and decide on the following items to produce your testimonial:
Profession:
First job or internship:
Interests and abilities:
Plans (courses, projects etc.):
5. Now it is time to start writing the testimonial. Don’t worry about mistakes, it is only a draft. Write
a complete testimonial like the examples you read in Situated Learning 3. Don’t forget to:
a) talk about your first job or internship, your abilities and plans, and the courses you wish to
take to develop your knowledge;
b) use verb forms that indicate plans, like: will, going to, may, might;
c) use the correct verb tense to talk about previous experience (past simple) and life experience
(present perfect);
d) sign your testimonial.
draft = rascunho
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Producing testimonials: Professional plans – Draft
6. It is time to share your texts. Swap drafts with another group. Read your friends’ testimonials
and help them improve their texts. How can they be better? Do you have any suggestions?
Check if your friends’ testimonials have the characteristics listed below.
( ) They mention the chosen profession.
( ) They mention the first job or internship. swap = trocar
( ) They describe plans.
( ) They identify the writer’s name.
( ) They use appropriate verb forms to write about plans: will, going to, may, might.
( ) They use appropriate verb tenses to write about experience (past simple, present perfect).
( ) They are organized like a testimonial.
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7. Now, get your own text back and check your friends’ suggestions. Re-read your text and try to make
further corrections. Are the verbs in the correct tense? What about spelling and punctuation?
8. To round it off, produce the final version of your testimonial. You can also create the page of the
Student guide – Choosing your profession! to present your final production.
Producing testimonials: Professional plans – Final version
9. Now, you are ready to present your final version to the group. Read your friends’ testimonials
and vote for the most interesting one.
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LEARN MORE
Para aprender mais sobre este tema, sugerimos uma lista de sites e filmes com os quais você
pode ampliar suas oportunidades de aprender inglês.
Sites
Visite os seguintes endereços para saber mais sobre testes vocacionais, descrições de ativi-
dades realizadas por diferentes profissionais, informações sobre áreas de trabalho e profissões,
tudo em inglês!
Ɣ CarrerTest.net. Disponível em: <http://www.careertest.net>. Acesso em: 12 nov. 2013.
Ɣ CareerSteer. Disponível em: <http://www.careersteer.org>. Acesso em: 12 nov. 2013.
Ɣ BBC. Disponível em: <http://www.bbc.co.uk/science/humanbody/mind/surveys/careers/>.

Acesso em: 12 nov. 2013.
Ɣ GovUK. Disponível em: <https://www.gov.uk/jobsearch>. Acesso em: 12 nov. 2013.
Ɣ The University of Melbourne. Disponível em: <http://www.futurestudents.unimelb.edu.au/>.

Acesso em: 12 nov. 2013.
Para saber mais sobre verbos modais em inglês, você pode visitar o seguinte endereço:
Ɣ Só língua inglesa. Disponível em: <http://www.solinguainglesa.com.br/conteudo/ModalVerbs1.

php>. Acesso em: 12 nov. 2013.
Films
Ɣ À procura da felicidade (The pursuit of happyness). Direção: Gabriele Muccino. EUA,

2006. 127 min. Livre. Drama. Filme inspirado na história real de Chris Gardner (Will
Smith), um vendedor que luta para construir um futuro melhor para si e para seu filho de
cinco anos. O personagem procura mudar de vida e consegue um estágio não remunera-
do na esperança de ser contratado ao final de alguns meses. O filme mostra cenas em que
o protagonista procura emprego e faz entrevista. Uma curiosidade sobre o título original
26
do filme: a palavra happyness grafada incorretamente é decorrente de uma das cenas. O

filho do personagem principal fica em uma escola para crianças pequenas durante o dia
e no muro da escola está escrito “happyness” e não happiness. Sempre que Chris vai apa-
nhar o filho, ele pede para corrigirem a palavra.
Ɣ Fama (Fame). Direção: Alan Parker. EUA, 1980. 134 min. Livre. Musical. Em Nova Iorque,
estudantes de diversas origens sociais em uma escola de artes cênicas se deparam com seus
sonhos e suas frustrações no decorrer do curso, mas acima de tudo almejam ser amados e
reconhecidos artisticamente.
Ɣ Coach Carter – Treino para a vida (Coach Carter). Direção: Thomas Carter. EUA, 2005. 136
min. 14 anos. Drama. História real e inspiradora de um treinador, Ken Carter, que decide
mostrar os diversos valores da vida ao suspender seu time campeão por causa do desempe-
nho acadêmico dos atletas. Dessa forma, o treinador recebe elogios e críticas, além de muita
pressão para levar o time de volta às quadras. É aí que ele deve superar os obstáculos de seu
ambiente de trabalho e mostrar aos jovens um futuro que vai além de gangues, da prisão e
até mesmo do basquete.
Ɣ Ao mestre, com carinho (To Sir, with love). Direção: James Clavell. Reino Unido, 1967.
105 min. 12 anos. Drama. Baseado no livro homônimo de E. R. Braithwaite, Ao mestre,
com carinho é um ótimo drama vivido por um professor negro em uma escola de um bairro
operário de Londres. Ele decide enfrentar uma indisciplinada classe de alunos adolescentes e
está disposto a transformá-los em futuros bons cidadãos. O filme levanta alguns problemas
sociais e étnicos, e outros próprios das angústias e inseguranças da adolescência, bem como
várias mensagens positivas em relação a esse universo.
27
THEME 2
CREATING A CV
?
LEARNING ABOUT CV FORMATS
1. Get in groups of four and do the following activities.
a) Suppose you are applying for a job. Put the following actions in the appropriate sequence.
( ) Write a cover letter.
( ) Write a CV.
( ) Have an initial interview.
( ) Look for job ads.
( ) Take part in a job selection process or training course.
b) Have you ever written a CV? If so, when and what for?
c) What is the objective of a CV?
( ) To get you a job interview.
( ) To work as a guide for the interviewer.
( ) To record your life history.
d) What kind of information does a CV bring?
( ) Limited personal information.
( ) Detailed personal information.
( ) Capabilities.
28
( ) A list of educational experiences and honors.
( ) Work experience.
( ) Career objective.
( ) Life experience.
( ) Volunteer work experience.
( ) Salary.
( ) Skills and interests.
2. Have a look at the text and say the names given to the CV formats.
www.mycve[pert.orgformats
Writing a CV
There are two traditional C9 formats. The ¿rst and most common standard is the chronological C9 format. It is good
for Mob seekers with a steady, consistent employment history. The second one is the functional C9 format, which may
be the best one if you are entering the workforce, have a limited Mob history or are changing careers. It emphasizes your
skills, capabilities and accomplishments rather than your work history. It will highlight your strengths instead of your
shortcomings. 'epending on your situation, you may choose one of them. +ere is a brief outline of each one.
Chronological CV outline Functional CV outline

a) Career obMective a) Career obMective
b) :ork e[perience b) $ccomplishments and capabilities
c) Education and Tuali¿cations c) :ork e[perience
d) Skills and interests or additional information d) Education and Tuali¿cations
e) References e) Skills and interests or additional information
f) References
Job seekers who opt for a functional CV format may organize it by intentionally omitting company names,
employment dates and positions because the focus is on their accomplishments and capabilities. This kind of CV may
work for new graduates entering the Mob market.
3. Read the text. Complete the sentences below and answer the questions.
29
a) A chronological CV format is good for
b) A functional CV format is good if you are entering
c) A chronological CV emphasizes
d) A functional CV emphasizes
e) Analyze the two CV outlines. What is the difference between them?
f ) You are almost leaving high school. Which CV format would be the best for you? Why?
4. During a job selection process, a CV is usually discarded when it:
( ) contains spelling or grammatical errors.
( ) is too wordy.
( ) has one page.
( ) is poorly formatted.
( ) presents you as a serious potential worker.
( ) is too long.
5. Have a look at the following text and find out how many pages a CV can have.
30
www.mycvexpert.org/rules
Writing a CV
Golden rules for an effective CV
Here are some simple DOs and DON’Ts that can help you avoid many of the most common mistakes when
writing a CV.
DOs
f Make sure your CV is easy to read. Remember, it is a summary.
f Focus on information that is relevant to the position you are applying for. Focus on the employer’s needs.
f Highlight your past accomplishments and skills to make the employer call you for an interview.
f Keep your CV short, one or two pages. An employer will only scan it for a few seconds.
f Use action words, such as ‘developed’, ‘managed’, ‘designed’, ‘accomplished’, ‘conducted’, ‘established’,
‘collaborated’, ‘coordinated’, ‘organized’, ‘planned’, ‘produced’, ‘supervised’, etc. Remember: verbs are always in
the past tense.
f Read your CV a number of times looking for mistakes. It is a good idea to have your best friend look it over, and
then ask your parents or teachers to do the same. It has to be free of grammar and content errors.
f Be sure to use good quality paper. Keep the color neutral: white or ivory.
f Have your CV word-processed.
f Make sure your CV is neat and visually organized. Use normal margins (2 cm on top and bottom, 2.5 cm on
the sides).
f Remember: a CV is a fundamental tool in the job-seeking process.
DON’Ts
f Don’t lie. Be honest. Always tell the truth about your skills and work experience.
f Don’t repeat information. If you have performed a speci¿c task at more than one job, list it in one place only.
f Don’t use personal pronouns, such as ‘I’ and ‘me’.
f Don’t forget to list your volunteer work experience. You probably have learned a lot from volunteering at local
charities.
f Don’t create your own CV format. Respect the prescribed formats.
f Don’t staple your CV.
f Don’t write your CV in a hurry. To have an effective CV you must take the time to do it right.
6. Read the text and write (T) for True or (F) for False for the following sentences.
( ) Light blue or green are good colors for your CV.
( ) An employer will read your CV carefully.
( ) Remember to include your volunteer work experience.
( ) Be creative and design your own CV.
( ) Ask someone you trust to check your CV over for mistakes.
31
HOMEWORK: FOCUS ON LANGUAGE 5
1. Circle the correct word to complete the sentences.
a) I am/have interested in applying for the administrative assistant position advertised in The
New York Times on June 27th.
b) I like/liked spending my free time surfing the internet.
c) I have/am responsible for organizing children’s birthday parties.
d) My present job gives/given me the opportunity to communicate with people from different
places.
e) I am a very organized, reliable person and I am willing/will to work long hours and
on weekends.
f ) I didn’t got/get the job as a driver because I didn’t have/had a clean driving license.
2. Unscramble the following words to make sentences.
a) sent/I/you/CV./have/my
b) I/a/in/have/Engineering./degree
c) computers./I/a lot of/in/with/have/working/experience
d) I/to apply for/guide./position of/writing/am/the/tour
e) are/who/looking for/English./We/people/speak
32
3. Match the columns to find out what Patricia did yesterday at work.
Column A Column B
a) I bought ( ) an event at the company.
b) I typed ( ) international phone calls.

( ) all the stationery that the department needed.
c) I answered and made
( ) from our branches in the countryside.
d) I interviewed
( ) two candidates for the position of
e) I organized and managed administrative assistant.
f ) I contacted the clients ( ) letters and documents.
4. Word search. Find out the opposite of these business qualities in the grid.
experienced tidy organized patient responsible

secure honest reliable flexible
B L E R M L I A S H I I U
A F O N L I D Y U A N R I
L U N R E L I A B L E R M
E L I A B L S L M W X E P
D A E N I O O I J S P S A
U N T I D Y R Y O N E P T
S E C U R U G K P I R O I
E S T E S N A H U Q I N E
A D I S H O N E S T E S N
I N F L E X I B L E N I T
A S E X I M Z U N T C B N
E R A I N S E C U R E L R
S T U I W A D H J F D E G
LITERARY MOMENT
“Work saves us from three great evils: boredom, vice and need.” VOLTAIRE. Candide.
33
?
HOW TO WRITE A CV  PART I
1. Have a look at the text and check what it is about.
( ) How to evaluate a CV. ( ) How to correct a CV. ( ) How to elaborate a CV.
www.mycvexpert.org/howto
Writing a CV How to write a CV

The outline of a CV can be de¿ned according to your necessities; you may write a chronological or a
functional CV. But what kind of information is relevant in each part of a CV"
First of all, organize the information about your work experience by describing your relevant activities.
After that, organize the data about your education. Remember to select courses and certi¿cates that are
relevant to the job you are applying for. This is the most important point of your CV if you are a recent graduate.
Let’s have a look at these topics to check how a CV is organized.
Personal details: full name, address, telephone number and e-mail. This information has to be placed on the
center of the page, preferably in bold.
Career objective: a short sentence describing the job you are applying for.
Work experience: a list showing the companies where you have worked. For each job experience, include:
company name, your position and relevant activities and responsibilities. Begin with the most recent job.
Include your volunteer work experience.
GXFDWLRQDQGTXDOL¿FDWLRQVa list showing the most important courses that are speci¿cally relevant to the
(
job you are applying for. Be sure to include the name of the school where you attended the course, its
duration and the type of certi¿cate or degree you have acquired.
Additional skills: languages, computer skills and others.
Interests: hobbies and main interests.
References: you may include the full reference (name, contact address, telephone number and e-mail) or
write References available on request.
Remember:
Use double space after each topic: OBJECTIVE double space E;PERIENCE double space EDUCATION
double space ADDITIONAL SKILLS double space REFERENCES.
Use left side alignment in all topics, except for your name and address, which will be on the center of the
page, preferably in bold. It will give your CV a positive and professional layout.
For further information, click here.
34
2. Read the text in Activity 1 and answer:
a) Where was this text taken from? How do you know?
b) What kind of information is necessary in each of the following topics? Complete the chart.
Personal details
Career objective
Work experience
Education and qualifications
Additional skills
Interests
References
3. Have a look at the two CVs on the following pages. Pay attention to the way they are organized
and match the columns. Support your answer.
a) Curriculum Vitae 1. ( ) Chronological CV format.
b) Curriculum Vitae 2. ( ) Functional CV format.
35
Curriculum Vitae 1 Curriculum Vitae 2

Cynthia Bucklad Cynthia Bucklad
8970 Oakley Boulevard 8970 Oakley Boulevard
Chicago, IL 10623 Chicago, IL 10623
(312) 589-335 (312) 589-335
[email protected] [email protected]
Career objective Career objective
To secure an administrative/executive secretary position To secure an administrative/executive secretary position
entailing responsibility, professional growth and contact with entailing responsibility, professional growth and contact with
the public. the public.
Capabilities/Responsibilities Work experience
Supervised of¿ce staff routine. 200-present – Abey Electronics, INC, Chicago, IL
Handled business and social correspondence. Executive Secretary to Vice President/Personnel
Organized and maintained client ¿les. Arranged travel and planned itineraries for executives.
Arranged travel and planned itineraries for executives.
Recorded meetings with clients for ¿les.
Recorded meetings with clients for ¿les.
Scheduled launch meetings with staff and prepared
Scheduled launch meetings with staff and prepared
account agendas.
account agendas.
Maintained company social events calendar. Scheduled Executive Committee Meetings and
recorded minutes for distribution to Committee
Scheduled Executive Committee Meetings and recorded
members.
minutes for distribution to Committee members.
Disseminated con¿dential personnel information to Disseminated con¿dential personnel information to
regional branch of¿ces. regional branch of¿ces.
Coordinated activities of different areas involved in a 2001-2003 – Bera Pharmaceuticals Company, Chicago, IL
project. Account Secretary
Purchased of¿ce supplies. Supervised of¿ce staff routine.
Communication skills Handled business and social correspondence.
Strong oral and written communication skills. Organized and maintained client ¿les.
Fluent English and *erman, reading and speaking Purchased of¿ce supplies.
knowledge in French.
Maintained company social events calendar.
Computer skills
Coordinated activities of different areas involved in a
Electronic spreadsheets, word-processing, basic project.
programming skills.
Communication skills
Work experience
Strong oral and written communication skills.
200-present – Abey Electronics, INC, Chicago, IL
Fluent English and *erman, reading and speaking
Executive Secretary to Vice President/Personnel knowledge in French.
2001-2003 – Bera Pharmaceuticals Company, Chicago, IL Computer skills
Account Secretary Electronic spreadsheets, word-processing, basic
Education programming skills.
1998-2000 – Mary’s Business College, Baton Rouge, LA. Education
1997 – Secretarial Training Program, Boston, LA. 1998-2000 – Mary’s Business College, Baton Rouge, LA.
1997 – Secretarial Training Program, Boston, LA.
References: available on request. References: available on request.
36
Expansion activity
Read the two CVs and answer.
a) Which position is Cynthia applying for?
b) What is Cynthia’s position at Abey Electronics?
c) What languages is Cynthia good at?
d) Name three of her activities at Bera Pharmaceuticals Company.
e) In which CV did you find the information needed to answer the previous question?
f ) In groups of four, discuss the way the two CVs are organized. What is the focus in each one?
1. Tick the correct word to complete the sentences.
a) Peter lost his job month.
( ) next. ( ) last. ( ) near.
b) It would be a big mistake to school.
( ) leave. ( ) live. ( ) left.
c) They have some very difficult decisions.
( ) makes. ( ) made. ( ) make.
d) I am responsible for the Resources department.
( ) Humane. ( ) Humanity. ( ) Human.
37
e) Her job experience really good for that position.
( ) has. ( ) were. ( ) was.
2. Read this extract of a functional CV and check its correct heading.
( ) Work experience.
( ) Capabilities/Responsibilities.
( ) Communication skills.
Helped customers
Received visitors
Dealt with complaints
Organized catalogues and samples of products
Handled correspondence
Trained new employees on a computer operating system
Answered phone calls, arranged meetings, scheduled appointments
Prepared daily and weekly payroll
Filed reports and documents
Organized payment of suppliers
3. Read the paragraph and complete it using the words in the box.
CV = Curriculum Vitae; also résumé
cover letter candidate look for employment agencies interview résumés

references qualifications newspapers apply for
When people (a) a job they read the job vacancies advertised in
(b) by companies and (c) . They select the job
ad they are interested in and (d) that job. Then they become a (e)
. They write their (f ) and send them along
38
with a (g) . Sometimes it is necessary to provide the names of two people to

give (h) for the candidate. If the (i) and abilities
match the job description, the candidate might be selected to attend an (j) .
4. Read the text Writing a CV in Situated Learning 6 and write (F) for False and (T) for True.
( ) Relevant skills are not the most important points of your CV if you are a recent graduate
student.
( ) Use single space after each topic when you write your CV.
( ) The topic Work experience should begin with your most recent job and include your
volunteer work experience.
( ) Summarize your education background including only important facts.
LITERARY MOMENT
“Nothing is more dangerous than an idea, when you have only one idea.” ALAIN. Propos sur la
religion.
39
?
HOW TO WRITE A CV  PART II
1. Have a look at the two job ads and find out the position offered.
www.mycvexpert.org/ads1
JOB ad 1 JOB ad 2
Retail Sales Assistant for Big Feet Sports Boutique Retail Sales Assistant
Part-time Retail Sales Assistant. Must be friendly, New York’s most valued, luxury fashion landmark
articulate and enjoy working with the public. Duties has openings for experienced Boutique Retail
include making recommendations on different kinds Sales Assistants, full-time, seeking to develop a
of products, including athletic shoes and a large career in designing ladieswear, menswear and
number of accessories for running and ¿tness. accessories. The successful candidate will be able
Retail experience is a plus. Must be able to work on to demonstrate his/her abilities for selling cutting
weekends and 15 hours per week minimum. Bene¿ts: edge boutique fashion and have experience in this
training, Àexible schedule, pleasant atmosphere, area. :e offer competitive salaries, annual bonus
discounts on our products for you and your family. and the opportunity to provide the ultimate luxury
Reply to: jobB768903[email protected] fashion shopping experience.
Requirements: excellent customer service skills.
APPLY NOW! :ell-spoken. Impeccably well-dressed.
Reply to: jobB768903[email protected]
APPLY NOW!

2. Read the job ads and complete the chart.
Job ad 1 Job ad 2
Position
Part-time or full-time
Experience required
Benefits
3. Have a look at Marcy’s CV on the following page and identify the CV format and its focus.
40
Marcy *arbanzo
2892 Hemingway Ln.
Austin, T; 78722
(512) 23-7788
[email protected]
Career objective
Dependable and mature high school student looking for a part-time retail sales position in a
youth-oriented clothing business to gain experience and insight into the fashion industry for a future
career in fashion and design.
Work experience
Municipal Library (Fall 2013)
Collected and delivered catering supplies for luncheons and functions.
Mail sorting and delivery.
Document delivery.
Assisted students in the library and in dealing with computers.
Delivered books to and from the Municipal Library and other libraries nearby.
Volunteer work
Street Kids Projects (2012-2013)

Assisted with and participated in group activities.
Monitored children during activities.
Tutored ages 6-10 and assisted with homework assignments.
School for the Blind (2012)

Book reader.
Read different kinds of books into a tape recorder to be used by the community.
Assisted with volunteer of¿ce duties.
School events organization and other experience

*raduation Party (2013)
Secretary
Spring Party (2009 and 2010)
Decorations Committee Chair
Class Student Representative (2010 and 2011)
Education
Municipal Senior High School (*raduation in 2017)
41
Expansion activity
Read the CV and answer.
a) What position is Marcy applying for?
b) Does she have experience in the area she is applying for?
c) What is Marcy’s educational level? Did she graduate?
d) Which of the jobs in Activity 1 could Marcy apply for? Why?
e) Is Marcy’s CV well organized enough for her to apply for that position? Support your answer.
Extra activities
1. Peter Okra is having a job interview for a position in a famous magazine. Complete the
conversation on the next page using the sentences in the box.
a) That’s right. I’ve been working for Inland Geographic Resources for six years and a half, in
the international area too.
b) Yes, I’m fluent in Spanish, French, German and Italian. I also speak basic Japanese.
c) My first job? I was an international photographer for WCKI International.
d) It was an excellent course. I had the opportunity to learn a lot.
e) Sure, it was a great first job. I have learned a lot about international issues, reporting and
taking pictures all over the world.
f ) Sure. Word-processing, electronic spreadsheets, web design, electronic image treatment.
g) Yes, I took a Photography course there.
h) I’d like to work as an international photographer for your magazine.
42
A: OK, Peter, let’s talk about your education and experience.
B: Yes, of course.
A: You graduated from Barry University, Florida, in 1998.
B:
A: OK. How did you like the course?
B:
A: And what was your first job after graduation?
B:
A: Did you like it?
B:
A: And nowadays you’re with Inland Geographic Resources magazine.
B:
A: Very interesting. And what would you like to do for our company, Peter?
B:
A: Do you have any computer skills?
B:
A: Do you speak any foreign languages?
B:
43
2. Look at the interview with Peter Okra again and complete his CV.
Peter Okra
346 Berkshire Ave.
Cohoes, NY 12047-1613
Phone: 518-2359889
[email protected]
CAREER OBJECTIVE
WORK EXPERIENCE
2002-present
1998-2002
EDUCATION
1995-1998
SKILLS
Computer:
Languages:
1. Choose the correct job ad extract for each position.
a) Motor mechanic. c) Sales manager.

b) Receptionist. d) Junior software support attendant.
( ) Some experience with the software program mentioned is fundamental, but a training
course will be offered to the successful candidate.
( ) Must be experienced in the repair and maintenance of heavy vehicles. Uniform supplied.
44
( ) You will be responsible for the administration of our sales head office and national branches.
( ) You are the first person our customers will meet, so it is necessary to be friendly, efficient
and well-dressed.
2. Read the job ad and answer the questions.
asap = as soon as possible

Nursery nurse
We are looking for two nursery nurses to work in our early years nursery school. One for
13 hrs. per week, the other for 18 hrs. per week. Essential requirement 2 yrs exp. The nurses are
expected to support the teacher in meeting the different needs of the children within a safe and
positive environment. Excellent opportunity and salary.
Interested applicants can send their résumés asap to: [email protected].
a) What is the job position offered?
b) What is the place of work?
c) What does the professional have to do?
d) What are the working hours for this position?
e) What’s the essential requirement?
f ) If you are interested in the position, what should you do?
45
3. Read Helen’s profile and write (F) for False and (T) for True.
Helen’s profile
Helen has worked as a nursery nurse for 6 years. She worked for Tots and Kids for two
years, and has worked for Planet Kids since 2005. She works with children from birth to
around seven years of age, helping them to develop and learn. Some of her responsibilities
are: helping children to develop numerical and dressing skills and teaching them how to use
cutlery; reading stories and playing games to develop language skills; feeding, bathing and
changing babies. She is a specialist in working with children with learning difficulties and
physical disabilities. Diploma in Child Care and Education, Learning and Development.
( ) Helen doesn’t work for Planet Kids anymore.
( ) She works with babies only.
( ) She can’t work with disabled children.
( ) She helps children during the meals.
( ) She knows how to deal with learning difficulties.
4. Helen has just read the job ad for the position of “Nursery nurse” (Activity 2) and decided to
apply for the job. Read Helen’s profile again and check the kind of CV she should send to apply
for the nursery nurse position. Explain your answer.
( ) Chronological CV.
( ) Functional CV.
LITERARY MOMENT
“If I have seen further it is by standing on the shoulder of giants.” NEWTON, Isaac. Letter
to Robert Hooke.
46
?
PRODUCTION: WRITING A CV
1. Suppose you are looking for a job on-line. Work in groups of three to create a Curriculum Vitae.
Your CV may be chronological or functional; it depends on the job ad you will choose. You may
decide if it will be real or fictitious.
2. First, analyze the following job ads, and decide which job will be the best for you.
Job ad 1 Tasty Burger Co. is looking for Team Members

who are self-motivated, friendly, dependable,
Company – Tasty Burger Co.
able to work in a team environment and willing to
Job Title – Assistant Manager
provide excellent client service Come and be part
Job Type – Full-time
Hours – Variable of a great team. :ork with us
Wages – To be discussed Requirement: Minimum age 16+
Location – 188 Riverwalk :ay, Cohoes, NY Reply to: [email protected]
As an Assistant Manager at our restaurant you will be an
important member of a great team and will work with APPLY NOW!
people who care about customer satisfaction. You
will get training on the job to succeed in our dynamic Job ad 3
company. :e offer the opportunity for steady career Company – Megg’s Restaurants
progression: you might progress from Assistant Job Title – Team member
Manager to Senior Assistant Manager.
Job Type – Part-time
Responsibilities:
Hours – Less than 20 hours/week
Supervise and train team members
Wages – To be determined
*uarantee satisfaction to customer
Implement quality procedures Location – 1073 Monroe Street, Albany, NY
Requirement: Minimum age 18+ Eat at your favorite fast food restaurant for 50 off
Come to a team that provides prompt and friendly
Reply to: [email protected]
customer service and high-quality food in a friendly
APPLY NOW! and pleasant atmosphere. You will get training on
how to prepare food, provide quality service, serve
the clients and keep the place clean.
Job ad 2
Requirements: Minimum age 16+.
Company – Tasty Burger Co.
Job Title – Team member Bene¿ts: Free uniform (logoed polo shirt or logoed
Job Type – Full-time or part-time apron).
Hours – Vary Reply to: jobB89567[email protected]
Wages – To be discussed
Location – 287 Hudson Street, NY APPLY NOW!
47
Job ad 4 Job ad 5
Receptionist Children Entertainers
:ell-established law of¿ce in NY seeks a full-time Looking for individuals who can dress up as various
receptionist. No previous legal experience is necessary. characters for kids’ parties. :e are also looking for
Basic word-processing and clerical skills are required. performers such as clowns, singers, etc. :e offer
Position involves interaction with clientele and of¿ce staff. training and provide everything, including costumes.
Hours are 9 a.m.-5 p.m., Monday-Friday. Compensation You just have to have the right attitude. Please e-mail
package will be based upon skills and experience. us with your basic information and a recent full body
Reply to: jobB552298[email protected] picture. Our pay begins at 25 per show hour plus
travel expenses, once trained.
95-239-133 please check www.SPtheclown.com
APPLY NOW!
Reply to: [email protected]
APPLY NOW!
3. Now decide on the best format for your CV: chronological or functional.
4. To help you organize the CV, have a look at Situated Learning 5, 6 and 7. Pay attention to the
way a CV is organized, and to the Dos and Don’ts of writing a CV. What kind of information
does it bring? In what sequence is the information presented? What are the verbs used to describe
capabilities and responsibilities? Check the Instant language section for a summary of the two
types of CV you have studied.
5. It is time to start writing the CV. Don’t worry about mistakes now, it is only a draft. Write a
complete CV like the examples you have read in Situated Learning 6 and 7.
draft = rascunho
48
Writing a CV – Draft
49
6. Now share your texts. Swap drafts with another group. Read your friends’ CV and help them
improve their text. How can you make it better? Do you have any suggestions?
swap = trocar
Check if your friends’ CV includes the items listed below.

( ) Personal details. ( ) Simple past tense to describe the
capabilities.
( ) Career objectives.
( ) Skills and interests or additional
( ) Work experience. information.
( ) Education and qualification. ( ) References.
( ) Accomplishments and capabilities. ( ) The look and organization of a CV.
7. Get your own text back and check your friends’ suggestions. Re-read your text and try to make
further corrections. Are the verbs in the correct tense? What about the spelling and punctuation?
8. Finally, produce the final version of your CV. Prepare a poster and put it up on the classroom
walls so that everybody can read it.
50
Writing a CV – Final version
51
LEARN MORE
Para aprender mais sobre este tema, sugerimos uma lista de sites com os quais você pode
ampliar suas oportunidades de aprender inglês.
Sites
Utilize seu site de busca preferido e coloque as seguintes palavras-chave para pesquisar so-
bre os conteúdos trabalhados neste tema: how to write a CV; functional CV; chronological CV;
CV writing; CV writing guide; CV writing format; CV for high school.
Os sites a seguir são bastante interessantes, porque trazem textos com dicas para elaborar
um currículo eficiente e exemplos de currículos em formatos diferentes. Podem ser usados
tanto para pesquisar como para produzir seu próprio currículo.
Ɣ AIE. Disponível em: <http://www.aie.org/Finding-a-career/Writing-your-resume/
developing-your-resume.cfm>. Acesso em: 12 nov. 2013.
Ɣ Alec. Disponível em: <http://www.alec.co.uk/cvtips/examgrcv.htm>. Acesso em: 12
nov. 2013.
Ɣ K
ent. Disponível em: <http://www.kent.ac.uk/careers/cv.htm>. Acesso em: 12 nov.
2013.
52
LEARN TO LEARN
Job interviews
Agora vamos refletir um pouco mais sobre entrevistas de emprego.
1. Relacione as duas colunas para descobrir o objetivo das perguntas que são feitas em uma
entrevista de emprego.
a) Descrição de qualidades e habilidades ( ) “Fale-me sobre você.”
pessoais e profissionais. ( ) “Quais são seus objetivos de curto e lon-
b) Descrição das atividades e responsabi- go prazo?”
lidades do emprego anterior. ( ) “O que considera como seu ponto fraco?”
c) Descrição de desejos para o futuro. ( ) “Que habilidades profissionais você
desenvolveu?”
( ) “O que você fazia exatamente em seu úl-
timo emprego?”
( ) “Onde você se imagina daqui a três anos?”
( ) “O que você aprendeu em seu último
emprego?”
2. Leia as orientações a seguir sobre como se preparar para uma entrevista de emprego e mar-
que o que não é adequado para essa situação.
( ) Evitar perfumes fortes.
( ) Verificar se a roupa está limpa e bem passada.
( ) Evitar roupas curtas, transparentes ou surradas.
( ) Usar sapatos surrados.
( ) Usar maquiagem pesada.
( ) Verificar se as unhas estão aparadas e limpas.
( ) Chegar 10 minutos antes da hora marcada.
( ) Levar cópias do currículo, papel e caneta, bem como algumas anotações sobre suas
competências e objetivos.
( ) Reclamar do emprego/empresa anterior.
( ) Usar uma linguagem mais formal – não usar gírias.
Respostas da questão 2: Usar sapatos surrados./Usar maquiagem pesada./Reclamar do emprego/empresa anterior.
Respostas da questão 1: a; c; a; b; b; c; b
53
Em uma entrevista de emprego, você deve mostrar suas qualidades e conheci-

mentos, dando destaque àqueles que podem ser úteis para a empresa que oferece a
vaga. Por que é importante preparar-se para uma entrevista de emprego? Essa pre-
paração mostra que você considera esse momento importante e está interessado em
conseguir o emprego. Também é fundamental fazer uma pesquisa para saber mais
sobre a empresa que oferece a vaga. Uma boa ideia é praticar as perguntas e respostas
de uma entrevista com algum familiar ou amigo. Assim você conseguirá organizar e
antecipar possíveis respostas.
3. Observe como são as perguntas de uma entrevista de emprego em língua inglesa. Numere-
-as de acordo com a classificação usada na Atividade 1.
( ) Can you tell me about your previous job? What exactly did you do there?
( ) What personal and professional skills have you developed?
( ) What do you do in your free time? What hobbies and interests do you have?
( ) What are your career objectives? Where do you see yourself three years from now?
( ) What have you learned in your current job?
( ) Are you a persistent and determined person? Can you give me an example?
Em língua inglesa, as expressões que indicam os principais tópicos em uma

entrevista são: personal and professional skills; previous job or current job; responsibilities;
career objectives; job position.
Think about it!

Por que é importante olhar nos olhos (eye contact) do entrevistador ao
cumprimentá-lo e durante a conversa? Por que é importante ter um aperto
de mão firme ao cumprimentar alguém? Você olha nos olhos das pessoas
quando está conversando? Como é seu aperto de mão? Pense sobre isso!
Respostas da questão 3: b; a; a; c; b; a.
54
Learning English from now on

Agora vamos pensar em como podemos continuar a estudar inglês daqui pra frente.
4. Assinale as alternativas que considera adequadas para aprender inglês:
( ) Eu assisto a filmes com áudio e legendas em inglês.

( ) Eu uso o dicionário.
( ) Eu faço listas de palavras ou de dificuldades que tenho com a língua.
( ) Eu ouço música e leio a letra em inglês.
( ) Eu leio notícias e páginas da internet em inglês.
( ) Eu reviso meus trabalhos escritos em inglês antes de entregar ao professor.
5. Quando você encontra uma palavra nova, o que faz para entender seu significado?
( ) Pula a palavra e continua lendo.

( ) Tenta adivinhar o significado da palavra por meio do contexto.
( ) Compara a palavra com outras que você conhece, mesmo na língua materna.
( ) Pergunta o significado para alguém.
( ) Usa o dicionário.
Hoje, aprender inglês tornou-se uma tarefa mais fácil. A internet, a TV por assinatura
e o DVD ajudam a aproximar a língua inglesa do nosso dia a dia. A internet possibilita a
conversa on-line, em tempo real, aumentando nossa motivação para conversar em uma
língua estrangeira. É uma interação desafiadora, porque não dá tempo para ter medo de
errar! Conversando, você poderá aprender novas formas de falar coisas diferentes, inclusive
gírias! É provável que consiga entender mais do que imagina! Você vai se surpreender!
6. Há várias outras coisas que você pode fazer para continuar aprendendo a língua inglesa.
Leia a lista a seguir e assinale as alternativas que parecem mais adequadas para continuar
aprendendo inglês.
( ) Read on-line newspapers and magazines.
( ) Play on-line games.
( ) Read books or blogs.
55
( ) Translate English songs.
( ) Watch TV programs in English and try to understand what they are saying.
( ) Have pen pals or e-pals.
( ) Talk to native speakers on the web.
Think about it!

Você tem medo de falar em inglês? Já tentou gravar a si mesmo lendo
um trecho em inglês ou falando alguma coisa nessa língua? Tente! Além
de ser uma experiência interessante, é uma maneira de reconhecer sua
pronúncia e, se for preciso, tentar melhorá-la. Give it a try!
56
VOCABULARY LOG
Aqui você vai registrar o vocabulário que aprendeu neste Caderno. Escolha duas palavras ou
expressões nas Situated Learning 1, 2, 3, 5, 6 e 7. Escreva cada uma delas no campo 1 (My word or
expression). No campo 2 (Definition or translation), anote uma definição ou tradução para a palavra.
Depois, no campo 3 (Association, example or picture), escreva algo ligado às palavras ou dê um
exemplo; você também pode fazer uma ilustração nesse espaço. No campo 4 (Sentence from the text),
anote a frase em que a palavra apareceu no Caderno.
Situated Learning 1
Sentence
from the text
Situated Learning 1
Sentence
from the text
Situated Learning 2
Sentence
from the text
57
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
58
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
59
Situated Learning 7
Sentence
from the text
60
INSTANT LANGUAGE
Nesta seção de seu Caderno, você encontra alguns conteúdos linguísticos sistematizados em
tabelas para auxiliá-lo em seu trajeto de aprendizagem da língua inglesa. Você pode usar essas tabelas
como um material de referência, e consultá-las mesmo quando tiver concluído o Ensino Médio!
Verbs & phrases
To be able to To make up one’s mind

To make a decision To get retired
To dream of To achieve results
To be keen on something To be responsible for
To deal with To attend a course
To be aware of To look for a job
To look forward to doing something To take a course
To apply for To tell the truth
To take part in To do something in a hurry
To get a job To be interested in something
To keep something short To be responsible for something
To keep something neutral To look for something/somebody
To look something over To write something down
Careers: some collocations
Verb + Career Career + Noun Adjective + Career

Begin a career Career choice Future career
Build a career Career development Good career
Choose a career Career goals Previous career
Have a career Career objectives
Career plans
Career prospects
61
Conjunctions: either... or/neither... nor

Use EITHER... OR with affirmative sentences to state two possibilities:
You can EITHER write an essay OR a testimonial.
Use NEITHER... NOR with verbs in the affirmative to state that the two alternatives
are not viable:
You can NEITHER write an essay NOR a testimonial.
MIGHT & MAY
MIGHT and MAY are used to indicate a possibility.

You MIGHT try to talk to him.
They MAY find a good opportunity in business.
Conditional sentences
Type 1 conditionals (If + present + future) are used to talk about future possibilities.
If I get the money, I will travel to the northeast. (I don’t have the money now, but there is
a chance I’ll get money. Then I can travel.)
They will miss the class if they don’t hurry. (They are late, but there is a chance that they
will arrive in time. They just need to hurry up.)
Attention! When you begin the sentence with the “if ” sentence, use a comma (,).
Compare:
It will be more comfortable if we travel by car.
If we travel by car, it will be more comfortable.
62
Future: WILL and GOING TO
We use WILL/WON’T + VERB to talk about possibilities and predictions, or decisions you
make when you are speaking.
Maybe I WILL STAY at home and get some rest this weekend.
I don’t know what Sally WILL DO, and I WON’T TALK to her about it!
I have too many books to carry. WILL you HELP me, please?
WILL the school team WIN the next game?
We use TO BE + GOING TO + VERB to talk about plans and decisions already made.
I AM GOING TO TRAVEL on Saturday at 9 o’clock. Here is my ticket.
He ISN’T GOING TO PLAY basketball in the afternoon. He has an appointment with the dentist.
Why ARE they GOING TO REWRITE all the letters?
63
Past simple × Present perfect

Use the past simple to ask and say WHEN something happened, with a clear reference
to a finished time in the past. Use the present perfect to ask and say HOW LONG
something has been happening, with an unclear or unfinished time reference. Also use the
PRESENT PERFECT to refer to unfinished periods of time or to talk about past events
which relate to the present in some way. Compare:
I saw Kate this morning (it is now evening).
×
I have seen Kate this morning (it is still morning).
I studied Engineering for four years, between 1987 and 1990. (I am not studying
Engineering anymore.)
×
I have studied Engineering for four years. (I began four years ago but I haven’t finished the
course. I’m still studying.)
I worked in that company for five years, between 1999 and 2003. (Now I’m not working
there any longer.)
×
I have worked in that company for five years. (I started five years ago and I’m still working
there.)
They studied Medieval History last year. (Now they are studying something different.)
×
They have studied Medieval History since last year. (They began their studies last year and
they are still studying.)
She broke her arm twice last year. (We know the accidents happened last year.)
×
She has broken her arm twice. (We don’t know exactly when the accidents happened.)
64
We also use the PRESENT PERFECT

ƔTo give news without making reference to when they happened. Compare:
I have bought a new car! Finally!
I bought a new car last Saturday.
ƔTo talk about life experience. Compare:
Sally has been to Japan twice.
Sally went to Japan twice last year.
65
Some irregular verbs
Base form Past Participle

be was, were been
become became become
build built built
buy bought bought
do did done
drink drank drunk
eat ate eaten
fall fell fallen
forget forgot forgotten
get got got, gotten
give gave given
go went gone
grow grew grown
have had had
hear heard heard
hold held held
know knew known
lead led led
leave left left
lose lost lost
make made made
meet met met
read read read
ride rode ridden
see saw seen
send sent sent
spend spent spent
take took taken
tell told told
wear wore worn
write wrote written
66
Imperatives
AFFIRMATIVE: verb in the infinitive (without to)

Examples: Go there! Talk to him! Look at me!
NEGATIVE: don’t + verb in the infinitive (without to)
Examples: Don’t look back! Don’t stop walking! Don’t come here again!
Information in a CV
Chronological CV outline Functional CV outline
a) Personal details. a) Personal details.

b) Career objective.
b) Career objective.
c) Accomplishments and capabilities/
c) Work experience. responsibilities.
d) Work experience.
d) Education and qualifications.
e) Education and qualifications.
e) Skills and interests or additional
f ) Skills and interests or additional
information. information.
f ) References. g) References.
67
Can-do Chart
Consigo, mas Ainda não
Competência/habilidades Consigo
com ajuda consigo
1. Reconhecer a organização de um
depoimento pessoal, de um guia
do estudante e de um folheto de
apresentação de cursos universitários
(organização macrotextual).
2. Localizar informações específicas em um

texto.
3. Localizar informações explícitas em um

texto.
4. Reconhecer o uso de verbos que indicam

planos.
5. Reconhecer o uso de marcadores textuais

(conjunções) que indicam opções (either...
or.../neither... nor...).
6. Levantar hipóteses sobre o assunto de um

texto e verificá-las a partir da leitura.
7. Elaborar um depoimento pessoal sobre

planos profissionais.
8. Reconhecer a organização de um
currículo (organização macrotextual).
9. Reconhecer o uso de verbos no passado

para descrever habilidades em um
currículo.
10. Identificar palavras cognatas ou
emprestadas da língua inglesa para
compreender um texto.
11. Elaborar um currículo.
12. Trabalhar em equipe, assumindo funções

e contribuindo para o trabalho em grupo.
68
69
70
CONCEPÇÃO E COORDENAÇÃO GERAL Química: Ana Joaquina Simões S. de Mattos Rosângela Teodoro Gonçalves, Roseli Soares
NOVA EDIÇÃO 2014-2017 Carvalho, Jeronimo da Silva Barbosa Filho, João Jacomini, Silvia Ignês Peruquetti Bortolatto e Zilda
Batista Santos Junior, Natalina de Fátima Mateus e Meira de Aguiar Gomes.
COORDENADORIA DE GESTÃO DA Roseli Gomes de Araujo da Silva.
EDUCAÇÃO BÁSICA – CGEB Área de Ciências da Natureza
Área de Ciências Humanas
Biologia: Aureli Martins Sartori de Toledo, Evandro
Coordenadora Filosofia: Emerson Costa, Tânia Gonçalves e
Rodrigues Vargas Silvério, Fernanda Rezende
Maria Elizabete da Costa Teônia de Abreu Ferreira.
Pedroza, Regiani Braguim Chioderoli e Rosimara
Diretor do Departamento de Desenvolvimento Geografia: Andréia Cristina Barroso Cardoso, Santana da Silva Alves.
Curricular de Gestão da Educação Básica Débora Regina Aversan e Sérgio Luiz Damiati.
João Freitas da Silva Ciências: Davi Andrade Pacheco, Franklin Julio
História: Cynthia Moreira Marcucci, Maria de Melo, Liamara P. Rocha da Silva, Marceline
Diretora do Centro de Ensino Fundamental Margarete dos Santos Benedicto e Walter Nicolas
de Lima, Paulo Garcez Fernandes, Paulo Roberto
dos Anos Finais, Ensino Médio e Educação Otheguy Fernandez.
Orlandi Valdastri, Rosimeire da Cunha e Wilson
Profissional – CEFAF Luís Prati.
Sociologia: Alan Vitor Corrêa, Carlos Fernando de
Valéria Tarantello de Georgel
Almeida e Tony Shigueki Nakatani.
Coordenadora Geral do Programa São Paulo Física: Ana Claudia Cossini Martins, Ana Paula
PROFESSORES COORDENADORES DO NÚCLEO Vieira Costa, André Henrique GhelÅ RuÅno,
faz escola
PEDAGÓGICO Cristiane Gislene Bezerra, Fabiana Hernandes
Valéria Tarantello de Georgel
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 BomÅm e Silva, Liliane Renata Tank Gullo, Marcia Magali Química: Armenak Bolean, Cátia Lunardi, Cirila
Rodrigues dos Santos, Mônica Antonia Cucatto da Tacconi, Daniel B. Nascimento, Elizandra C. S.
EQUIPES CURRICULARES
Silva, Patrícia Pinto Santiago, Regina Maria Lopes, Lopes, Gerson N. Silva, Idma A. C. Ferreira, Laura
Área de Linguagens Sandra Pereira Mendes, Sebastiana Gonçalves 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 Fernandes, Valdir P. Berti e Willian G. Jesus.
Língua Estrangeira Moderna (Inglês): Célia
Ventrella.
Regina Teixeira da Costa, Cleide Antunes Silva,
Área de Ciências Humanas
Educação Física: Marcelo Ortega Amorim, Maria Ednéa Boso, Edney Couto de Souza, Elana
Filosofia: Álex Roberto Genelhu Soares, Anderson
Elisa Kobs Zacarias, Mirna Leia Violin Brandt, Simone Schiavo Caramano, Eliane Graciela
Gomes de Paiva, Anderson Luiz Pereira, Claudio
dos Santos Santana, Elisabeth Pacheco Lomba
Rosângela Aparecida de Paiva e Sergio Roberto Nitsch Medeiros e José Aparecido Vidal.
Kozokoski, Fabiola Maciel Saldão, Isabel Cristina
Silveira.
dos Santos Dias, Juliana Munhoz dos Santos,
Kátia Vitorian Gellers, Lídia Maria Batista Geografia: Ana Helena Veneziani Vitor, Célio
Língua Estrangeira Moderna (Inglês e
BomÅm, Lindomar Alves de Oliveira, Lúcia Batista da Silva, Edison Luiz Barbosa de Souza,
Espanhol): Ana Beatriz Pereira Franco, Ana Paula
Aparecida Arantes, Mauro Celso de Souza, Edivaldo Bezerra Viana, Elizete Buranello Perez,
de Oliveira Lopes, Marina Tsunokawa Shimabukuro
Neusa A. Abrunhosa Tápias, Patrícia Helena Márcio Luiz Verni, Milton Paulo dos Santos,
e Neide Ferreira Gaspar.
Passos, Renata Motta Chicoli Belchior, Renato Mônica Estevan, Regina Célia Batista, Rita de
Língua Portuguesa e Literatura: Angela Maria José de Souza, Sandra Regina Teixeira Batista de Cássia Araujo, Rosinei Aparecida Ribeiro Libório,
Baltieri Souza, Claricia Akemi Eguti, Idê Moraes dos Campos e Silmara Santade Masiero. Sandra Raquel Scassola Dias, Selma Marli Trivellato
Santos, João Mário Santana, Kátia Regina Pessoa, e Sonia Maria M. Romano.
Língua Portuguesa: Andrea Righeto, Edilene
Mara Lúcia David, Marcos Rodrigues Ferreira, Roseli
Bachega R. Viveiros, Eliane Cristina Gonçalves História: Aparecida de Fátima dos Santos
Cordeiro Cardoso e Rozeli Frasca Bueno Alves.
Ramos, Graciana B. Ignacio Cunha, Letícia M.
Pereira, Carla Flaitt Valentini, Claudia Elisabete
Área de Matemática de Barros L. Viviani, Luciana de Paula Diniz,
Silva, Cristiane Gonçalves de Campos, Cristina
Matemática: Carlos Tadeu da Graça Barros, Márcia Regina Xavier Gardenal, Maria Cristina
de Lima Cardoso Leme, Ellen Claudia Cardoso
Ivan Castilho, João dos Santos, Otavio Yoshio Cunha Riondet Costa, Maria José de Miranda
Doretto, Ester Galesi Gryga, Karin Sant’Ana
Yamanaka, Rosana Jorge Monteiro, Sandra Maira Nascimento, Maria Márcia Zamprônio Pedroso,
Kossling, Marcia Aparecida Ferrari Salgado de
Zen Zacarias e Vanderley Aparecido Cornatione. Patrícia Fernanda Morande Roveri, Ronaldo Cesar
Barros, Mercia Albertina de Lima Camargo,
Alexandre Formici, Selma Rodrigues e
Priscila Lourenço, Rogerio Sicchieri, Sandra Maria
Área de Ciências da Natureza Sílvia Regina Peres.
Fodra e Walter Garcia de Carvalho Vilas Boas.
Biologia: Aparecida Kida Sanches, Elizabeth
Área de Matemática
Reymi Rodrigues, Juliana Pavani de Paula Bueno e
Matemática: Carlos Alexandre Emídio, Clóvis Sociologia: Anselmo Luis Fernandes Gonçalves,
Rodrigo Ponce.
Antonio de Lima, Delizabeth Evanir Malavazzi, Celso Francisco do Ó, Lucila Conceição Pereira e
Ciências: Eleuza Vania Maria Lagos Guazzelli, Edinei Pereira de Sousa, Eduardo Granado Garcia, Tânia Fetchir.
Gisele Nanini Mathias, Herbert Gomes da Silva e Evaristo Glória, Everaldo José Machado de Lima,
Maria da Graça de Jesus Mendes. Fabio Augusto Trevisan, Inês Chiarelli Dias, Ivan Apoio:
Castilho, José Maria Sales Júnior, Luciana Moraes Fundação para o Desenvolvimento da Educação
Física: Anderson Jacomini Brandão, Carolina dos Funada, Luciana Vanessa de Almeida Buranello, - FDE
Santos Batista, Fábio Bresighello Beig, Renata Mário José Pagotto, Paula Pereira Guanais, Regina
Cristina de Andrade Oliveira e Tatiana Souza da Helena de Oliveira Rodrigues, Robson Rossi, CTP, Impressão e acabamento
Luz Stroeymeyte. Rodrigo Soares de Sá, Rosana Jorge Monteiro, Log Print GráÅca e Logística S.A.
GESTÃO DO PROCESSO DE PRODUÇÃO CONCEPÇÃO DO PROGRAMA E ELABORAÇÃO DOS Ciências Humanas
EDITORIAL 2014-2017 CONTEÚDOS ORIGINAIS Coordenador de área: Paulo Miceli.
Filosofia: Paulo Miceli, Luiza Christov, Adilton Luís
FUNDAÇÃO CARLOS ALBERTO VANZOLINI COORDENAÇÃO DO DESENVOLVIMENTO Martins e Renê José Trentin Silveira.
DOS CONTEÚDOS PROGRAMÁTICOS DOS
CADERNOS DOS PROFESSORES E DOS Geografia: Angela Corrêa da Silva, Jaime Tadeu Oliva,
Presidente da Diretoria Executiva
Mauro de Mesquita Spínola CADERNOS DOS ALUNOS Raul Borges Guimarães, Regina Araujo e Sérgio Adas.
Ghisleine Trigo Silveira
GESTÃO DE TECNOLOGIAS APLICADAS História: Paulo Miceli, Diego López Silva,
CONCEPÇÃO Glaydson José da Silva, Mônica Lungov Bugelli e
À EDUCAÇÃO
Guiomar Namo de Mello, Lino de Macedo, Raquel dos Santos Funari.
Direção da Área Luis Carlos de Menezes, Maria Inês Fini
coordenadora! e Ruy Berger em memória!. Sociologia: Heloisa Helena Teixeira de Souza Martins,
Guilherme Ary Plonski
Marcelo Santos Masset Lacombe, Melissa de Mattos
Coordenação Executiva do Projeto AUTORES Pimenta e Stella Christina Schrijnemaekers.
Angela Sprenger e Beatriz Scavazza
Linguagens Ciências da Natureza
Gestão Editorial Coordenador de área: Alice Vieira. Coordenador de área: Luis Carlos de Menezes.
Arte: Gisa Picosque, Mirian Celeste Martins, Biologia: Ghisleine Trigo Silveira, Fabíola Bovo
Denise Blanes
Geraldo de Oliveira Suzigan, Jéssica Mami Mendonça, Felipe Bandoni de Oliveira, Lucilene
Equipe de Produção Makino e Sayonara Pereira. Aparecida Esperante Limp, Maria Augusta
Querubim Rodrigues Pereira, Olga Aguilar Santana,
Editorial: Amarilis L. Maciel, Ana Paula S. Bezerra, Educação Física: Adalberto dos Santos Souza, Paulo Roberto da Cunha, Rodrigo Venturoso
Angélica dos Santos Angelo, Bóris Fatigati da Silva, Carla de Meira Leite, Jocimar Daolio, Luciana Mendes da Silveira e Solange Soares de Camargo.
Bruno Reis, Carina Carvalho, Carolina H. Mestriner, Venâncio, Luiz Sanches Neto, Mauro Betti,
Ciências: Ghisleine Trigo Silveira, Cristina Leite,
Carolina Pedro Soares, Cíntia Leitão, Eloiza Lopes, Renata Elsa Stark e Sérgio Roberto Silveira.
João Carlos Miguel Tomaz Micheletti Neto,
Érika Domingues do Nascimento, Flávia Medeiros, Julio Cézar Foschini Lisbôa, Lucilene Aparecida
LEM – Inglês: Adriana Ranelli Weigel Borges,
Giovanna Petrólio Marcondes, Gisele Manoel, Esperante Limp, Maíra Batistoni e Silva, Maria
Alzira da Silva Shimoura, Lívia de Araújo Donnini
Jean Xavier, Karinna Alessandra Carvalho Taddeo, Augusta Querubim Rodrigues Pereira, Paulo
Rodrigues, Priscila Mayumi Hayama e Sueli Salles
Leslie Sandes, Mainã Greeb Vicente, Maíra de Rogério Miranda Correia, Renata Alves Ribeiro,
Fidalgo.
Freitas Bechtold, Marina Murphy, Michelangelo Ricardo Rechi Aguiar, Rosana dos Santos Jordão,
Russo, Natália S. Moreira, Olivia Frade Zambone, Simone Jaconetti Ydi e Yassuko Hosoume.
LEM – Espanhol: Ana Maria López Ramírez, Isabel
Paula Felix Palma, Pietro Ferrari, Priscila Risso, Gretel María Eres Fernández, Ivan Rodrigues
Física: Luis Carlos de Menezes, Estevam Rouxinol,
Regiane Monteiro Pimentel Barboza, Renata Martin, Margareth dos Santos e Neide T. Maia
Guilherme Brockington, Ivã Gurgel, Luís Paulo
Regina Buset, Rodolfo Marinho, Stella Assumpção González.
de Carvalho Piassi, Marcelo de Carvalho Bonetti,
Mendes Mesquita, Tatiana F. Souza e Tiago Jonas Maurício Pietrocola Pinto de Oliveira, Maxwell
Língua Portuguesa: Alice Vieira, Débora Mallet
de Almeida. Roger da PuriÅcação Siqueira, Sonia Salem e
Pezarim de Angelo, Eliane Aparecida de Aguiar,
Yassuko Hosoume.
José Luís Marques López Landeira e João
Direitos autorais e iconografia: Beatriz Fonseca
Henrique Nogueira Mateos. Química: Maria Eunice Ribeiro Marcondes, Denilse
Micsik, Dayse de Castro Novaes Bueno, Érica
Morais Zambom, Fabio Luiz de Souza, Hebe
Marques, José Carlos Augusto, Juliana Prado da Matemática Ribeiro da Cruz Peixoto, Isis Valença de Sousa
Silva, Marcus Ecclissi, Maria Aparecida Acunzo Coordenador de área: Nílson José Machado. Santos, Luciane Hiromi Akahoshi, Maria Fernanda
Forli, Maria Magalhães de Alencastro, Vanessa Matemática: Nílson José Machado, Carlos Penteado Lamas e Yvone Mussa Esperidião.
Bianco e Vanessa Leite Rios. Eduardo de Souza Campos Granja, José Luiz
Pastore Mello, Roberto Perides Moisés, Rogério Caderno do Gestor
Edição e Produção editorial: Jairo Souza Design Ferreira da Fonseca, Ruy César Pietropaolo e Lino de Macedo, Maria Eliza Fini e Zuleika de
GráÅco e Occy Design projeto gráÅco!. Walter Spinelli. Felice Murrie.
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).
Validade: 2014 – 2017

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a

Você está se aproximando do momento em que deixará a escola. Os conhecimentos adquiridos

Equipe Técnica de Inglês

1. Reconhecer as características e a organização de um depoimento, de um guia do estu-

2. Identiﬁcar o assunto principal de um texto e relacioná-lo a experiências pessoais e pers-

3. Inferir o sentido de palavras ou expressões em um texto.

4. Reconhecer e usar conjunções: either... or e neither... nor.

5. Reconhecer e usar orações condicionais (tipo 1).

7. Reconhecer e usar os verbos modais may e might.

8. Retomar os tempos verbais past simple e present perfect.

9. Elaborar um depoimento pessoal sobre planos proﬁssionais para o futuro.

11. Reconhecer os tipos de currículos apropriados às necessidaddes do candidato: chronological

13. Localizar informações em diferentes textos.

14. Identiﬁcar o uso de verbos no passado para descrever habilidades em um currículo.

15. Elaborar um currículo contendo informações pessoais, formação, habilidades e objetivos.

16. Trabalhar em equipe, assumindo funções e contribuindo para o trabalho em grupo.

2. Read the text in Activity 1 and answer.

a) What kind of information does the text bring?

( ) where to study. ( ) salaries.

( ) where to work. ( ) articles about choosing a career.

( ) where to live. ( ) descriptions of professions.

b) Which courses have the shortest duration?

e) What does a Digital Games professional do?

f ) What does a Logistics professional have to do to develop his/her career?

b) “We neither sell nor rent equipment.”

( ) This kind of conjunction shows that both alternatives are excluded.

( ) This kind of conjunction shows two possible alternatives.

a) Mark may take Mathematics or he may take Computer Science.

b) Carol doesn’t smoke and she doesn’t drink.

d) Alfred doesn’t work and he doesn’t study.

e) I may become an engineer or I may become a Mathematics professor.

– get college course brochures – some are available on-line;

Elaborado especialmente para o São Paulo faz escola.

be speak sign ﬁnish get recruit work

2. Complete these sentences using the verbs you found in Activity 1.

a) I have just a new job!

b) He has in that company for ﬁve years.

c) We haven’t to your sister for a long time.

d) She has unemployed since last year.

e) I have already the ﬁrst term of my course.

f ) They haven’t anyone for the position yet.

g) She hasn’t the contract yet.

3. Circle the correct alternative.

b) We neither/either sell nor/or rent computers in this store. It is a music store!

d) He is a great actor! He can be neither/either the hero nor/or the villain.

a) He can work in the oﬃce. He can work at home.

c) The hotel wasn’t clean. The hotel wasn’t comfortable.

d) We can leave today. We can leave tomorrow. It’s up to you!

e) Mark doesn’t drink. Mark doesn’t smoke.

f ) You can write an e-mail. You can call them.

1. Discuss in groups of three.

b) What program would you like to take? Why?

( ) location/distance from home.

( ) public vs. private.

( ) costs and ﬁnancial assistance packages.

( ) campus resources (labs, libraries, computer access, etc.).

( ) Brazilian Education Ministry evaluation.

( ) safety (campus, community).