Teaching english be em

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Presentation
Dear teacher,
Welcome to BEcome Ensino Médio. This guide contains the following topics:
• an introduction, whose objective is to outline the thoughts, theories, and principles
that underlie the syllabus design and the aims that make up the series;
• a presentation of BEcome’s aims, syllabus, and sections so you can have a broad
sense of their objectives, characteristics, and general procedures;
• tips for creating a class blog;
• guidelines on how to work with TED-Ed Lessons.
BEVANGOLDSWAIN/SHUTTERSTOCK

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Introduction
This series is aimed at high school students, on their way to becoming ﬂuent
in English. UNO International’s light class load (2 to 4 classes per week)
proposal is designed as a way towards bilingualism and targets speciﬁcally
schools wanting to make this transition. Leading learners to communicate
meaningfully in English is the objective of BEcome. It seeks to help in the
development of bilingual learners and citizens, in the dynamic, functional sense
of the term.
As experienced teachers and textbook developers, we are aware that
didactic resources can be valuable tools to teaching and learning a foreign or
second language; however, we believe that equally important aspects of this
process are the teacher, the students, and the interactions that take place
within the classroom and the school environment.
In this sense, we would like to bring to light some of Kenski’s considerations
about the role of the teacher in the digital – or post-modern – society. To this
author, the teacher’s role has had its importance enhanced in many ways,
becoming a key factor in the educational process. Teachers should consider
their theoretical knowledge, techniques, abilities, and attitudes during the
educational process not as personal certainties and given truths, but as a
space for discoveries, always open to new apprenticeships (Kenski, 2001).
According to Kenski, the role of the teacher is to recover the origins and the
memory of knowledge, leading students to perceive the relativity in the
importance of things over time.
In the digital age, teachers should help students to understand themselves as
participants of a large and complex social group, with its peculiar traditions and
civilizatory processes.

Moreover, a teacher is an agent of values. Teachers’ personal values include
competence in their field of action, their ways to relate with students, and
their personal and professional postures. When recalling their school days,
people often forget subject contents; on the other hand, attitudes and values
acquired during their interactions with teachers remain. It is also important to
stress that the way teachers relate to their area of knowledge has a great
impact over the judgments students make in relation to that content area.
That is to say, the more you are interested and engaged in what you teach,
the better are the chances you will find your students open and willing to
learn.
Finally, it is never too much to point out that, in a society permeated by the
complexities, uncertainties, and speed of the digital age, teachers are no
longer the ones who have and transmit information, but the ones who
research, inquire, and facilitate learning and the acquisition and development
of knowledge. These should be qualified as the ultimate teaching procedures.
Learning, according to BEcome’s philosophy, takes place by means of
interaction. The socio-historical educational perspective developed by
Vygotsky weaves relationships between learning and cognitive development,
not only from the starting point of the interactions between the subject and
the environment, but among the individual, the environment, and his or her
peers.
To Vygotsky, historical and social conditions are the foundations to the
learning processes. School learning is the great opportunity to explore what
he calls the zone of proximal development (Vygotsky, 2003:110-116). The
author establishes two levels of cognitive development.
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BECOME - ENSINO MÉDIO - TEACHING ENGLISH

The ﬁrst one is the real development level, in which one can observe how
the mental functions are a result of development cycles that have already
been completed.
The second is the level of potential development, which encompasses “the
functions that still haven’t ripened, that are still found in embrionary
state” (Vygotsky, 2003:111).
The zone of real development characterizes the mental development in a
retrospective manner, while the zone of proximal development characterizes
the prospective mental development.
There is still another important characteristic in the process of teaching and
learning to Vygotsky, which is mediation. Williams and Burden (1997:40)
stress that mediation is carried out by “someone who is meaningful in the life
of the apprentice, who enhances learning choosing and shaping the learning
experiences”. A more competent peer plays the role of helping in the wake of
what is in the learner’s zone of proximal development.
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Vygotsky also granted great importance to language, regarding it as the
regulator of the cognitive processes that take place in situations of social
interaction. Language, to Vygotsky, does not correspond only to speech, but
also to other forms of symbolic expression. Thus, to this author language is
more than a system of signs; it is a form of social interaction and must always
be understood within a speciﬁc context in which it is necessarily immersed.
Aligned with Vygotsky’s view of language, we bring up the theory of
utterance developed by Mikhail Bakhtin. Language, to this author, is a social
and historic phenomenon; therefore, it is always ideological. The basic unit for
linguistic analysis is the enunciation, which is a set of linguistic elements
produced in actual and concrete social contexts.
According to the author, the enunciation is the result of interaction of two
socially organized individuals. Hence, language is much more than a system
of signs, becoming an arena for social interactions, materialized by means of
enunciations. Every discourse is crossed by other discourses, which
appeared in a certain historical moment and social context, produced in a
clash of various social voices.
Language is, above all, a communicative tool: its central function is
communication. The main objective of school bilingualism is, therefore, to
build on a system so that students become able to use this tool eﬀectively in
the various personal, academic, and professional situations of their lives.
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Based on these premises about learning a language, BEcome proposes a
program towards bilingualism with the following characteristics:
• the learner must engage in cultural and linguistic immersion in Engish;
• English is authentic, not adapted for schools;
• English is not merely a school subject, but rather a means of integration
among areas;
• relevant content is provided as input;
• a suitable atmosphere is created, in which production is rewarded, but
mistakes are not execrated;
• eﬀective communication is valued;
• learning is doing and performing;
• language empowers students and helps them bring about changes in their
lives;
• experience has a strong role in learning;
• individual needs of learners and individual experiences are valued;
• awareness, self-reﬂection, critical thinking, and learners’ strategies are key
assets;
• self-assessments are a key tool in building knowledge.
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Providing elements to foster students’ ability to
think at higher levels is one of the key elements of
BEcome’s pedagogy. In order to do so, we make
use of a lapidary scheme, the so-called Bloom’s
Taxonomy (1956). According to Bloom, human
thinking skills can be classified or divided
according to the following characteristics:
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1 Knowledge: recalling previously learned
information to come up with factual answers.
Question Cues: list, define, tell, describe, identify,
show, label, collect, examine, tabulate, quote,
name, who, when, where
2 Comprehension: understanding the meaning
of informational materials.
Question Cues: summarize, describe, interpret,
contrast, predict, associate, distinguish, estimate,
differentiate, discuss, extend
3 Application: applying previous knowledge to
new and unfamiliar situations.
Questions Cues: apply, demonstrate, calculate,
complete, illustrate, show, solve, examine,
modify, relate, change, classify, experiment,
discover
4 Analysis: breaking down information into parts.
Question Cues: analyze, separate, order, explain,
connect, classify, arrange, divide, compare,
select, explain, infer

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BEcome Aims
The aims of BEcome are for students to:
• communicate effectively in English, in both speech and writing, to meet the
demands of a globalized society;
• acquire sound reading habits in order to understand, enjoy, appreciate, and
criticize a wide range of texts of all genres;
• develop the ability to express themselves imaginatively and creatively;
• develop thinking skills to make critical and rational judgments;
• acquire knowledge for self-development and for fulfilling personal needs
and aspirations;
• develop a sensitivity to varieties of English and the differences between the
cultures they reflect;
• cope effectively with important examinations such as Enem.

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BEcome Syllabus
In order to reach its aims, BEcome brings together an integrated syllabus,
employing the positive characteristics of theme-(topic-)based, task-based,
competence- and skill-based, and text-based syllabus frameworks.
BEcome is primarily organized around themes, so content rather than
grammar, functions, or situations is the starting point in the syllabus design.
Content, or themes, provide a framework for linking a variety of different
syllabus strands together.
Since we are immersed in a larger UNO system, fit to the regularity of
secondary schools, content in this course could not be only incidental, serving
merely as a vessel for practicing language structures, functions, or skills.
Rather, content is the conducting wire to which the other elements are linked.
Therefore, it is possible to affirm that BEcome makes use of the constructs of
CLIL (content and language integrated learning), adapting it to the realities that
surround students learning English in Latin America.
According to Graddol (2006:86) “CLIL is an approach to bilingual education in
which both curriculum content – such as science or geography – and English
are taught together.”
It can also be affirmed that CLIL can be a way to address other meaningful
content, such as human values or ecological awareness. The learner is not
necessarily expected to have English proficiency before beginning to study. We
believe that content-based courses facilitate comprehension, motivate
students, allow the integration of the four skills, take into account the use of
authentic materials, and make the linguistic form more meaningful.
The philosophy of content-based foreign language instruction aims at
empowering students to become independent learners and continue the
learning process beyond the classroom.

Instead of the main content being presented merely as an add-on to a
course based on the study of grammar, content and grammar in this
course become linked to, defined by, and complementary and dependent
upon each other.
Recommended reading: articles about CLIL and activities can be found at
www.teachingenglish.org.uk/clil (accessed in Oct., 2013).
Tasks also play an important role in the course design. We believe a task
involves using language to carry out activities such as ﬁnding a solution to a
puzzle, reading a map and giving directions, or reading a set of instructions to
perform an action. Success in tasks is measured in terms of outcome
achievement.
Pedagogical tasks are designed to trigger second language learning
processes and strategies. BEcome incorporates, throughout its pages, the
following types of tasks:
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• information-gap tasks: one student or group of students has one set of
information and another student or group has a complementary set of
information; they need to negotiate to ﬁnd out what the other party’s
information is in order to complete an activity;
• problem-solving tasks: students are given a problem and a set of
information; they must reach a solution to the problem together;
• decision-making tasks: students are given a problem for which there is a
number of possible outcomes and they must choose one, through
negotiations and discussion;
• opinion-exchange tasks: students engage in discussions and exchange
of ideas; they do not necessarily need to reach an agreement.

Competences and skills are also elements in the design of BEcome Ensino
Médio. Perrenoud (2007) defines competence as the faculty of putting
together a set of cognitive resources – knowledge, skills, information… – to
satisfactorily solve a series of situations. For example, in order to have the
competence to situate oneself in a city, one must know how to employ the
abilities of having the notion of scale and proportion, elements of topography,
and other geographic aspects. Perrenoud proposes a framework to identify
the basic competences for a person to live autonomously, composed of eight
broad categories:
1 to know how to identify, assess, and value your rights, possibilities, limits,
and needs;
2 to know how to elaborate and carry out projects and develop strategies,
individually and in groups;
3 to know how to analyze situations in a systemic way;
4 to know how to cooperate, to act in synergy, to take part in a group
activity, and to share leadership;
5 to know how to build and stimulate democratic organizations and
systems;
6 to know how to manage and overcome conflicts;
7 to know how to live with rules, to make good use of them, and to
elaborate them;
8 to know how to build negotiated rules that surpass cultural differences.
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In the realm of language use, competence is to use language properly,
according to the usage sphere, face problem-situations, build consistent
argumentation, and come up with proposals that suit social needs.
Competence is the quality of being able to appreciate and resolve a certain
issue, accomplish something, know how to do something, and it involves a
series of skills.
The oﬃcial Brazilian National Curricular Parameters (PCN) establish the
following set of competences as an underlying basis for the study of a foreign
language in the country:
Recommended reading: the PCN can be read online at
http://portal.mec.gov.br/seb/arquivos/pdf/14_24.pdf (accessed in Oct., 2013).
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• to know how to distinguish linguistic variants;
• to choose the correct register, according to the communication
context;
• to choose the most adequate word to express an idea;
• to understand how an expression can be interpreted according to
cultural and social aspects;
• to understand how enunciations reﬂect ways of being, thinking,
acting, and feeling;
• to use mechanisms of coherence and cohesion;
• to use verbal and non-verbal strategies to compensate

Skills are taken as underlying abilities involved in using language for
different purposes, such as:
• associating the lexicon of a text to its theme;
• distinguishing between the main ideas and supporting sentences in a text;
• using the knowledge in a second or foreign language as a means to
broaden access to different kinds of information, technologies, and
cultures;
• relating analogous opinions in different texts;
• recognizing argumentative strategies used for convincing the target public
of a text;
• recognizing turn-taking signals in speaking.
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LZF/SHUTTERSTOCK

Cartoon about career
planning, used in Module 10.
Flyer of a musical
concert, used in
Module 9.
Informative text about
higher education in
Brazil, used in
Module 1.
FRAN/CARTOONSTOCK
REPRODUÇÃO
The syllabus of BEcome is also weaved around texts. BEcome brings to the
classroom, in terms of intensive reading and listening, texts that take the form
of varied genres and text types, such as exchanges (including casual
conversation), forms, procedures, information texts, story texts, and
persuasive texts.
We use those in order to contribute to the education of a proficient reader,
who has the ability of not only understanding the general and specific aspects
of each text, but also of observing who is writing, to whom, in which context,
and why. In other words, what we seek is the education of a fluent and critical
reader.
Keeping in mind that our students will be having the experience of university
entrance exams in the near future, and aware of the fact that the ability to
comprehend and criticize texts of various genres is a student’s key asset in
that process, we conclude a pivotal place for texts in the structure of BEcome.
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This changes not only the perspective about assessing students’ knowledge
and understandings; it also opens the perceptions and broadens the
possibilities for turning assessment into a learning experience as well.
In each Lesson Plan, you will find a self-evaluation rubric for students to be
able to self-assess and plan their course of action for improving their
experience towards bilingualism.
In BEcome, assessment plays a central role as it is regarded as a
system of different tools that together combine and create a framework
for a more comprehensive understanding of the students’
development. Assessment in BEcome follows the ideas presented in
Understanding by Design, by Grant Wiggins and Jay McTighe.
According to the authors’ ideas, in each unit of study we need to
focus on students achieving what we have established as the Desired
Outcomes of that unit. These outcomes should be collected as
acceptable Evidences of Learning, different ways in which the students
can confirm they have achieved the proposed goals.
Those outcomes should always be based on what Wiggins and
McTighe call Enduring Understandings, that is, the most profound and
important knowlegde, which we want our students to take with them
for their entire lives. According to the authors,
When we speak of evidence of desired results, we are referring to
BEcome Assessments

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BEcome Ensino Médio Components
Teacher's material:
• Audio Tracks (Digital Didactic Sequences and UNO Platform)
• Digital Didactic Sequences with answers (teacher’s iPad)
• Lesson Plans (teacher’s iPad)
• Teacher's Modules (teacher’s iPad)
• Teaching English (teacher’s iPad)
• TED-Ed Lessons (UNO Platform)
• Audio Tracks (Digital Didactic Sequences and UNO Platform)
• Digital Didactic Sequences (classroom iPad)
• Student's Modules (print)
• TED-Ed Lessons (UNO Platform)

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Student’s Modules Sections
BEcome Ensino Médio series is divided in 12 non-ﬂexible modules (4
modules per year).
Each module contains two chapters and one appendix, which consists of the
following extra sections: Project, Extra Reading, Extensive Reading,
Consolidation, Language Reference, Glossary, Audio Script, and Go Further.
Each chapter contains the following sections:
• Chapter Opening Page;
• Contact;
• Ideas;
• Words in Context;
• Foundation;
• Voices;
• Development.

Module Opening Pages
The module opening pages provide an opportunity for students to engage
with the module’s themes while activating their previous knowledge,
exchanging opinions, and establishing goals for the classes to come.
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Motivating text
Module’s objectives
Image(s) caption
Image(s) as a
teaching resource

Chapter Opening Page
The objective of the opening page is to introduce the chapter’s name and
theme through an image. It also introduces the chapter’s understanding: a
sentence that summarizes how the students can relate to that chapter and
make it meaningful on a personal level.
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Contact
The objective of this section is to raise students’ awareness about the
theme that is going to be developed throughout the chapter. Students have
the opportunity to explore images, think about initial concepts, and make use
of their previous knowledge and personal experiences to anticipate the
content they will be dealing with. Images and sounds often play a key role in
this section, used as generators for the brief discussions students will have
around the central theme. As a rule, Contact provides opportunities for
students to express their opinions and exchange ideas about the items
presented in the section.
Main skill: speaking
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Ideas
This section is designed to build on what has already been explored in
Contact. It expands the initial discussions conducted in the previous section,
introducing new input through tasks or short texts, including verbal-visual
ones. The Ideas section challenges students to reﬂect about these elements
and make connections with their own reality. This segment is often used as an
anticipation of and introduction to the texts that are presented in the next
segment of the chapter.
Main skills: speaking, reading
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Words in Context
This is the longest section in the chapter, so it may be divided into thematic
subsections. It contains one or more texts and a range of activities, which
include recalling knowledge, comprehension, application, analysis, synthesis,
and evaluation (see the aforementioned Bloom’s Taxonomy). The section
contemplates a broad variety of textual genres, dealing with authentic texts
from diﬀerent sources. Often, Words in Context tackles several sides and
aspects of the same issue so readers can form encompassing comprehensive
sense about the theme. Contextualized vocabulary activities and discussion
of ideas based on the meaning learners make from texts are also important
elements of the Words in Context section of BEcome.
Main skills: reading, speaking
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Foundation
This section focuses on contextualized grammar practice. Here in
Foundation, language structure is mainly presented inductively, connected to
the chapter’s theme, and asks learners to take an active role in noticing
language functions by means of inquiry and awareness. This section also
aims at preparing students for more traditional university entrance exams,
which demand knowledge of English grammar.
Main skills: reading, writing
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Voices
This section brings audio texts related to the chapter’s theme, challenging
students to understand, interpret, and analyze the enunciations they hear.
Again, a variety of text genres are brought to class so learners can relate to
diﬀerent views about the themes, making use of various strategies in order to
accomplish the proposed tasks. Voices also brings speaking activities that
allow learners to apply language that is meaningful to them, counting on the
aid of guided prompts that lead to open-ended conversations.
Main skills: listening, speaking
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Development
This section closes the chapter with writing activities that are connected to
its theme and that challenge students to use the language they have learned
throughout the previous sections. The writing activities in Development are
related to a genre that has been previously explored. Learners are expected to
think about the writing medium and their actual audience, suiting their
discourse to the parameters established by the genre and the social context.
Main skill: writing
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Project
This section combines the themes of the two chapters in the module and
presents activities that challenge students to research and organize
information, analyze and reﬂect about it, and eventually create a ﬁnal product
(a graph, a blog, a presentation, etc.). Projects are designed to be meaningful
and show real-life applications to the content developed during the chapters.
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Extra Reading
This section brings additional texts
of varied genres and reading
comprehension activities. The
purpose of this material is to foster
learners’ reading strategies, thus
helping students to prepare for
university entrance exams. Extra
Reading also oﬀers tests that can be
closed-ended and open-ended,
resembling a wide variety of oﬃcial
test styles in use nowadays.
Extensive Reading
This section, which is a part of the
modules for the third year of Ensino
M é d i o , p r o v i d e s r e a d i n g
opportunities so learners can read for
the sake of it. It offers two-page
extracts of acclaimed literary,
journalistic, or academic writings that
somehow relate to the topics
developed throughout the module.
Extensive Reading offers students an
opportunity to become acquainted
with a range of text genres and to
analyze and reflect about them in a
more open way, without necessarily
having to resort to comprehension
exercises. This section offers
students an opportunity to read for
pleasure and information, fostering
the development of a reading culture.
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Consolidation
This is a series of grammar, vocabulary, and reading activities for students
to do on their own and practice the language presented and used in the
module so that acquisition is ensured by means of individual effort as well.
Consolidation offers a variety of activities that students can do to test their
learning skills and the content apprehended. Students can access the
Consolidation Answer Key on the online platform in order to check their
answers and assess their own stronger and weaker points.
Language Reference
This section brings a detailed, clear summary of the grammar points in each
chapter, along with activities specifically designed for language structure
practice. It is a valuable resource and you can refer back to Language
Reference whenever learners have questions about language structure, or
when controlled practice is a must in order to boost accuracy in language
acquisition.
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Glossary
It provides explanations in English of the new or “more diﬃcult” vocabulary
in the modules, which can be resorted to whenever students are not able to
infer meaning from context, or when they need or want to check their
guesses. Words are displayed in alphabetical order.
Audio Script
This is the transcript of all audio tracks that are presented throughout the
modules, in order of appearance. You can refer to this section whenever your
students have doubts related to the audio activities or to any other further
practice you may propose with the written register of the audios.
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Go Further
This section suggests apps, movies, books, and other resources related to
the theme of each chapter in the module so learners can broaden their
English skills even further, noticing uses and applying in real life what they
have developed and learned during classroom practice and production.
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Creating a Class Blog
Students are used to handling digital media. Going online and posting texts
on diﬀerent kinds of support is a natural part of their daily routine. Taking this
into consideration, we suggest that you create a class blog in which students
can publish their own texts and ideas, as well as comment on each other’s
texts using the language they learn in class.

You can use free online blogging websites, such as:
• www.blogger.com
• http://pt-br.wordpress.com
• www.wix.com

This way, students will be actively producing authentic digital text in a variety
of genres.

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TED-Ed Lessons
On the platform, you will find one TED-Ed Lesson per module. The lessons
allow students to interact with one of the module’s themes in a different way.
They also allow students to get in contact with authentic audios and improve
their listening skills, as well as reflect about important, real, and meaningful
issues.
Each TED-Ed Lesson is comprised of four progressive stages:
• Watch: students will watch a video about a subject related to one of the
module’s theme.
• Think: students will answer a few questions about the video they’ve
watched.
• Dig Deeper: a small text provides extra information about a specific subject
in the video.
• Discuss: one or two questions / activities are the starting point of a
discussion which takes place in a forum. You can monitor this discussion
and check the students’ performance.
Create your own account at ed.ted.com and access the TED-Ed Lesson
available on the platform. By clicking the button “Flip This Lesson,” you can
edit the lesson if you want to and then you can share it with your students. By
taking these steps you can monitor the students’ discussions, as you will
receive alert messages every time a student posts a new response.

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References
ANDERSON, Neil J. “L2: Learning Strategies”. In: HINKEL, Eli (ed.). Handbook
of Research in Second Language Teaching and Learning. LEA, 2005.
BAKHTIN, Mikhail. Marxismo e Filosoﬁa da Linguagem. São Paulo: Hucitec,
2004.
______________. Estética da Criação Verbal. São Paulo: Martins Fontes, 1997.
BLOOM, Benjamin S. Taxonomy of Educational Objectives: The Classiﬁcation
of Educational Goals. Handbook I, Cognitive Domain. New York: Longmans,
Green, 1956.
BRASIL, Ministério da Educação e Cultura. Parâmetros Curriculares Nacionais:
Ensino Médio. Brasília: MEC, 2000.
CANAGARAJAH, Suresh. “TESOL at Forty: What are the Issues?” In: TESOL
Quarterly, V. 40, 2006 (pp. 9-34).
ELLIS, Rod. Instructed Second Language Acquisition: A Literature Review.
Ministry of Education (New Zealand). Wellington: Research Division, 2005.
GARDNER, Howard. Multiple Intelligences: The Theory in Practice. New York:
Basic Books, 1993.

GRADDOL, David. English Next. Milton Keynes: British Council, 2006.
KENSKI, Vani M. “O Papel do Professor na Sociedade Digital”. In: CASTRO,
Amélia D.; CARVALHO, Anna M. P. (orgs). Ensinar a Ensinar. São Paulo:
Cengage Learning Editores, 2001.
KRESS, Gunther. Reading Images: The Grammar of Visual Design. London:
Routledge, 1996.
NUNAN, David. Research Methods in Language Teaching. Cambridge:
Cambridge University Press, 1996.
PERRENOUD, Philippe. Diez nuevas competencias para enseñar. Barcelona:
Graó, 2007.
___________________. Construir as Competências desde a Escola. Porto
Alegre: Artmed, 1999.
RICHARDS, Jack C. Curriculum Development in Language Teaching.
Cambridge: Cambridge University Press, 2001.
VYGOTSKY, L. S. Pensamento e Linguagem. São Paulo: Martins Fontes,
1999.
______________. A Formação Social da Mente. São Paulo: Martins Fontes,
2003.
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WIGGINS, Grant & McTIGHE, Jay. Understanding by Design. Assignment for
Supervision & Curriculum Development (Expanded 2nd edition). Alexandria:
Pearson Professional Center, 2005.
WILLIAMS, Marion & BURDEN, Robert L. Psychology for Language Teachers: A
Social Constructivist Approach. Cambridge: Cambridge University Press, 1997.
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0800 55 16 11
2014

Diretoria de Conteúdo:

Beatriz Elias (diretora);Ana Paula Castellani, Flávia Romero,

Inês Mendonça, Lia Carolina Rossi, M. Estela Heider Cavalheiro

eVinícius Moisés (gerentes de projeto)

Back ofﬁce:

Renata Holdack

Edição de conteúdo:

Aline Souza,Ana Paula Figueiredo, Beatriz Carneiro, Cecilia Skaf,

Edinaldo Andrade, Flávia Leal, Gabriel Kolyniak, Ligia Cantarelli,

Ligia Cortez,

Lívio Augusto D’Ottaviantonio, Luci Kasai,

Luísa da Rocha Barros, Luisa Soler,

Marco Antônio C. Fioravante, Mariana Zafalon e Reginaldo Dias

Design:

Edson Ikê

Iconograﬁa:

Rafael Galvão (coordenador),Tiemy Hasimoto e Walkyria Arruda

Preparação, revisão e checagem:

Marise Leal (coordenadora);André Annes Araujo, CarolinaVicente,

Denis Cesar da Silva, Fabio Rondinelli Roquetti, Francisco França

e Rinaldo Milesi

Produção:

Nagib Mattara Filho (gerente) e Cristiano Galan (coordenador)

Plataforma digital:

Natasha Bin (gestora de conteúdo),

Ingo AleksanderVollbrecht (programador)

Publicação:

Raquel Bortoletto (coordenadora);Adailton Brito, Caroline Almeida,

Celson Scotton, Edilson Pauliuk, Felipe Lamas,

Guilherme José Ferreira, Marina C. Nievas e Norberto Silvestre
COLABORARAM NESTA EDIÇÃO

Elaboração de conteúdo:

Paulo Machado eVirginia Garcia (coordenadores)

Edição de Lesson Plans e Teaching English:

Ana Carolina de Castro Gasonato

Revisão linguística:

Robert Garner

Publicação:

Signorini

Teaching english be em

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