Questões BNCC EF06LI01

Durante uma atividade de cartazes, alguns estudantes já trabalham juntos.
Mia says: "Hello! My name is Mia. We are making a poster."

Você acabou de chegar ao grupo de Mia. Escreva, em inglês, uma fala curta para cumprimentar o grupo, dizer seu nome, perguntar o nome de alguém e pedir para participar; depois, explique em português qual parte da fala mostra que você quer entrar no grupo.

“Can you tell us about a game...” Amina begins during a live online exchange between two youth clubs. Her connection breaks just after Diego hears the word “game”, so he misses the rest of her question. Amina remains on screen and waits for his response. The chat is temporarily unavailable, but all participants can use their microphones. Before the meeting, they received a reminder: when a message is unclear, participants should politely seek the missing information instead of guessing and should show that they want to continue the conversation. Diego wants to take part in the exchange, but he does not know what kind of game Amina means.

Analyze Diego’s situation and identify the oral response that best helps him understand Amina and continue the exchange.

— Hi, is the story corner close to the entrance? — asks a visitor at a community festival.

Nina is welcoming guests in English. She knows that the story corner is behind the food stalls, but she has never walked there. Her teammate has a map at the welcome table. The visitor adds, “My daughter is waiting for me, and the show starts in five minutes.”

Before the festival, the volunteers agreed on two rules: they should be friendly, and they should not give directions when they are unsure. Nina wants to help the visitor without making the visitor late or sending her to the wrong place.

Analyze Nina’s situation and identify the line that shows initiative, politeness, and care with the information she gives.

No refeitório, um estudante diz: “Can I have some water, please?”

— O que o estudante está fazendo no diálogo?

Em uma videoconferência entre estudantes do Brasil, da Índia e do Japão, cada grupo apresenta músicas, costumes e brincadeiras de sua região. O inglês é usado para que todos participem da conversa.

— A situação mostra que o inglês pode ser usado para qual finalidade social?

A Brazilian student talks to a student from England. They meet on Friday at 5:00 p.m. in the afternoon.

— Explique como as preposições de tempo ajudam a marcar o encontro entre os dois estudantes. Depois, diga por que esse tipo de informação é importante em uma conversa real.

Near the entrance of a small science fair, a visitor from Canada looks at a map and hesitates before speaking. A student notices this and wants to help. The teacher says, “Try to speak in English first. It is a good moment to begin a conversation.” The student smiles, walks closer, and thinks about the best way to offer help politely. The visitor is looking for the planetarium, but the map is confusing. The student does not need to give a long speech; just a short and clear sentence is enough to start the exchange and show initiative in English.

Analyze the text and identify the sentence the student should say to start the exchange politely in English.

Imagine you hear a short oral narrative in English about a historical personality. Identify: (a) context (where/when it is told), (b) purpose, (c) main subject, and (d) interlocutors. Then compose and present orally a 2–3 minute narrative in English about a local historical figure, using past simple and time markers.