Questões BNCC EF06LI06

What do you say when new students arrive and you want them to feel welcome? In your English club, the group will record a 2-minute audio message for two visitors. The teacher’s notes say the message must (1) introduce the speaker, (2) mention one detail about family, community, and school, (3) use simple sentences and short transitions, and (4) end with one question to invite a reply.

Bruno writes these ideas on a paper: “mom = nurse; brother = 9; we eat lunch together”; “community: street market on Saturdays; small public library”; “school: recycling project; I like the science room”; “also: my dog, my favorite game, and my phone model.” He needs to choose what to keep and how to organize his talk so it sounds clear and fits the time.

Analyze Bruno’s notes and the teacher’s requirements. Identify the speaking plan that best organizes his presentation for a clear 2-minute audio message.

Last Friday, Mrs. Green asked her sixth grade students to plan an oral presentation about their family, community, and school. She recommended that they start with a personal story about family, continue with information about their local neighborhood, and finish by talking about their school life. Below is Mary’s draft list of topics:

1 My favorite teacher at school.
2 The park where I play with my friends.
3 My brother’s cooking lessons at home.
4 The annual neighborhood festival.
5 The art class in my school.
6 My grandparents’ house on weekends.

Identifique the sequence of items Mary should use to present her family, community, and school in the recommended order.

Last week, our class began planning an oral presentation about what matters to each of us. We decided to share information about three main topics: our family, our community, and our school. For the family part, we will describe our parents, siblings, and family traditions. For the community part, we will talk about local festivals, neighbors helping each other, and community projects. For the school part, we plan to discuss our favorite classes, extracurricular activities, and special events at school. Now, we need to write sentences that clearly introduce each section before we practice speaking to the group.

Identifique qual frase apresenta de forma adequada o início da parte sobre a comunidade na apresentação.

Maya is preparing an oral presentation for her English class. She writes notes on index cards to plan her talk about her family, her community, and her school. Her cards list:
• Mother, father, brother, grandmother
• Public library, neighborhood park, community center
• Classrooms, lunch break, school recess

Maya wants her talk to flow smoothly from personal details to broader topics.

Analise Maya's notes and identify the sequence that best organizes her presentation topics into family, community, and school.

Bright sunlight falls on the classroom as students gather around a poster board with ideas for an oral presentation. The sixth graders want to share about three topics: family traditions, neighborhood events, and school clubs. Anna writes: “I can start with my grandparents’ story.” Mei adds: “Let’s highlight the community park opening.” Leo suggests: “I will describe our school reading club.” Ms. Torres reminds them to plan the order carefully so the audience follows the flow from personal to communal to school life.

Analise the text and identify the sequence that best organizes the presentation from personal family to community events to school clubs.

I participated in a group project where we must prepare an oral presentation about our family, our community, and our school. In our meeting, Julia suggested we begin by introducing each student’s family background. Daniel proposed we follow with a short video interview of a local neighbor to show community life. Sarah reminded us to include a photo tour of our school’s library and playground next. Finally, Lucas recommended closing with a collective reflection on what we learned together. We agreed on a plan but need to arrange these topics in the best order.

A partir do texto, organize the best sequence of topics for the oral presentation so that it follows the group’s agreed plan.

Sunlight glints on colorful posters and photographs spread across a large table in the school library. Four classmates gather to plan their oral presentation on family, community, and school. They discuss the order: first the family stories, then local community projects, and finally school activities. Anna suggests roles: "I will share about my family, Ben, you can talk about our local park, and Clara, you can present the school clubs." They note each assignment in their notebook and agree to meet again to practice.

Analise the text and identify which sentence shows how the students assign speaking roles for each part of their presentation?

Morning light filled the classroom where Mrs. Silva’s sixth graders gathered around a large table. The students prepared to plan an oral presentation about their families, the local community, and their school. Paula suggested they first list the main topics: family traditions, community helpers, and school events. Jamal wrote these ideas on a whiteboard. Next, Sofia proposed selecting photos and drawings to illustrate each part. Then, Alex said they should practice their speeches in small groups. Finally, Carlos reminded everyone to ask Mrs. Silva for feedback before the final presentation.

Analise o texto-base e identifique which sentence describes the initial step in planning the group’s presentation.