Questões BNCC EF06LI06

For Welcome Morning, three sixth-grade students will give a two-minute introduction in English to four exchange students before a school tour. The visitors have a map showing the main gate, library, and accessible entrance, but its symbols are not explained. The introduction should help the visitors move around safely. The students may also mention lunch time and the recycling club, and the visitors may ask one question.

Analyze the information in the text and identify the speaking plan that best prepares the group for its purpose and audience.

“Could our visitors understand our school in two minutes?” Maya asked her group. For the open day, the group will give an oral presentation in English to visiting families. Their notes include a library where students read, a garden cared for by a science club, and the work of the librarian and the lunch staff. They also want visitors to feel welcome. The teacher asks the group to use all the notes but not read a long list. She says that listeners follow a presentation more easily when speakers first show its purpose, connect related ideas, and clearly signal that they are finishing. Each student will speak about one part.

Identify the outline that best organizes the group’s oral presentation for the visiting families.

During the lunch break, Ana, Leo, and Kim prepare a three-minute talk called “Our Neighborhood.” Ana has a map with the library, the health center, and the sports court. Leo collected answers from five neighbors about their favorite public place. Kim interviewed the librarian. The group wants every student to understand the topic before hearing the details.

Identify the note card that best helps the group begin its oral presentation clearly.

In the English club, Bruno will record a 2-minute welcome audio message for two new students. His teacher requires the message to introduce the speaker, mention one detail about family, community, and school, use simple sentences with short transitions, and end with one question. Bruno's notes include: “mom = nurse; brother = 9; we eat lunch together”; “street market on Saturdays; small public library”; “recycling project; I like the science room”; and extra details about his dog, favorite game, and phone model.

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.

Our class is preparing an oral presentation about family, community, and school. Each student must introduce one section before explaining its details. The community section will mention neighbors helping each other and local festivals.

Qual frase apresenta adequadamente 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.