Questões BNCC EF06LI16

No fim da aula de inglês, a professora se despede da turma dizendo: “See you tomorrow!”

Explique qual é a função dessa expressão na situação apresentada.

At the end of class, the teacher says: “The lesson is over. Goodbye, students!”

Considerando a situação, qual expressão um estudante pode usar para se despedir da professora ao sair da sala?

Na aula chamada "Family Recipe Day", Lia apresenta uma receita de bolo de milho.

Teacher: Work in pairs and read the recipes.
Lia: This is my family's corn cake recipe.
Ben: It looks delicious!

Durante a atividade, Lia não entende a palavra "tablespoon", precisa consultar a folha de Ben e, depois de receber ajuda, quer agradecer ao colega.

Escreva, em inglês, três falas educadas que Lia pode usar, nesta ordem: perguntar o significado de "tablespoon", pedir para consultar a folha de Ben e agradecer pela ajuda.

— “I cannot hear the instructions,” says Leo while his group prepares a short English game. Maya begins to read the task aloud, but two classmates keep talking. The teacher does not stop the activity. Instead, she asks each group to create a small communication card for students who arrive late or need help. The card should show how to join a group without interrupting, ask a classmate to repeat information, and show readiness to listen. Its phrases must be short, polite, and clear. Later, a student has missed the game rules and needs to speak to Maya before taking a turn.

Analyze the situation and identify the card sentence that meets the teacher’s goals for this moment.

— The arrow points north, so our next piece goes here, Ana says during the City Library's after-school English club. Her group is solving a map puzzle. Each member receives a different clue, and the team can move a piece only after discussing the clues.

Before the game, the tutor compares a conversation to building a bridge: one student first connects to what another student has said and then adds a new part. The group's connector must wait until a classmate finishes. Students use one type of phrase when they did not hear a word, another when they need a pencil, and another when they disagree about a clue. Sam is the connector. He thinks the number on the map may indicate east, not north. Ana has just finished explaining her reason. Sam wants the group to check both pieces of evidence before deciding.

Analyze the final situation and infer the sentence Sam should use after Ana finishes speaking to share his idea respectfully.

—I forgot my blue marker. Is it OK if I use yours for our poster?— Nora asks Leo during a group task. Leo passes the marker, and Nora says, “Thank you.” Before the task, the teacher had explained that students should ask before using a classmate’s materials, wait for an answer, and thank the person who helps. On the next day, Sam needs a ruler to draw lines on his worksheet but has forgotten his own. Leo is working at the same table and has a ruler.

Based on the classroom interaction, identify the sentence Sam can use before taking Leo’s ruler.

Why did Ana stop writing in the middle of her group work? In the after-lunch English Club, students are preparing short posters for a “My Favorite Animal” wall. Ms. Green reminds them: “Work in pairs and use English to help each other.”

Ana and Ravi share one sheet. Ravi speaks quickly while pointing at the poster plan on the board. Ana writes the title and draws a small picture. Then she looks confused.

Ravi says: “Next, we add two facts and one question for visitors.” Ana answers: “I did the title, but I’m not sure about the next part.” She wants to keep the activity going and be polite, without changing to Portuguese.

Analyze the situation in the text. Identify the sentence Ana should say to ask for help politely and follow the teacher’s rule about using English.

I joined a free English class at a community center. The teacher speaks only English and asks us to use English to solve small problems during the lesson. Today she gave directions fast: “Write three short sentences. Then swap notebooks with your partner and read your partner’s work.”

I had my notebook and pencil ready, but one word stopped me: I did not know what “swap” meant. I did not want to speak Portuguese, and I also wanted to be polite because she was helping another student. So I raised my hand and planned a short sentence in English to ask about that word, without changing the activity.

In this situation, I need a classroom expression to ask for the meaning of a word.

Consider the situation in the text. Identify the expression that best helps the student ask politely about the meaning of “swap” during the lesson.