Questões BNCC EF07LI02

For the school radio project, students will record short conversations about important moments in their lives.
The teacher says: “Start with questions that invite your classmate to tell a story about places, memories or changes.”

Para iniciar a conversa do projeto, escreva em inglês duas perguntas abertas que ajudem a conhecer a história de vida de um colega.

During an English class activity, Daniel shares: “I changed schools twice because my family moved. Each new place taught me something different.”

Para iniciar uma entrevista e estimular Daniel a contar experiências pessoais mais amplas, qual pergunta é mais adequada?

Durante uma visita à biblioteca municipal, Ravi entrevista Nora para um mural de histórias da turma.

Ravi: "Why is this old library card important to you?"
Nora: "I got it when I was nine, just after my family moved here. I felt lonely, but the books helped me feel at home."
Ravi quer fazer outra pergunta para compreender melhor essa experiência.

Qual pergunta Ravi deve fazer para aprofundar a história contada por Nora?

“I changed schools twice before I was ten,” said Maya during a recording for the class podcast. “The second move was hard because my father had lost his job. I do not want to talk about that part.”

Her partner, Leo, had prepared questions about important places, people, and activities in Maya’s life. Before the recording, the group agreed that each student could skip personal topics. Maya had also mentioned that she joined the school choir soon after the move and made her first close friends there. Leo needs to continue the interview in a respectful way while helping Maya share a meaningful part of her life story.

Analyze Maya’s response and the group agreement. Choose the interviewer’s next line that respects her boundary and encourages her to share her life story.

“I lived near the sea until I was eight,” Mina tells her partner during a school podcast activity. “Then my family moved to this city. At first, I missed my old friends, but I joined a drum group and met new people.”

Each pair records a short conversation about life paths. Before recording, the class agrees to use details that a classmate has already shared and to ask open questions. They also agree not to request passwords, home addresses, or information unrelated to the person’s experiences. Mina’s partner wants to continue the conversation and understand an important change in her life.

Consider Mina’s account and the class agreement. Choose the follow-up question that best helps her partner learn about a change in Mina’s life.

Students at Harbor Voices Radio Club are preparing two-minute audio portraits of volunteers from their class. Each volunteer may decide which experiences to discuss. The group’s guide says that good interviews invite a person to explain meaningful changes, do not demand private family information, and allow the speaker to check the final audio. During practice, Leo mentions moving to a new neighborhood last year and joining a dance group there. The interviewer must now add one question to the guide. It should help Leo tell part of his story in his own way, rather than collect a list of facts.

Analyze the club’s guidelines and Leo’s comments. Identify the question that should be added to build a respectful life-story interview.

“I lived near the river until I was eight,” Maya says during a practice interview for the school audio archive. “Then my family moved to a busy neighborhood.” She explains that, at first, she felt shy and spent many afternoons borrowing books from the local library. Two years later, she began helping younger children choose books there. The teacher reminds the group that an audio biography should not only list events. It should show how an earlier experience can connect to a later decision. She compares a good interview to a path: each new question follows a clue from the previous answer.

Analyze Maya’s answers and the teacher’s comparison. Which follow-up question best helps the interviewer connect two moments in Maya’s life story?

How do you help someone tell a real story in English, not just give short answers? For a class podcast, I wrote an interview plan to learn classmates’ life stories. The teacher reminded us: be respectful, avoid very private topics, and use questions that invite a longer answer.

During the recording, Ana said: “I moved to another city when I was nine. I was scared at first, but I made a friend on my first week.” I want my next question to help Ana continue her story with details about her experience, so listeners can understand what that change was like for her.

Consider Ana’s answer in the text. Identify the next question that best encourages her to share more of her life story.