Questões BNCC EF07LI05

A museum recording tells visitors about Katherine Johnson, a mathematician. In 1953, she started working at NACA, a US aeronautics agency. Her job included checking flight paths. In 1958, NASA replaced NACA. Before the 1962 Friendship 7 mission, astronaut John Glenn requested that Johnson check the computer's flight calculations. The mission orbited Earth and returned safely. For a student-led audio guide, each speaker must tell these events as a short oral story, showing what happened first and what happened later. One student needs a final sentence to connect Johnson's early work with her role in the mission.

Analyze the timeline in the recording and identify the sentence that best completes the student's oral narrative about Johnson's work.

“Start with a clear timeline, not a list of dates,” said the museum educator to students preparing a short audio guide. Their topic is Katherine Johnson, a mathematician whose work supported U.S. space missions. The students received these notes: Johnson joined the National Advisory Committee for Aeronautics (NACA) in 1953. In 1962, astronaut John Glenn asked her to check the computer calculations for his Mercury flight. Many years later, in 2015, she received the Presidential Medal of Freedom. Each student must record an oral introduction that presents these past events in a logical order.

Create a suitable opening for the audio guide by selecting the sentence that organizes Katherine Johnson’s past events clearly.

“Should our audio guide begin with the award?” Leo asked. His partner was preparing a one-minute oral story about Wangari Maathai, a Kenyan activist. Their research cards showed that Maathai studied biology before creating the Green Belt Movement in 1977. The movement encouraged women to plant trees in their communities. In 2004, she received the Nobel Peace Prize. The students needed to use past forms and organize the facts so that museum visitors could understand how Maathai’s earlier actions came before her international recognition.

Identify the script that best turns the research cards into a clear oral narrative for museum visitors.

A community radio station invited teenagers to record a 60-second audio about a person from the past who made a difference. Ana wrote this draft for her recording:

“Today I am telling a short story about Wangari Maathai. She grew up in Kenya and loved nature. After studying abroad, she returned home and noticed that many hills were becoming dry and brown. She worried because families needed water, food, and shade. ________. Little by little, neighbors started to talk, copy the idea, and work together. Years later, in 2004, she received a famous peace prize. When I remember her story, I think one voice can start a big change.”

Identify the sentence that best completes Ana’s oral narrative, keeping the past events in a clear and logical sequence.

Before telling the story of the city’s 100th anniversary, Ana organizes her ideas with three questions: When did it happen? Where did it happen? Who saw it? She will use the answers to make her oral narrative clear.

Which group of information answers the three questions and is essential for Ana’s oral narrative?

Você leu sobre uma figura importante na ciência. Que acontecimentos da vida dessa pessoa podem ser usados para criar uma narrativa oral?

For an English oral narrative, a student describes one person from this group: Albert Einstein, Martin Luther King Jr., Abraham Lincoln, Rosa Parks, and Malcolm X. The person was a Baptist minister, defended equal rights through nonviolent actions, and gave the famous “I Have a Dream” speech.

Which personality should the student name in the oral narrative?

What is a key feature of oral narratives?