Questões BNCC EF07LI23

At a school fair, two visitors point to the same chocolate-chip snack on a table.
Visitor 1: “Could I have a biscuit, please?”
Visitor 2: “Could I have a cookie, please?”
The seller understands both requests and gives each visitor the same snack.

Com base na situação, o que o uso de “biscuit” e “cookie” mostra?

Em uma horta comunitária, três voluntários observam pequenas plantas que cresceram entre os canteiros.

Mr. Green: "We should remove these weeds."
Amara: "I call them wild herbs. Some are useful for bees and tea."
Noah: "These little plants are cool! Let's keep a few."

O que as diferentes formas de falar sobre as plantas mostram?

“Kia ora, whanau!” is the first line of a visitor-centre booklet in Aotearoa New Zealand. A note explains that kia ora can be used as a greeting and that whanau may refer to a wider network of family and community. In the English descriptions of local walks, the editors keep these words instead of changing every occurrence to hello or family.

During a review, some volunteers say that tourists may not know the terms. The curator proposes short explanations in the booklet and in the audio guide. She argues that local speakers often use these words in English when they talk about people, places, and shared responsibilities. The final version will therefore help visitors understand the terms while showing how English is used in that community.

Analyze the booklet plan. Which editorial choice best recognizes linguistic variation as a way of expressing local views?

“Please do not cut that word,” said Maia, a young presenter at a community radio station in Wellington. She was reviewing an interview about a neighborhood food drive. In the recording, Maia had said, “My whanau brought meals, checked on elders, and called people who were alone.” An editor suggested replacing whanau with family so every listener would know it. Maia proposed a short explanation instead: in her community, whanau can include relatives and other people who share care and responsibility. The final program kept the word and added the explanation in English. After the broadcast, listeners sent messages saying they understood why the food drive involved neighbors as well as relatives.

Analyze Maia’s decision to keep the word whanau in the program. What does this choice reveal about language variation?

Why would a radio team leave unfamiliar words in an online transcript? At a youth radio station in Darwin, Australia, producers prepared a podcast for listeners in other countries. In one interview, a teenager said, “After school, we had a yarn with Auntie June.” An editor suggested changing yarn to talk and Auntie to Mrs. June. The group discussed that yarn can involve sharing stories and listening over time, while Auntie can be a respectful title for an older community member. In another episode, hosts called a local musician deadly. They explained in a short glossary that, in their community, the word can express admiration. The team kept the original expressions and added notes for new listeners.

Analyze the producers’ decision to keep the expressions and add a glossary. What does this choice reveal about language variation?

—The caption app changed my line, said Mika, from Glasgow. It replaced 'wee' with 'small' and 'cannae' with 'cannot.' Jonah, from Toronto, noticed that the app changed 'toque' into 'winter hat.' The speakers agreed that viewers could understand the new words, but they felt that familiar ways of speaking and local references had disappeared. The producer wants the podcast to reach people from other places without making its young guests sound the same. Before publishing the next episode, the team must choose a new caption policy.

Analyze the speakers' concerns and the producer's goal. Which caption policy best values linguistic variation while helping a wider audience?

A group chat pops up on Júlia’s phone. She is helping to organize a small beach clean-up with teens from different places who all use English to plan.

Nina (London): “I can bring chips and a torch.”
Malik (New York): “Cool! I’ll bring a small bowl, so we can share the chips.”
Nina: “A bowl? I thought we’d eat them from paper bags.”
Malik: “Paper bags? You mean like takeout?”
Júlia notices they are not disagreeing about the plan itself. They seem to picture different things when they read the same word. She wants to answer in a way that keeps everyone included and avoids blaming anyone’s English.

She types a message to clear up the meaning before the clean-up.

Consider the chat. Identify the message Júlia should send to show awareness of English variation and prevent misunderstanding in the plan.

While preparing an English flyer for a community movie night, Bruno receives two short drafts from volunteers who live in different places.

Draft 1: “Free theatre programme. Please queue at the entrance. Bring a warm jumper. Our centre is in the city centre.”

Draft 2: “Free theater program. Please stand in line at the entrance. Bring a warm sweater. Our center is in the city center.”

Bruno notices that both drafts invite people to the same event and the message is easy to understand in both. However, some words and spellings are not the same. He wonders if one volunteer wrote ‘wrong’ English or if the differences can be acceptable, depending on who is reading the flyer.

Based on the two drafts, identify what Bruno should understand about the different words and spellings used in English.