Learning goals, which are referred to in version 3 of the BNCC as abilities, are intended to list the basic knowledge to be acquired by students, and to serve as a reference for drafting and updating the regional, state and municipal curricula. […] Ability code Description of the ability (EF06LI08) Identifying what a text is about , recognising its textual organisation and cognate words . (EF08LI01) Making use of the English language to resolve misunderstandings, issue opinions and clarify information using paraphrases or justifications. (EF09LI10) Proposing possible arguments for expounding and defending a point of view in a written text, reflecting on the topic propose and researching data, evidence and examples to support the arguments, organising them in logical sequence. Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment] Accessed on: April 26, 2022. Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. Researchers who study first and second language acquisition have found that students benefit from cognate awareness. Cognate awareness is the ability to use cognates in a primary language as a tool for understanding a second language. To develop the BNCC ability EF06LI08, which includes recognizing cognate words, an English teacher, when working with a group of beginners, may

ask them to work with a partner to find as many cognates and false cognates as they can from a given list of words, then ask partners to share one example of each with the class.

introduce them to more sophisticated cognates and cognates that have multiple meanings in both languages, although some of those meanings may not overlap.

select key words which will expand students’ vocabulary and promote opportunities for incidental learning, when they talk with and listen to others, watch videos, play games, and read independently.

pose questions to students, receive their responses, add information, and ask them to reflect or add more information – in other words, keep the conversation going to expose them to words they would not typically read within leveled books.

Questão 2168748 de Língua Inglesa - FUNDEP Gestão de Concursos 2023

Questão

ID 2168748

Disciplina: Língua Inglesa

Assunto: BNCC e Documentos Curriculares | BNCC And Curriculum Documents

Ano: 2023 Banca: FUNDEP Gestão de Concursos Órgão: Prefeitura Municipal de Lavras

Learning goals, which are referred to in version 3 of the BNCC as abilities, are intended to list the basic knowledge to be acquired by students, and to serve as a reference for drafting and updating the regional, state and municipal curricula.

[…]

Ability code	Description of the ability
(EF06LI08)	Identifying what a text is about, recognising its textual organisation and cognate words.
(EF08LI01)	Making use of the English language to resolve misunderstandings, issue opinions and clarify information using paraphrases or justifications.
(EF09LI10)	Proposing possible arguments for expounding and defending a point of view in a written text, reflecting on the topic propose and researching data, evidence and examples to support the arguments, organising them in logical sequence.

Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment] Accessed on: April 26, 2022.

Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. Researchers who study first and second language acquisition have found that students benefit from cognate awareness. Cognate awareness is the ability to use cognates in a primary language as a tool for understanding a second language. To develop the BNCC ability EF06LI08, which includes recognizing cognate words, an English teacher, when working with a group of beginners, may

Alternativa A:
ask them to work with a partner to find as many cognates and false cognates as they can from a given list of words, then ask partners to share one example of each with the class.
Alternativa B:
introduce them to more sophisticated cognates and cognates that have multiple meanings in both languages, although some of those meanings may not overlap.
Alternativa C:
select key words which will expand students’ vocabulary and promote opportunities for incidental learning, when they talk with and listen to others, watch videos, play games, and read independently.
Alternativa D:
pose questions to students, receive their responses, add information, and ask them to reflect or add more information – in other words, keep the conversation going to expose them to words they would not typically read within leveled books.

Estatísticas Cadernos

Questão 2168748

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