In a storytelling activity, children hear the unfamiliar word "nest." The teacher does not translate it. Instead, she points to the illustration of a bird carrying twigs, refers to the eggs in the picture, and asks children what they think the word means. They use visual clues, previous knowledge about birds, and the events in the story to construct a possible meaning.
The comprehension strategy mobilized in this situation is:

An English teacher selects the article about Jollibee as a source for planning an experience with young children. Instead of presenting the complete journalistic text, the teacher uses some of its words and situations (such as "fries," "chicken," "cheese," and ordering food) to organize meaningful interactions appropriate to the children's age.
Considering methodological principles for teaching English in Early Childhood Education, select the appropriate procedure.

After exploring words from the article, children initially use "food" for every object shown by the teacher. During subsequent activities, they compare toy foods, discuss similarities, distinguish colors and quantities, and gradually use expressions such as "two fries," "yellow cheese," "chicken," and "onion" with increasing independence.
Considering the teaching-learning process described, select the appropriate interpretation.

The article presents food products circulating in the United States and uses expressions such as "French fries," "Tex-Mex flair," "Cheesy Cheddar," and "Sour Cream & Onion." A teacher decides to use these references as a starting point for a project in which children also talk about foods present in their families and community.
Which proposal appropriately articulates interculturality and interdisciplinarity?

Words from the article such as "chain," "chicken," "fries," and "chips" can be used in age-appropriate listening activities involving sounds, rhymes, initial phonemes, and playful repetition. Such activities may help children notice characteristics of spoken English without requiring formal phonetic transcription from them.
Analyze the statements below.

I."Chain" and "chicken" begin with the same consonant phoneme.
II.The plural ending in "fries" is pronounced /z/, whereas the plural ending in "chips" is pronounced /s/.
III.The vowel sound represented by the letter "i" is identical in "fries" and "chicken."
IV.Attention to sound similarities can be developed through oral games without requiring children to explain phonological rules explicitly.


It is CORRECT what is stated in:

Using vocabulary from the article, a preschool teacher organizes a pretend snack bar. Children create imaginary orders, interact with classmates, choose toy foods, draw menus, and invent combinations such as "yellow fries" and "cheese chicken." The teacher observes and records how they participate and communicate during the experience.
Considering the Diretrizes Curriculares Nacionais para a Educação Infantil, mark T, for true, and F, for false.

(   ) A proposal organized around interaction and play is compatible with the structuring axes established for pedagogical practices in Early Childhood Education.

(   ) The linguistic content should determine the sequence of the activity independently of children's experiences because curricular planning takes precedence over spontaneous play.

(   ) Children may participate actively in the experience by imagining, choosing, interacting, and producing meanings rather than functioning merely as recipients of vocabulary.

(   ) Records of children's activities and interactions can contribute to the monitoring of pedagogical work and their development without serving a classificatory purpose.


After analysis, select the alternative that presents the CORRECT sequence of the items above, from top to bottom.

A preschool is developing a collective project on food, identity, and everyday practices. The English teacher plans to use selected vocabulary and situations from the article while maintaining coherence with the institution's broader pedagogical decisions and the guidelines governing Early Childhood Education.
Analyze the statements below.

I.The English teacher's planning can specify language experiences and procedures while remaining connected to the collectively defined directions of the school's political-pedagogical project.

II.The political-pedagogical project and the lesson plan perform equivalent functions because both determine the activities that will occur during each classroom meeting.

III.Guidelines established at the level of the education system provide references for institutional and teaching planning without eliminating the teacher's responsibility for contextualized decisions.

IV.Pedagogical planning can be revised according to observations of children's participation and learning during the proposed experiences.



It is CORRECT what is stated in

The article mentions familiar food items such as French fries, chicken, cheese, onion, and potato chips. Before introducing the corresponding English vocabulary, a teacher invites children to talk about foods they know, organize toy foods, and participate in a pretend restaurant.
Considering interaction, prior knowledge, and play in the learning process, mark T, for true, and F, for false.

(   ) Children's previous experiences with foods can provide meaningful references for the introduction and use of new English words.

(   ) Pretend play can create situations in which vocabulary is used for purposes such as choosing, requesting, offering, and identifying items.

(   ) Prior knowledge should be elicited mainly to determine which children already know the target vocabulary and can therefore advance to more complex content.

(   ) Teacher mediation may introduce English expressions during play without requiring children to abandon the meanings and experiences they already associate with the objects involved.


After analysis, select the alternative that presents the CORRECT sequence of the items above, from top to bottom.

The article provides several lexical items that can be explored with children through games, picture cards, sorting activities, and oral interaction. Some expressions refer to quantities, others to colors or foods, and their function depends on how they occur in the text.
Match the expressions in Column I with the categories in Column II.

COLUMN I
1."two new menu items." 2."third consecutive year." 3."teal and yellow." 4."chicken."
COLUMN II
(   ) A food noun that can also name the animal from which the food comes. (   ) An expression containing a cardinal numeral. (   ) An expression containing an ordinal numeral. (   ) Words identifying colors.



Select the alternative that presents the CORRECT association, from top to bottom.

A teacher transforms elements of the article into a short fictional story in which characters prepare a "new fries menu." Picture cards represent "cheese," "onion," "chicken," "yellow," and the numbers one to five. During the story, children make choices, sing a repeated refrain, count items, and later use the cards in a collaborative game.
Considering the organization of this experience, mark T, for true, and F, for false.

(   ) Repetition embedded in songs and stories can provide recurring contact with linguistic forms while preserving a meaningful playful context.

(   ) Picture cards may support comprehension by connecting oral language with visual references during interaction.

(   ) The effectiveness of the game depends on maintaining competition and establishing a winner, since ludicity in language teaching requires rules and measurable outcomes.

(   ) A planned activity can contain clear learning intentions while still allowing children to make choices, interact, and produce responses that were not completely predetermined.


After analysis, select the alternative that presents the CORRECT sequence of the items above, from top to bottom.