A project explores sounds made by animals in children's books from different contexts. The teacher notices that conventional written representations of animal sounds vary across languages.
Match the pedagogical possibilities in Column I with the learning focus in Column II.

COLUMN I
1.Compare written animal sounds. 2.Listen to actual animal recordings. 3.Create illustrated multilingual pages. 4.Discuss children's previous representations.
COLUMN II
(   ) Connects language with children's existing cultural and linguistic repertoires.
(   ) Supports an interdisciplinary relationship between language and observation of the natural world.
(   ) Makes visible that languages may conventionally represent similar sounds differently.
(   ) Integrates linguistic and visual production in a collective artifact.


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

Before introducing English words related to animals, a teacher invites children to talk about animals they know from home, stories, parks, television, and previous school experiences. During later activities, the teacher connects these contributions with new English expressions rather than treating the children's existing knowledge as separate from language learning.
Considering interaction and prior knowledge, mark T, for true, and F, for false.

(   ) Children's existing knowledge can provide conceptual references that support the construction of meanings for new English expressions.

(   ) Prior knowledge is pedagogically useful mainly when it coincides with the vocabulary previously selected by the teacher.

(   ) Children may demonstrate relevant knowledge through speech, gestures, drawings, sounds, and other forms of participation before producing the corresponding English words.

(   ) Teacher mediation can connect children's contributions with new linguistic resources while progressively expanding the possibilities for interaction.


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

A teacher gives pairs of children different picture cards representing the contents of two imaginary bedrooms. Without seeing each other's cards, they must communicate to discover which objects appear in both rooms and finally identify the three items they have in common.
Which characteristic clearly allows the activity to be considered a language-learning task rather than merely controlled linguistic practice?

During an activity involving names, an English teacher notices that some children assume that the name of a letter corresponds directly to the sound that the letter represents in every word. The teacher therefore develops playful listening activities involving letter names and familiar vocabulary.
Considering the relationship between English letter names and pronunciation, mark T, for true, and F, for false.

(   ) The name of the letter "B" begins with the consonant sound found at the beginning of "ball."
(   ) When pronounced as the name of the letter, "G" begins with the same consonant sound heard at the beginning of "game."
(   ) The name of the letter "J" begins with the same consonant sound found at the beginning of "juice."
(   ) Activities involving alphabet knowledge can distinguish letter names from sounds occurring in words without requiring formal phonetic terminology from children.


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

During a food game, the teacher uses "one fish," "two fish," "one apple," and "two apples." She wants children to encounter plural variation naturally rather than through explicit grammatical rules.
Considering the forms used, mark T, for true, and F, for false.

(   ) "Fish" can occur with the same form after "one" and "two" in the examples.
(   ) "Apples" marks plural through the addition of "-s."
(   ) The expressions show that all English nouns form the plural through the same written change.
(   ) Cardinal numerals such as "one" and "two" can contribute to the interpretation of quantity.



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

During a playful interaction, children are trying to discover which object is hidden inside a box. After several exchanges, the teacher briefly draws attention to the difference between "Is it a...?" and "It is a..." because both forms have emerged naturally while children formulate guesses.
The procedure illustrates ________, since attention to a linguistic feature emerges temporarily within an activity whose primary orientation remains meaning and communication.

Fill in the blank below and select the CORRECT option.

As part of an oral discrimination activity, the teacher contrasts pairs such as "ship−sheep" and "sit−seat." The words are presented without written support, and children identify which word they hear by selecting the corresponding picture. The activity is designed to draw attention to a pronunciation distinction that can change lexical meaning in English.
Which linguistic feature is predominantly explored?

A teacher uses the words "cat," "cow," "city," and "cake" during an alphabet activity. She wants children to begin noticing that the same written letter may correspond to different sounds.
Analyze the statements below.

I."Cat," "cow," and "cake" begin with the same consonant sound.
II."City" begins with the same consonant sound as "cat."
III.The examples can support awareness that letter-sound relationships in English are not always one-to-one.


It is CORRECT what is stated in:

During pretend play, a child says, "The baby sleep." Without stopping the interaction, the teacher responds, "Yes, the baby is sleeping. Shh, let's be quiet," and the play continues.
The teacher's response is characterized as:

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: