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:

A teacher introduces the recurring expression "Where is the bear?" during storytelling, hide-and-seek games, songs, and classroom routines. Over several weeks, children respond through pointing, movement, isolated words, and increasingly complex oral expressions.
Considering methodological principles for English teaching in Early Childhood Education, select the appropriate interpretation.

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:

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.