Questões de Concurso

During a classroom activity, children work with the expressions "one orange," "two orange fish," "three brown chickens," and "four green apples." The teacher uses the combinations to explore how familiar English words may express different meanings depending on the words that accompany them.
Considering the vocabulary and semantic relations in the expressions, mark T, for true, and F, for false.

(__)In "one orange," "orange" functions as a noun referring to a fruit, whereas in "two orange fish," it identifies a color.
(__)In "three brown chickens," "three" is an ordinal numeral indicating the position of the chickens in a sequence.
(__)The word "chicken" may refer to an animal or to food in English, and its intended meaning depends on the communicative context.
(__)In "four green apples," "green" expresses quantity and "four" identifies a characteristic of the apples.



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

During a sequence with four- and five-year-old children, an English teacher introduces a recurring character who appears in short stories, songs, games, and classroom routines. Expressions such as "Where is it?", "Here it is!", and "Let's find it" recur in different situations, while children respond through speech, gestures, movement, and objects.
Considering methodological principles for teaching English to young children, select the appropriate interpretation. 

A teacher notices that children understand routine expressions such as "sit down," "come here," and "let's go" before they begin producing them independently. She is deciding how to interpret this difference between comprehension and production.
Which interpretation is appropriate?

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.

Two teachers are discussing a report that was completed earlier than expected: "We needn't have stayed at school until 9 p.m. The principal had already sent the final version at six." Which interpretation accurately describes the modal construction in the first sentence?