Questões da banca UNESC

A teacher plans different playful experiences for the same group of children. Rather than using every resource for the same purpose, the teacher considers the specific possibilities created by stories, songs, games, and pretend play for children's participation in English.
Match the resources in Column I with the pedagogical situations in Column II.

COLUMN I
1.Storytelling. 2.Song with gestures. 3.Rule-based language game. 4.Pretend play.

COLUMN II
(__)Children assume roles in an imaginary situation and use available linguistic resources to act within the scenario.
(__)Language appears within a narrative sequence supported by characters, events, repetition, and anticipation.
(__)Repeated verbal patterns are coordinated with rhythm, movement, and bodily participation.
(__)Children make decisions according to agreed procedures while attending to linguistic information relevant to the activity.



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

An institution is discussing how to document children's participation in English-language experiences. The team considers photographs, teacher notes, children's productions, and records of conversations.
Considering the Diretrizes Curriculares Nacionais para a Educação Infantil (DCNEI), select the appropriate use of such records.

A teacher designs four different playful experiences and wants each one to perform a distinct pedagogical function rather than using play merely to repeat vocabulary.
Match the activities in Column I with the predominant learning processes in Column II.

COLUMN I
1.Information-gap game. 2.Cumulative song. 3.Pretend shop. 4.Predictive storytelling.
COLUMN II
(__)Children need information held by another participant and use available linguistic resources to obtain it.
(__)Children anticipate possible developments by interpreting narrative clues and recurring structures.
(__)Children reuse expressions within socially recognizable roles involving requests, choices, and exchanges.
(__)Children encounter an expanding sequence in which previous linguistic material recurs together with new elements.


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

A project explores different ways families celebrate birthdays. Children contribute experiences from home, encounter English birthday songs and expressions, create visual decorations, count objects, and discuss similarities and differences among celebrations.
Considering interculturality and interdisciplinarity, mark T, for true, and F, for false.

(__)The project can explore different practices without presenting one celebration as the standard against which others are measured.
(__)Interdisciplinary work requires English-language objectives to be replaced by general objectives shared by all areas involved.
(__)Children's family experiences can participate in intercultural learning alongside materials from other contexts.
(__)Cultural diversity can be explored without assuming that every member of a cultural group celebrates in the same way.



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

During a pretend restaurant activity based on the text, the teacher observes that some children understand words such as "fries" and "chicken" but respond mainly through gestures, while others already use short English combinations such as "two fries" or "yellow bucket." The teacher intends to use these differences to plan subsequent experiences.
Considering assessment in Early Childhood Education and the organization of pedagogical work, mark T, for true, and F, for false.

(__)Observation of gestures, choices, oral attempts, and interactions can provide evidence about how children are participating in and making sense of the experience.

(__)Different forms of participation may be considered when planning subsequent mediation instead of using oral production as the sole indicator of learning.

(__)Children who respond primarily through gestures should repeat the original activity until their performance becomes equivalent to that of children already producing English expressions.

(__)Records produced across several experiences can help the teacher identify changes in children's participation and adjust subsequent proposals.



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

During the first rounds of a guessing game, the teacher provides a model, visual alternatives, and the beginning of the question "Is it...?". Later, she removes the model but preserves the pictures; subsequently, she removes the pictures as well when children begin formulating questions independently.

The methodological concept that precisely accounts for this organization is:

A teacher introduces the word "market." Some children associate it with supermarkets, others with street markets, and others with small neighborhood shops.
Analyze the statements below.

I.The different associations can be used to expand the semantic field connected with the new word.
II.The teacher can ask children to compare experiences rather than immediately select one representation as the correct model.
III.The children's previous concepts should be replaced by a single definition before the English word is introduced.
IV.Multiple experiences can support richer interaction around a shared linguistic resource.

It is CORRECT what is stated in:

A teacher is preparing a story-based sequence about a character searching for a missing pet. The pedagogical challenge is to move from supported comprehension toward increasingly active language use without turning the story into a grammatical exercise.
The sequence is appropriately organized when it develops through:

A teacher uses a song in which children repeatedly hear "one little frog, two little frogs, three little frogs." The activity also includes movements and picture cards.
Considering the pedagogical use of songs, mark T, for true, and F, for false.

(__)Rhythm and repetition can support the recognition and anticipation of linguistic patterns.
(__)Movement may participate in meaning-making rather than function only as a break from linguistic work.
(__)Songs are pedagogically effective when children reproduce every word accurately before accompanying them with movements.
(__)Repeated numerical sequences can integrate language, sound, quantity, and bodily participation.

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

During an activity, the teacher observes that some children follow English instructions when accompanied by gestures but have difficulty when the same instructions are given without visual support. The next lesson has already been planned.
Which decision reflects formative use of assessment evidence?