Questões da banca UNESC

A child initially classifies both strawberries and tomatoes as "red fruit." During subsequent activities, the teacher introduces new examples, asks the group to compare uses and characteristics, and expands the English vocabulary involved.
Match the teacher's actions in Column I with the learning processes in Column II.
COLUMN I
1.Present contrasting examples. 2.Ask children to justify classifications. 3.Introduce new linguistic labels. 4.Revisit previous groupings.
COLUMN II
(__)Supports reconsideration of an earlier conceptual organization.
(__)Provides linguistic resources that may participate in conceptual differentiation.
(__)Makes children's current criteria more explicit.
(__)Creates conditions for comparison among categories.



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

A preschool teacher wants to introduce expressions related to classroom objects. She considers whether to begin with explicit vocabulary presentation or create situations in which children need to locate, choose, exchange, and organize the objects.
Considering English teaching practices for young children, mark T, for true, and F, for false.

(__)Language can be introduced through meaningful actions in which children associate expressions with objects, intentions, and interaction.
(__)Explicit grammatical explanation should precede playful use when the linguistic forms are new to the group.
(__)Repetition may support learning when it occurs through varied communicative situations rather than through mechanical reproduction alone.
(__)Children's comprehension can be considered part of language development even when their oral production remains limited.



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

During the shared reading of a picture book, the teacher does not simply read the written text aloud. At strategic moments, she asks children to predict what a character will do, invites them to describe illustrations, incorporates their contributions into the narrative, and expands short responses without interrupting the story.
This procedure is consistent with the concept of:

A teacher plans a sequence in which children first encounter vocabulary through a story, later reuse it in a game, and finally participate in an imaginary situation. During the experiences, the teacher records different forms of participation and notices that some children comprehend instructions without yet producing the target expressions orally.
Which planning decision appropriately uses the evidence obtained during the sequence?

A school team is preparing its annual English-language experiences. The team discusses the relationship among system guidelines, the institution's political-pedagogical project, and teachers' planning.
Considering these planning levels, mark T, for true, and F, for false.

(__)The political-pedagogical project can express collectively defined educational principles and institutional priorities.
(__)Teacher planning can translate broader directions into decisions appropriate to a specific group and context.
(__)System-level guidelines require institutions to use identical teaching procedures in order to ensure curricular coherence.
(__)Different planning levels can be related while maintaining distinct functions and degrees of specificity.



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

A teacher introduces unfamiliar English expressions through commands such as "walk to the window," "pick up the puppet," and "put the puppet under the chair." Children initially demonstrate comprehension by performing the actions, while oral production is introduced progressively rather than required from the beginning.
The methodological principle is directly represented in this procedure is:

 A teacher wants to increase children's contact with English without turning the preschool routine into a sequence of formal language lessons. She considers how language can appear across repeated, meaningful experiences.
Which organization is appropriate?

A teacher records different types of evidence during an English-language project. She wants to use the records to understand how children participate and to decide how subsequent experiences should be organized.
Match the evidence in Column I with the possible pedagogical use in Column II.

COLUMN I
1.Observation notes. 2.Audio recordings. 3.Children's drawings. 4.Teacher's planning records.
COLUMN II
(__)May help compare intended procedures with what actually occurred during the experience.
(__)May document changes in oral participation across different moments.
(__)May preserve information about interaction, gestures, choices, and responses observed during activities.
(__)May reveal meanings children associated with a story or theme through visual representation.




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

A teacher systematically uses expressions such as "Whose turn is it?", "Here you are," and "Thank you" during games, distribution of materials, snack-time routines, and dramatic play. Children initially respond through actions and later begin using parts of the expressions spontaneously.
Considering language development in Early Childhood Education, mark T, for true, and F, for false.

(__)Recurring expressions may initially be understood as meaningful units before children analyze or independently reconstruct their internal grammatical organization.

(__)Using the same expression in different situations can contribute to generalization when its communicative function remains recognizable across contexts.

(__)Partial productions indicate that the complete expression has not been appropriated and should therefore be corrected before interaction continues.

(__)Predictable routines may support comprehension while new interlocutors, objects, or purposes introduce variation into language use.


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

A teacher is planning how to introduce the expression "I like..." through a food-related activity. She wants to avoid both decontextualized drilling and an activity in which children encounter the expression too rarely to appropriate it.
Considering the balance between recurrence and meaningful use, mark T, for true, and F, for false.

(__)The expression can recur in different communicative situations involving preference and choice.
(__)Every child should produce a complete sentence before participating in activities involving preferences.
(__)Visual resources and gestures can support comprehension while children gradually develop oral participation.
(__)Variation in the foods discussed can preserve the communicative function while providing repeated contact with the same linguistic pattern.


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