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Identifique abaixo as afirmativas verdadeiras(V) e as falsas ( F ) com base no documento Currículo do ensino fundamental da rede municipal de ensino de Chapecó SC

( 2019 ) - Componente Curricular: Língua Inglesa – Habilidades 3º ano.

( ) Mobilizar conhecimentos prévios para compreender texto oral.

( ) Solicitar esclarecimento em língua inglesa sobre o que não entendeu e o significado de palavras ou expressões desconhecidas.

( ) Localizar informações específicas em texto.

( ) Reproduzir textos simples como listas e legendas de ilustrações.

( ) As iniciais (CHEF03LI12) indicam que essa habilidade foi criada pelo grupo de trabalho da rede de ensino de Chapecó, responsável pela construção desse documento. Assinale a alternativa que indica a sequência correta , de cima para baixo.

A V • V • F • F • F
B V • F • V • F • V
C V • F • F • V • F
D F • V • V • F • V
E F • V • F • V • F

De acordo com o documento Base Nacional Comum Curricular (BNCC) – Componente Curricular: Língua Inglesa, os eixos organizadores propostos para o componente Língua Inglesa estão intrinsecamente ligados às prática sociais de uso. Relacione os Eixos apresentados na coluna 1 com suas respectivas características na coluna 2. Coluna 1 Eixos 1. Eixo Leitura 2. Eixo Conhecimento Linguístico 3. Eixo Oralidade 4. Eixo Escrita Coluna 2 Características

( ) Práticas de linguagem: debates, entrevistas, conversas/diálogos.

( ) Recursos linguísticos: tirinhas, notícias, mensagens, folders.

( ) Estudo do léxico e da gramática, formas e tempos verbais.

( ) Trabalho com gêneros híbridos e verbais através dos meios digitais. Assinale a alternativa que indica a sequência correta , de cima para baixo.

A 1 • 2 • 4 • 3
B 2 • 3 • 1 • 4
C 3 • 1 • 4 • 2
D 3 • 4 • 2 • 1
E 4 • 3 • 1 • 2

Conforme consta no artigo Inglês e avaliação no ensino fundamental I: Propostas para o PNE 2025-2035, a coordenação motora fina e a coordenação motora grossa desenvolvem-se através da participação da criança em brincadeiras e jogos em língua inglesa. Há também o desenvolvimento .......................... por meio de resolução de problemas, compreensão de ................................, estímulo à criatividade e à imaginação, exercício da memória e aquisição de conhecimentos e experiências permeadas pela língua inglesa. Assinale a alternativa que completa corretamente as lacunas do texto.

A linguístico • enunciados
B social • teorias
C emocional • abordagens
D cognitivo • conceitos
E social • enunciados

Analise as afirmativas abaixo sobre o papel do professor da educação infantil de acordo com o Currículo Base da Educação Infantil do Município de Chapecó, SC

( 2023 ). 1. O professor é quem media o processo de aquisição e construção do conhecimento. Ele é habilitado e comprometido, proporcionando situações de aprendizagem e desafios. 2. Os professores da Educação Infantil no município de Chapecó que atuam nas instituições educativas devem ser habilitados em Pedagogia da Educação Infantil e Licenciatura em Educação física. 3. Vínculos afetivos não são destaques nas atitudes do professor da Educação Infantil do Município de Chapecó. 4. O professor da Educação Infantil deve estar comprometido com a profissão e sua prática deve ter objetivos que contribuem com a formação integral das crianças. Assinale a alternativa que indica todas as afirmativas corretas .

A São corretas apenas as afirmativas 1, 2 e 4.
B São corretas apenas as afirmativas 2 e 3.
C São corretas apenas as afirmativas 3 e 4.
D São corretas apenas as afirmativas 1, 2 e 3.
E São corretas apenas as afirmativas 2, 3 e 4.

Analise o texto abaixo: Ao aprender uma nova língua, torna-se essencial compreender que seu ensino deverá ser através de uma abordagem .........................., haja vista as inúmeras dificuldades enfrentadas no processo de ensino-aprendizagem do idioma, porque o aluno ........................... a cultura na qual o idioma está inserido, desmotivando sua aprendizagem da língua de forma geral. Assinale a alternativa que completa corretamente as lacunas do texto.

A intercultural • desconhece
B comunicativa • conhece
C tradicional • compreende
D direta • critica
E audiolingual • enxerga

Acerca do tema a Avaliação da Aprendizagem no Ensino de Língua Inglesa, está correto afirmar que:

A Instrumentos para o registro da avaliação da oralidade dos alunos, tais como vlogs ou blogs, devem ser utilizados durante as aulas.
B Diferentes instrumentos avaliativos devem ser utilizados para a verificação processual das competências e habilidades adquiridas.
C O uso de smartphones, a criação de blogs e o registro em diário pessoal feito pelos alunos auxiliam no processo avaliativo da leitura em língua inglesa.
D O uso de termos coloquiais na internet e o uso das novas tecnologias promovem a melhora nos resultados da avaliação escrita em língua inglesa.
E A avaliação da escrita em língua inglesa poderá ser feita com o uso de gravações dos alunos cantando músicas.

Assinale a alternativa correta sobre o tema: Inglês como língua franca (ILF).

A O conceito de língua franca é usado para caracterizar um idioma como elemento na comunicação de indivíduos com línguas maternas semelhantes.
B Saber se comunicar em inglês possibilita ampliar o conhecimento somente sobre outras culturas.
C O surgimento de novas tecnologias auxilia na comunicação e substituirá a demanda por professores.
D O ILF pode ser ensinado para adultos de forma isolada, direcionando o aprendizado para diferentes focos.
E O ILF propicia uma pedagogia que nos propõe sermos agentes reflexivos e críticos da mudança linguística diante das ideologias monolíngues dominantes.
Texto associado
Text Reading skill will help you to improve your understanding of the language and build your vocabulary. Read the text below carefully. Social media, magazines and shop windows bombard people daily with things to buy, and British consumers are buying more clothes and shoes than ever before. Online shopping means it is easy for customers to buy without thinking, while major brands offer such cheap clothes that they can be treated like disposable items – worn two or three times and then thrown away In Britain, the average person spends more than £1,000 on new clothes a year, which is around four per cent of their income. That might not sound like much, but that figure hides two far more worrying trends for society and for the environment. First, a lot of that consumer spending is via credit cards. British people currently owe approximately £670 per adult to credit card companies. That’s 66 per cent of the average wardrobe budget. Also, not only are people spending money they don’t have, they’re using it to buy things they don’t need. Britain throws away 300,000 tons of clothing a year, most of which goes into landfill sites. People might not realize they are part of the disposable clothing problem because they donate their unwanted clothes to charities. But charity shops can’t sell all those unwanted clothes. Fast fashion goes out of fashion as quickly as it came in and is often too poor quality to recycle; people don’t want to buy it second-hand. Huge quantities end up being thrown away, and a lot of clothes that charities can’t sell are sent abroad, causing even more economic and environmental problems. However, a different trend is springing up in opposition to consumerism – the ‘buy nothing ’ trend. The idea originated in Canada in the early 1990s and then moved to the US, where it became a rejection of the overspending and overconsumption of Black Friday and Cyber Monday during Thanksgiving weekend. On Buy Nothing Day people organize various types of protests and cut up their credit cards. Throughout the year, Buy Nothing groups organize the exchange and repair of items they already own. The trend has now reached influencers on social media who usually share posts of clothing and make- -up that they recommend for people to buy. Some YouTube stars now encourage their viewers not to buy anything at all for periods as long as a year. Two friends in Canada spent a year working towards buying only food. For the first three months they learned how to live without buying electrical goods , clothes or things for the house. For the next stage, they gave up services, for example haircuts, eating out at restaurants or buying petrol for their cars. In one year, they’d saved $55,000. The changes they made meant two fewer cars on the roads, a reduction in plastic and paper packaging and a positive impact on the environment from all the energy saved. If everyone followed a similar plan, the results would be impressive. But even if you can’t manage a full year without going shopping, you can participate in the anti-consumerist movement by refusing to buy things you don’t need. Buy Nothing groups send a clear message to companies that people are no longer willing to accept the environmental and human cost of overconsumption. source: learnenglish.britishcouncil.org

Read the sentences below and determine whether they are true ( T ) or false ( F ), according to structure and grammar use.

( ) The verbs worn and thrown (1 st paragraph of the text) has its infinitive form as wear and throw .

( ) The underlined words in the text: nothing , anything and, everyone are examples of relative pronouns.

( ) The singular form of the following words from the text clothes and goods are, respectively cloth and good .

( ) The following sentence from the text: “Fast fashion goes out of fashion as quickly as it came in …” (3 rd paragraph of the text). The words in bold are being used to compare things that are equal in some way.

( ) The negative form of the sentence “ In one year, they’d saved $55,000. ” (5 th paragraph of the text), is “ In one year, they hadn’t saved $55,000. ” Select the option that presents the correct sequence from top to bottom.

A T • T • F • F • T
B T • F • F • T • T
C F • T • F • T • F
D F • T • T • F • F
E F • T • F • T • T
Texto associado
Text Reading skill will help you to improve your understanding of the language and build your vocabulary. Read the text below carefully. Social media, magazines and shop windows bombard people daily with things to buy, and British consumers are buying more clothes and shoes than ever before. Online shopping means it is easy for customers to buy without thinking, while major brands offer such cheap clothes that they can be treated like disposable items – worn two or three times and then thrown away In Britain, the average person spends more than £1,000 on new clothes a year, which is around four per cent of their income. That might not sound like much, but that figure hides two far more worrying trends for society and for the environment. First, a lot of that consumer spending is via credit cards. British people currently owe approximately £670 per adult to credit card companies. That’s 66 per cent of the average wardrobe budget. Also, not only are people spending money they don’t have, they’re using it to buy things they don’t need. Britain throws away 300,000 tons of clothing a year, most of which goes into landfill sites. People might not realize they are part of the disposable clothing problem because they donate their unwanted clothes to charities. But charity shops can’t sell all those unwanted clothes. Fast fashion goes out of fashion as quickly as it came in and is often too poor quality to recycle; people don’t want to buy it second-hand. Huge quantities end up being thrown away, and a lot of clothes that charities can’t sell are sent abroad, causing even more economic and environmental problems. However, a different trend is springing up in opposition to consumerism – the ‘buy nothing ’ trend. The idea originated in Canada in the early 1990s and then moved to the US, where it became a rejection of the overspending and overconsumption of Black Friday and Cyber Monday during Thanksgiving weekend. On Buy Nothing Day people organize various types of protests and cut up their credit cards. Throughout the year, Buy Nothing groups organize the exchange and repair of items they already own. The trend has now reached influencers on social media who usually share posts of clothing and make- -up that they recommend for people to buy. Some YouTube stars now encourage their viewers not to buy anything at all for periods as long as a year. Two friends in Canada spent a year working towards buying only food. For the first three months they learned how to live without buying electrical goods , clothes or things for the house. For the next stage, they gave up services, for example haircuts, eating out at restaurants or buying petrol for their cars. In one year, they’d saved $55,000. The changes they made meant two fewer cars on the roads, a reduction in plastic and paper packaging and a positive impact on the environment from all the energy saved. If everyone followed a similar plan, the results would be impressive. But even if you can’t manage a full year without going shopping, you can participate in the anti-consumerist movement by refusing to buy things you don’t need. Buy Nothing groups send a clear message to companies that people are no longer willing to accept the environmental and human cost of overconsumption. source: learnenglish.britishcouncil.org

Read the text again and choose the correct alternative.

A Only a very small proportion of unwanted clothes are thrown away.
B Charities can find ways to use clothes even if they are not very good quality.
C The content of the text is a protest against credit cards.
D The two friends who did the buy nothing experiment only bought food for 12 months.
E The buy nothing twrend is an opposition to consumerism.

Read the following sentences about “Uso e formação de Wh-questions e outras estruturas interrogativas.” 1. Wh-questions begin with what, when, where, who, whom, which, whose, why and how. 2. We use the ‘wh-questions’ to ask for information. The answer can be yes or no. We expect an answer which gives information. 3. We usually form ‘wh-questions’ with wh- + an auxiliary verb (be, do or have) + subject + infinitive verb or with wh- + a modal verb + subject + main verb. 4. When what, who, which or whose is the subject or part of the subject, we do not use the auxiliary. We use the word order subject + verb. Select the option that presents the correct sentences.

A Only sentence 2 is correct.
B Only sentence 3 is correct.
C Only sentences 1 and 4 are correct.
D Only sentences 2 and 3 are correct.
E Only sentences 2 and 4 are correct.