About the English language learning objectives for orality, according to the Municipal Curriculum Guidelines for Basic Education, mark T for true sentences and with F for false ones:
( ) understanding different oral discursive genres, respecting objectives and conditions of production ( ) producing oral texts, respecting the pronunciation and intonation marks in order to be understood ( ) relying on the relevant characteristics of a genre to build meaning ( ) recognizing and respecting different cultures as well as linguistic variations ( ) taking ownership of new ways of acting and interacting, enabling greater understanding of their role as a citizen of the world
Mark the alternative that presents the correct sequence:

Which is the correct sequence for the “Methodological Possibilities” baed on Blumenau Municipal Curriculum Guidelines for Basic Education?
I- Use of Songs and Oral Practice Situations II- Play activities and interaction through games III- Role play of small pieces or textbook dialogues IV- Students reserach about cultural curiosities about the target language
Check the correct answer:

Match the second column according to the first, which relates activity objectives with the steps that you can find in the teacher’s book. Identify the correct one (s):
ACTIVITY STEPS 1- objectives and steps 2- developing student interactive strategies 3- making students predict content
ACTIVITY OBJECTIVES ( ) reading activity ( ) planning a lesson ( ) acting out

Check the alternative presents the correct association between the columns:

According to the Municipal Curriculum Guidelines for Basic Education, learning is based on:

The teaching of English in Municipal schools in Blumenau follows which three axes:

About the English language learning objectives for reading and writing, according to the Blumenau Municipal Curriculum Guidelines for Basic Education, mark T for true sentences and with F for false ones:
( ) understand and appropriate only nonverbal language ( ) build and expand knowledge about discursive genre and knowing how and when to use it in real communication situations ( ) read, understand and produce different discursive genres ( ) progressively develop the ability to look up at words in a dictionary ( ) identify and use the rules and conventions of writing appropriately
Mark the alternative that presents the correct sequence:

Which practices can help students establish sense between the English learned in the classroom and the English used in real life situations?

Look at the language skills and their description. Which sequence shows the correct description of the language skill?
1- Speaking accurately involves paraphrasing parts of a text. 2- Productive skills involve expressing rather than understanding language. 3- Re-drafting involves making changes to a piece of writing. 4- Process writing involves speaking and writing 5- Listening for gist involves forming a general idea of what a text is about 6- Proofreading involves being able to understand every word of a text.
Mark the alternative that presents the correct sequence:

What does the document of the Municipal Curriculum Guidelines for Basic Education suggest about the contextualization in foreign language teaching? Identify the correct one (s):
I- Activities with instructions in the mother tongue II- Activities that focus on writing III- Using only subjects that interest students IV- Requires text work, excluding single isolated sentences
Check the correct answer:

Look at the teacher’s actions with the introductory activities for different lessons and mark the correct alternative below:
Introductory activities A asking concept questions B eliciting language C doing a warmer D miming E setting the scene F drilling
Teacher’s actions a) The teacher asks the students to look at pictures of Paris before they listen to a recording about tourist attractions there. b) The teacher asks the students to repeat sentences after him/her. c) The teacher checks whether the students understand when the new language is used. d) The teacher does a short game with the students to give them energy. e) The teacher asks the students for examples of different kinds of fruit and writes them on the board. f) The teacher does an action which shows the meaning of a new word.
Mark the alternative that presents the correct sequence: