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.

During an activity involving names, an English teacher notices that some children assume that the name of a letter corresponds directly to the sound that the letter represents in every word. The teacher therefore develops playful listening activities involving letter names and familiar vocabulary.
Considering the relationship between English letter names and pronunciation, mark T, for true, and F, for false.

(   ) The name of the letter "B" begins with the consonant sound found at the beginning of "ball."
(   ) When pronounced as the name of the letter, "G" begins with the same consonant sound heard at the beginning of "game."
(   ) The name of the letter "J" begins with the same consonant sound found at the beginning of "juice."
(   ) Activities involving alphabet knowledge can distinguish letter names from sounds occurring in words without requiring formal phonetic terminology from children.


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?

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.

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 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:

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:

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 a food game, the teacher uses "one fish," "two fish," "one apple," and "two apples." She wants children to encounter plural variation naturally rather than through explicit grammatical rules.
Considering the forms used, mark T, for true, and F, for false.

(   ) "Fish" can occur with the same form after "one" and "two" in the examples.
(   ) "Apples" marks plural through the addition of "-s."
(   ) The expressions show that all English nouns form the plural through the same written change.
(   ) Cardinal numerals such as "one" and "two" can contribute to the interpretation of quantity.



After analysis, select the alternative that presents the CORRECT sequence of the items above, 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.