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Sequncia Didtica 1 Matriz de Referncia

Questo Gabarito

Habilidades

Valor

01

02

03

04

05

06 07 08

A D B

09

10

11

12

1.1. - Identificar (fazendo uso de skimming) o tema geral do texto e estabelecer alguns aspectos de suas condies de produo (o gnero a que pertence, funo scio-comunicativa, finalidade, suporte, autor, data e local de publicao). 1.1. - Identificar (fazendo uso de skimming) o tema geral do texto e estabelecer alguns aspectos de suas condies de produo (o gnero a que pertence, funo scio-comunicativa, finalidade, suporte, autor, data e local de publicao). 4.1. - Inferir o significado de palavras e expresses desconhecidas com base na temtica do texto, no uso do contexto e no conhecimento adquirido de regras gramaticais (flexes, posies das palavras nas frases, tempos verbais, preposies de tempo e lugar, advrbios de tempo, modo e lugar). 1.3. - Integrar informao verbal e no-verbal na compreenso global do texto escrito de vrios gneros. 4.1 - Inferir o significado de palavras e expresses desconhecidas com base na temtica do texto, no uso do contexto e no conhecimento adquirido de regras gramaticais (flexes, posies das palavras nas frases, tempos verbais, preposies de tempo e lugar, advrbios de tempo, modo e lugar). 2.3. - Identificar e/ou localizar as caractersticas bsicas de cada gnero textual, tendo em vista a compreenso global do texto. 2.1. - Localizar informao especfica (scanning), de acordo com os objetivos de leitura dos vrios gneros textuais. 4.3. - Inferir sentido a partir das caractersticas lexicais e sintticas prprias de alguns dos tipos textuais (injunes, descries, narraes) em gneros textuais diferentes. 6.1. - Fazer uso, nos textos produzidos, de recursos coesivos gramaticais e lexicais, como, por exemplo, os pronomes, as conjunes, os hipernimos, os sinnimos e os antnimos. 3.1. - Estabelecer relaes entre termos, expresses e ideias que tenham o mesmo referente, de modo a construir os elos coesivos (lexicais e gramaticais) em gneros textuais diferentes. 3.1. - Estabelecer relaes entre termos, expresses e ideias que tenham o mesmo referente, de modo a construir os elos coesivos (lexicais e gramaticais) em gneros textuais diferentes. VIII. - Funes scio-comunicativas dos modais em textos de diferentes gneros. Fazer o uso adequado nos modais no processo de recepo/produo do texto oral e escrito.
Lngua Inglesa - WILLIAM SILVA DE PAULA

The Fox and the Grapes

One hot summer's day a hungry Fox saw some clusters of ripe grapes hanging from a vine. But the vine on which the grapes hung was too high for him to reach. Drawing back a few steps, he took a running leap at it, but he missed the bunch. Again and again he tried, but in vain. At last, he had to give it up, and walked away with his nose in the air, saying, "They must be sour." It is easy to despise what you cannot get.
Activities 1- The text is ? a) b) Comic strip Tale c) d) Fable Prayer

2- The finality is: a) b) Show mood. Show animals. c) d) Just be a simple storie. Show a moral lesson.

3- In the sentence: One hot summer's day a hungry Fox saw some clusters of ripe grapes hanging from a vine. The underlined expression gives idea of: h a) b) Time. Addiction. c) d) Fable. Opposition

Lngua Inglesa - WILLIAM SILVA DE PAULA

4- In the text, the Fox finished: a) b) Happy. Sad. c) d) Scorned. Laughing.

5- In the sentence: But the vine on which the grapes hung was too high for him to reach. The underlined word refers to: a) b) c) d) The fox. The grapes. The vine. The But.

6- The characteristic of this text is: a) b) c) d) Short text and moral. Long text and moral. Short text and joke. Long text and images.

7- The fox made several attempts to pick the grapes, so she finally: a) b) c) d) Picked grapes and smiled. Ate the entire bunch of grapes. She called reinforcement to pick grapes. She could not pick the grapes.

8- Whats the textual type: a) b) c) d) Description. Narration. Injunction. Dissertation

9- In the sentence: One hot summer's day a hungry Fox saw some clusters of ripe grapes hanging from a vine. The underline word can be replaced by: a) b) Bunch. Vine. c) d) Vain. Grapes.

10- In the sentence: Again and again he tried, but in vain. The underlined word refers to: a) b) c) d) The hot summer. The grape The vain. The fox.
Lngua Inglesa - WILLIAM SILVA DE PAULA

11- In the sentence: Drawing back a few steps, he took a running leap at it, but he missed the bunch. Again and again he tried, but in vain. The underlined expression gives idea of: a) b) c) d) Routine. Persistence. Sadness. Force.

12- In the sentence: "They must be sour." The underlined word gives idea of: a) b) c) d) Certainty. Ability. Probability. Flavor.

Lngua Inglesa - WILLIAM SILVA DE PAULA