Língua Inglesa - WILLIAM SILVA DE PAULA

SECRETARIA DO ESTADO DE EDUCAÇÃO DE MINAS GERAIS Superintendência Regional de Ensino de Curvelo

Acesse: pipcbccurvelo.blogspot.com

Sequência Didática – 6 Matriz de Referência

Questão Gabarito Habilidades Valor

01 C

1.1. - Identificar (fazendo uso de skimming) o tema geral do texto e estabelecer alguns aspectos de suas condições de produção (o gênero a que pertence, função sócio-comunicativa, finalidade, suporte, autor, data e local de publicação).

02 B

4.3. - Inferir sentido a partir das características lexicais e sintáticas próprias de alguns dos tipos textuais (injunções, descrições, narrações) em gêneros textuais diferentes.

03 A

1.1. - Identificar (fazendo uso de skimming) o tema geral do texto e estabelecer alguns aspectos de suas condições de produção (o gênero a que pertence, função sócio-comunicativa, finalidade, suporte, autor, data e local de publicação).

04 D 2.1. - Localizar informação específica (scanning), de acordo com os objetivos de leitura dos vários gêneros textuais.

05 B 11.1. - Identificar a função sócio-comunicativa e o gênero textual, o local onde se passa o evento comunicativo e os falantes envolvidos.

06 A

6.1. - Fazer uso, nos textos produzidos, de recursos coesivos gramaticais e lexicais, como, por exemplo, os pronomes, as conjunções, os hiperônimos, os sinônimos e os antônimos.

07 B

4.1 - Inferir o significado de palavras e expressões desconhecidas com base na temática do texto, no uso do contexto e no conhecimento adquirido de regras gramaticais (flexões, posições das palavras nas frases, tempos verbais, preposições de tempo e lugar, advérbios de tempo, modo e lugar).

08 C

4.1 - Inferir o significado de palavras e expressões desconhecidas com base na temática do texto, no uso do contexto e no conhecimento adquirido de regras gramaticais (flexões, posições das palavras nas frases, tempos verbais, preposições de tempo e lugar, advérbios de tempo, modo e lugar).

09 A

1.1. - Identificar (fazendo uso de skimming) o tema geral do texto e estabelecer alguns aspectos de suas condições de produção (o gênero a que pertence, função sócio-comunicativa, finalidade, suporte, autor, data e local de publicação).

10 C

III. - Produzir efeitos de sentidos pretendidos pelo uso de notações como travessão, aspas, itálico, negrito, letras maiúsculas, dois pontos e reticências em textos de diferentes gêneros.

Língua Inglesa - WILLIAM SILVA DE PAULA

The Prince and the Pauper

CHAPTER I. The birth of the Prince and the Pauper. h

K

“In the ancient city of London, on a certain autumn day in the second quarter of the

sixteenth century, a boy was born to a poor family of the name of Canty, who did not want

him. On the same day another English child was born to a rich family of the name of Tudor,

who did want him. All England wanted him too. England had so longed for him, and hoped

for him, and prayed God for him, that, now that he was really come, the people went nearly

mad for joy. Mere acquaintances hugged and kissed each other and cried. Everybody took

a holiday, and high and low, rich and poor, feasted and danced and sang, and got very

mellow; and they kept this up for days and nights together. By day, London was a sight to

see, with gay banners waving from every balcony and housetop, and splendid pageants

marching along. By night, it was again a sight to see, with its great bonfires at every corner,

and its troops of revellers making merry around them. There was no talk in all England but

of the new baby, Edward Tudor, Prince of Wales, who lay lapped in silks and satins,

unconscious of all this fuss, and not knowing that great lords and ladies were tending him

and watching over him-and not caring, either. But there was no talk about the other baby,

Tom Canty, lapped in his poor rags, except among the family of paupers whom he had just

come to trouble with his presence…”

Activities

1- The text is: a) Comic strip. b) Fable. c) Tale. d) Prayer.

2- The textual type is:

a) Description.

b) Narration.

c) Injunction.

d) Dissertation.

Língua Inglesa - WILLIAM SILVA DE PAULA

3- The finality of this text is:

a) Tell a story.

b) Tell a fable.

c) Show a mood.

d) Tell a text.

4- This text shows:

a) A beautiful and a rich. b) A famous and a poor. c) A rich and a famous. d) A rich and a poor.

5- This history happens:

a) In Canty

b) In England.

c) In Tudor.

d) In Wales.

6- In the sentence: “By day, London was a sight to see, with gay banners waving from

every balcony and housetop, and splendid pageants marching along.” The underlined

word can be replaced by:

a) Roof. b) Home. c) Pauper. d) London.

7- In the sentence: “In the ancient city of London, on a certain autumn day in the second

quarter of the sixteenth century, a boy was born to a poor family of the name of Canty,

who did not want him.” The underlined word refers to:

a) The boy.

b) The family.

c) The city.

d) The autumn.

8- In the sentence: “In the ancient city of London, on a certain autumn day in the second

quarter of the sixteenth century, a boy was born to a poor family of the name of Canty,

who did not want him.” The underlined expression gives idea of:

a) Sarcasm. b) Irony. c) Time. d) Conclusion.

9- The text was made by:

a) Mark Twain.

b) The Prince and The Pauper.

c) London.

d) England.

10- In the sentence: “But there was no talk about the other baby, Tom Canty, lapped in his

poor rags, except among the family of paupers whom he had just come to trouble with his

presence…” The underlined pontuaction gives idea of:

a) Emphasis.

b) Addition.

c) Continuity.

d) London.