SECRETARIA DO ESTADO DE EDUCAO DE MINAS GERAIS

Superintendncia Regional de Ensino de Curvelo

Acesse: pipcbccurvelo.blogspot.com

Sequncia Didtica 1
Matriz de Referncia

Questo Gabarito Habilidades Valor

1.1. - Identificar (fazendo uso de skimming) o tema geral do texto e
estabelecer alguns aspectos de suas condies de produo (o
01 C
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
02 D
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
03 A 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
04 C
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
05 C 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
06 A
gnero textual, tendo em vista a compreenso global do texto.
2.1. - Localizar informao especfica (scanning), de acordo com os
07 D
objetivos de leitura dos vrios gneros textuais.
4.3. - Inferir sentido a partir das caractersticas lexicais e sintticas
08 B prprias de alguns dos tipos textuais (injunes, descries,
narraes) em gneros textuais diferentes.
6.1. - Fazer uso, nos textos produzidos, de recursos coesivos
09 A 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
10 D 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
11 B 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.
12 C
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) Comic strip c) Fable

b) Tale d) Prayer

2- The finality is:

a) Show mood. c) Just be a simple storie.

b) Show animals. d) 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) Time. c) Fable.
b) Addition. d) Opposition.

Lngua Inglesa - WILLIAM SILVA DE PAULA

4- In the text, the Fox finished:

a) Happy. c) Scorned.
b) Sad. d) 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) The fox.
b) The grapes.
c) The vine.
d) The But.

6- The characteristic of this text is:

a) Short text and moral.

b) Long text and moral.
c) Short text and joke.
d) Long text and images.

7- The fox made several attempts to pick the grapes, so she finally:

a) Picked grapes and smiled.

b) Ate the entire bunch of grapes.
c) She called reinforcement to pick grapes.
d) She could not pick the grapes.

8- Whats the textual type:

a) Description.
b) Narration.
c) Injunction.
d) 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) Bunch. c) Vain.
b) Vine. d) Grapes.

10- In the sentence: Again and again he tried, but in vain. The underlined word refers to:

a) The hot summer.

b) The grape
c) The vain.
d) 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) Routine.
b) Persistence.
c) Sadness.
d) Force.

12- In the sentence: "They must be sour." The underlined word gives idea of:

a) Certainty.
b) Ability.
c) Probability.
d) Flavor.

Lngua Inglesa - WILLIAM SILVA DE PAULA