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Learning goals, which are referred to in version 3 of the...
Learning goals, which are referred to in version 3 of the BNCC as abilities, are intended to list the basic knowledge to be acquired by students, and to serve as a reference for drafting and updating the regional, state and municipal curricula.
[…]
Ability code | Description of the ability |
(EF06LI08) | Identifying what a text is about, recognising its textual organisation and cognate words. |
(EF08LI01) | Making use of the English language to resolve misunderstandings, issue opinions and clarify information using paraphrases or justifications. |
(EF09LI10) | Proposing possible arguments for expounding and defending a point of view in a written text, reflecting on the topic propose and researching data, evidence and examples to support the arguments, organising them in logical sequence. |
Available at: https://www.britishcouncil.org.br/sites/default/files/leitura_critica_bncc_-_en_-_v4_final.pdf. [Fragment] Accessed on: April 26, 2022.
Cognates are words in two languages that share a similar meaning, spelling, and pronunciation. Researchers who study first and second language acquisition have found that students benefit from cognate awareness. Cognate awareness is the ability to use cognates in a primary language as a tool for understanding a second language. To develop the BNCC ability EF06LI08, which includes recognizing cognate words, an English teacher, when working with a group of beginners, may
A
ask them to work with a partner to find as many cognates and false cognates as they can from a given list of words, then ask partners to share one example of each with the class.
B
introduce them to more sophisticated cognates and cognates that have multiple meanings in both languages, although some of those meanings may not overlap.
C
select key words which will expand students’ vocabulary and promote opportunities for incidental learning, when they talk with and listen to others, watch videos, play games, and read independently.
D
pose questions to students, receive their responses, add information, and ask them to reflect or add more information – in other words, keep the conversation going to expose them to words they would not typically read within leveled books.