Questões de Inglês - Pronúncia e Som | Pronunciation and Sound para Concurso
Foram encontradas 36 questões
Ano: 2023
Banca:
SELECON
Órgão:
Prefeitura de Campo Verde - MT
Prova:
SELECON - 2023 - Prefeitura de Campo Verde - MT - Professor - Ensino Fundamental: Língua Inglesa |
Q2297189
Inglês
Texto associado
TEXT:
Mistakes help you learn
Maija Kozlova
May 19, 2021
It is not uncommon for English language lessons to favour
communication over accuracy: real life is nothing like a
classroom! In real-life situations, when you make a mistake in the
language you are learning, context provides ample information
as to what the intended message is. In fact, most of the time,
impeccable accuracy is not needed at all! “Don’t worry about
making mistakes,” I used to tell my English language students.
“Communicating is the most important thing!”
While making mistakes when trying to master a language might
seem counter-intuitive, letting learners freely communicate
and negotiate meaning is key to success. A learner who
communicates a lot while making a few mistakes is much more
likely to develop confidence for dealing with real-life situations
than a learner who communicates very little because they’re
afraid of making any. In communicative language teaching, for
example, the teacher is tasked with both encouraging the learner
to express themselves and with providing corrective feedback in
a way that is not obstructive to communication.
This means that if a learner says, “I go swimming last night,”
it is much more effective to respond with, “Oh, that’s nice, you
went swimming. What did you do after?” rather than, “No! You
went swimming! Use past simple for past events!” – the former
encourages the learner to continue their narrative while the latter
is much more likely to make the learner stop in their tracks,
re-evaluate the context, and think twice before expressing
themselves again in the future, for the fear of making a mistake
again. Teachers need to be careful not to parrot back everything
the students say in this manner, of course, but the technique
can be an effective method of acknowledging the content of a
student’s response, while also providing feedback on accuracy.
The importance of the freedom to make mistakes in language
learning is also supported by research in psychology, which
suggests that learners who try a task without having mastered
it completely experience improved retention of new information.
A similar experiment in the context of language learning also
indicates that the process of making mistakes activates a greater
network of related knowledge in the brain, which leads to superior
learning outcomes.
It is believed that the key to help learners feel relaxed and ready
for communicating freely in the classroom is authenticity. This
means that there should be both a real communicative need for
a learner to speak and the authentic reaction from those around
to what the learner has said.
Here are a few ways of how such authentic communicative
interactions can be practiced in the classroom:
• surround learners with the English language – encourage
them to speak to you and each other in English;
• don’t worry about diverging from topics that are not strictly
covered in your lesson plan;
• model communication by telling your students stories and
anecdotes about your own life and encourage them to do
the same;
• let your learners have fun with English – give them colloquial
expressions to try and ask them to share some expressions
;
• do not overcorrect – make a note of errors and cover it in
subsequent lessons;
• avoid the temptation to turn what was intended as speaking
practice into a full-on grammar lesson.
While easier said than done, especially when the outcome of an
exam is at stake, it is worth remembering that people that our
learners might come to interact with outside of the classroom
are driven by the natural desire to understand the people they
communicate with. This is especially powerful when practiced in
the context of a classroom. They set the learners up for success
in real-life communication. In other words, when communication
is the goal, mistakes are secondary, and that’s real life, isn’t it?
Adapted from: https://wwwcambridgeenglish.org/blog/mistakes-help-you-learnfreedom-to-fail-in-games-and-language-learning/
O alfabeto fonético internacional tem por objetivo tornar
mais eficaz a aprendizagem da língua inglesa. A pronúncia da
palavra “nothing” possui a representação fonética [n′ʌθiŋ]. A
palavra, cuja representação fonética usa um símbolo distinto de
“nothing” para representar o som do TH, é:
Ano: 2023
Banca:
AMEOSC
Órgão:
Prefeitura de Bandeirante - SC
Prova:
AMEOSC - 2023 - Prefeitura de Bandeirante - SC - Professor de Inglês |
Q2272378
Inglês
A linguagem oral do inglês apresenta uma série de
desafios, incluindo a pronúncia de sons que podem
variar significativamente entre os dialetos. Entre os
seguintes sons do inglês, qual é conhecido por ser
particularmente complexo, com sua articulação
envolvendo uma mistura de vogal e consoante, e muitas
vezes representando um desafio para não nativos?
Ano: 2023
Banca:
AMEOSC
Órgão:
Prefeitura de Bandeirante - SC
Prova:
AMEOSC - 2023 - Prefeitura de Bandeirante - SC - Professor de Inglês |
Q2272371
Inglês
Texto associado
Netherlands: Phone ban announced to stop school
disruptions
(1º§) Devices including mobile phones are set to be
banned from classrooms to stop them from disrupting
learning, the Dutch government has announced. The
initiative is being introduced in collaboration with schools
and is to take effect at the start of next year.
(2º§) There will be some exceptions, including for
students with medical needs or a disability, and for
classes focused on digital skills. The ban is not legally
enforceable but may become so in the future. "Even
though mobile phones are almost intertwined with our
lives, they do not belong in the classroom," said
Education Minister Robbert Dijkgraaf. "Students must be
able to concentrate there and be given every opportunity
to learn well. We know from scientific research that
mobile phones disrupt this."
(3º§) Various studies have found limiting children's
screen time is linked to improved cognition and
concentration. Other tech including tablets and
smartwatches are also included in the Dutch ban. The
government said it would be up to individual schools to
agree the exact rules with teachers, parents and pupils -
including whether they wanted to completely ban devices
__ schools.
(4º§) The scheme is the result of an agreement between
the ministry, schools and related organisations. It will be
reviewed at the end of the 2024/2025 school year to see
how well it had worked and whether a legal ban is
needed. The announcement follows a similar decision by
Finland last week.
(5º§) Its government announced it would change the law
to make it easier __ restrict the use of phones in schools.
Other countries, including England and France, have also
proposed banning mobile phones to improve learning.
https://www.bbc.com/news/world-europe-66107027
In the sentence (3º§) "Other tech including tablets and
smartwatches are also included in the Dutch ban.," which
word contains a voiced fricative sound?
Ano: 2023
Banca:
FUNDATEC
Órgão:
Prefeitura de Espumoso - RS
Prova:
FUNDATEC - 2023 - Prefeitura de Espumoso - RS - Professor de Séries Finais - Língua Inglesa |
Q2210434
Inglês
Texto associado
Stop Wasting Time: A 15-minute Planning Session That Will Save You Hours
(Available at: https://www.classycareergirl.com/5-simple-time-management-tips-for-a-great-week/– textespecially adapted for this test).
Accents aside, English has general pronunciation rules. The final “s” in plural nouns
can be pronounced as /s/, /z/, or /ɪz/, like in the words books, keys, and pieces. Relate Column 1 to
Column 2, associating the sound represented by the final “s” with the respective words.
Column 1 1. /s/ 2. /z/ 3. /ɪz/
Column 2
( ) Calendars ( ) Bosses. ( ) Tasks
The correct order of filling the parentheses, from top to bottom, is:
Column 1 1. /s/ 2. /z/ 3. /ɪz/
Column 2
( ) Calendars ( ) Bosses. ( ) Tasks
The correct order of filling the parentheses, from top to bottom, is:
Ano: 2023
Banca:
IF-MT
Órgão:
IF-MT
Prova:
IF-MT - 2023 - IF-MT - Professor do Ensino Básico, Técnico e Tecnológico - Português-Inglês |
Q2188980
Inglês
Read the quote about error to get familiarized with the topic.
“Mistakes are often divided into errors and slips. Errors happen when learners try to say something that is beyond their current level of language processing. Usually, learners cannot correct errors themselves because they don’t understand what is wrong. Errors play a necessary and important part in language learning. Slips are the result of tiredness, worry or other temporary emotions or circumstances. These kinds of mistakes can be corrected by learners once they realize they have made them.”
(SPRATT; PULLVERNESS; WILLIAMS, 2005, p. 44)
Judge the items below as (T) True or (F) False.
1. There are two main reasons why learners make errors. The first reason is influence from the learner’s first language (L1) on the second language. This is called interference or transfer. Learners may use sound patterns, lexis or grammatical structures from their own language in English. The second reason is because they are unconsciously working out or organizing language, but this process is not yet complete. This kind of error is called a developmental error.
2. Errors in which learners wrongly apply a rule for one item of the language to another item are known as overgeneralization, and as a second language learners’ language ability increases, these kinds of errors also reduce.
3. Errors are part of learner’s interlanguage, which develops and progresses as they learn more. Experts think that interlanguage is an essential and unavoidable stage in language learning. In other words, interlanguage and errors are necessary to language learning.
4. Errors are a natural part of learning. They usually show that learners are learning and that their internal mental processes are working on experimenting with language.
5. Sometimes errors do not disappear, but get fossilized. These fossilized errors may be the result of lack of exposure to the second language and/or of a learner’s lack of motivation to improve their level of accuracy.
Choose the CORRECT sequence.
“Mistakes are often divided into errors and slips. Errors happen when learners try to say something that is beyond their current level of language processing. Usually, learners cannot correct errors themselves because they don’t understand what is wrong. Errors play a necessary and important part in language learning. Slips are the result of tiredness, worry or other temporary emotions or circumstances. These kinds of mistakes can be corrected by learners once they realize they have made them.”
(SPRATT; PULLVERNESS; WILLIAMS, 2005, p. 44)
Judge the items below as (T) True or (F) False.
1. There are two main reasons why learners make errors. The first reason is influence from the learner’s first language (L1) on the second language. This is called interference or transfer. Learners may use sound patterns, lexis or grammatical structures from their own language in English. The second reason is because they are unconsciously working out or organizing language, but this process is not yet complete. This kind of error is called a developmental error.
2. Errors in which learners wrongly apply a rule for one item of the language to another item are known as overgeneralization, and as a second language learners’ language ability increases, these kinds of errors also reduce.
3. Errors are part of learner’s interlanguage, which develops and progresses as they learn more. Experts think that interlanguage is an essential and unavoidable stage in language learning. In other words, interlanguage and errors are necessary to language learning.
4. Errors are a natural part of learning. They usually show that learners are learning and that their internal mental processes are working on experimenting with language.
5. Sometimes errors do not disappear, but get fossilized. These fossilized errors may be the result of lack of exposure to the second language and/or of a learner’s lack of motivation to improve their level of accuracy.
Choose the CORRECT sequence.