Questões de Concurso Público Prefeitura de Serrana - SP 2018 para Professor de Educação Básica - Inglês

Foram encontradas 22 questões

Q1095650 Inglês
A questão parte de breves excertos do livro The practice of English language teaching, de J. Harmer, 4th ed., Longman, 2007 (adaptado).
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    Within word classes, there are a number of restrictions. Knowledge of these allows competent speakers to produce well-formed sentences. Speakers of British English might say There isn’t any furniture in the room, but would not say There aren’t any furnitures in the room because furniture is almost always an uncountable noun.
An example of a well-formed sentence with an uncountable noun is: 
Alternativas
Q1095651 Inglês
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    Although words can appear as single items which are combined in a sentence, they can also occur in two-or-more item groups. They often combine with each other in ways which competent speakers of the language recognize instantly.
    Word combinations (also known as collocations) have become a subject of great interest in the recent past. Collocation is the way in which words co-occur – combinations which, through custom and practice, have become to be seen as normal and acceptable. It is immediately apparent that some words can live together, others cannot. We say fast asleep, and this is an acceptable collocation, but fast awake is not.
    The chunking of language suggests that talking about vocabulary exclusively in terms of words is not sufficient to account for the different kinds of meaning unit that the language has at its disposal. 
Teachers who agree with the points raised by Harmer in the excerpt will understand that
Alternativas
Q1095652 Inglês
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    Although words can appear as single items which are combined in a sentence, they can also occur in two-or-more item groups. They often combine with each other in ways which competent speakers of the language recognize instantly.
    Word combinations (also known as collocations) have become a subject of great interest in the recent past. Collocation is the way in which words co-occur – combinations which, through custom and practice, have become to be seen as normal and acceptable. It is immediately apparent that some words can live together, others cannot. We say fast asleep, and this is an acceptable collocation, but fast awake is not.
    The chunking of language suggests that talking about vocabulary exclusively in terms of words is not sufficient to account for the different kinds of meaning unit that the language has at its disposal. 
One example of the collocation named phrasal verb can be found in alternative:
Alternativas
Q1095653 Inglês
A questão parte de breves excertos do livro The practice of English language teaching, de J. Harmer, 4th ed., Longman, 2007 (adaptado).
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    The fact that some students are able to acquire reasonable pronunciation without explicit teaching should not blind us to the benefits of a focus on pronunciation in our lessons. Pronunciation teaching not only makes students aware of different sounds and sound features but can also help them achieve the goal of improved comprehension and intelligibility.     One question we need to answer is how good our students’ pronunciation ought to be. Should they sound like native speakers, so perfect that just by listening to them we would assume that they are British or American or Australian? Or is this asking too much? Perhaps we should be happy if they can at least make themselves understood. In fact, frequently foreign language speakers want to retain their own accent when they speak the foreign language because that is part of their identity.
O excerto aborda temas hoje em dia muito presentes quando se fala em ensino de inglês oral e de pronúncia. Segundo o autor,
Alternativas
Q1095656 Inglês
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    The analysis of the relationship between forms and functions of language is commonly called discourse analysis, which encompasses the notion that language is more than a sentence-level phenomenon. A single sentence can seldom be fully analyzed without considering its context. We use language in stretches of discourse. We string many sentences together in interrelated, cohesive units. In most oral language, our discourse is marked by exchanges with another person or several persons in which a few sentences spoken by one participant are followed and built upon by sentences spoken by another. Speakers formulate representations of meaning not just from a single sentence but also from referents in both previous sentences and following sentences.

Consider the following:
A. Got the time?
B. Ten fifteen.

Waiter: More coffee?
Customer: I’m okay.

Parent: Dinner!
Child: Just a minute!

    In so many of our everyday exchanges, a single sentence sometimes contains certain presuppositions that are not overtly manifested in surrounding sentence-level surface structure, but that are clear from the total context. All three of the above conversations contained such presuppositions (how to ask what time of day it is; how to say “no more coffee”; how to announce dinner and then indicate one will be there in a minute). Without the pragmatic contexts of discourse, our communications would be extraordinarily ambiguous.

(H. Douglas Brown. Principles of language learning and teaching 5th edition ed.Longman, 2000. Adaptado)
De acordo com o primeiro parágrafo, é correto afirmar que
Alternativas
Respostas
11: A
12: C
13: A
14: E
15: E