Questões de Concurso
Comentadas sobre aspectos linguísticos | linguistic aspects em inglês
Foram encontradas 841 questões
Ano: 2024
Banca:
CEV-URCA
Órgão:
Prefeitura de Várzea Alegre - CE
Prova:
CEV-URCA - 2024 - Prefeitura de Várzea Alegre - CE - Professor de Educação Básica - Inglês |
Q3547741
Inglês
Texto associado
Text 6
The sociolinguistics of English as Lingua Franca (EFL) pronunciation.
As far as sociolinguistics is concerned, the first task is to problematise the notion of standard accent. Essentially there is no such thing as a ‘standard’ accent, merely prestige accents, primarily RP and General American English (GA), stigmatised accents both native and (more often) non-native (see Lippi-Green, 1997; Bonfiglio, 2002), and a range of variously tolerated regional and social accents between the two extremes. The so-called BritishEnglish standard accent (RP) is claimed nowadays to be used by a mere fraction of British Native Speakers (NSs), possibly only three per cent in its unmodified form (see Trudgill, 2002: 171). The vast majority of NSs of English speak with regionallyand/or socially-modified accents, whether tolerated or stigmatised. Clearly, then, the RP accent cannot be ‘standard’ in the sense of being a widely-used norm. Instead, ‘standard’ refers accent-wise to a level of pronunciation assumed by many to be better in some way than the others, and is thus standard only in the sense of a level of excellence to be aspired to. Excellence, however, is not something that can be measured linguistically: it is not intrinsic to an accent, but merely reflects the value judgements of the elitist group who habitually use it or would if they could.
It should be a matter for teachers and their learners to decide whether they wish to subscribe to the (linguistically-unsound) belief in the superiority of RP. In some communication contexts an RP accent will undoubtedly provide them with a social advantage. This is more likely to be the case if learners intend to use their English to communicate and blend in largely with NSs, especially if the communication will take place in NS countries. Even here, though, their awareness should be raised to the fact that the majority of NSs with whom they communicate will not have an RP accent. At the most, it will probably be regionallymodified RP. On the other hand, having been apprised of the facts of sociolinguistic variation, learners may prefer to project their own (L2) regional and social identity through their accent. In this case their goal is more likely to be an accent that retains a clear trace of their L1, provided that it does not threaten the intelligibility of their pronunciation in their target (probably ELF) communication contexts.
JENKINS, J. Teaching Pronunciation for English as a Lingua Franca: A Sociopolitical Perspective. In GNUTZMANN, C.; INTEMANN, F. (Org.) The Globalization of English and the English Language Classroom. Oxford: OUP, 2005. p. 145-158.
RP is a variety of English that is/has:
Ano: 2025
Banca:
INSTITUTO AOCP
Órgão:
IF-MS
Prova:
INSTITUTO AOCP - 2025 - IF-MS - Professor EBTT - Português/Inglês |
Q3541315
Inglês
Homographs and homophones are common in the
English language and often cause confusion
among learners. About it, judge the following
statements on the subject as True (T) or False (F),
and then mark the alternative with the correct
sequence.
( ) Homographs are words that are spelled the same but may have different meanings and, in some cases, different pronunciations.
( ) Homophones are words that sound the same but may differ in spelling and meaning.
( ) The word “can” is an example of a homograph.
( ) “Peace” and “piece” are examples of homophones.
( ) The word “bark” is an example of a homophone.
( ) Homographs are words that are spelled the same but may have different meanings and, in some cases, different pronunciations.
( ) Homophones are words that sound the same but may differ in spelling and meaning.
( ) The word “can” is an example of a homograph.
( ) “Peace” and “piece” are examples of homophones.
( ) The word “bark” is an example of a homophone.
Ano: 2025
Banca:
FUVEST
Órgão:
USP
Prova:
FUVEST - 2025 - USP - Enfermeiro (Enfermagem na Atenção Primária à Saúde) – Edital nº 38 |
Q3533765
Inglês
Texto associado
How to write, according to the bestselling novelist of all time
Everyone has a book inside them, or so the saying goes. In
this day and age, those who want help coaxing the story out
can receive instruction online from some of the world’s most
popular authors. Lee Child and Harlan Coben, who have sold
hundreds of millions of books between them, teach thriller
writing; Jojo Moyes offers tips on romance yarns. And now
Agatha Christie, the world’s bestselling writer of fiction, with
more than 2 bn copies sold, is instructing viewers in the art of
the whodunnit—even though she died in 1976.
Christie’s course is the result not of recently unearthed
archival footage, but artificial intelligence. BBC Maestro, an
online education platform, brought the idea to the Christie
family, which still controls 36% of Agatha Christie Ltd (AMC
Networks, an entertainment giant, owns the rest). They
consented to bring the “Queen of Crime” back to life, to teach
the mysterious flair of her style.
A team of almost 100—including Christie scholars as well
as AI specialists—worked on the project. Vivien Keene, an
actor, provided a stand-in for the author; Christie’s face was
mapped on top. Crucially, Ms Keene’s eerily credible
performance employs only Christie’s words: a tapestry of
extracts from her own writings, notebooks and interviews.
In this way, the creator of Hercule Poirot and Miss Marple
shares handy writing tips, such as the neatest ways to dispatch
fictional victims. Firearms bring ballistic complications. Be
wary of poisons, as each works in a unique way. Novice
authors can “always rely on a dull blow to the head”.
Many of Christie’s writing rules concern playing fair. She
practiced misdirection and laid “false clues” alongside true
ones, but insisted that her plots do not cheat or hide key
evidence: “I never deceive my readers.” In sections devoted
to plot and setting, she explains how to plant key clues “in plain
sight” and plan events with detailed “maps and diagrams”. She
advises viewers to watch and listen to strangers on buses or in
shops and to spice up motives for murder with a love triangle.
Some of the most engaging sections come from “An
Autobiography”, published posthumously in 1977: Poirot’s
origins among the Belgian refugees who reached Devon
during the First World War, or fond memories of her
charismatic, feckless brother Monty, who had “broken the laws
of a lot of countries” and provided the inspiration for many of
Christie’s “wayward young male figures”.
By relying on Christie’s own words, BBC Maestro hopes to
avoid charges of creepy pedagogical deepfakery. At the same
time, it is that focus on quotation which limits the course’s value
as a creative-writing toolbox. The woman born Agatha Miller in
1890 speaks from her own time and place. She tells wannabe
writers to use snowstorms to isolate murder scenes (as they
bring down telephone wires) and cites the clue-generating
value of railway timetables, ink stains and cut-up newspapers.
These charming details are irrelevant to modern scribblers.
Yet anachronism is not the course’s biggest flaw: it is that it
lacks vitality. Christie enjoyed a richer life than learners will
glean from this prim phantom: she was a wartime nurse (hence
her deep knowledge of toxins), thwarted opera singer, keen
surfer and archaeological expert who joined her second
husband on digs in Iraq.Furthermore, her juiciest mysteries
smash crime-writing rules. The narrator does it; the detective
does it; all the suspects do it. Sometimes there’s no detective:
in “The Hollow” (1946) Christie regretted that Poirot appeared
at all. With its working-class antihero and gothic darkness,
“Endless Night” (1967) shatters every Christie cliché. This
high-tech, retrofitted version of the author feels smaller and
flatter than the ingenious original.
The Economist, May, 8th, 2025
“Crucially, Ms Keene’s eerily credible performance employs
only Christie’s words: a tapestry of extracts from her own
writings, notebooks and interviews.”
Em relação ao trecho apresentado, qual a figura de linguagem que está na expressão “a tapestry of extracts”?
Em relação ao trecho apresentado, qual a figura de linguagem que está na expressão “a tapestry of extracts”?
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524640
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
Homophones are words that sound the same but differ
in meaning or spelling. Identify the alternative containing
homophones.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês - QM 2018 |
Q3524639
Inglês
Texto associado
The good news about formulating a strong lesson plan for
a Content and Language Integrated Learning (CLIL) class is
that it will contain many of the same features of a good lesson
plan for any class. That is, it will include transitions from and
to the previous class and the next one, it will warm students
up to the day’s lesson in an engaging way, it will present new
material and recycle familiar material, it will include some
ways to assess progress during the class, and it will be
flexible enough to account for classes that move slower or
more quickly than you had anticipated.
What’s important about CLIL lesson plans, though, is that
you include both subject area content and language points so
that you derive the full benefits of a CLIL approach. If you try
to wing it, you might wind up concentrating on one area to the
detriment of the other.
The key elements of CLIL lesson plans are:
Content – Most teachers find it easiest to start by
considering the content. What knowledge – that is, what
subject area material – do you want to transmit? How
are you going to present it – through an article, a video, a
demonstration, a discussion, or an experiment?
It can be helpful when planning to finish sentences such
as I want my students to be able to/At the end of the class,
they should know… If you have a cooperating content area
teacher at your institution, meet with that person in advance
to go over your goals and see how they interact with theirs.
Language – Once you have the content pinned down,
you can pick out the necessary language and communication
skills that students will need to engage with the material.
For example, these could include: specialized vocabulary,
functional phrases and collocations, pronunciation or
intonation practice, grammatical structures, features of text
organization.
You’ll find these linguistic features in the texts that you
present, but also in the language that students need to
complete tasks. Imagine yourself as a student carrying out a
task. What will you say? What will you write? Then, determine
if you’ll need to teach any of this language to your class before
presenting students with the task.
(https://bridge.edu/tefl/blog/clil-lesson-plans/. Adaptado)
The text mentions pronunciation and intonation as
language and communication skills to be developed in
CLIL. Identifying word stress would be one of these skills.
Choose the alternative in which the word bears the same
stressed syllable, whether it is used as a verb or as a
noun.
Ano: 2025
Banca:
IDECAN
Órgão:
SEE-PB
Prova:
IDECAN - 2025 - SEE-PB - Professor de Educação Básica IV - Língua Inglesa |
Q3502706
Inglês
Choose the punctuation that is used when we want to
express a surprise.
Ano: 2024
Banca:
ADM&TEC
Órgão:
Prefeitura de Brejo da Madre de Deus - PE
Prova:
ADM&TEC - 2024 - Prefeitura de Brejo da Madre de Deus - PE - Professor II - Inglês (200H/A) |
Q3499972
Inglês
The study of speech sounds and how they are produced
is called
Ano: 2024
Banca:
FUNCERN
Órgão:
Prefeitura de Currais Novos - RN
Prova:
FUNCERN - 2024 - Prefeitura de Currais Novos - RN - Professor de Língua Inglesa |
Q3465519
Inglês
Knowing that the main difference between affricate and fricative sounds lies in the way airflow is managed:
affricates involve a stop followed by a release into a fricative, while fricatives are produced by forcing air
through a narrow channel in the vocal tract, the alternative that brings only examples of words with affricate
sounds in English is:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464010
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
O aprendiz brasileiro tende a não distinguir as diferentes
pronúncias do sufixo –ed formador do passado e particípio de verbos regulares em inglês: /t/, /d/, e / ɪd/. Por
influência de sua língua materna, tende a pronunciar
todos os passados e particípios da mesma forma. A
alternativa em que o –ed final é pronunciado assim como
em “realized”, no segundo parágrafo do texto, é:
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464009
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
Mark the alternative in which the letters in bold have the
same vowel sound.
Ano: 2025
Banca:
VUNESP
Órgão:
Prefeitura de Itatiba - SP
Prova:
VUNESP - 2025 - Prefeitura de Itatiba - SP - Professor de Ensino Básico II - Inglês (Substituto) |
Q3464006
Inglês
Texto associado
Leia o texto a seguir para responder à questão.
Speakers of different languages have different sounds.
Thus, as there is no equivalent in English for the ‘click’ in
the South African language Xhosa, English speakers find it
difficult to produce. British speakers mangle French vowels
because they are not the same as the English ones. Japanese
speakers, on the other hand, do not have different phonemes
for /l/ and /r/ and so have difficulty differentiating between
them.
Whereas in some languages there seems to be a close
relationship between sounds and spelling, in English this is
often not the case. The sound /ʌ/, for example, can be realized
in a number of different spellings (e.g. won, young, funny,
flood). The letters ou, on the other hand, can be pronounced
in a number of different ways (e.g. enough, through, though,
and even journey). A lot depends on the sounds that come
before or after them, but the fact remains that we spell some
sounds in a variety of different ways, and we have a variety of
different sounds for the same spelling.
(Jeremy Harmer. The practice of English language teaching, 2007)
Os exemplos no primeiro parágrafo visam a
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Nova Odessa - SP
Prova:
Avança SP - 2024 - Prefeitura de Nova Odessa - SP - Professor de Educação Básica II - PEB II - Inglês |
Q3455270
Inglês
Identify the word with a different stress pattern
from the others:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Nova Odessa - SP
Prova:
Avança SP - 2024 - Prefeitura de Nova Odessa - SP - Professor de Educação Básica II - PEB II - Inglês |
Q3455269
Inglês
Choose the correct phonetic transcription for the
word "thought".
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Nova Odessa - SP
Prova:
Avança SP - 2024 - Prefeitura de Nova Odessa - SP - Professor de Educação Básica II - PEB II - Inglês |
Q3455268
Inglês
Identify the word with a different stress pattern
from the others:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Nova Odessa - SP
Prova:
Avança SP - 2024 - Prefeitura de Nova Odessa - SP - Professor de Educação Básica II - PEB II - Inglês |
Q3455265
Inglês
Select the option that correctly identifies the
voicing and place of articulation for the English
consonant sound represented by the initial sound
in the word "jeep".
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Nova Odessa - SP
Prova:
Avança SP - 2024 - Prefeitura de Nova Odessa - SP - Professor de Educação Básica II - PEB II - Inglês |
Q3455258
Inglês
Match the following phonetic terms with their
correct descriptions:
1 - Alveolar Ridge 2 - Nasal Cavity 3 - Phoneme 4 - Glottal Stop
a - A sound produced by obstructing airflow in the vocal tract, causing air pressure to build up and then be released
b - The small ridge located just behind the upper front teeth
c - The smallest unit of sound that can change the meaning of a word
d - A passage located behind the nose that is involved in the production of nasal sounds
1 - Alveolar Ridge 2 - Nasal Cavity 3 - Phoneme 4 - Glottal Stop
a - A sound produced by obstructing airflow in the vocal tract, causing air pressure to build up and then be released
b - The small ridge located just behind the upper front teeth
c - The smallest unit of sound that can change the meaning of a word
d - A passage located behind the nose that is involved in the production of nasal sounds
Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439637
Inglês
Texto associado
Leia o texto a seguir para responder à próxima questão.
AI has made it easier than ever to find information: Ask
ChatGPT almost anything, and the system swiftly delivers an
answer. But the large language models that power popular tools
like OpenAI’s ChatGPT or Anthropic’s Claude were not designed
to be accurate or factual. They regularly “hallucinate” and offer
up falsehoods as if they were hard facts.
Yet people are relying more and more on AI to answer their
questions. Half of all people in the U.S. between the ages of 14
and 22 now use AI to get information, according to a 2024
Harvard study.
https://theconversation.com/heres-how-researchers-are-helping-ais-gettheir-facts-straight-245463
From the alternatives, choose the one in which the pronunciation
of the plural form of the words given follows the sequence /s/,
/z/, /iz/.
Ano: 2025
Banca:
FGV
Órgão:
SEDUC-MT
Prova:
FGV - 2025 - SEDUC-MT - Professor de Educação Básica - Habilitação: Inglês |
Q3439627
Inglês
A father earns the gratitude of his children by nurturing them
to be preeminent in the Assembly of the Learned.
Thirukural, verse 67, circa 100 A.D. in: KUMARAVADIVELU, B. 2003.
Regular verbs ending in voiced sounds are pronounced with the sound /d/ in the simple past and past perfect, and so are most adjectives with the same form. However, the word “Learned”, present in the quotation above, has a distinctive pronunciation feature when functioning as an adjective or a noun: /ˈlɜːnɪd/. Among the words below, choose the one that follows the same characteristic of pronunciation when used in such functions.
Thirukural, verse 67, circa 100 A.D. in: KUMARAVADIVELU, B. 2003.
Regular verbs ending in voiced sounds are pronounced with the sound /d/ in the simple past and past perfect, and so are most adjectives with the same form. However, the word “Learned”, present in the quotation above, has a distinctive pronunciation feature when functioning as an adjective or a noun: /ˈlɜːnɪd/. Among the words below, choose the one that follows the same characteristic of pronunciation when used in such functions.
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Santo Amaro do Maranhão - MA
Prova:
FUNATEC - 2024 - Prefeitura de Santo Amaro do Maranhão - MA - Professor II - Língua Inglesa |
Q3438648
Inglês
Mark the alternative in which there is no correct
correspondence between the word and its correct
pronunciation. (American English)
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Santo Amaro do Maranhão - MA
Prova:
FUNATEC - 2024 - Prefeitura de Santo Amaro do Maranhão - MA - Professor II - Língua Inglesa |
Q3438647
Inglês
Mark the alternative in which there is no correct
correspondence between the word and its correct
pronunciation. (American English)
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