Questões de Concurso
Sobre aspectos linguísticos | linguistic aspects em inglês
Foram encontradas 1.012 questões
Ano: 2024
Banca:
FURB
Órgão:
SED-SC
Prova:
FURB - 2024 - SED-SC - Professor - Língua Estrangeira Inglês |
Q3338226
Inglês
Read the words and look at the stress patterns for each
group:
I. reservation - language - wardrobe = o0o
II. tendency - sugary - wonderful = 0oo
III. translate - anticipate - challenge = 0oo
Check the correct alternative:
I. reservation - language - wardrobe = o0o
II. tendency - sugary - wonderful = 0oo
III. translate - anticipate - challenge = 0oo
Check the correct alternative:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Professor de Educação Básica II - Língua Inglesa |
Q3269566
Inglês
Consider the following statements about the phonological system of the English language and answer the question:
I. The distinction between the sounds /ʃ/ (as in "she") and /tʃ/ (as in "chair") is a contrast between a fricative and an affricate.
II. The English phoneme /ɪ/ (as in "sit") and /i:/ (as in "seat") differ in both length and quality, with the latter being a tense, long vowel.
III. In English, stress can affect both meaning and grammatical category, as seen in words like "record" (noun) and "record" (verb), where the noun is stressed on the second syllable, and the verb on the first.
Which of the following is correct?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Professor de Educação Básica II - Língua Inglesa |
Q3269564
Inglês
Consider the following pairs of words:
1 - 'photograph - pho'tographer
2 - 'politics - po'litical
3 - e'lectric - elec'tricity
4 - 'industry - in'dustrial
5 - 'diplomat - di'plomatic
Which of the following statements most accurately describes the phonological phenomenon illustrated by these word pairs?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Professor de Educação Básica II - Língua Inglesa |
Q3269547
Inglês
Complete the following sentence with the correct phonological term:
In English, the phenomenon where a word’s pronunciation is simplified by omitting certain sounds is
known____________ as .
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Belmonte - SC
Prova:
AMEOSC - 2024 - Prefeitura de Belmonte - SC - Professor de Inglês |
Q3229283
Inglês
Why is it important to practice intonation in English speech?
Ano: 2024
Banca:
INAZ do Pará
Órgão:
Prefeitura de Capão Alto - SC
Prova:
INAZ do Pará - 2024 - Prefeitura de Capão Alto - SC - Professor de Inglês |
Q3199453
Inglês
Which sentence demonstrates the phenomenon of
"linking" when spoken fluently?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Jornalista |
Q3191522
Inglês
Identify the grammatically incorrect sentence:
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181987
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
As vogais podem representar diferentes fonemas na língua inglesa. Dentre as palavras abaixo, todas retiradas do texto, aquela na qual a vogal /i/ tem como representação fonética o símbolo /ai/ é:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2024 - Prefeitura de Blumenau - SC - Professor de Inglês |
Q3181424
Inglês
At the beginning of the word CAKE, the letter 'c' when
pronounced is presented as:
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Cocal do Sul - SC
Prova:
Unesc - 2024 - Prefeitura de Cocal do Sul - SC - Professor de Língua Inglesa |
Q3173638
Inglês
What is the primary function of "scaffolding" in the context
of teaching writing and speaking skills in English?
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Descanso - SC
Prova:
AMEOSC - 2024 - Prefeitura de Descanso - SC - Professor de Língua Estrangeira - Inglês |
Q3149346
Inglês
Which of the following pairs of words are homophones in
English, and how can practical activities help students
differentiate them in various contexts?
Ano: 2024
Banca:
CESPE / CEBRASPE
Órgão:
Prefeitura de Aracaju - SE
Prova:
CESPE / CEBRASPE - 2024 - Prefeitura de Aracaju - SE - Professor - Disciplina: Língua Inglesa |
Q3131228
Inglês
Texto associado
Maya Angelou (1928-2014) had a broad and distinguished career both inside and outside the literary realm. She is most famous for her work as a poet, memoirist, and civil rights activist, working with Dr. Martin Luther King Jr. and Malcolm X. She also worked in entertainment as a singer, a dancer, an actor, and a director. Her poetry was inspired and informed by her life and work, and this personal connection made her poems profound and powerful. Over the course of a career spanning the 1960s to her death in 2014, she captured, provoked, inspired, and ultimately transformed American people and culture.
Internet: <poetryfoundation.org> (adapted).
About the preceding text, its linguistic features and the meanings it conveys, as well as the reading strategies that apply to it, judge the item that follow.
The phrase “Over the course of a career spanning the 1960s to her death in 2014” (last sentence) functions as a discourse marker in the text.
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128658
Inglês
Concerning the word pairs on the list, the item displaying consistent knowledge is:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128657
Inglês
The dialogue describing an everyday purchase situation was presented for role playing, and oral practice, being the
underlined segments examples of:
Salesman: Madam, how may I help you?
Customer: I’m looking for a leather purse.
Salesman: What size do you prefer?
Customer: Medium.
Salesman: What about the brand?
Customer: Maybe an Italian one in red.
Salesman: It won’t be a problem. The section on the left has new famous Italian arrivals but I’m not sure we have all of them in red.
Customer: The variety there seems far less. Anyway I will see the second, fourth and sixth red Italian ones on the first row to start with.
Salesman: Madam, how may I help you?
Customer: I’m looking for a leather purse.
Salesman: What size do you prefer?
Customer: Medium.
Salesman: What about the brand?
Customer: Maybe an Italian one in red.
Salesman: It won’t be a problem. The section on the left has new famous Italian arrivals but I’m not sure we have all of them in red.
Customer: The variety there seems far less. Anyway I will see the second, fourth and sixth red Italian ones on the first row to start with.
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128656
Inglês
The cartoon analysis and observation enables one to state that:
(Available in: https://www.cartoonstock.com)
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128652
Inglês
The featured figure of speech in the image is:
(Available in: https://www.redbubble.com)
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128650
Inglês
The text coming next was submitted to study through activities such as reading and interpretation, aiming at featuring
language’s referential function in a practical way, since its author focuses on:
A survey released on Thursday (18) by MapBiomas shows that, in 2022, 77% of the illegal mining areas in the Brazilian Amazon were less than 500 meters away from water streams, such as rivers and lakes. According to satellite images recently revealed, the Amazon had 186,000 hectares of illegal mining areas near water streams, out of a total of 241,000 hectares occupied by illegal miners (known in Brazil as “garimpeiros”) in the region. At the time, the Amazon accounted for 92% of all the area mined in the country. “The proximity of gold mines to watercourses is the DNA of mining activities in the Amazon, especially gold, which is almost always linked to rivers and their alluvial deposits. While deforestation is confined to the area mined, the siltation caused by mining near the edges of rivers and other water streams coupled with the contamination of water by mercury, and more recently by cyanide, reach much larger areas,” said Cesar Diniz, a technical coordinator of mining mapping at MapBiomas. The survey also showed that around 10% of the area mined in the Amazon (25,100 hectares) is located within Indigenous Lands, especially in the Kayapó, Munduruku and Yanomami lands. MapBiomas points out that Indigenous lands are the best-preserved areas in the Amazon: from 1985 to 2022, they lost less than 1% of their native vegetation, compared to 26% recorded in private areas.
(Available in: https://www.brasildefato.com.br/. Accessed in: April/2014.)
A survey released on Thursday (18) by MapBiomas shows that, in 2022, 77% of the illegal mining areas in the Brazilian Amazon were less than 500 meters away from water streams, such as rivers and lakes. According to satellite images recently revealed, the Amazon had 186,000 hectares of illegal mining areas near water streams, out of a total of 241,000 hectares occupied by illegal miners (known in Brazil as “garimpeiros”) in the region. At the time, the Amazon accounted for 92% of all the area mined in the country. “The proximity of gold mines to watercourses is the DNA of mining activities in the Amazon, especially gold, which is almost always linked to rivers and their alluvial deposits. While deforestation is confined to the area mined, the siltation caused by mining near the edges of rivers and other water streams coupled with the contamination of water by mercury, and more recently by cyanide, reach much larger areas,” said Cesar Diniz, a technical coordinator of mining mapping at MapBiomas. The survey also showed that around 10% of the area mined in the Amazon (25,100 hectares) is located within Indigenous Lands, especially in the Kayapó, Munduruku and Yanomami lands. MapBiomas points out that Indigenous lands are the best-preserved areas in the Amazon: from 1985 to 2022, they lost less than 1% of their native vegetation, compared to 26% recorded in private areas.
(Available in: https://www.brasildefato.com.br/. Accessed in: April/2014.)
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128648
Inglês
Every language has, due to several factors, variations in its structure, speech, grammar and pronunciation. That is, in the
same language we may find different ways of speaking, that enrich even more the linguistic content and the dynamism in
communication. Some of these possibilities are related to the linguistic variations that occur in specific regions, namely, there
is a difference in words and phonemes, according to the place where certain language is spoken. For example, does a person
who was born in Rio Grande do Sul speak in the same way as someone who was born in Bahia? Certainly not. Each region
has its own variations of a same language. The same applies to international examples, such as The United States, England,
New Zealand, The Virgin Islands, and South Africa, to quote just a few of the locations where English is mainly spoken, in
different places and regions, different forms develop. This linguistic phenomenon happens in locations with different
cultures, habits, customs and traditions, thus creating other language structures, diverse lexicon, as well as sounds and
accents. The dimmension of linguistic variation described is:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128646
Inglês
Students were divided in groups and each group received one of the fragments for analysis and comprehension. The thorough
examination highlights the presence and command of one same figure of speech mainly employed in all of them contributing
to:
“My friend is dead, my neighbor is dead, my love, the darling of my soul, is dead.”
(A Tale of Two Cities, Charles Dickens.)
“Buddy, you’re a boy, make a big noise Playing in the street, gonna be a big man someday Buddy, you’re a young man, hard man Shouting in the street, gonna take on the world someday.”
(We Will Rock You, Queen.)
“We will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together knowing that we will be free one day.”
(I Have a Dream, Martin Luther King.)
“I came to win, to fight, to conquer, to thrive. I came to win, to survive, to prosper, to rise.”
(Fly, Nicki Minaj.)
“… and that government of the people, by the people, for the people shall not perish from the Earth.”
(Gettysburg Address, Abraham Lincoln.)
“We saw no houses, no smoke, no footprints, no boats, no people.”
(Lord of the Flies, William Golding.)
“My friend is dead, my neighbor is dead, my love, the darling of my soul, is dead.”
(A Tale of Two Cities, Charles Dickens.)
“Buddy, you’re a boy, make a big noise Playing in the street, gonna be a big man someday Buddy, you’re a young man, hard man Shouting in the street, gonna take on the world someday.”
(We Will Rock You, Queen.)
“We will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together knowing that we will be free one day.”
(I Have a Dream, Martin Luther King.)
“I came to win, to fight, to conquer, to thrive. I came to win, to survive, to prosper, to rise.”
(Fly, Nicki Minaj.)
“… and that government of the people, by the people, for the people shall not perish from the Earth.”
(Gettysburg Address, Abraham Lincoln.)
“We saw no houses, no smoke, no footprints, no boats, no people.”
(Lord of the Flies, William Golding.)
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128638
Inglês
Consider verbal and non-verbal language to answer the following:
The English language facet targeted is:
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