Questões de Concurso
Sobre aspectos linguísticos | linguistic aspects em inglês
Foram encontradas 1.058 questões
Ano: 2025
Banca:
EVO Concursos
Órgão:
Prefeitura de Romelândia - SC
Prova:
EVO Concursos - 2025 - Prefeitura de Romelândia - SC - Professor de Inglês |
Q3553779
Inglês
Which of the following words contains a schwa /ə/
sound in its most common pronunciation?
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: 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: 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: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Barão - RS
Prova:
OBJETIVA - 2025 - Prefeitura de Barão - RS - Professor – Língua Inglesa |
Q3393016
Inglês
Texto associado
Hypatia (born c. 355 CE—died March 415,
Alexandria) was a mathematician, astronomer, and
philosopher who lived in a very turbulent era in Alexandria’s
history. She is the earliest female mathematician of whose
life and work reasonably detailed knowledge exists. Hypatia
was the daughter of Theon of Alexandria, himself a
mathematician and astronomer and the last attested
member of the Alexandrian Museum. Hypatia continued his
program, which was essentially a determined effort to
preserve the Greek mathematical and astronomical heritage
in (1) extremely difficult times. She is credited with
commentaries on geometry, number theory, as well as an
(2) astronomical table. These works, the only ones she is
listed as having written, have been lost, although there have
been attempts to (3) reconstruct aspects of them. She was,
in her time, the world’s leading mathematician and
astronomer, the only woman for (4) whom such claim can be
made.
She was also a popular teacher and lecturer on
philosophical topics of a less-specialist nature, attracting
many loyal students and large audiences. Her philosophy
was Neoplatonist and was thus seen as “pagan” at a time of
bitter religious conflict between Christians (both orthodox
and “heretical”), Jews, and pagans. Her philosophy also led
her to embrace a life of dedicated virginity.
The climate of tolerance lapsed, and shortly
afterward Hypatia became the victim of a particularly brutal
murder at the hands of a gang of Christian zealots.
The affair
made Hypatia a powerful feminist symbol and a figure of
affirmation for intellectual endeavor in the face of ignorant
prejudice. Her intellectual accomplishments alone were
quite ______ to merit the preservation and respect of her
name, but, sadly, the manner of her death added to it an
even greater emphasis.
Source: Encyclopedia Britannica. Adapted.
Which one of the items below is solely composed of
words that have 5 syllables?
Ano: 2025
Banca:
Instituto Consulplan
Órgão:
ARCE
Provas:
Instituto Consulplan - 2025 - ARCE - Analista de Regulação – Especialista Econômico-financeiro
|
Instituto Consulplan - 2025 - ARCE - Analista de Regulação – Especialista em Gás Canalizado |
Instituto Consulplan - 2025 - ARCE - Analista de Regulação – Especialista em Gestão Governamental e Administração Pública |
Instituto Consulplan - 2025 - ARCE - Analista de Regulação – Especialista em Saneamento Básico |
Instituto Consulplan - 2025 - ARCE - Analista de Regulação – Especialista em Transportes |
Instituto Consulplan - 2025 - ARCE - Analista de Regulação – Especialista Contábil-financeiro |
Q3362549
Inglês
Texto associado
The environment
In our modern world, there are many factors that place the wellbeing of the planet in jeopardy. While some people have
the opinion that environmental problems are just a natural occurrence, others believe that human beings have a huge impact
on the environment. Regardless of your viewpoint, take into consideration the following factors that place our environment as
well as the planet Earth in danger.
Global warming or climate change is a major contributing factor to environmental damage. Because of global warming, we
have seen an increase in melting ice caps, a rise in sea levels, and the formation of new weather patterns. These weather
patterns have caused stronger storms, droughts, and flooding in places that they formerly did not occur.
Air pollution is primarily caused as a result of excessive and unregulated emissions of carbon dioxide into the air. Pollutants
mostly emerge from the burning of fossil fuels in addition to chemicals, toxic substances, and improper waste disposal. Air
pollutants are absorbed into the atmosphere, and they can cause smog, a combination of smoke and fog, in valleys as well as
produce acidic precipitation in areas far away from the pollution source.
In many areas, people and local governments do not sustainably use their natural resources. Mining for natural gases,
deforestation, and even improper use of water resources can have tremendous effects on the environment.
Ultimately, the effects of the modern world on the environment can lead to many problems. Human beings need to
consider the repercussions of their actions, trying to reduce, reuse, and recycle materials while establishing environmentally
sustainable habits. If measures are not taken to protect the environment, we can potentially witness the extinction of more
endangered species, worldwide pollution, and a completely uninhabitable planet.
(Available in: www.lingua.com/English/environment. March, 2025.)
English phonetics and phonology are fields of linguistics that deal with speech’s sounds. Phonetics deals with articulation,
acoustic properties, perception, and sound combinations, while phonology focuses on the study of phonemes and sound
patterns. In the first sentence of the text, the word wellbeing is found. According to the pronunciation of the English
language, which alternative presents a word that produces the same sound of E in the highlighted part?
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIVESP
Prova:
CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340713
Inglês
Texto associado
Text 7A3-II
400 million people speak English as their first language; another 1.4 billion as a second tongue. Born 1,600 years ago among the Germanic tribes of northern Europe, English became global. A new exhibition at the British Library, named Evolving English, traces for the first time the incredible journey launched by the Frisians, Saxons, Angles and Jutes who sailed to southeast England, and whose descendants created the Vespasian Psalter in the eighth century. From the Vespasian Psalter the journey moves on through England’s early literary heroes, Beowulf, Sir Gawayne and the Grene Knight, and on to Jonathan Swift.
The curators of Evolving English have been clever to focus not just on English at school and English at work, but English at play, from spoonerisms to malapropisms, puns and palindromes and the 1,800 words invented by William Shakespeare — among them “green-eyed”, “go-between”, “well-read” and “zany”. Not only was Shakespeare the greatest English writer, he could have been no other kind.
Internet:
Beowulf, mentioned in text 7A3-II, is notoriously considered
Ano: 2025
Banca:
CESPE / CEBRASPE
Órgão:
UNIVESP
Prova:
CESPE / CEBRASPE - 2025 - UNIVESP - Supervisor Pedagógico - Área de Atuação 7: Letras, Linguística e Áreas de Língua Inglesa |
Q3340710
Inglês
Texto associado
Text 7A3-I
As a science fiction writer, Octavia Butler forged a new path and envisioned bold possibilities. The future she wrote about is now our present moment. She wrote 12 novels and won each of science fiction’s highest honors. In 1995, she became the first science fiction writer to be awarded a MacArthur “genius” grant. She is also, increasingly, a writer recognized as one of the most important voices and visionaries of the 20th century, and now the 21st. As a Black woman and a writer, Butler demolished walls that seemed impermeable, writing on themes that seemed uncategorizable. Her ideas and characters continue to resonate with new readers when so many are looking for, if not hope, then a map for a way forward.
Her vision about the climate crisis, political and societal upheaval and the brutality and consequences of power hierarchies seems both sobering and prescient. However, as Butler often noted, being right was never the point. She didn’t want to be right — far from it. She wanted to give us time, and tools, to correct the course.
Lynell George. The Visions of Octavia Butler. Internet: <www.nytimes.com> (adapted).
Text 7A3-I mentions the work of Octavia Butler, an important American writer. Choose the option that correctly presents the literary movement of which Butler is considered a precursor.
Ano: 2025
Banca:
CEV-URCA
Órgão:
Prefeitura de Brejo Santo - CE
Prova:
CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336627
Inglês
Among the allophones of the phoneme /t/, check the option that is labialized:
Ano: 2025
Banca:
CEV-URCA
Órgão:
Prefeitura de Brejo Santo - CE
Prova:
CEV-URCA - 2025 - Prefeitura de Brejo Santo - CE - Professor de Inglês |
Q3336626
Inglês
The suffix – ed has three different
pronunciations in English: /d/, /t/ and /Id/. Check the
option in which –ed is pronounced voicelessly
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331737
Inglês
Texto associado
Leia o texto a seguir e responda à questão:
Sounds (phonemes) are represented by phonetic
symbols, for example /bi:t/ for ‘beat’. In English, however, there
is no one-to-one correspondence between written letters and
spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently
from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have
the ‘-ou-’ spelling, but it is pronounced differently in each case.
Different spellings can have the same sound too: ‘plane’ and
‘gain’ both have the same vowel sound, but they are spelt
differently.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Dental fricatives are consonants with the characteristic
that air escapes through a narrow passage between
the tongue and the teeth. There is a distinction in
pronunciation between unvoiced fricatives as in “think”,
and voiced fricatives, as in “that”. The initial th is an
unvoiced fricative in
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331736
Inglês
Texto associado
Leia o texto a seguir e responda à questão:
Sounds (phonemes) are represented by phonetic
symbols, for example /bi:t/ for ‘beat’. In English, however, there
is no one-to-one correspondence between written letters and
spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently
from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have
the ‘-ou-’ spelling, but it is pronounced differently in each case.
Different spellings can have the same sound too: ‘plane’ and
‘gain’ both have the same vowel sound, but they are spelt
differently.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
O aprendiz brasileiro tende a ter dificuldade na discriminação entre os sons vogais /ɪ/ e /i:/ em palavras da Língua Inglesa. Assinale a alternativa em que as letras em
negrito são pronunciadas como /ɪ/ e /i:/, respectivamente.
Ano: 2025
Banca:
VUNESP
Órgão:
SEDUC-SP
Prova:
VUNESP - 2025 - SEDUC-SP - Professor de Educação Básica II - Inglês |
Q3331735
Inglês
Texto associado
Leia o texto a seguir e responda à questão:
Sounds (phonemes) are represented by phonetic
symbols, for example /bi:t/ for ‘beat’. In English, however, there
is no one-to-one correspondence between written letters and
spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently
from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have
the ‘-ou-’ spelling, but it is pronounced differently in each case.
Different spellings can have the same sound too: ‘plane’ and
‘gain’ both have the same vowel sound, but they are spelt
differently.
(Jeremy Harmer. How to teach English, 1998. Adaptado)
Phonetic transcription contains a lot of information about
the exact quality of the sounds. The phonetic symbol for
the final consonant sound in “teach” and “speech” is /tʃ/.
The same /tʃ/ sound is found in
Conheça nossos planos