Questões de Concurso
Comentadas sobre pronúncia e som | pronunciation and sound em inglês
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“Millions of children, every year, start school excited about what they will learn, but quickly become disillusioned when they get the idea they are not as ‘smart’ as others,” writes Jo Boaler. That’s because parents and teachers inadvertently give out the message that talent is inborn — you either have it or you don’t.
late – player – party – alphabet – island – hard – pizza – grandson – invitation
1. /æ/ 2. /ei/ 3. /ɑ:/ 4. /ə/
Mon 31 Aug 2020
Some words in English sound the same when they are spoken, but have different spellings and different meanings.
Which alternative contains the correct sequence to complete the sentences?
1 st - Do you think it is going to (rein, rain, reign) tomorrow?
2 nd - We saw a restaurant just off the (rode, road) about a mile back.
3 rd - They don’t want to talk about the (passed, past) anymore.
4 th - My mother (sent, scent, cent) a letter to my aunt who lives in London.
5 th - (He’ll, Heel, Heal) be here in a few minutes.
I-
international – vegetarian
II- 
extravagante – presentation
III- 
apartamento block – public transportation
IV- 
calculator – supermarket Check the correct alternative:
I- The b is silent in doubt, comb and bomb. In the word tomb, the b is pronounced.
II- The p is silent in the following words: psychology, raspberry, receipt, cupboard.
III- The l is silent in talk, walk, chalk, would, half.
IV- The h is silent in heir, hour, honor, honest, helicopter.
V- The t is silent in listen, Christmas, castle, whistle.
Choose the alternative with the correct answer:
( ) The words thanks, thought, and teeth are produced with the voiceless “th”, while the words they, those and then are produced with the voiced “th”.
( ) The nasal /m/ doesn’t occur in final position in Portuguese at all. In English, it occurs in words such as aim, them and system. In both languages, lips don’t touch.
( ) The words cough and coffee are pronounced the same way. Both have one syllable.
( ) The words two and chew are pronounced the same way.
( ) Umbrella and uniform start with the same letter, but we say an umbrella and a uniform. Umbrella starts with a vowel sound but uniform starts with a semivowel sound.
Choose the alternative with the correct sequence:
Leia o texto e responda à questão.
For years attention has been paid to so-called communicative tests – usually implying tests dealing with speaking. More recently, efforts have been made to design truly communicative tests of other language skills as well, such as reading comprehension.
Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students). Also, a good test has feedback potential, rewarding both teachers and students with clear, rich, relevant, and generalizable information. Canale suggests that acceptability and feedback potential have often been accorded low priority, thus explaining the curious phenomenon of multiple-choice tests claiming to assess oral interaction skills.
One example of a communicative test has been referred to as a “storyline” test. In such a test, a common theme runs throughout in order to assess the effects of context. The basis for such an approach is that the respondents learn as they read on, that they check previous content, and that the ability to use language in conversation or writing depends in large measure on the skill of picking up information from past discussion and using it in formulating new strategies.
Swain (1984), for example, developed a storyline test of French as a foreign language for high school French immersion students. The test consisted of six tasks around a common theme, “finding summer employment”. There were four writing tasks (a letter, a note, a composition, a technical exercise) and two speaking tasks (a group discussion and a job interview). The test was designed so that the topic would be motivating to the students and so that there would be enough information provided in order to give the tasks credibility. There was access to dictionaries and reference material, and opportunity for students to review and revise their work. Swain’s main concern was to “bias for best” in the construction of the test – to make every effort to support the respondent in doing their best on the test.
(Andrew D.Cohen. Second Language Assessment.
IN: Marianne Celce-Murcia(ed). Teaching English as a second or foreign
language. Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)
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