Questões de Concurso
Comentadas sobre pronúncia e som | pronunciation and sound em inglês
Foram encontradas 154 questões
Ano: 2019
Banca:
VUNESP
Órgão:
Prefeitura de Cerquilho - SP
Prova:
VUNESP - 2019 - Prefeitura de Cerquilho - SP - Professor de Educação Básica - Inglês |
Q1159387
Inglês
Texto associado
Leia o texto e responda à questão.
In a research project at the University of Illinois, US, Savignon (1972) adopted the term ‘communicative competence’ to characterize the ability of classroom language learners to interact with other speakers, to make meaning, as distinct from their ability to recite dialogs or perform on discrete-point tests of grammatical knowledge.
At a time when pattern practice and error avoidance were the rule in language teaching, this study of classroom acquisition of language looked at the effect of practice on the use of coping strategies as part of an instructional program. By encouraging students to ask for information, to seek out clarification, or to use whatever linguistic or nonlinguistic resources they could gather to negotiate meaning and stick to the communicative task at hand, teachers were invariably leading learners to take risks and speak in other than memorized patterns.
Test results at the end of the instructional period showed conclusively that learners who practiced communication in place of laboratory pattern drills performed with no less accuracy on discrete-points tests of grammatical structure. On the other hand, their communicative competence as measured in terms of fluency, comprehensibility, effort and amount of communication in unrehearsed oral communication tasks significantly surpassed that of learners who had had no such practice. Learners’ reactions to the test formats added further support to the view that even beginners respond well to activities that let them focus on meaning rather than formal features.
(Sandra J. Savignon. Communicative language teaching for the twenty-first century. In: Marianne Celce-Murcia. Teaching English as a second or foreign language. Adaptado)
Assinale a alternativa que apresenta a palavra em que o
-ed final é pronunciado como uma sílaba extra, da mesma forma que em “adopted”.
Ano: 2018
Banca:
Aroeira
Órgão:
Prefeitura de Palminópolis - GO
Prova:
Aroeira - 2018 - Prefeitura de Palminópolis - GO - Professor Letras/Inglês |
Q2002592
Inglês
Levando em consideração a fonologia da língua
inglesa, escolha a asserção correta quanto aos fonemas
encontrados nas palavras retiradas do texto.
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798474
Inglês
Texto associado
Using authentic material from the real
world to teach English
STEFFANIE ZAZULAK
There are lots of resources available to
English language teachers today: from
textbooks to online teaching tools, they can
all aid and enrich English lessons. Many
teachers also introduce authentic English
material into their lessons to expose learners
to the language as it is spoken in the real
world.
Authentic material is any material written in
English that was not created for intentional
use in the English language classroom. Using
this content to teach the English language
can make the learning process even more
engaging, imaginative and motivating for students. It can also be useful to elicit
genuine responses from learners.
The great thing about using authentic
material is that it is everywhere, which makes
it easy to find, and simple for learners to
practice English in their own time. Remember
that it isn‟t limited to articles from newspapers
and magazines. Songs, TV programs and
films, radio and podcasts, leaflets, menus –
anything written in English constitutes
authentic material.
(…)
Source: https://www.english.com/blog/authenticmaterial/ Accessed on: 18/06/2018.
(Concurso Milagres/2018) The word
limited (3rd paragraph) is constituted by
three syllables with the first one being
stressed, as represented by the
phonetic transcription: /ˈlɪm.ɪ.tɪd/.
Check the alternative in which the
words follow the same number of
syllables and the same stress pattern of
the word limited.
Ano: 2018
Banca:
CEV-URCA
Órgão:
Prefeitura de Milagres - CE
Prova:
CEV-URCA - 2018 - Prefeitura de Milagres - CE - Professor de Inglês |
Q1798467
Inglês
Texto associado
TEACHING GRAMMAR IN THE POST
COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O
Grammar. To teach or not to teach? This
has been the question that language teachers
have asked themselves for ages. It has been
a matter of debate for teachers, linguists and
second language acquisition experts.
Historically, language teaching approaches
and methods have moved from one extreme
of the spectrum to another as regards the
explicit teaching of grammar. Long before our
times, grammar was at the centre of language
teaching, as it was believed that the study of
the grammar of X‟s language was the best
way to its mastery. So, from medieval times
till around the 1970s, the fixation of language
teaching on the study and description of
structures manifested in approaches such as
the Grammar Translation and the Audio
Lingual method, with short interludes of the
other approaches such as the Direct Method,
Total Physical Response and the Silent way
which although claiming to differ still based
their syllabus on grammar points.
From the Grammar-dominated end of the
spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches
proved inadequate in that students were
unable to communicate outside the
classroom. Based mainly on Hymes‟
“communicative competence” and Krashen‟s
models of language acquisition, the
Communicative Approach emerged as the
meaning-focused alternative to the formfocused approaches of the past. Strong
versions of the approach emphasized the
teaching of functions and absolutely
discouraged the teaching of grammar structures arguing that communication – and
not language description- was the aim of
language teaching.
However, the studies of the last 30 years
have proved that the lack of grammar
instruction has not encouraged language
acquisition. On the contrary, more recent
studies show that grammar instruction and
explicit knowledge of the target language do
have positive effects on language acquisition.
So, how should we approach the teaching of
Grammar in the Post- CommunicativeApproach Era?
Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed
on 17/06/2018
(Concurso Milagres/2018) Check the
alternative which contains the sound of the – ed in the verbs: moved,
emphasized and proved:
Ano: 2018
Banca:
Crescer Concursos
Órgão:
Prefeitura de Conceição do Canindé - PI
Prova:
Crescer Consultorias - 2018 - Prefeitura de Conceição do Canindé - PI - Professor - Inglês |
Q1309434
Inglês
All the set of words contain the same phonetic
symbol / sound, EXCEPT one. Choose the
INCORRECT answer.
Q1186995
Inglês
The (IPA) International Phonetic Association was founded in 1886. This association’s mission is to “promote the scientific study of phonetics”. The terms: /hjuːmən/ - /ʧɔklət/ - /ɪnʤəri/ - /mɔɪsʧə/ are the phonetic transcriptions of the respectively words:
Ano: 2018
Banca:
Quadrix
Órgão:
Prefeitura de Cristalina - GO
Prova:
Quadrix - 2018 - Prefeitura de Cristalina - GO - Professor - Inglês |
Q1094247
Inglês
Texto associado
Text for the question.
Higher life expectancy worldwide
In which word does the letter “s” sound as the “s” in “This” at
the beginning of line 16?
Ano: 2018
Banca:
Quadrix
Órgão:
Prefeitura de Cristalina - GO
Prova:
Quadrix - 2018 - Prefeitura de Cristalina - GO - Professor - Inglês |
Q1094243
Inglês
Texto associado
Text for the question.
Higher life expectancy worldwide
Identify the word in which “ough” is pronounced in the same way as the “ough” in “Even though” (line 12).
Ano: 2018
Banca:
Quadrix
Órgão:
Prefeitura de Cristalina - GO
Prova:
Quadrix - 2018 - Prefeitura de Cristalina - GO - Professor - Inglês |
Q1094237
Inglês
Texto associado
Text for the question.
The route to perfection
One of the following words contains a silent “h” as in “while”
(line 12). Which one is it?
Ano: 2018
Banca:
Quadrix
Órgão:
Prefeitura de Cristalina - GO
Prova:
Quadrix - 2018 - Prefeitura de Cristalina - GO - Professor - Inglês |
Q1094235
Inglês
Texto associado
Text for the question.
The route to perfection
Which word does not rhyme with “alternate” as it is used in line 10?
Q953947
Inglês
Based on the text, judge the following items.
The final “s” in “ideas” (line 2) and “brains” (line 8) is pronounced in the same way.
Ano: 2017
Banca:
Instituto Excelência
Órgão:
Prefeitura de Porto Feliz - SP
Prova:
Instituto Excelência - 2017 - Prefeitura de Porto Feliz - SP - PAEB II - Inglês |
Q1719189
Inglês
Texto associado
Future Cars at CES
The Consumer
Electronic Show (CES)
ran in Las Vegas from
the 5th to the 8th
January 2017, and the
big part of the show
was about cars that
can detect emotion, or are self-driving or are voice
controlled. Honda’s latest concept, equipped with a
digital assistant named HANA, can detect the
driver’s emotions and play appropriate music.
It can also function autonomously as a
ride-sharing vehicle making money for its owner
while the owner is at work or asleep. If you fancy
speaking to your car, the Oasis concept car might
interest you as it is voice-controlled. Its rear is
designed for cargo like parcels or pizzas, and there is a small garden in the dashboard to make
the space more personal.
If you do not want to interact much with
your car, the self-driving ones will do just fine.
Nissan’s Seamless Autonomous Mobility system
will help autonomous vehicles make decisions in
unpredictable situations.
Choose the alternative with the CORRECT
phonetic transcription of the highlighted words in
the text.
Q858472
Inglês
Rafael: I didn’t like the football game.
Claudio: ......
Ano: 2012
Banca:
FADESP
Órgão:
Prefeitura de Alenquer - PA
Prova:
FADESP - 2012 - Prefeitura de Alenquer - PA - Professor - Língua Inglesa |
Q2914041
Inglês
Texto associado
THERE ARE 10 QUESTIONS OF MULTIPLE CHOICE IN YOUR TEST. EACH QUESTION HAS 4 ALTERNATIVES (A, B, C, AND D) FROM WHICH ONLY ONE IS CORRECT. CHECK THE CORRECT ONE.
A Framework
for Understanding Cross-Cultural
Misunderstandings
Successful communication between human
beings, either within a culture or between
cultures,
requires that the message and meaning
intended by the speaker is correctly
received and interpreted by
the listener. Sustainable error free
communication is rare, and in most human
interactions there is some
degree of miscommunication.
The message
sent from speaker to listener
contains a wide array of features, such as
words,
grammar, syntax, idioms, tone of voice,
emphasis, speed, emotion, and body language,
and the
interpretation requires the listener to
attend to all of these features, while at
the same time constructing
an understanding of the speaker's
intentions, emotions, politeness,
seriousness, character, beliefs,
priorities, motivations, and style of
communicating. In addition, the listener
must also evaluate whether
the utterance is a question or a statement
and how and to what extent a statement
matters to the
speaker (Maltz and Borker, 1982).
Each
of the components of the communication
provides one or more kind of information.
Words
convey abstract logic, tone of voice conveys
attitudes, emotions and emphases, and body
language
communicates "requests versus commands, the
stages of greeting, and turn-taking"
(Schneller 1988, p.
154).
Even assuming that words and body
language
were perfectly understood, there is more
information necessary to successfully
communicate across cultures. For example, in
some countries it is
polite to refuse the first few offers of
refreshment: "Many foreign guests have gone
hungry because their
U.S. host or hostess never presented a third
offer" (Samovar and Porter 1988, p. 326). In
understanding
communication, a listener must pay attention
not just to what is said and when, but also
to how many
times something is said, under what
circumstances, and by whom.
Given all this
complexity, the reason human
communication can often succeed is because
people
learn how to communicate and understand
through interacting with one another
throughout their lives.
Therefore, it is no surprise that culture
and socialization are critical determinants
of communication and
interpretation. "The entire inference
process, from observation through
categorization is a function of
one's socialization" Detweiler (1975).
Socialization influences how input will be
received, and how
perceptions will be organized conceptually
and associated with memories.
The importance of
culture to communication
Some theorists have gone so far
as to claim
that culture not only influences
interpretation, but
constitutes interpretation. The
interpretation of communicative intent is
not predictable on the basis of
referential meaning alone. Matters of
context, social presuppositions, knowledge
of the world, and
individual background all play an important
role in interpretation (Gumperz,
1978b).
Even knowledgeable translators can
have
difficulty with cross-cultural translations.
There may not
be corresponding words or equivalent
concepts in both cultures, jokes and
implications may be
overlooked, and literal translations can
present a host of difficulties. Some
language pairs are very
difficult to translate, while others,
usually in more similar languages, are much
easier (Sechrest, Fay and
Zaidi 1988).
While some of the incremental
difficulties
can be traced to the underlying linguistic
commonalities
between the languages, there may be a more
elusive cultural and ecological basis for
difficulty in
translation. It would be interesting to test
how much of the variance in communication
could be
accounted for by the ease with which the
languages in question could be translated
into one another.
Although it may
facilitate cross-cultural
translations, similarity of languages and
cultures also
increases the likelihood that communicators
will erroneously assume similarity of
meanings. This may
make them more likely to misunderstand
speech and behavior without being aware that
they may have
misinterpreted the speaker's message.
In general,
cross-cultural miscommunication
can be thought to derive from the mistaken
belief
that emics are etics, that words and deeds
mean the same thing across cultures, and
this miscalculation
is perhaps more likely when cultures are
similar in surface attributes but different
in important underlying
ways. In this case miscommunication may
occur instead of non-communication.
(http://www.dattnerconsulting.com/cross.html
)
The {-s} plural morpheme in the underlined word in “Some theorists have gone so far as to claim that culture not only influences interpretation, but constitutes interpretation” has the same pronunciation of the one in the underlined word in alternative
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