Questões de Concurso
Sobre pronúncia e som | pronunciation and sound em inglês
Foram encontradas 202 questões
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de São Lourenço da Mata - PE
Prova:
FGV - 2024 - Prefeitura de São Lourenço da Mata - PE - Professor de Língua Inglesa |
Q3062000
Inglês
Texto associado
Atenção! Leia o texto a seguir para responder à próxima questão.
Ain't It Fun
I don't mind
Letting you down easy, but just give it time
If it don't hurt now then just wait, just wait a while
You're not the big fish in the pond no more
You are what they're feeding on
So what are you gonna do
When the world don't orbit around you?
So what are you gonna do
When the world don't orbit around you?
Ain't it fun?
Living in the real world
Ain't it good?
Being all alone
Where you're from
You might be the one who's running things
Where you can ring anybody's bell and get what you want
See it's easy to ignore trouble
When you're living in a bubble
(…)
WILLIAMS, Hayley; YORK, Taylor. Ain’t it fun. Disponível em: https://www.musixmatch.com/lyrics/Paramore/Ain-t-It-Fun. Acesso em: 12 jul. 2024. Adaptado.
Em alguns contextos, como na linguagem oral ou em letras de música, a concordância verbal não segue a norma culta. Um exemplo de um verso em que isso ocorre é
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de São Lourenço da Mata - PE
Prova:
FGV - 2024 - Prefeitura de São Lourenço da Mata - PE - Professor de Língua Inglesa |
Q3061996
Inglês
Texto associado
Atenção! Leia o poema a seguir para responder à questão.
Twinkle, Twinkle, Little Star
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
When the blazing sun is gone,
When he nothing shines upon,
Then you show your little light,
Twinkle, twinkle, all the night.
Then the traveler in the dark
Thanks you for your tiny spark,
How could he see where to go,
If you did not twinkle so?
In the dark blue sky you keep,
Often through my curtains peep
For you never shut your eye,
Till the sun is in the sky.
As your bright and tiny spark
Lights the traveler in the dark,
Though I know not what you are,
Twinkle, twinkle, little star.
TAYLOR, Jane. Twinkle, Twinkle, Little Star. Disponível em: https://www.classicalmusic.com/articles/what-are-the-lyrics-to-twinkle-twinkle-little-star. Acesso em: 11 jul. 2024. Adaptado.
Para maior engajamento da turma, foi criado um concurso de criação de poesia. Os alunos deveriam criar uma estrofe que tivesse o mesmo esquema de rima e cujas últimas palavras seguissem a mesma classe gramatical da última palavra de cada verso da terceira estrofe, reproduzida abaixo.
In the dark blue sky you keep, And often through my curtains peep, For you never shut your eye Till the sun is in the sky.
A estrofe vencedora do concurso, cujo criador seguiu corretamente as exigências indicadas, foi
In the dark blue sky you keep, And often through my curtains peep, For you never shut your eye Till the sun is in the sky.
A estrofe vencedora do concurso, cujo criador seguiu corretamente as exigências indicadas, foi
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de São Lourenço da Mata - PE
Prova:
FGV - 2024 - Prefeitura de São Lourenço da Mata - PE - Professor de Língua Inglesa |
Q3061995
Inglês
Texto associado
Atenção! Leia o poema a seguir para responder à questão.
Twinkle, Twinkle, Little Star
Twinkle, twinkle, little star,
How I wonder what you are!
Up above the world so high,
Like a diamond in the sky.
When the blazing sun is gone,
When he nothing shines upon,
Then you show your little light,
Twinkle, twinkle, all the night.
Then the traveler in the dark
Thanks you for your tiny spark,
How could he see where to go,
If you did not twinkle so?
In the dark blue sky you keep,
Often through my curtains peep
For you never shut your eye,
Till the sun is in the sky.
As your bright and tiny spark
Lights the traveler in the dark,
Though I know not what you are,
Twinkle, twinkle, little star.
TAYLOR, Jane. Twinkle, Twinkle, Little Star. Disponível em: https://www.classicalmusic.com/articles/what-are-the-lyrics-to-twinkle-twinkle-little-star. Acesso em: 11 jul. 2024. Adaptado.
Em um evento da escola, os alunos decidiram recitar esse poema em voz alta, mas estavam confundindo a pronúncia de algumas palavras dos versos, devido à semelhança na grafia. Para ajudá-los, a professora agrupou três palavras que possuíam sons vocálicos semelhantes e grafias distintas, como ocorre em
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de São Lourenço da Mata - PE
Prova:
FGV - 2024 - Prefeitura de São Lourenço da Mata - PE - Professor de Língua Inglesa |
Q3061992
Inglês
Na correção de atividades de escrita, é importante a atenção do professor na ortografia das palavras, principalmente quando se trata de termos que podem ser facilmente confundidos, devido a semelhanças fonéticas e/ou de grafia. Observe alguns exemplos retirados da escrita dos alunos:
I. I don’t eat meet, I’m a vegetarian.
II. I like to hang outch with my friends on the weekends.
III. I always listen to music while I take a shower. IV. I have brekfast in the morning with my parents.
As frases que precisam ser corrigidas por apresentarem termos grafados incorretamente são:
I. I don’t eat meet, I’m a vegetarian.
II. I like to hang outch with my friends on the weekends.
III. I always listen to music while I take a shower. IV. I have brekfast in the morning with my parents.
As frases que precisam ser corrigidas por apresentarem termos grafados incorretamente são:
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de São Miguel do Oeste - SC
Prova:
AMEOSC - 2024 - Prefeitura de São Miguel do Oeste - SC - Professor de Língua Inglesa |
Q3060358
Inglês
Which of the following techniques is most effective for
improving fluency in oral language production by focusing
specifically on rhythm and intonation patterns?
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de São Miguel do Oeste - SC
Prova:
AMEOSC - 2024 - Prefeitura de São Miguel do Oeste - SC - Professor de Língua Inglesa |
Q3060356
Inglês
In phonetics and phonology, the relationship between
phonemes and graphemes can vary significantly. Which
of the following words demonstrates the concept of a
"silent grapheme" where one or more letters are written
but not pronounced?
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de São Miguel do Oeste - SC
Prova:
AMEOSC - 2024 - Prefeitura de São Miguel do Oeste - SC - Professor de Língua Inglesa - PSS |
Q3055799
Inglês
Choose the correct option that best describes the
relationship between phonemes and graphemes in
English.
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - LEM: Inglês |
Q3052130
Inglês
The two groups of words, submitted for oral practice, have been both constituted according to the criteria of:
Group 1 would- could-took-crook-food-facebook-push-put
Group 2 drawer-door-explore-dinosaur-before-folklore-your-more
Group 1 would- could-took-crook-food-facebook-push-put
Group 2 drawer-door-explore-dinosaur-before-folklore-your-more
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - LEM: Inglês |
Q3052117
Inglês
Phonological awareness can be described as the ability to identify and manipulate the smallest sounds in spoken words. The
skills developed from phonological awareness are important for early reading and writing, and notably involve oral language,
as they engage listening to the spoken word. The following are components of phonological awareness, EXCEPT for:
Ano: 2024
Banca:
FGV
Órgão:
Prefeitura de Macaé - RJ
Prova:
FGV - 2024 - Prefeitura de Macaé - RJ - Professor C - Língua Inglesa |
Q3050709
Inglês
Texto associado
TEXT I
What is the definition of translanguaging?
For years, research into the best instructional approaches for
students identified as English learners has pointed to the concept
of translanguaging.
Identified by bilingual education researcher Ofelia García, it’s
both a skill set and a total shift in the way language is thought of,
used, and taught in K-12 classrooms where multiple languages are
honored and addressed, even as English remains the dominant
language of instruction, said Marybelle Marrero-Colon, the
associate director of professional development for the Center for
Applied Linguistics.
Researchers are looking into how it can be applied to formal
assessments, such as state standardized tests on which English
learners might struggle to demonstrate their academic proficiency
because they are tested in an unfamiliar language.
Translanguaging is the ability to move fluidly between
languages and a pedagogical approach to teaching in which
teachers support this ability.
In translanguaging, students are able to think in multiple
languages simultaneously and use their home language as a
vehicle to learn academic English.
A student could be reading an article about the solar system in
English, but in their brain, they are also thinking and making
connections in Spanish. They might annotate in Spanish or first
write down reading comprehension responses in Spanish and then
figure out how to provide the responses in English, said MarreroColon. […]
Teachers can engage in a variety of activities that deliberately
encourage translanguaging, ranging from providing vocabulary in
multiple languages to collaborative translation opportunities. The
goal is to get students translanguaging as a practice that can be
leveraged toward supporting literacy outcomes and engagement,
as well as other academic endeavors.
For example, two students could be assigned to solve a word
problem, and one might be stuck on a word in English. The two
students can then use an equivalent word in their home language
to make sense of what the word problem is asking of them, Phillips
Galloway said.
Or in group activities, students can be prompted to share with
the rest of the class how something taught in English would make
sense in Spanish by highlighting similar and different grammatical
structures between the two languages, Marrero-Colon said.
“When you translate, you don’t have to do it word for word.
You’re really trying to capture the feeling of that text,” MarreroColon said.
Once teachers start doing these activities, research has found
that students who have not spoken before start speaking and
students who were not as engaged in text-comprehension
activities suddenly are, she added. That's occurring because they
are being encouraged to use their home language in class to think
about language use overall.
Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The vowel sound in “taught” (2nd paragraph) is the same as in:
Ano: 2024
Banca:
IF-SP
Órgão:
IF-SP
Prova:
IF-SP - 2024 - IF-SP - Professor EBTT - Letras: Português/Inglês |
Q3047646
Inglês
Brazilian learners often base their
pronunciation on spelling. This tendency
is understandable, given that Portuguese
pronunciation closely aligns with its orthography,
making it easier to transfer these habits to the
acquisition of a second language. Nonetheless,
it is crucial to recognize pronunciation as a vital
component of effective communication, demanding
clarity and comprehensibility. In order to foment
that habit, educators may use the International
Phonetic Alphabet (IPA), which provides symbols
that accurately represent the standard sounds
produced during speech. Integrating the IPA to
various pedagogical approaches can significantly
enhance students’ pronunciation skills. According
to IPA transcriptions quoted by Swan (2005,
p.xxx), the words house, occasion, cheap, with,
think are pronounced as follows:
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Tucuruí - PA
Prova:
FUNATEC - 2024 - Prefeitura de Tucuruí - PA - Professor Nível Superior - Inglês |
Q3046326
Inglês
Marque a alternativa que contém a pronúncia correta da
palavra:
Ano: 2024
Banca:
EDUCA
Órgão:
Prefeitura de Alhandra - PB
Prova:
EDUCA - 2024 - Prefeitura de Alhandra - PB - Professor - Ensino Fundamental II - Inglês |
Q3010803
Inglês
Total Physical Response (TPR) is a teaching method
that uses physical movement to help students learn
language and vocabulary. It is a method of teaching
language or vocabulary concepts by using physical
movement to react to verbal input. The process mimics
the way that infants learn their first language, and it reduces student inhibitions and lowers stress. In TPR,
instructors give commands to students in the target
language with body movements, and students respond
with whole-body actions. Total Physical Response is
particularly useful for, but not limited to, teaching
beginners and, or younger students and is highly
effective for teaching imperative-based languages,
where the commands are easily expressed through
actions. Having that said, check the alternative, whose
statement is not associated with the one of the core
principles of TPR.
Ano: 2024
Banca:
EDUCA
Órgão:
Prefeitura de Alhandra - PB
Prova:
EDUCA - 2024 - Prefeitura de Alhandra - PB - Professor - Ensino Fundamental II - Inglês |
Q3010801
Inglês
The way we use language depends on factors such as the
situation we are in (at a friend’s house, in a job
interview, in a tutorial); who we are talking to (friends,
potential employer, tutor); and our means of
communication (conversation face to face, telephone,
email, report). Our decisions about the way we use
language are to a great extent unconscious ones: we
instinctively know how to adapt our language to the
situation. For example, there are a number of differences
between spoken and written language. This being so, we
can characterize spoken language as quite informal,
colloquial and presumably unstructured (since it is often
spontaneous). Furthermore, spoken language mostly
takes place in the form of a dialogue with another
speaker. Written language, on the other hand, is
generally more structured, formal, impersonal and
wordy. Also, written language is considered more
formal and should follow the rules of the English
language. Spoken language is generally less formal, and
the rules are less important. Slang, an informal language
understood only by certain groups, is acceptable in
spoken language but not in written language. That said,
read the statements that follow, then check ( T ) for
TRUE and ( F ) for FALSE while indicating the correct
answer (by also checking it).
( )Written English is more complex grammatically than spoken English, with longer and more complex sentences, fewer contractions, and more subordinate clauses.
( ) Spoken English is more likely to be face-to-face communication, while written English is more likely to be communication through the written word.
( ) Spoken English is more fixed and stable than written English, which is more fleeting.
( ) Spoken English is usually more organized and carefully formulated than written English.
( ) Written English is typically more structured and forms a monologue rather than a dialogue, while spoken English is more likely to be a dialogue.
( ) Written English communicates across time and space for as long as the medium exists and the language is understood. Spoken English is more immediate.
( ) Spoken English normally uses a generally acceptable standard variety of the language, whereas written English may sometimes be in a regional or other limited-context dialect.
( ) In Spoken English, the content is presented much more densely. In written English, the information is “diluted” and conveyed through many more words: there are a lot of repetitions, glosses, “fillers”, producing a text is noticeably longer and with more redundant passages.
( )Written English is more complex grammatically than spoken English, with longer and more complex sentences, fewer contractions, and more subordinate clauses.
( ) Spoken English is more likely to be face-to-face communication, while written English is more likely to be communication through the written word.
( ) Spoken English is more fixed and stable than written English, which is more fleeting.
( ) Spoken English is usually more organized and carefully formulated than written English.
( ) Written English is typically more structured and forms a monologue rather than a dialogue, while spoken English is more likely to be a dialogue.
( ) Written English communicates across time and space for as long as the medium exists and the language is understood. Spoken English is more immediate.
( ) Spoken English normally uses a generally acceptable standard variety of the language, whereas written English may sometimes be in a regional or other limited-context dialect.
( ) In Spoken English, the content is presented much more densely. In written English, the information is “diluted” and conveyed through many more words: there are a lot of repetitions, glosses, “fillers”, producing a text is noticeably longer and with more redundant passages.
Ano: 2024
Banca:
EDUCA
Órgão:
Prefeitura de Alhandra - PB
Prova:
EDUCA - 2024 - Prefeitura de Alhandra - PB - Professor - Ensino Fundamental II - Inglês |
Q3010795
Inglês
The history of English language teaching (ELT) is
unarguably linked to the history of imperialism and
colonialism, which materializes in a certain extent the
explicit or implicit cultural domination. Such
domination inevitably involves the insertion of the
colonizer's language into the lives of the colonized
peoples. In this regard, the history of English language
teaching has always been experienced in terms of
cycles, such as theoretical principles and techniques that
appear as a trend, disappear for a time and reappear for
another period time, sometimes with new principles and
fundamentals, and the cycles tend to follow one another.
In this regard, studies in Applied Linguistics and
Methods and Approaches in English Language
Teaching suggest Grammar Translation Method, Direct
Method, Oral Approach and Audiolingualism Method
to be the first ones in ELT history. Having that in mind match the second column based on the information
provided in the first one. Then, check the correct
answer.
( A ) GRAMMAR-TRANSLATION METHOD ( B ) DIRECT METHOD ( C ) ORAL APPROACH ( D) AUDIOLINGUALISM METHOD
( ) Grammatical rules are not presented formally and the texts used for reading and writing activities are no longer literary since this method is based on certain principles, such as: selection, gradation and presentation.
( ) Learning is associated with syntactic, morphological and phonological structures which are learned from a system of stimulus, response and reinforcement.
( ) In this method, the writing skill is also developed, but not with a communicative purpose.
( ) Adopting the monolingual principle, this method involves the use of objects, gestures and images to explain the meanings of words, since the students' native language is prohibited from being used.
( ) Language learning would be associated with the formation of readers and the intellectual development of students.
( ) This method involves automatic correction and immediate assessment of students' mistakes by teachers in order to prevent the students from forming or acquiring bad habits and behaviors during the learning process.
( ) As a theoretical systematization of foreign language teaching, its objective would be the development of students' oral skills as the vocabulary and grammatical structures they have learned would be controlled in terms of frequency of occurrence.
( ) In this method, learning must be directly connected to the target language without going through the process of translation into the students' native language.
( ) The language to be taught is the spoken language and the new elements of the language are practiced situationally as the grammatical items are proposed gradually, that is, from the simplest to the most complex forms.
( ) In this method, language is both seen and considered as a behavior, for it is a means of oral communication.
( A ) GRAMMAR-TRANSLATION METHOD ( B ) DIRECT METHOD ( C ) ORAL APPROACH ( D) AUDIOLINGUALISM METHOD
( ) Grammatical rules are not presented formally and the texts used for reading and writing activities are no longer literary since this method is based on certain principles, such as: selection, gradation and presentation.
( ) Learning is associated with syntactic, morphological and phonological structures which are learned from a system of stimulus, response and reinforcement.
( ) In this method, the writing skill is also developed, but not with a communicative purpose.
( ) Adopting the monolingual principle, this method involves the use of objects, gestures and images to explain the meanings of words, since the students' native language is prohibited from being used.
( ) Language learning would be associated with the formation of readers and the intellectual development of students.
( ) This method involves automatic correction and immediate assessment of students' mistakes by teachers in order to prevent the students from forming or acquiring bad habits and behaviors during the learning process.
( ) As a theoretical systematization of foreign language teaching, its objective would be the development of students' oral skills as the vocabulary and grammatical structures they have learned would be controlled in terms of frequency of occurrence.
( ) In this method, learning must be directly connected to the target language without going through the process of translation into the students' native language.
( ) The language to be taught is the spoken language and the new elements of the language are practiced situationally as the grammatical items are proposed gradually, that is, from the simplest to the most complex forms.
( ) In this method, language is both seen and considered as a behavior, for it is a means of oral communication.
Ano: 2024
Banca:
IV - UFG
Órgão:
IFN-MG
Prova:
IV - UFG - 2024 - IFN-MG - Professor EBTT - Língua Portuguesa/Ingleasa |
Q2562618
Inglês
Read the text below.
Not all stressed syllables are of equal importance. Some stressed syllables have greater prominence than others, and form the nucleus, or focal point, of an intonation pattern. We may describe a nucleus as a strongly stressed syllable which marks a major change of pitch direction, i.e. where the pitch goes up or down.
LEECH, G.; SVARTVIK, J., 2012, p. 36.
So, it is very important
Not all stressed syllables are of equal importance. Some stressed syllables have greater prominence than others, and form the nucleus, or focal point, of an intonation pattern. We may describe a nucleus as a strongly stressed syllable which marks a major change of pitch direction, i.e. where the pitch goes up or down.
LEECH, G.; SVARTVIK, J., 2012, p. 36.
So, it is very important
Ano: 2024
Banca:
FUNATEC
Órgão:
Prefeitura de Rosário - MA
Prova:
FUNATEC - 2024 - Prefeitura de Rosário - MA - Professor de Língua Inglesa |
Q2510822
Inglês
Em qual opção abaixo não há uma correta correlação
entre a palavra e sua pronúncia?
Ano: 2024
Banca:
OBJETIVA
Órgão:
Prefeitura de Maripá - PR
Prova:
OBJETIVA - 2024 - Prefeitura de Maripá - PR - Professor - Inglês |
Q2502377
Inglês
Texto associado
Crazy Horse
Crazy Horse (Tasunke Witko, 1840-1877) was an Oglala Lakota Sioux warrior and warband leader considered among the greatest defenders of Sioux lands against the forces of the US government in the 19th century. He is one of the most famous Native American figures in history and among the Sioux's most honored heroes. Although he is often referred to as a "chief", Crazy Horse was actually a "Shirt Wearer" – a kind of "subchief" – who carried out the decisions of the council and also served as a war chief of a given band of warriors. Even so, Crazy Horse inspired such devotion in his followers that he was regarded as a "chief" and is referenced as such by others.
His name, Tasunke Witko (Crazy Horse), is accurately translated as "His Crazy Horse" or "His Horse is Crazy" and was his father's and grandfather's name, seemingly referencing a horse that behaved erratically. According to Black Elk, however, the name correlated to Crazy Horse's famous vision in which he saw his horse dancing as though "made only of shadow" in a strange or "crazy" way.
Crazy Horse dedicated himself to opposing the US military as early as 1854 following the Grattan Fight (Grattan Massacre) and the subsequent massacre of Little Thunder's camp in 1855 by Colonel William S. Harney. He continued his resistance over the next eleven years and was named a "Shirt Wearer" in 1865. He fought in the Battle of Plate River Bridge (1865), Red Cloud's War (1866-1868), the Battle of the Rosebud (1876), and the Battle of the Little Bighorn (1876). His last full-scale engagement with US forces was the Battle of Wolf Mountain in January 1877.
World History Encyclopedia. Adaptation.
Consider the pronunciation in American English. The
“ch” sound in “chief” is the same as the one in:
Ano: 2024
Banca:
Instituto Darwin
Órgão:
Prefeitura de Santa Cruz do Capibaribe - PE
Prova:
Instituto Darwin - 2024 - Prefeitura de Santa Cruz do Capibaribe - PE - Professor Anos Finais do Ensino Fundamental - Inglês |
Q2402990
Inglês
Texto associado
Text
ESL Teaching and Post-Pandemic: What Changed?
Altiné Moumouni
The pandemic that started in 2019 has shaken the world, and it
has transformed the way we interact, the way we work, and even
made us appreciate the simplest things we took for granted.
1. Pandemic creates shortage of qualified ESL teachers
Currently, there are still fewer ESL teachers willing to travel
abroad and teach ESL. At the same, countries like the USA
experience a massive reduction in ESL teachers. About 44% of public
schools in the USA declare they need at least one teacher, and 61%,
particularly of these vacancies, are due to the COVID-19 pandemic,
including 51% resignations and 21% retirements (Source:
Usnews.com).
2. Pandemic increases uncertainty among ESL teachers
The pandemic increased the level of uncertainty as nobody
actually knows what will happen next. The best way to prepare is to
invest in yourself and become a better teacher.
3. Parents may experience income reduction
Most countries, including the USA, will experience postpandemic recession, reducing households’ discretionary spending for
education. This may lead to fewer private tutoring jobs available for
ESL teachers. In addition, some ESL students may need to drop out
of school to support their families.
4. ESL teachers less sure about teaching as a career
A study from the Brookings Institution found that, during the
pandemic, teachers have become less confident about their career
choices. The researchers found that many teachers considered
leaving or retiring during the 2020-2021 academic year.
5. Pandemic increases role of technology in ESL learning
One of the biggest issues is the increased role of technology in
ESL learning. In most western countries, including the UK, Canada,
and the United States, many ESL students have at least some access
to electronic devices and internet.
(Adapted from https://www.tefl.net/elt/articles/home-abroad/esl-teaching-post-pandemic/)
What is the initial consonant sound in the word "shaken"?
Ano: 2024
Banca:
Instituto Darwin
Órgão:
Prefeitura de Santa Cruz do Capibaribe - PE
Prova:
Instituto Darwin - 2024 - Prefeitura de Santa Cruz do Capibaribe - PE - Professor Anos Finais do Ensino Fundamental - Inglês |
Q2402989
Inglês
Texto associado
Text
ESL Teaching and Post-Pandemic: What Changed?
Altiné Moumouni
The pandemic that started in 2019 has shaken the world, and it
has transformed the way we interact, the way we work, and even
made us appreciate the simplest things we took for granted.
1. Pandemic creates shortage of qualified ESL teachers
Currently, there are still fewer ESL teachers willing to travel
abroad and teach ESL. At the same, countries like the USA
experience a massive reduction in ESL teachers. About 44% of public
schools in the USA declare they need at least one teacher, and 61%,
particularly of these vacancies, are due to the COVID-19 pandemic,
including 51% resignations and 21% retirements (Source:
Usnews.com).
2. Pandemic increases uncertainty among ESL teachers
The pandemic increased the level of uncertainty as nobody
actually knows what will happen next. The best way to prepare is to
invest in yourself and become a better teacher.
3. Parents may experience income reduction
Most countries, including the USA, will experience postpandemic recession, reducing households’ discretionary spending for
education. This may lead to fewer private tutoring jobs available for
ESL teachers. In addition, some ESL students may need to drop out
of school to support their families.
4. ESL teachers less sure about teaching as a career
A study from the Brookings Institution found that, during the
pandemic, teachers have become less confident about their career
choices. The researchers found that many teachers considered
leaving or retiring during the 2020-2021 academic year.
5. Pandemic increases role of technology in ESL learning
One of the biggest issues is the increased role of technology in
ESL learning. In most western countries, including the UK, Canada,
and the United States, many ESL students have at least some access
to electronic devices and internet.
(Adapted from https://www.tefl.net/elt/articles/home-abroad/esl-teaching-post-pandemic/)
Which option correctly identifies the stressed vowel sound in the
word "uncertainty"?
Conheça nossos planos