Questões de Concurso Sobre pronúncia e som | pronunciation and sound em inglês

In teaching English pronunciation, certain sounds are particularly challenging for learners due to differences in articulation patterns between languages. A common example is the substitution of the initial sound in the word "think" with the initial sound in the word "sink." This difficulty is specifically related to which articulation feature of the sound in "think"?

Consider the following situation:
The teacher presents the following sentences to her students for analysis:

I'll read the book tomorrow.
He read the book yesterday.
The wind blew fiercely through the open window.
She had to wind the clock before going to bed.

After discussing the examples, the teacher asks the students:
Which of the following activities would best help learners understand and differentiate homophones and homographs in practical language use?

Brazilian speakers often have difficulty pronouncing the interdental voiced fricative as well as high front short vowels. As a consequence, the word “This” (line 6) is frequently pronounced

The following alternative represents the correct pronunciation of the word “According” (line 1)

Leia o texto a seguir.

How do most teachers use micro-dictations?
      However ‘small’ they are, micro-dictations have great value! They can help students notice connected speech, which is what usually blocks their understanding in a listening lesson. The teacher reads the sentences or plays the recording. They repeat each sentence a few times. Example: He must have gone out.
      Students listen and write what they hear.
      The teacher now writes the sentence on the whiteboard and asks students to compare it to theirs.
      Finally, the teacher asks: which part was difficult to understand and why?

TSATERI, Rachel. World of better learning. Disponível em: https://www.cambridge.org/elt/blog/2023/06/11/using-micro-dictations-to-helpstudents-notice-connected-speech/. Acesso em: 12 jul. 2024. Adaptado.

O texto acima discorre sobre como os professores podem usar micro-dictations. Qual das estratégias abaixo corresponde a uma técnica de micro-dictation? 

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 

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 

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 

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: 

Which of the following techniques is most effective for improving fluency in oral language production by focusing specifically on rhythm and intonation patterns?

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?

Choose the correct option that best describes the relationship between phonemes and graphemes in English.

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

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: 

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:

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.

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. 

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.

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

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