Questões de Concurso
Sobre pronúncia e som | pronunciation and sound em inglês
Foram encontradas 163 questões
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Morungaba - SP
Prova:
Avança SP - 2025 - Prefeitura de Morungaba - SP - Professor de Educação Básica II - Inglês - Edital nº 1 |
Q3156520
Inglês
Look at the following images that show the
lateral sections of the mouth during the
articulation of different consonant sounds.
Correctly associate the sagittal diagrams with their respective consonant sounds and examples in English:
Correctly associate the sagittal diagrams with their respective consonant sounds and examples in English:
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Morungaba - SP
Prova:
Avança SP - 2025 - Prefeitura de Morungaba - SP - Professor de Educação Básica II - Inglês - Edital nº 1 |
Q3156513
Inglês
Identify the option that contains words whose
pronunciation does not rhyme with the others.
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Morungaba - SP
Prova:
Avança SP - 2025 - Prefeitura de Morungaba - SP - Professor de Educação Básica II - Língua Inglesa |
Q3143803
Inglês
Which word has a different long vowel sound?
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Morungaba - SP
Prova:
Avança SP - 2025 - Prefeitura de Morungaba - SP - Professor de Educação Básica II - Língua Inglesa |
Q3143802
Inglês
Identify the word with a different initial consonant sound:
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Morungaba - SP
Prova:
Avança SP - 2025 - Prefeitura de Morungaba - SP - Professor de Educação Básica II - Língua Inglesa |
Q3143801
Inglês
Identify the word with a distinct initial sound:
Ano: 2025
Banca:
Avança SP
Órgão:
Prefeitura de Morungaba - SP
Prova:
Avança SP - 2025 - Prefeitura de Morungaba - SP - Professor de Educação Básica II - Língua Inglesa |
Q3143797
Inglês
Find the word with a distinct initial sound:
Ano: 2025
Banca:
OBJETIVA
Órgão:
Prefeitura de Galvão - SC
Prova:
OBJETIVA - 2025 - Prefeitura de Galvão - SC - Professor – Língua Inglesa |
Q3139903
Inglês
Texto associado
Who votes for the Academy Awards?
After the glitzy red-carpet arrivals, the feel-good
montages, and the host’s opening roast, the Oscars
ceremony switches to its raison d’être: revealing the
previous year’s highest achievers in cinema. One after
another, the presenters list the nominees, open a lavish
envelope, and reveal the winner in each category. The
champions breathlessly accept their awards and, over and
over, effusively thank their mothers, God, and the
academy... What is this obscure body? The academy—that
is, the Academy of Motion Picture Arts and Sciences—is the
organization that votes for the Oscar winners.
The academy is an exclusive Hollywood institution
that has its own governing body, 17 separate branches, and
a thorough rule book on membership eligibility and voting
processes. Since 2016, when the board announced that it
would diversify its membership, the academy has grown to
about 8,000 members. It doesn’t publicize the names of all
those members, but each spring it releases a list of the
individuals it has invited to join its ranks.
The rest of the academy members are not listed,
but we can guess who a few are by looking at some of the
requirements to join the institution. To qualify, an individual
must work in the film industry. This means that neither
individuals who work exclusively in television nor members
of the press may join. Oscar nominees are often considered
for membership automatically, while other candidates must
be sponsored by two active members of the branch they
wish to join. Each branch also has its own specific
requirements.
Encyclopaedia Britannica. Adaptation.
According to the general American accent standard, the “th” sound in “thorough” is the same as the one in:
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Professor de Educação Básica II - Língua Inglesa |
Q3269566
Inglês
Consider the following statements about the phonological system of the English language and answer the question:
I. The distinction between the sounds /ʃ/ (as in "she") and /tʃ/ (as in "chair") is a contrast between a fricative and an affricate.
II. The English phoneme /ɪ/ (as in "sit") and /i:/ (as in "seat") differ in both length and quality, with the latter being a tense, long vowel.
III. In English, stress can affect both meaning and grammatical category, as seen in words like "record" (noun) and "record" (verb), where the noun is stressed on the second syllable, and the verb on the first.
Which of the following is correct?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Professor de Educação Básica II - Língua Inglesa |
Q3269564
Inglês
Consider the following pairs of words:
1 - 'photograph - pho'tographer
2 - 'politics - po'litical
3 - e'lectric - elec'tricity
4 - 'industry - in'dustrial
5 - 'diplomat - di'plomatic
Which of the following statements most accurately describes the phonological phenomenon illustrated by these word pairs?
Ano: 2024
Banca:
Avança SP
Órgão:
Prefeitura de Paraty - RJ
Prova:
Avança SP - 2024 - Prefeitura de Paraty - RJ - Professor de Educação Básica II - Língua Inglesa |
Q3269547
Inglês
Complete the following sentence with the correct phonological term:
In English, the phenomenon where a word’s pronunciation is simplified by omitting certain sounds is
known____________ as .
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Belmonte - SC
Prova:
AMEOSC - 2024 - Prefeitura de Belmonte - SC - Professor de Inglês |
Q3229283
Inglês
Why is it important to practice intonation in English speech?
Ano: 2024
Banca:
SELECON
Órgão:
Prefeitura de Nova Mutum - MT
Prova:
SELECON - 2024 - Prefeitura de Nova Mutum - MT - Professor Nível Superior – Inglês |
Q3181987
Inglês
Texto associado
TEXT:
Flipped learning – could it work for you?
Exploring the benefits, challenges and tips for success
By Stephanie Hirschman
October 2, 2023
Flipped learning is very much a buzz word these days, and it’s worth thinking about whether this approach is suitable for your
lessons. It’s quite easy to define: whereas a more traditional model of teaching involves some sort of initial input (for example a
lecture or demonstration) followed by some sort of related output (for example a discussion or experiment) with some homework to follow, in flipped learning, this order is disrupted. Students do their homework before the class meets by watching a recorded lecture or video or reading an article. This enables them to spend the lesson time on activities which make a more significant contribution to their deep understanding and mastery of important ideas, for example, discussion, roleplay or presentations. It sits well within blended learning as the pre-lesson homework is likely to be accessed online, while the class activities are conducted face-to-face.
Why is it important?
Flipped learning makes good use of technology, allowing students to approach the input at their own level. Some may need to view a video several times more than would be possible in a group classroom setting, with frequent pauses and rewinding to ensure that they have recognized the main points. It’s also possible for students to explore other aspects of a topic, either using further links that the teacher provides, or finding other relevant resources to explore on their own. Finally, they can do the work when and where they wish, and even make use of otherwise “dead” time, like waiting for a bus.
How relevant is it for English language teaching (ELT)?
It’s important to recognize that flipped learning was not developed with ELT contexts in mind. In a language lesson, we may find
students reading a text about, say, major infrastructure projects, but this content is merely a vehicle for some other language point like expressing high numbers or making comparisons. During a conventional English lesson, the teacher would be guiding students through the text, encouraging prediction and other strategies and setting achievable reading or listening tasks to check basic understanding, before introducing key language points in a staged presentation. This would be followed by controlled practice and freer production. It’s not easy to see how this pattern of brief but meaningful interactive activities maps onto flipped learning. ELT texts, even at advanced levels, tend to be too short to be worth exploring in depth, unlike a 30-minute lecture or video that students of other subjects may be watching. Of course, it could be argued that the true content of the lesson, ie the language point, could be the subject of flipped learning, with students watching a presentation on this subject before the class meets. However, this removes the language point from an engaging and meaningful context and furthermore, working alone robs students of the opportunity to ask questions and discuss emergent ideas about meaning, which are key elements of communicative learning.
Tips for success
Nonetheless, it is possible to flip an ELT classroom, with some adjustments:
1. Flipped learning would suit certain types of ELT which are heavily content based, like CLIL or Business. Mature students are more likely to have the motivation required to implement this approach sensibly.
2. It makes sense to devote the final stages of a lesson to introducing the content that students will explore independently before the next class meeting. This should include a justification of why the content was chosen, how students should approach it and how they can check their understanding. Providing some comprehension questions is a minimum. If answers aren’t furnished, the next class meeting could open with an activity to discuss and check these.
3. The teacher must provide an easy and reliable way for students to access the content, for example via an online learning system.
4. It’s reasonable to expect that students will require training and a settling-in period, as they come to terms with the demands of the new system. It could even be worth trialing the routine during a face-to-face lesson, with students accessing content on their phones or laptops, and with some reminders about how to approach a reading text (for example skimming and scanning) or how to make good use of technology to ensure effective listening (for example, rewinding, user slower speed settings or making use of a tape script).
5. Because of the investment required in learner training, flipped learning will be tricky to implement in programs with continuous enrolment. It’s far more suitable for a setting with a termly or yearly intake date.
6. Even when the system is up and running, there will probably always be a number of students who have not prepared adequately for the lesson. This will affect how successful follow-up activities are and the teacher needs some strategies in place to address this.
Available in: https://linguahouse.com/blog/post/flipped-learning-could-it-work-for-you
Acesso: 17/10/2024
As vogais podem representar diferentes fonemas na língua inglesa. Dentre as palavras abaixo, todas retiradas do texto, aquela na qual a vogal /i/ tem como representação fonética o símbolo /ai/ é:
Ano: 2024
Banca:
FURB
Órgão:
Prefeitura de Blumenau - SC
Prova:
FURB - 2024 - Prefeitura de Blumenau - SC - Professor de Inglês |
Q3181424
Inglês
At the beginning of the word CAKE, the letter 'c' when
pronounced is presented as:
Ano: 2024
Banca:
Unesc
Órgão:
Prefeitura de Cocal do Sul - SC
Prova:
Unesc - 2024 - Prefeitura de Cocal do Sul - SC - Professor de Língua Inglesa |
Q3173638
Inglês
What is the primary function of "scaffolding" in the context
of teaching writing and speaking skills in English?
Ano: 2024
Banca:
AMEOSC
Órgão:
Prefeitura de Descanso - SC
Prova:
AMEOSC - 2024 - Prefeitura de Descanso - SC - Professor de Língua Estrangeira - Inglês |
Q3149346
Inglês
Which of the following pairs of words are homophones in
English, and how can practical activities help students
differentiate them in various contexts?
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128658
Inglês
Concerning the word pairs on the list, the item displaying consistent knowledge is:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128657
Inglês
The dialogue describing an everyday purchase situation was presented for role playing, and oral practice, being the
underlined segments examples of:
Salesman: Madam, how may I help you?
Customer: I’m looking for a leather purse.
Salesman: What size do you prefer?
Customer: Medium.
Salesman: What about the brand?
Customer: Maybe an Italian one in red.
Salesman: It won’t be a problem. The section on the left has new famous Italian arrivals but I’m not sure we have all of them in red.
Customer: The variety there seems far less. Anyway I will see the second, fourth and sixth red Italian ones on the first row to start with.
Salesman: Madam, how may I help you?
Customer: I’m looking for a leather purse.
Salesman: What size do you prefer?
Customer: Medium.
Salesman: What about the brand?
Customer: Maybe an Italian one in red.
Salesman: It won’t be a problem. The section on the left has new famous Italian arrivals but I’m not sure we have all of them in red.
Customer: The variety there seems far less. Anyway I will see the second, fourth and sixth red Italian ones on the first row to start with.
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128648
Inglês
Every language has, due to several factors, variations in its structure, speech, grammar and pronunciation. That is, in the
same language we may find different ways of speaking, that enrich even more the linguistic content and the dynamism in
communication. Some of these possibilities are related to the linguistic variations that occur in specific regions, namely, there
is a difference in words and phonemes, according to the place where certain language is spoken. For example, does a person
who was born in Rio Grande do Sul speak in the same way as someone who was born in Bahia? Certainly not. Each region
has its own variations of a same language. The same applies to international examples, such as The United States, England,
New Zealand, The Virgin Islands, and South Africa, to quote just a few of the locations where English is mainly spoken, in
different places and regions, different forms develop. This linguistic phenomenon happens in locations with different
cultures, habits, customs and traditions, thus creating other language structures, diverse lexicon, as well as sounds and
accents. The dimmension of linguistic variation described is:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128638
Inglês
Consider verbal and non-verbal language to answer the following:
The English language facet targeted is:
Ano: 2024
Banca:
Instituto Consulplan
Órgão:
SEED-PR
Prova:
Instituto Consulplan - 2024 - SEED-PR - Professor - Língua Estrangeira Moderna - Inglês - Edital nº 138 |
Q3128636
Inglês
Texto associado
Read the poem to answer the following question:
Indicate the phonological poetic device spotted in “Because it was grassy and wanted wear”:
Conheça nossos planos