Questões de Concurso Comentadas sobre inglês
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Which form of the verb 'to be' is used and why is it used in this context?
(‘To Kill a Mockingbird' by Harper Lee)
Choose the correct alternative about the text above:
“Mary is excited about her planned trip to Australia, and John is planning to stay at home to finish his novel.”
Based on their conversation, formulate a sentence that accurately portrays both Mary's and John's future plans using the correct forms of 'going to' and 'will'. Remember to consider the rules of usage for 'going to' and 'will' in expressing future actions and intentions. The correct answer could be:
What is the English word used for referring to an area where residential housing predominates, for example, where families tend to live together?
In order to delve into the basics of English phonology, it is important to establish a clear understanding of what phonology is and its scope of study. Phonology is a subfield of linguistics that focuses on the systematic study of sounds within a particular language or languages. It examines the patterns, organization, and rules governing the sounds and their usage in speech.
The scope of phonology encompasses several key aspects. Firstly, it examines the inventory of sounds in a language, identifying the distinct phonemes and their distribution within words. It also investigates the rules and patterns governing the combination and sequencing of sounds, known as phonotactics. These rules determine which sounds can appear in specific positions within words or syllables (Dodd, et al, 2003).
What is the main objective of phonology?
“Imagining that you are a web journalist, your job is to create interesting and engaging news articles about various topics for your online readers. You have been tasked with writing a news article about a recent technological discovery that has the potential to change everyday life.”
In order to create an effective and enticing article for a target audience, which of the following aspects should your students prioritize in their writing?
(Disponible in: https://br.pinterest.com)
Analyse the set of sentences to indicate the option that does NOT fit them.
1. Not only did they arrive late but they talked throughout the film.
2. Rarely do we find such talent.
3. Never have I been so happy to see someone.
4. Barely had she got back in bed when her alarm went off.
5. Seldom has she taken a day off work.
6. No sooner had the game started than the captain was taken ill.
7. Only later did they discover they hadn't been told the truth.
8. Under no circumstances should children travel without an adult
9. Little do people realise how hard it is to be a chef.
10. In no way did we agree to this.
Examine the set of sentences to answer question.
1. Sam has stayed in Los Angeles for two years, and completed his course.
2. Raj has just gone out to the market since we’ve run out of coffee.
3. We have been to many amazing foreign countries.
4. My brothers have waited for hours at the train station last week.
5. My last birthday was the worst day I have ever had.
6. Sheila has been working on that project for over a month.
7. Hasn’t he been trying to get into Jawaha University? Is there any progress?
8. As the weather was fine, the old man sat down to read outdoors.
9. I can’t get in my house because I lost my keys, and my wife isn’t home.
10. Scientists have recently discovered a new breed of monkey.
Read the text to answer question.
The nature of “Language Input” for Language Acquisition
“INPUT” is a vital concept within language acquisition, especially within second language acquisition. Theoretical models in research on language acquisition typically require the explanation of how INPUT is treated by the learners and the impact on language acquisition.The presence of INPUT, however, does not guarantee acquisition. This is generally understood. Watching 20 hours of Korean drama does not necessarily lead to acquisition of Korean – if that worked, we would have loads of proficient Korean speakers around the world now. Notwithstanding that, we also understand that the absence of target language INPUT also implies no language acquisition will take place for the target language. This should also be easily understood. It cannot be the case that a person who has never listened to a word of Yiddish, to be able to speak Yiddish suddenly.
There are various theories on the psycholinguistic processes of how INPUT generates acquisition. Nevertheless, most scholars agree that INPUT needs to be converted to “INTAKE” before acquisition can take place. Using the analogy of the Korean drama earlier, we may also have heard of examples of learners who seemed to have acquire new understanding and able to use Korean at a slightly different level after watching numerous Korean dramas. Yet, the same experience does not always hold for all others. In that sense, for those who have improved or level up, INPUT has become INTAKE in their minds.
Technically speaking, INPUT is akin to data (in fact, some scholars define input as primary linguistic data) available in the environment that the learner has opportunity of access, and intake refers to the data that the learner actually takes in and process. Just as in data science where processed raw data then becomes useful information, LANGUAGE INPUT that is processed can then become information for acquisition – the psychological region where “new information is matched against prior knowledge” (Gass, 1997:5), enabling the learner to confirm/reject any previous hypothesis or form new hypothesis about the target language. Note that this can be implicit and is unknown to the learner.
The key question then is: What types of LANGUAGE INPUT can then have a higher opportunity of becoming INTAKE? This is one question of inquiry that research has yet to provide very conclusive answers, although there are many influencing factors. As such, the various types of LANGUAGE INPUT to be discussed contribute in different manners to acquisition. We should take note of these types to construct relevant languaging experiences for our learners.
(Disponible in: https://www.languageeducatorsassemble.com/types-of-language-input. Adapted.)
I. INPUT is basic linguistic information affordable in the ambience that the learner has the chance of accessing.
II. Several instances of INTAKE are instrumental in different ways to foster language acquisition.
III. INPUT may come through languaging in the daily lives of the learners, where the target language is used for all sort of purposes beyond education.
(Disponible in: https://mortalreader.wordpress.com/2016/09/17/milk-and-honey-rupi-kaur)
When Rupi Kaur emigrated to Canada from Punjab, India, she was four. On Instagram, 2009, she started writing and performing poetry and became a worldwide success. Regarding text content, her poem’s core idea is:
(Disponible in: https://www.quora.com)
Having the image’s clues as references, apostrophe use meets a compatible description in:
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