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Ano: 2025Banca: CESPE / CEBRASPEOrganização: InoversaSulDisciplina: Língua InglesaTemas: Aspectos Linguísticos
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O hábito de buscar referências na língua materna pode ser
uma das principais armadilhas no aprendizado de um novo
idioma. Embora a língua inglesa esteja presente em boa parte do
mundo por meio da Internet, dos livros, dos filmes e das séries,
para muitas pessoas a compreensão do idioma ainda é um bicho
de sete cabeças. Por esse motivo, é comum ouvir queixas durante
as aulas como “não consigo aprender inglês” ou “inglês não é
para mim”.
A diferença da língua materna é o que mais causa
dificuldade para os estudantes lusófonos, principalmente pelo
fato de a principal origem do português ser o latim e a do inglês
ser o anglo-saxão. Essa disparidade causa impactos no som,
na escrita e na estrutura do idioma. Pela mistura do anglo-saxão
com outros idiomas e culturas, o inglês difere-se do português
não apenas na escrita, mas também na pronúncia. Se desprender
do habitual idioma materno e precisar falar palavras de uma outra
forma é uma dificuldade recorrente entre os estudantes.
Internet:<rubyacademy.com.br> (com adaptações).
Considerando os aspectos suscitados pelo texto precedente no que concerne à aquisição de língua inglesa por pessoas lusófonas, julgue o próximo item.
Lusofalantes podem usar artigos de forma incorreta ao falar inglês porque em português é mais frequente o uso de artigos definidos ou indefinidos antes de substantivos.
Ano: 2024Banca: FURBOrganização: Prefeitura de Blumenau - SCDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
At the beginning of the word CAKE, the letter 'c' when
pronounced is presented as:
Ano: 2018Banca: FUNDATECOrganização: Prefeitura de Mampituba - RSDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Compreensão de Texto
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Instruction: Answer questions 36 to 40 based on the following text.
Klingon to Dothraki: Invented languages gain popularity
- The idea of invented languages is not new. People have been trying to create new tongues
- for a long time. One of the most famous examples is Esperanto, created by Ludwik Zamenhof
- in 1887 which he hoped would become __ globally spoken unifying language. The fact that it
- is based on 16 very simple rules and took words from languages already present makes it very
- easy to learn. This was a conscious decision by Zamenhof who hoped that if everyone spoke
- one language, there would be fewer wars and conflicts.
- So far, none of the existing constructed languages has achieved a large number of
- speakers. Klingon, the invented language of Star Trek has around 20-30 speakers. Na’vi, the
- language created for the movie “Avatar” has one fluent speaker, 10 intermediate speakers,
- and over forty novices. Dothraki, which was crafted specifically for __ series Game of Thrones,
- boasts seven intermediate speakers and around a hundred novices. For now, Garadálava has
- exactly one speaker: Fynn Schlemminger himself.
- However Esperanto is a notable exception: it’s estimated that the language has around
- some 1,000 native speakers, and many parents teach it to their children. TV series, movies,
- books, and especially the Internet have given invented languages a chance like never before.
- According to the BBC, Esperanto, which was created almost exactly 100 years ago, is currently
- experiencing a boost, mostly thanks to the language learning app Duolingo, and a highly
- engaged online community. Wikipedia is also available in this language.
- With the amount of time and effort it takes to learn a new language, it is rather unlikely
- that __ invented tongue will achieve world domination in the same way English has. But it is
- clear that there is rising interest in creating new languages. “Yes, there might be more of them
- in the future, or more people will try their hand at it,” said Carpenter.
Fonte: adaptado de http://www.euronews.com/2018/04/25/from-klingon-to-dothraki-is-inventing-your-own-language-that-hard-
Consider the following statements:
I. ‘an’ correctly fills in the blank of line 03.
II. In order to correctly fill in the blank of line 10, it should be used ‘a’.
III. In line 20, the blank should be filled with ‘the’.
Which ones are INCORRECT?
Ano: 2019Banca: FURBOrganização: Prefeitura de Guabiruba - SCDisciplina: Língua InglesaTemas: Aspectos Linguísticos
What is the alternative that shows the correct sentence construction?
I- Despite that Harold wasn't the fastest runner, he won the race.
II- There were not many people at the party, but it was really enjoyable.
III- Despite not feel too good this morning, I went to work.
IV- It's an old radio. Although, it works really well.
V- Although Gary worked for weeks on that assignment, he got a terrible mark for it.
Ano: 2020Banca: Avança SPOrganização: Prefeitura de Louveira - SPDisciplina: Língua InglesaTemas: Aspectos Linguísticos
Choose the option that is grammatically correct:
1. It take me a long time after college to adapt to life in the office.
2. She cannot stands the thought of losing him
3. What you’re working on besides the research project?
4. We do not want to heard the policies
one more time.
Ano: 2022Banca: IADESOrganização: SEDUC-GODisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
Which one of the following verbs is pronounced with a “t” sound at the end, in opposition to “d” and “id” sounds?
Read the excerpt from TOMLINSON (2011) “Ideally language learners should have strong and consistent motivation and they should also have positive feelings towards the target language, their teachers, their fellow learners and the materials they are using. But, of course, ideal learners do not exist and even if they did exist one day, they would no longer be ideal learners the next day. Each class of learners using the same materials will differ from each other in terms of long- and short-term motivation and of feelings and attitudes about the language, their teachers, their fellow learners and their learning materials, and of attitudes towards the language, the teacher and the materials. Obviously no materials developer can cater for all these affective variables, but it is important for anybody who is writing learning materials to be aware of the inevitable attitudinal differences of the users of the materials.”
What can be concluded from the text about
materials to teach languages is that their developers
should take into account that:
Ano: 2020Banca: INSTITUTO AOCPOrganização: MJSPDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Preposições
Choose the right preposition to fill up the
following sentence: “I’m data scientist ____
MJSP.”
Ano: 2024Banca: FGVOrganização: Prefeitura de Macaé - RJDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
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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: 2024Banca: Instituto ConsulplanOrganização: SEED-PRDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Ensino de Língua Inglesa
Students were divided in groups and each group received one of the fragments for analysis and comprehension. The thorough
examination highlights the presence and command of one same figure of speech mainly employed in all of them contributing
to:
“My friend is dead, my neighbor is dead, my love, the darling of my soul, is dead.”
(A Tale of Two Cities, Charles Dickens.)
“Buddy, you’re a boy, make a big noise
Playing in the street, gonna be a big man someday
Buddy, you’re a young man, hard man
Shouting in the street, gonna take on the world someday.”
(We Will Rock You, Queen.)
“We will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom
together knowing that we will be free one day.”
(I Have a Dream, Martin Luther King.)
“I came to win, to fight, to conquer, to thrive.
I came to win, to survive, to prosper, to rise.”
(Fly, Nicki Minaj.)
“… and that government of the people, by the people, for the people shall not perish from the Earth.”
(Gettysburg Address, Abraham Lincoln.)
“We saw no houses, no smoke, no footprints, no boats, no people.”
(Lord of the Flies, William Golding.)
..