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61Q1021899 | Inglês, Aspectos Linguísticos Linguistic Aspects, Professor de Língua Inglesa, Prefeitura de São Lourenço da Mata PE, FGV, 2024

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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
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62Q1023010 | Inglês, Aspectos Linguísticos Linguistic Aspects, Professor Língua Inglesa, Prefeitura de Barão RS, OBJETIVA, 2025

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Hypatia (born c. 355 CE—died March 415, Alexandria) was a mathematician, astronomer, and philosopher who lived in a very turbulent era in Alexandria’s history. She is the earliest female mathematician of whose life and work reasonably detailed knowledge exists. Hypatia was the daughter of Theon of Alexandria, himself a mathematician and astronomer and the last attested member of the Alexandrian Museum. Hypatia continued his program, which was essentially a determined effort to preserve the Greek mathematical and astronomical heritage in (1) extremely difficult times. She is credited with commentaries on geometry, number theory, as well as an (2) astronomical table. These works, the only ones she is listed as having written, have been lost, although there have been attempts to (3) reconstruct aspects of them. She was, in her time, the world’s leading mathematician and astronomer, the only woman for (4) whom such claim can be made.
She was also a popular teacher and lecturer on philosophical topics of a less-specialist nature, attracting many loyal students and large audiences. Her philosophy was Neoplatonist and was thus seen as “pagan” at a time of bitter religious conflict between Christians (both orthodox and “heretical”), Jews, and pagans. Her philosophy also led her to embrace a life of dedicated virginity. The climate of tolerance lapsed, and shortly afterward Hypatia became the victim of a particularly brutal murder at the hands of a gang of Christian zealots.
The affair made Hypatia a powerful feminist symbol and a figure of affirmation for intellectual endeavor in the face of ignorant prejudice. Her intellectual accomplishments alone were quite ______ to merit the preservation and respect of her name, but, sadly, the manner of her death added to it an even greater emphasis.

Source: Encyclopedia Britannica. Adapted.
Which one of the items below is solely composed of words that have 5 syllables?
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63Q1022252 | Inglês, Aspectos Linguísticos Linguistic Aspects, Ensino Fundamental, InoversaSul, CESPE CEBRASPE, 2025

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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.

O português permite maior flexibilidade no que se refere à ordem das palavras em uma frase, o que pode levar os lusofalantes a cometerem erros de estruturação de frases no inglês, cuja ordem é mais rígida.

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64Q1022775 | Inglês, Aspectos Linguísticos Linguistic Aspects, Inglês, SEDUC SP, VUNESP, 2025

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Sounds (phonemes) are represented by phonetic symbols, for example /bi:t/ for ‘beat’. In English, however, there is no one-to-one correspondence between written letters and spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have the ‘-ou-’ spelling, but it is pronounced differently in each case. Different spellings can have the same sound too: ‘plane’ and ‘gain’ both have the same vowel sound, but they are spelt differently.


(Jeremy Harmer. How to teach English, 1998. Adaptado)
Phonetic transcription contains a lot of information about the exact quality of the sounds. The phonetic symbol for the final consonant sound in “teach” and “speech” is /tʃ/. The same /tʃ/ sound is found in
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65Q1047453 | Inglês, Aspectos Linguísticos Linguistic Aspects, Cadete do Exército, ESCOLA NAVAL, Marinha

Which of the alternatives below contains a mistake?
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67Q1021886 | Inglês, Aspectos Linguísticos Linguistic Aspects, LEM Inglês, SEED PR, Consulplan, 2024

Intonation describes how the voice rises and falls in speech, it is about how we say things, rather than what we say. The three main patterns of intonation in English are: falling intonation, rising intonation and fall-rise intonation. About falling intonation, it is true we use it:
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68Q1024242 | Inglês, Aspectos Linguísticos Linguistic Aspects, Inglês, Prefeitura de Planalto Alegre SC, Instituto Fênix, 2025

A pragmática estuda o uso da linguagem em contextos específicos, considerando a intenção do falante e as implicações comunicativas.

No diálogo abaixo, qual é a implicatura gerada pela fala de B?

A: Are you going to the party tonight?

B: I have a lot of work to do.

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70Q1022803 | Inglês, Aspectos Linguísticos Linguistic Aspects, Língua Estrangeira Inglês, SED SC, FURB, 2024

In each of the following options, you will see one word in English, one word in Portuguese and their respective stress pattern. Which one is correct?
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71Q1023081 | Inglês, Aspectos Linguísticos Linguistic Aspects, Inglês, Prefeitura de São Gonçalo RJ, SELECON, 2024

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Read the following text:


TEXT I


The teaching of English as a foreign language in the context of Brazilian regular schools: a retrospective and prospective view of policies and practices


Read the following text:


The movement towards a more meaningful approach to the teaching of English as a foreign language in Brazilian regular schools reached its climax in the 20th century with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level. Since then, the community of teachers has been divided into those who welcomed the contents, views and propositions of the document, and the ones who believed that the suggestions it contained were inappropriate. At the center of this controversy was the importance given by the official policies to the teaching of reading, as opposed to an approach, borrowed from private language institutes, which historically favored a focus on the oral skills.


A brief overview of the recent history of ELT in Brazilian regular schools


During the 1970s, the so-called audiolingual method, based on behaviorist and structuralist assumptions, was still considered the only scientific way of teaching a foreign language. Its emphasis on the oral skills and on the exhaustive repetition of structural exercises seemed to work well in the contexts of private language institutes. Those contexts were characterized by the gathering of small numbers of highly motivated students per class, a weekly time-table superior in the number of hours to the one adopted in regular schools, and plenty of audiovisual resources. Questionable in itself, both because of its results (which in time were revealed to be less efficient than believed, especially in terms of fluency) and its theoretical assumptions, the method ended up being adopted by regular schools due to its positive reputation at the time. The failure of the methodology in this context would soon become evident, generating extreme frustration both amongst teachers and students.


From the 1980s on, with the spread of ideas connected to the so-called communicative approach and the growth of English for Specific Purposes (ESP), the community of researchers and teachers interested in the context of regular schools started reviewing the assumptions and logic of English Language Teaching (ELT). Recognizing that each and every school discipline needs to justify its presence in the curriculum socially and educationally, this movement identified the skill of reading as the most relevant one for the students attending the majority of Brazilian regular schools.This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


This understanding was achieved by considering not only the possibility of real use outside school, but also the role this approach could play in the achievement of other educational goals, such as the improvement of student's reading abilities in Portuguese as a mother tongue. This movement reached its climax with the publication of the Brazilian National Curricular Parameters (PCN) for the teaching of foreign languages at basic education level by the end of the 1990s. The document recommended the focus on the teaching of reading within a view of language as discourse. However, it did not close the door on the teaching of any other skill, as long as the context made it possible and relevant.


Another important characteristic of the Parameters that should not be overlooked is their emphasis on teacher's autonomy. This emphasis can be seen clearly in the fact that no content or method is imposed upon the teachers. What one can find are suggestions and relevant information for teachers to make their own decisions, taking into consideration the context within which they work. In other words, the Parameters do not force any teacher to limit their focus on the teaching of reading, if they believe they can go further than that.


To be or not to be: professional identities and beliefs


When asked why they were against the focus on reading, most teachers who take this position, told me that they considered the teaching of reading to be "not enough". Most of them also added that if the teaching of reading was designed to fit a context where one cannot effectively teach the oral skills, then we should not adapt ourselves to that context, but rather demand the improvements that would make more feasible the teaching of the so-called four skills.


Let us consider these statements more closely. The first one is about quantity, that is, by teaching "only" the reading skill, the teacher would be denying her/his students the opportunity for learning all the other skills. They would be denied the opportunity for learning to speak English, which is, after all, assumed to be the real goal of teaching English as a Foreign Language (EFL).


Reasonable and democratic as it may seem, such an argument fails to take into consideration at least one extremely relevant issue: the fact that in Brazil there are virtually no reports of successful teaching of the four skills in contexts other than the private language institutes. Before the mid-1980s, several different attempts were made to make ELT work out at regular schools, but only those which completely changed the characteristics of the classes (making them look almost exactly like the small, homogeneous classes of the private institutes) were able to achieve some (questionable) level of success. In other words, the integrative approach to ELT, with its claim of teaching the four skills, focusing especially on the oral skills, has never been successful in our regular schools, including most of the private ones, with very few exceptions. If that is indeed the case, then it makes very little sense to speak of giving our students more or less of something that they never really had. And even if we are to speak in such terms, then it is extremely clear (at least for those who tried it) that the communicative teaching of one skill is definitely better (and more) than the pantomime of allegedly teaching the four skills, which was never successful in the context of Brazilian schools.


Where do we go from here?


Any attempt to establish new policies for the teaching of EFL at Brazilian regular schools should start with the recognition that the PCN were a very important step towards meaningful foreign language education in this context. Without such recognition, there will always be the suspicion that the old beliefs connected to the professional identity of the teacher as an instructor are coming back.


Surely, we do not want to teach only reading forever. But sound attempts to go forward in enhancing the relevance of our teaching should start with the discussion of the three groups of reasons that justified the propositions of the PCN. The focus on reading was considered the most adequate for the majority of our schools because of practical considerations about our working conditions, social relevance, and educational relevance.


As far as practical conditions and educational relevance are concerned, virtually no major change has occurred in order to justify reframing our teaching. However, in what concerns social relevance, it is undeniable that the growth of the Internet has provided a new context for the use of the English language outside schools. For that reason, it is my belief that skills other than reading may now be taught in our classes without representing a return to a rationale that is alien to our schools. The teaching of writing in the context of Internet genres and practices is definitely necessary, if we want our students to have their own voice, becoming able to project their own local identities in global contexts.

Adapted from: ALMEIDA, Ricardo Luiz Teixeira de. Scielo Brazil – Revista Brasileira de Linguística Aplicada - https://www.scielo.br/j/rbla/a/ nNz3Jtj85xmms8MnNfwRpMn/?lang=en. Accessed: 05/02/2024.
In phonetics and phonology, schwa sound is an unrounded central mid vowel, whose symbol, in the International Phonetic Alphabet, is /ə/. In many languages, such a vowel arises through the neutralization of unstressed vowels or through epenthesis. Among the words below, taken from the text, the one containing a schwa sound is:
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74Q1023182 | Inglês, Aspectos Linguísticos Linguistic Aspects, Professor de Língua Inglesa, Prefeitura de Currais Novos RN, FUNCERN, 2024

Knowing that the main difference between affricate and fricative sounds lies in the way airflow is managed: affricates involve a stop followed by a release into a fricative, while fricatives are produced by forcing air through a narrow channel in the vocal tract, the alternative that brings only examples of words with affricate sounds in English is:
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76Q1022776 | Inglês, Aspectos Linguísticos Linguistic Aspects, Inglês, SEDUC SP, VUNESP, 2025

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Leia o texto a seguir e responda à questão:


Sounds (phonemes) are represented by phonetic symbols, for example /bi:t/ for ‘beat’. In English, however, there is no one-to-one correspondence between written letters and spoken sounds. Thus the ‘c’ of ‘cat’ is pronounced differently from the ‘c’ in ‘cease’. ‘Though’, ‘through’ and ‘rough’ all have the ‘-ou-’ spelling, but it is pronounced differently in each case. Different spellings can have the same sound too: ‘plane’ and ‘gain’ both have the same vowel sound, but they are spelt differently.


(Jeremy Harmer. How to teach English, 1998. Adaptado)
O aprendiz brasileiro tende a ter dificuldade na discriminação entre os sons vogais /ɪ/ e /i:/ em palavras da Língua Inglesa. Assinale a alternativa em que as letras em negrito são pronunciadas como /ɪ/ e /i:/, respectivamente.
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77Q1022521 | Inglês, Aspectos Linguísticos Linguistic Aspects, Língua Inglesa Anos Iniciais e Finais Direitos, Prefeitura de Rio do Oeste SC, OBJETIVA, 2025

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Hanji

Hanji is the name of the handmade paper produced in ancient Korea from the 1st century BCE. Made from mulberry trees, its exceptional quality made it a successful export, and it was widely used not only for writing but also for interior walls and everyday objects, such as fans and umbrellas. Hanji, famed throughout Asia for its whiteness, texture, and strength, is still made today in specialized Korean workshops.

Initially Korean paper was made using hemp fiber, but the highest quality hanji was, for many centuries, made only from the pith of mulberry trees (tak in Korean, Latin: Broussonetia papyrifera). The toughness of hanji meant that it was ideally suited for use in printing presses that used blocks made from magnolia wood, which had been soaked and boiled in saltwater and then dried for several years before use. Each block was 24x4x64cm and carried 23 lines of vertical text on each side. These were then covered in ink and paper was pressed against them. The resilience of hanji was especially useful from the 12th century CE when printing was done using heavier moveable metal type made of bronze, a Korean invention.

In the Joseon Period (from the 15th century CE), such was the demand for hanji, that Sejong the Great (r. 1418 - 1450 CE) permitted other plant materials to be used in its manufacture, especially bamboo. The paper was made in specialized workshops in the capital and the five provincial capitals. The hanji which was produced for state use was supervised by a government agency, the Chonjo-chang.


World History Encyclopedia. Adaptation.
Mark “T” (true) for the words that present the same “gh” sound as in “toughness” and “F” (false) for those who don’t. Then, mark the correct sequence.

( ) Ghost.
( ) Enough.
( ) Cough.
( ) Ghetto.
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78Q1054532 | Inglês, Aspectos Linguísticos Linguistic Aspects, Assistente Técnico de Trânsito, DETRAN RJ, Makiyama

Uma turista sul-africana veio ao Rio de Janeiro com sua cunhada para visitar alguns amigos e assistir aos jogos da Copa do mundo. Ao encontrar com esses amigos, a turista apresentou-lhes Victoria, sua cunhada. Assinale a alternativa que traz a apresentação correta feita pela mulher.
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80Q1024119 | Inglês, Aspectos Linguísticos Linguistic Aspects, Inglês, Prefeitura de Apiaí SP, ACCESS, 2024

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NO MAN'S LAND

Mystery of world's only stretch of unclaimed land with NO laws that farmer tried to seize to make daughter a princess


Hidden deep in the African desert lies one of the strangest pieces of land on Earth — not for its beauty, wealth, or strategic value, but because no country wants it.


Bir Tawil is a 2,060-square-kilometre patch of barren desert between Egypt and Sudan, which remains an unusual geopolitical anomaly after decades of being unclaimed.


Those daring to go there face a tough journey, driving through remote desert roads past relics of gold mines and, at times, crossing paths with armed gangs and bandits.


Bir Tawil has long been a quirky favourite for small, often tongue-in-cheek, self-declared "countries" - usually founded by ordinary people across the globe.


With no laws, the land has even drawn would-be "kings," including a US dad who trekked there to fulfil his young daughter's wish of becoming a princess.


Jeremiah Heaton, a Virginia farmer, planted a flag and declared Bir Tawil the "Kingdom of North Sudan" so that his daughter Emily could have a royal title. While the move had no legal bearing, it sparked global interest and debate over land claims and the nature of sovereignty.


As the dad tells it, Emily had casually asked if she could be a princess, and Heaton, wanting to make her dream come true, started looking for a way to make that happen. While most parents might have gently explained the impracticality of such a request, Heaton took it as a challenge. He began researching unclaimed land where he could theoretically establish a kingdom for Emily, at the time aged six.


In June 2014, Heaton headed to northeastern Africa, reaching Bir Tawil after a challenging journey through the desert. With a homemade blue flag bearing a crown symbol and the name "Heaton," he ceremoniously planted it in the sand, declaring Bir Tawil the "Kingdom of North Sudan" and himself its king. He immediately proclaimed Emily to be a princess, therefore "granting" her the royal title she had wished for.


In 2017, Suyash Dixit, an IT entrepreneur from Indore, India, also claimed Bir Tawil as his own, naming it the "Kingdom of Dixit." After a challenging journey across the desert, he planted a flag, declared himself king, and even "appointed" his father as prime minister. He posted his claim and experience on social media, where it garnered significant attention and sparked a wave of jokes and memes.


There are rumours, though largely unsubstantiated, that Bir Tawil contains hidden gold deposits.


While Egypt and Sudan have both had ancient ties to gold mining, particularly in the Nubian Desert, Bir Tawil itself is rarely studied or mined. These rumours, however, have attracted a few treasure hunters and adventurers over the years, hoping to uncover hidden riches in the desert.


Some have even joked about Bir Tawil as a potential "backup homeland" for populations affected by natural disasters. While obviously impractical, the idea underscores the paradox of unclaimed land in a time when territorial disputes are common.


Despite several stunts and theories, Bir Tawil remains unclaimed due to a unique border dispute between Egypt and Sudan.


The journey to Bir Tawil is lengthy and can take anywhere from two days to a week, depending on the starting point, route, and conditions. Due to its isolation and extreme desert environment, the journey requires careful planning, local knowledge, and permission from authorities in Egypt or Sudan.


Most travellers begin in Aswan, Egypt, or Khartoum, Sudan, as these are the nearest large cities with transportation infrastructure. From Aswan, the trip typically involves a long desert drive heading southward toward the Egypt-Sudan border.


Both countries monitor the border area closely, with visitors needing permits and a good guide familiar with the region. Egypt, in particular, restricts movement near the border, especially in sensitive zones close to the Hala'ib Triangle.


The trip to Bir Tawil from either Egypt or Sudan covers hundreds of kilometres across remote, rugged desert terrain. Explorers often follow dirt tracks used by nomadic tribes, miners, or military patrols, though few roads are mapped or maintained. The drive can take days and usually involves off-road vehicles capable of handling deep sand and rough trails.


There are no towns, water sources, or services along the way, so travellers must bring ample water, food, fuel, and spare parts. And to make matters worse, armed gangs, smugglers, and bandits often prey upon those venturing in the desert, particularly along less-monitored routes.


The origins of this unclaimed desert stretch back to Britishcolonial rule in the late 19th and early 20th centuries, when overlapping boundary lines inadvertently left Bir Tawil in a legal limbo.


In 1899, while both Egypt and Sudan were under British administration, a formal border was established along the 22nd parallel north. This placed Bir Tawil, an arid and resource-poor patch of desert, in Egyptian territory, while a more valuable area, the Hala'ib Triangle, was assigned to Sudan.


But in 1902, the British changed the boundary to fit the local tribes' movements, putting Bir Tawil in Sudan instead and giving Egypt control over the fertile Hala'ib Triangle.


When Egypt and Sudan became independent, each country wanted the Hala'ib Triangle because it has good land and access to the Red Sea.


Egypt claims it based on the 1899 line, while Sudan uses the 1902 line to support its claim. Bir Tawil, a barren desert with no resources, has no value to either country.


To claim the Hala'ib Triangle, each country must reject Bir Tawil — because they can't claim both under their chosen boundary line. So by claiming Hala'ib, they essentially "give away" Bir Tawil, leaving it unwanted.


The territory is therefore unclaimed because Egypt and Sudan only want the valuable land next to it, not Bir Tawil itself.


For now, Bir Tawil endures as a strange relic of colonial history and an unlikely symbol of modern-day geopolitics — a land still ungoverned and, in all likelihood, destined to remain unclaimed.


Source:

https://www.thesun.co.uk/news/30658172/bir-tawil-land-that-bel ongs-to-no-nation/ (adapted)


https://www.thesun.co.uk/news/30658172/bir-tawil-land-that-belongs-to-no-nation/

The story of Bir Tawil includes elements that can enhance language acquisition through storytelling. What aspect of this story best supports language learning according to theories of language acquisition?
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