Questões de Concurso Inglês Substituto

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1 Q979986 | Inglês, Inglês Substituto, Prefeitura de Itatiba SP, VUNESP, 2025

Texto associado.
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Speakers of different languages have different sounds. Thus, as there is no equivalent in English for the ‘click’ in the South African language Xhosa, English speakers find it difficult to produce. British speakers mangle French vowels because they are not the same as the English ones. Japanese speakers, on the other hand, do not have different phonemes for /l/ and /r/ and so have difficulty differentiating between them.


Whereas in some languages there seems to be a close relationship between sounds and spelling, in English this is often not the case. The sound /ʌ/, for example, can be realized in a number of different spellings (e.g. won, young, funny, flood). The letters ou, on the other hand, can be pronounced in a number of different ways (e.g. enough, through, though, and even journey). A lot depends on the sounds that come before or after them, but the fact remains that we spell some sounds in a variety of different ways, and we have a variety of different sounds for the same spelling.


(Jeremy Harmer. The practice of English language teaching, 2007)
In the excerpt from the first paragraph “Thus, as there is no equivalent in English for the ‘click’ used by Xhosa speakers, English speakers find it difficult to produce”, the word in bold introduces a

2 Q979989 | Inglês, Inglês Substituto, Prefeitura de Itatiba SP, VUNESP, 2025

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Speakers of different languages have different sounds. Thus, as there is no equivalent in English for the ‘click’ in the South African language Xhosa, English speakers find it difficult to produce. British speakers mangle French vowels because they are not the same as the English ones. Japanese speakers, on the other hand, do not have different phonemes for /l/ and /r/ and so have difficulty differentiating between them.


Whereas in some languages there seems to be a close relationship between sounds and spelling, in English this is often not the case. The sound /ʌ/, for example, can be realized in a number of different spellings (e.g. won, young, funny, flood). The letters ou, on the other hand, can be pronounced in a number of different ways (e.g. enough, through, though, and even journey). A lot depends on the sounds that come before or after them, but the fact remains that we spell some sounds in a variety of different ways, and we have a variety of different sounds for the same spelling.


(Jeremy Harmer. The practice of English language teaching, 2007)
O aprendiz brasileiro tende a não distinguir as diferentes pronúncias do sufixo –ed formador do passado e particípio de verbos regulares em inglês: /t/, /d/, e / ɪd/. Por influência de sua língua materna, tende a pronunciar todos os passados e particípios da mesma forma. A alternativa em que o –ed final é pronunciado assim como em “realized”, no segundo parágrafo do texto, é:

3 Q979991 | Inglês, Inglês Substituto, Prefeitura de Itatiba SP, VUNESP, 2025

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In the literature on language learning, one particular process has commonly been singled out for explication: transfer. The term describes the carryover of previous performance or knowledge to subsequent learning. Positive transfer occurs when the prior knowledge benefits the learning task; negative transfer, or interference, occurs when previous performance disrupts the performance of a second task.

It has been common in second language teaching to stress the role of interference. This is of course not surprising, as native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference is strong. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form.

It is exceedingly important to remember, however, that the native language of a second language learner is often positively transferred, in which case the learner benefits from the facilitating effects of the first language. In the above sentence, for example, the correct one-to-one word order correspondence, the personal pronoun, and the preposition have been positively transferred from French to English. We often mistakenly overlook the facilitating effects of the native language in our appetite for analyzing errors in the second language and for overstressing the interfering effects of the first language.


(Douglas Brown. Principles of language learning and teaching, 2000. Adaptado)
Há também transferências negativas em nível de estrutura frasal. A alternativa que apresenta a frase em inglês traduzida corretamente da frase em português é:

4 Q979984 | Inglês, Inglês Substituto, Prefeitura de Itatiba SP, VUNESP, 2025

Read the text and the dialogue which follows it.

“No mundo real, raramente as perguntas se referem a um único tipo de conteúdo. Para preparar os alunos para isso, tente avançar a partir de uma resposta certa, pedindo que integrem a ela conhecimentos aprendidos anteriormente.”

(Doug Lemov. Aula Nota 10 3.0, 2022. Adaptado)

Teacher: Who would like to use the verb “cook” in a sentence?”
Student: I like to cook. Teacher: Good! Who would add an indirect object to the sentence?
Student: I like to cook to my family.
Teacher: Could you use a compound indirect object?
Student: I like to cook to my family and friends.
Teacher: When do you cook to them? Add a time adverb to your sentence.
Student: I like to cook to my family and friends on weekends.

The interventions by the teacher recover the students’ knowledge about

5 Q979988 | Inglês, Inglês Substituto, Prefeitura de Itatiba SP, VUNESP, 2025

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Speakers of different languages have different sounds. Thus, as there is no equivalent in English for the ‘click’ in the South African language Xhosa, English speakers find it difficult to produce. British speakers mangle French vowels because they are not the same as the English ones. Japanese speakers, on the other hand, do not have different phonemes for /l/ and /r/ and so have difficulty differentiating between them.


Whereas in some languages there seems to be a close relationship between sounds and spelling, in English this is often not the case. The sound /ʌ/, for example, can be realized in a number of different spellings (e.g. won, young, funny, flood). The letters ou, on the other hand, can be pronounced in a number of different ways (e.g. enough, through, though, and even journey). A lot depends on the sounds that come before or after them, but the fact remains that we spell some sounds in a variety of different ways, and we have a variety of different sounds for the same spelling.


(Jeremy Harmer. The practice of English language teaching, 2007)
Mark the alternative in which the letters in bold have the same vowel sound.

6 Q979985 | Inglês, Aspectos linguísticos Linguistic aspects, Inglês Substituto, Prefeitura de Itatiba SP, VUNESP, 2025

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Speakers of different languages have different sounds. Thus, as there is no equivalent in English for the ‘click’ in the South African language Xhosa, English speakers find it difficult to produce. British speakers mangle French vowels because they are not the same as the English ones. Japanese speakers, on the other hand, do not have different phonemes for /l/ and /r/ and so have difficulty differentiating between them.


Whereas in some languages there seems to be a close relationship between sounds and spelling, in English this is often not the case. The sound /ʌ/, for example, can be realized in a number of different spellings (e.g. won, young, funny, flood). The letters ou, on the other hand, can be pronounced in a number of different ways (e.g. enough, through, though, and even journey). A lot depends on the sounds that come before or after them, but the fact remains that we spell some sounds in a variety of different ways, and we have a variety of different sounds for the same spelling.


(Jeremy Harmer. The practice of English language teaching, 2007)
Os exemplos no primeiro parágrafo visam a

7 Q979987 | Inglês, Inglês Substituto, Prefeitura de Itatiba SP, VUNESP, 2025

Texto associado.
Leia o texto a seguir para responder à questão.


Speakers of different languages have different sounds. Thus, as there is no equivalent in English for the ‘click’ in the South African language Xhosa, English speakers find it difficult to produce. British speakers mangle French vowels because they are not the same as the English ones. Japanese speakers, on the other hand, do not have different phonemes for /l/ and /r/ and so have difficulty differentiating between them.


Whereas in some languages there seems to be a close relationship between sounds and spelling, in English this is often not the case. The sound /ʌ/, for example, can be realized in a number of different spellings (e.g. won, young, funny, flood). The letters ou, on the other hand, can be pronounced in a number of different ways (e.g. enough, through, though, and even journey). A lot depends on the sounds that come before or after them, but the fact remains that we spell some sounds in a variety of different ways, and we have a variety of different sounds for the same spelling.


(Jeremy Harmer. The practice of English language teaching, 2007)
In the fragment at the end of the text “and we have a variety of different sounds for the same spelling”, the bolded word refers to

8 Q979990 | Inglês, Falso Cognatos False Cognates, Inglês Substituto, Prefeitura de Itatiba SP, VUNESP, 2025

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In the literature on language learning, one particular process has commonly been singled out for explication: transfer. The term describes the carryover of previous performance or knowledge to subsequent learning. Positive transfer occurs when the prior knowledge benefits the learning task; negative transfer, or interference, occurs when previous performance disrupts the performance of a second task.

It has been common in second language teaching to stress the role of interference. This is of course not surprising, as native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference is strong. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form.

It is exceedingly important to remember, however, that the native language of a second language learner is often positively transferred, in which case the learner benefits from the facilitating effects of the first language. In the above sentence, for example, the correct one-to-one word order correspondence, the personal pronoun, and the preposition have been positively transferred from French to English. We often mistakenly overlook the facilitating effects of the native language in our appetite for analyzing errors in the second language and for overstressing the interfering effects of the first language.


(Douglas Brown. Principles of language learning and teaching, 2000. Adaptado)
Enquanto palavras cognatas favorecem a transferência positiva, falsos cognatos frequentemente interferem na compreensão da língua estrangeira. Assinale a alternativa em que a palavra em negrito é um falso cognato no contexto da frase.

9 Q979992 | Inglês, Inglês Substituto, Prefeitura de Itatiba SP, VUNESP, 2025

Texto associado.
Leia o texto para responder à questão.


In the literature on language learning, one particular process has commonly been singled out for explication: transfer. The term describes the carryover of previous performance or knowledge to subsequent learning. Positive transfer occurs when the prior knowledge benefits the learning task; negative transfer, or interference, occurs when previous performance disrupts the performance of a second task.

It has been common in second language teaching to stress the role of interference. This is of course not surprising, as native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference is strong. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form.

It is exceedingly important to remember, however, that the native language of a second language learner is often positively transferred, in which case the learner benefits from the facilitating effects of the first language. In the above sentence, for example, the correct one-to-one word order correspondence, the personal pronoun, and the preposition have been positively transferred from French to English. We often mistakenly overlook the facilitating effects of the native language in our appetite for analyzing errors in the second language and for overstressing the interfering effects of the first language.


(Douglas Brown. Principles of language learning and teaching, 2000. Adaptado)
Vistas em seu conjunto, as duas frases do segundo parágrafo “This is of course not surprising, as native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference is strong.” exemplificam
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