ID: 1021900•
Inglês•
Aspectos linguísticos Linguistic aspects•
FGV•
Prefeitura de São Lourenço da Mata PE•
Professor de Língua Inglesa•
2024

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.

Para maior engajamento da turma, foi criado um concurso de criação de poesia. Os alunos deveriam criar uma estrofe que tivesse o mesmo esquema de rima e cujas últimas palavras seguissem a mesma classe gramatical da última palavra de cada verso da terceira estrofe, reproduzida abaixo.

In the dark blue sky youkeep, And often through my curtainspeep, For you never shut youreye Till the sun is in thesky.

A estrofe vencedora do concurso, cujo criador seguiu corretamente as exigências indicadas, foi

ID: 1024542•
Inglês•
Aspectos linguísticos Linguistic aspects•
FURB•
Prefeitura de Bombinhas SC•
Professor de Língua Inglesa•
2024

The Role of the Teacher in Promoting Intercultural Approaches


Today, it would be an exaggeration to say that cultural diversity is perceived as a problem within education systems, since the teachers, in general, accept it and have positive attitudes towards the contribution of diversity. However, even if it is not a problem within the school, one must nevertheless address its complexity. Cultural diversity is not only an auspicious resource for extra-curricular activities; it has a social dimension with an impact on the life of the pupils and their parents. From this point of view, it seems important to us that teachers are aware of the issues concerning such themes as integration, openness, social justice and equality. Otherwise, it should be said that a certain number of stereotypes persist and their effects should be thoroughly examined within the school.

One of the theoretical foundations which seems productive for us in promoting cultural diversity is culturally relevant teaching. Indeed, further to exploiting otherness as a resource, it subjects it to critical analysis and in this way addresses inequalities connected with cultural, social or ethnic affiliations. This form of teaching addresses inequalities, but also takes the form of an approach to combat them.

Finally, research has demonstrated the advantage of opening the teaching profession to people from diverse origins. Indeed, their knowledge and the resemblance between their own experiences and those of their pupils, particularly those with cultural minority origins, contribute an educational added-value. Furthermore, we believe that the experiences of these teachers may represent a resource for the educational enterprise, while accepting its limits: the need for each individual to choose their own affiliation and not to be assigned an identity that could be detrimental.


(Based and adapted from AKKARI, Abdeljalil; RADHOUANE, Myriam. Intercultural approaches to education: From theory to practice. Springer Nature, 2022.)
Understanding the sounds of phonemes in English is fundamental to teaching pronunciation and explore the theme of communication in the classroom and outside of it. About the text, choose the correct sentence about the sounds of the words:

ID: 1022255•
Inglês•
Aspectos linguísticos Linguistic aspects•
CESPE CEBRASPE•
InoversaSul•
Ensino Fundamental•
2025

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.

ID: 1022777•
Inglês•
Aspectos linguísticos Linguistic aspects•
VUNESP•
SEDUC SP•
Inglês•
2025

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)
Dental fricatives are consonants with the characteristic that air escapes through a narrow passage between the tongue and the teeth. There is a distinction in pronunciation between unvoiced fricatives as in “think”, and voiced fricatives, as in “that”. The initial th is an unvoiced fricative in

ID: 1022868•
Inglês•
Aspectos linguísticos Linguistic aspects•
VUNESP•
Prefeitura de Vista Alegre do Alto SP•
Inglês•
2024

Read the text to answer question.


No one who speaks English has any difficulty understanding the meaning of a sentence like ‘It’s warm in here’. We all recognise that it is a comment on the temperature in some place or other. But why it is being said, and what the speaker wishes to convey by saying it, depends entirely on two things: the context in which it is said and what the speaker wants people to understand (...) The meaning of language depends on where it occurs within a larger stretch of discourse, and thus the relationship that the different language elements have with what comes before and after them. In other words, speakers and writers have to be able to operate with more than just words and grammar; they have to be able to string utterances together.

Our ability to function properly in conversation or writing depends not only on reacting to the context in which we are using the language, but also on the relationship between words and ideas in longer texts.

Words can also mean more than one thing, for example, ‘book’ (= something to read, to reserve, a list of bets, etc.), ‘beat’ (= to win, to hit, to mix, e.g. an egg, the ‘pulse’ of music/a heart) and ‘can’ (= ability, permission, probability – and a container made of metal). Notice that, in these examples, not only can the same form have many meanings, but it can also be different parts of speech.

With so many available meanings for words and grammatical forms, it is the context the word occurs in which determines which of these meanings is being referred to. If we say, ‘I beat him because I ran faster than he did’, ‘beat’ is likely to mean won rather than physically assaulted or mixed (though there is always the possibility of ambiguity, of course).



(Harmer, 1998. Adaptado)

The word in bold in the excerpt “the temperature in some /sʌm/ place or other” (p.1) and the word sum /sʌm/ are homophones – words pronounced in the same way, although having different spelling. Choose the alternative in which the two words are homophones.

ID: 1023922•
Inglês•
Aspectos linguísticos Linguistic aspects•
Avança SP•
Prefeitura de Juquitiba SP•
Professor de Educação Básica I•
2024

In phonology, what is the term for the phenomenon in which one sound becomes more similar to a neighboring sound, resulting in two sounds becoming more alike, such as altering the pronunciation of "handbag" to "hambag" due to the influence of adjacent sounds?

ID: 1024144•
Inglês•
Aspectos linguísticos Linguistic aspects•
CONSULPLAN•
SEED PR•
Edital n 138•
2024

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.)

ID: 1021872•
Inglês•
Aspectos linguísticos Linguistic aspects•
FGV•
Prefeitura de Macaé RJ•
Língua Inglesa•
2024

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:

ID: 1022406•
Inglês•
Aspectos linguísticos Linguistic aspects•
Avança SP•
Prefeitura de Paraty RJ•
Jornalista•
2024

Identify the grammatically incorrect sentence:

ID: 1022530•
Inglês•
Aspectos linguísticos Linguistic aspects•
AMEOSC•
Prefeitura de Belmonte SC•
Professor de Inglês•
2024

Why is it important to practice intonation in English speech?

ID: 1021898•
Inglês•
Aspectos linguísticos Linguistic aspects•
FGV•
Prefeitura de São Lourenço da Mata PE•
Professor de Língua Inglesa•
2024

Atenção! Leia o texto a seguir para responder à questão.



Are functional and situational language the same thing?


The two labels represent different ways of organising this kind of social language. Functional language comprises expressions that do different things, for example: make a request, invite someone to do something or suggest something. Situational language comprises expressions we use in specific situations, for example: at a restaurant, shopping for clothes or asking for tourist information.

Clearly, there is overlap between the two. In the situation of a doctor’s appointment, different functions will be used. The patient makes a request at a doctor’s appointment, the doctor invites the patient into their consulting room and gives advice on dealing with the medical problem. It is important that you, the teacher, know the primary focus of the lesson. Is it to present and practise expressions associated with a particular function, or to present and practise language related to a specific situation?


THAINE, Craig. Key considerations for teaching functional/situational language. Disponível em: https://www.cambridge.org/elt/blog/2021/11/24/teachingfunctional-situational-language/. Acesso em: 11 jul. 2024. Adaptado.

Sobre situational language, considere uma atividade em que os alunos devem simular uma visita a um restaurante. Qual situational language seria apropriada de se ensinar para essa atividade?

ID: 1023694•
Inglês•
Aspectos linguísticos Linguistic aspects•
OBJETIVA•
Prefeitura de Maripá PR•
Inglês•
2024

Crazy Horse

Crazy Horse (Tasunke Witko, 1840-1877) was an Oglala Lakota Sioux warrior and warband leader considered among the greatest defenders of Sioux lands against the forces of the US government in the 19th century. He is one of the most famous Native American figures in history and among the Sioux's most honored heroes. Although he is often referred to as a "chief", Crazy Horse was actually a "Shirt Wearer" – a kind of "subchief" – who carried out the decisions of the council and also served as a war chief of a given band of warriors. Even so, Crazy Horse inspired such devotion in his followers that he was regarded as a "chief" and is referenced as such by others.


His name, Tasunke Witko (Crazy Horse), is accurately translated as "His Crazy Horse" or "His Horse is Crazy" and was his father's and grandfather's name, seemingly referencing a horse that behaved erratically. According to Black Elk, however, the name correlated to Crazy Horse's famous vision in which he saw his horse dancing as though "made only of shadow" in a strange or "crazy" way.


Crazy Horse dedicated himself to opposing the US military as early as 1854 following the Grattan Fight (Grattan Massacre) and the subsequent massacre of Little Thunder's camp in 1855 by Colonel William S. Harney. He continued his resistance over the next eleven years and was named a "Shirt Wearer" in 1865. He fought in the Battle of Plate River Bridge (1865), Red Cloud's War (1866-1868), the Battle of the Rosebud (1876), and the Battle of the Little Bighorn (1876). His last full-scale engagement with US forces was the Battle of Wolf Mountain in January 1877.


World History Encyclopedia. Adaptation.

Consider the pronunciation in American English. The “ch” sound in “chief” is the same as the one in:

ID: 1023069•
Inglês•
Aspectos linguísticos Linguistic aspects•
Avança SP•
Prefeitura de Caçapava SP•
Inglês•
2024

In the context of English phonology, which of the following options correctly identifies the impact of the "Magic E" rule on the pronunciation of vowels in a word?

ID: 1022546•
Inglês•
Aspectos linguísticos Linguistic aspects•
VUNESP•
Prefeitura de Itapevi SP•
Inglês•
2025

Leia o texto para responder à questão.


ELF: English as a lingua franca


The Vienna Oxford International Corpus of English (VOICE), a collection of English as a Lingua Franca (ELF) currently under construction, defines lingua franca as an additionally acquired language system that serves as a means of communication for speakers from different speech communities, who use it to communicate with each other but for whom it is not their native language.

Early findings from the VOICE corpus tentatively identify a number of features which point to systematic lexicogrammatical differences between native-speaker English and ELF, for example dropping the third person present tense ‘s’ (e.g. she wear), omitting definite and indefinite articles, insertion of prepositions (e.g. can we discuss about this issue). These features are not a threat to comprehension, as they involve typical errors that most English teachers would correct and remediate. However, Seidlhofer (2004) points out that they appear to be generally unproblematic and do not cause an obstacle to communicative success in ELF.

The work of Jenkins (1996, 2000, 2004, 2005) has also been very influential in relation to the teaching of pronunciation for ELF. Her research finds that a number of items common to most native-speaker varieties of English were not necessary in successful ELF interactions; for example, the substitution of voiceless and voiced th with /t/ or /s/ and /d/ or /z/ (e.g. think became sink or tink, and this became dis or zis). Jenkins argues that such features occur regularly in ELF interactions and do not cause intelligibility problems.

Problems may arise in the (perhaps unfair) equation between a reduced or ‘stripped down’ ELF syllabus and an impoverished experience of the L2. Indeed, it could be argued that learners of any language always end up producing less than the input they are exposed to, and that if that input itself is deliberately restricted, then even less will be the outcome.


(O’KEEFFE, A., MCCARTHY, M. & CARTER, R. From corpus to classroom. Language Use and Language Teaching. Cambridge, CUP. 2007. Adaptado)
Das palavras a seguir, retiradas do texto, assinale aquela em que as vogais /ea/ em negrito possuem a mesma pronúncia encontrada na palavra feature.
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