PRODUÇÃO ORAL EM LÍNGUA INGLESA AV

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Local: Sala 1 - Sala de aula / Andar / Polo Bangu / POLO BANGU - RJ 
Acadêmico: EAD-IL80022-20221A
Aluno: CAMILA GONÇALVES FLORES 
Avaliação: A2-
Matrícula: 20214301255 
Data: 7 de Abril de 2022 - 08:00 Finalizado
Correto Incorreto Anulada  Discursiva  Objetiva Total: 9,00/10,00
1  Código: 38836 - Enunciado: Chellenging students is of the utmost importance. Consider the following
theory: "[…] how do we move from one stage to another? If an acquirer is at "stage 4", how can he progress
to "stage 5"? More generally, how do we move from stage i, where i represents current competence, to i + 1,
the next level? The ________________ makes the following claim: a necessary (but not su�icient) condition
to move from stage i to stage i + 1 is that the acquirer understand [...] i + 1, where "understand" means that
the acquirer is focussed on the meaning and not the form of the message." Krashen (1982) <adapted from
KRASHEN, Stephen. Principles and practice in second language acquisition. California: Pergamon Press
Inc., 1982.> Interpret the previous theory.
 a) Input hypothesis
 b) Decision-making
 c) Outcomes
 d) Rehearsal
 e) Incomes
Alternativa marcada:
a) Input hypothesis
Justificativa: This is the input hypothesis. Income refers to the language students receive, whereas
rehearsal refers to task repetition to support internalization. Outcome refers to students' production of that
content. Decision-making is a feature of gamification that ensures students are in control of their own
learning processES.
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2  Código: 38656 - Enunciado: Douglas Brown (2014, p. 158) defines the basic concepts in teaching
pronunciation. He states one of them as "a basic factor of all language teaching and is therefore
appreciated by language teachers and learners. If you cannot be understood when speaking a language,
you do not ʻspeak that language.̓ (...) [it] has been used by many writers, but was first coined by
Abercrombie (1956, p. 37), who defined it as ʻa pronunciation which can be understood with little or no
conscious e�ort on the part of the listener.̓ " Label this concept.
 a) Accuracy.
 b) Fluency.
 c) Identity.
 d) Intelligibility.
 e) Image.
Alternativa marcada:
d) Intelligibility.
Justificativa: Correct answer:Intelligibility.The term is intelligibility (being understood/ little or no
conscious e�ort). 
Distractors:Accuracy is the correctness or approach to standard. Fluency is the ability to speak with natural
pauses or without overthinking (internal process). Identity is the way one speaks and how much it says
about them. Image goes beyond intelligibility and relates to how others perceive your English, especially if
you have an important position.
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3  Código: 38661 - Enunciado: Activities can be categorized into three di�erent kinds depending on the
output we expect from students. They can be script recognition, receptive or familiarization activities.
Check the following activity. Aim: to compare word x transcription.1. Give Ss half of the words randomly.
For instance, the word “teacher” is transcribed /ˈtitʃər/, so you are going to give a student “tea” and the
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other one “tʃər/” – half-written, half transcribed, respectively. 
2. Ss stand up and mingle. 
3. They need to find their partners. In this case, the student with “tea” needs to find the student with “tʃər/”
to form the word “teacher”. 
4. Ss then sit down together and transcribe and say the whole word aloud.Prove what kind of classroom
activity this is.
 a) Familiarization, because students need to be familiar with the phonological features.
 b) Script recognition, because students recognize phonetic symbols.
 c) Familiarization, because we are getting learners familiarized with symbols.
 d) Receptive, because students are reading phonetic transcription.
 e) Receptive, because students are reading and recognizing meaning.
Alternativa marcada:
c) Familiarization, because we are getting learners familiarized with symbols.
Justificativa: Correct answer:Receptive, because students are reading and recognizing meaning.This
activity requires them to read symbols and recognize meaning; therefore, it is a receptive activity. It would
not be script recognition because it is not merely about the signs. It would not be familiarization because
this kind of activity is actually about writing phonetic symbols. The option "Receptive, because students
are reading phonetic transcription." is wrong because they also recognize meaning.
4  Código: 38659 - Enunciado: Phonemes can be classified according to voice: voiced and unvoiced. This is
important because some pronunciation patterns are created based on that. Regular verbs, for instance,
depending on their final phoneme to know which pronunciation pattern will be taken. Analyze which group
contains regular verbs in which -ed is pronounced /t/. 
 a) Dress, save, bake, finish, hike.
 b) Work, wash, stop, type, kiss.
 c) Escape, fix, pick up, laugh, burn.
 d) Bush, watch, shop, perform, relax.
 e) Slip, joke, want, mix, pronounce.
Alternativa marcada:
b) Work, wash, stop, type, kiss.
Justificativa: Correct answer: Work, wash, stop, type, kiss.The group "work, wash, stop, type, kiss"
contains only regular verbs with the su�ix being pronounced /t/. The other groups have a di�erent one:
perform, burn, and save are pronounced /d/, and want is pronounced /ɪd/.
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5  Código: 38845 - Enunciado: Intonation is an essential feature to English pronunciation. Many students,
especially the ones whose mother tongues do not have many intonation patterns, have di�iculties
producing di�erent kinds of intonation. Labelthe five kinds of intonation in English, exemplifying what they
might mean.
Resposta:
According to the e-book, intonation is an essential part of the discourse, because it gives meaning to those
pieces of information. There are five intonation patterns in English: 1) Rising intonation - usually for
questions; 2) Flat - neutral or uninterested; 3) Falling intonation - positive or negative statement; 4) Rising-
Falling intonation - reserved, doubtful; 5)Falling-Rising intonation - curious and interested. 
Justificativa: rising - question; falling - statement; rising-falling - doubtful; falling-rising - interested; flat -
neutralEach intonation pattern modifies the intention of the words, and students should be aware of these
features so as not to cause miscommunication.
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6  Código: 38847 - Enunciado: Pronunciation might be tricky at times. Some misunderstandings might
happen naturally. Read the comic strip below. Analyze why there was a
"misunderstanding". (https://www.instagram.com/p/CEzTTdVAI2o/?igshid=ksszikh8jx9s
(https://www.instagram.com/p/CEzTTdVAI2o/?igshid=ksszikh8jx9s))
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https://www.instagram.com/p/CEzTTdVAI2o/?igshid=ksszikh8jx9s
Resposta:
The misunderstanding happened because the words assault and "a salt" has similar pronunciation in
American English. The first word is pronounced /e'sôlt/ and the second /sAHlt/, which can be tricky for new
learners. 
Justificativa: The fact that "assault" and "a salt" sound the same despite the spelling causes the
"confusion". Therefore, the "confusion" has been made. Spoken English has this issue.Minimal pairs and
the fact that English is not a phonetic language contribute to it. Spoken English does have this kind of
confusion.
7  Código: 38663 - Enunciado: Teaching oral skills comprises not only pronunciation but a wide range of sub-
skills and systems which are to be developed in our students. When it comes to oral activities, we might be
talking about pronunciation, speaking, or discourse. Consider the following sentences. 
Teaching speaking is complex, unexpected, and more communicative since it includes a myriad of kinds of
knowledge and negotiation of meaning, non-verbal communication, and language systems.
 HOWEVER,Teaching pronunciation is more structured and systematic, as it is more straight to the point and
objective than communicating yourideas per se. 
Considering the sentences above, judge the best a�irmative.
 a) The first sentence is false, whereas the second one is true.
 b) Both sentences are correct and contrast with each other.
 c) Both sentences are false and do not contrast with each other.
 d) The first sentence is correct, whereas the second one is false.
 e) Both sentences are correct but do not contrast with each other.
Alternativa marcada:
b) Both sentences are correct and contrast with each other.
Justificativa: Right answer:Both sentences are correct and contrast with each other.Teaching speaking
would be, for example, teaching students how to apologize — there is language, vocabulary, grammar,
functions, even pronunciation, etc. involved. However, teaching pronunciation per se involves working
with a specific sound, spoken feature, or physiological characteristic. For instance, working on and
contrasting /s/ and /θ/.
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8  Código: 38843 - Enunciado: Students need to be assessed and analyzed individually and considered with
their particular di�iculties and issues. Consider the following study case: "This teacher has been noticing
that the student F. has frequently mispronounced some words such as 'star', 'bread', 'train', 'swing' and
'draw' even when they are in context. He pronounces respectively, /istar/, /brwed/, /trwen/, /suingi/ and
/drwaw/." Select the reason why this might be happening and the best solution.
 a) The student F. has some di�iculties pronouncing consonant clusters because they do not exist in
Portuguese. He lacks a thorough clarification of pronunciation in terms of consonant sounds.
 b) The student F. has di�iculties pronouncing fricative and stop consonants as the first phoneme in
the word because Portuguese has lots of vowels, which is not the same as in English. He needs to start
learning that di�erence.
 c) The student F. has been making use of assimilation between consonants in the right way, but
because he does not master the technique just yet, he cannot be understood. He needs to develop his skills
in connected speech.
 d) The student F. has issues pronouncing fricative and stop consonants because he lacks input on how
to pronounce sounds such as /s/ and /b/. He needs enough opportunities to repeat the sounds and notice
how they are produced.
 e) The student F. has problems pronouncing consonant clusters because he lacks drilling and
meaninful practice. He needs drills and enough opportunities to practice pronunciation and speaking.
Alternativa marcada:
e) The student F. has problems pronouncing consonant clusters because he lacks drilling and meaninful
practice. He needs drills and enough opportunities to practice pronunciation and speaking.
Justificativa: "The student F. has problems pronouncing consonant clusters because he lacks drilling and
meaninful practice. He needs drills and enough opportunities to practice pronunciation and speaking." --
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consonant clusters are hard to grasp without enough input and output. "The student F. has some
di�iculties pronouncing consonant clusters because they do not exist in Portuguese. He lacks a thorough
clarification of pronunciation in terms of consonant sounds." -- consonant clusters do exist in Portuguese
(of course, not as commonly as in English); additionally, clarification is never enough to promote output.
"The student F. has issues pronouncing fricative and stop consonants because he lacks input on how to
pronounce sounds such as /s/ and /b/. He needs enough opportunities to repeat the sounds and notice
how they are produced." -- this student CAN pronounce these phonemes, as we can see in the
transcription; the problem is the rest of the words. "The student F. has di�iculties pronouncing fricative
and stop consonants as the first phoneme in the word because Portuguese has lots of vowels, which is not
the same as in English. He needs to start learning that di�erence." -- this student CAN pronounce these
phonemes, as we can see in the transcription. "The student F. has been making use of assimilation
between consonants in the right way, but because he does not master the technique just yet, he cannot be
understood. He needs to develop his skills in connected speech." -- these are not examples of assimilation
because they do not make pronunciation easier in terms of classification of phonemes.