PRODUÇÃO ORAL EM LÍNGUA INGLESA(IL80022) AVA2

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Place: Sala 2 - TJ - Prova On-line / Andar / Polo Tijuca / POLO UVA TIJUCA 
Academic: EAD-IL80022-20223A
Candidate: LARISSA DE SEABRA PEREIRA BIANCHI 
Assessment: A2-
Registration: 20211301424 
Date: Sept. 23, 2022 - 8 a.m. Finished
Correto Incorreto Anulada  Discursive  Objective Total: 8.00/10.00
1  Código: 38835 - Enunciado: Drills are e�ective ways to practice pronunciation and to help
students internalize grammar structures. Consider the following drill: T: I eat pizza. 
S: I eat pizza. 
T: negative 
S: I donʼt eat pizza. Identify the kind of drill it is.
 a) Transformation drill, because it is the only kind of drill that transforms vocabulary
without changing grammar structures.
 b) Substitution drill, because it does not modify vocabulary, just the grammar structure of
the model sentence.
 c) Mutation drill, because it works mainly on grammar, di�erent from the other kinds of
drills.
 d) Transformation drill, because it works with the sentence forms: a�irmative, interrogative,
negative, negative-interrogative, etc.
 e) Mutation drill, because it changes the parts of the sentence just adapting whatever is
necessary to make it grammatically correct.
Alternativa marcada:
a) Transformation drill, because it is the only kind of drill that transforms vocabulary without
changing grammar structures.
Justification: Substitution drills are to change vocabulary mainly -- e.g.: I have a pen > pencil >
book. Mutation drill changes the structure of the sentence, without changing the form itself --
e.g.: I have a pen. > she > they > he. Transformation drill changes the sentence form (a�., neg.,
int., ...) -- e.g.: I have a pen. > negative > interrogative.
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2  Código: 38834 - Enunciado: Students have di�iculties regardless of their levels. We should
always be reinforcing structures and drilling them, even at an advanced level. Consider the
following sentence: My mother worked hard with her co-workers. Identify the best a�irmative.
 a) Some students tend to mispronounce the -s ending in 'co-workers' as /ˈkoʊˌwɜːrkərz/
because the -z ending is more common.
 b) Some students tend to mispronounce the -ed ending in 'worked' as /'wɜrkd/ because it is
easier to pronounce.
 c) Some learners might mispronounce the word 'worked' as /'uɜrkɪd/ because of L1
interference.
 d) Some students tend to mispronounce the word 'co-workers' as /ˈkoʊˌwɜːrkəriz/ because
of L1 interference.
 e) Some learners might mispronounce the -ed ending in 'worked' as /'wɜrkt/ because it is
more natural.
Alternativa marcada:
c) Some learners might mispronounce the word 'worked' as /'uɜrkɪd/ because of L1 interference.
Justification: "Some learners might mispronounce the word 'worked' as /'uɜrkɪd/ because of L1
interference." -- this is correct because Portuguese has a lot of vowels, so students tend to insert
vowels at the beginning of words starting in consonants and whenever there is a vowel written.
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"Some students tend to mispronounce the -ed ending in 'worked' as /'wɜrkd/ because it is easier
to pronounce." -- it is not common to hear students create consonant clusters where there are not
any, as we studied. "Some learners might mispronounce the -ed ending in 'worked' as /'wɜrkt/
because it is more natural." -- this is actually the correct for, so and students tend not to use it.
"Some students tend to mispronounce the -s ending in 'co-workers' as /ˈkoʊˌwɜːrkərz/ because
the -z ending is more common." -- the -s ending is more common, and students usually use it for
all words. "Some students tend to mispronounce the word 'co-workers' as /ˈkoʊˌwɜːrkəriz/
because of L1 interference." -- there is not a vowel in the plural su�ix; if there were, chances
would be students might (mis)pronounce it.
3  Código: 38660 - Enunciado: BNCC is the document that guides us when teaching at schools
around Brasil. Read the following extract from BNCC (2016, p. 43). "[...] Gêneros orais nas quais as
características dos textos, dos falantes envolvidos e seus “modos particulares de falar a língua”,
que, por vezes, marcam suas identidades, devem ser considerados. Itens lexicais e estruturas
linguísticas utilizados, pronúncia, entonação e ritmo empregados, por exemplo, acrescidos de
estratégias de compreensão (compreensão global, específica e detalhada), de acomodação
(resolução de conflitos) e de negociação (solicitação de esclarecimentos e confirmações, uso de
paráfrases e exemplificação) constituem aspectos relevantes na configuração e na exploração
dessas práticas." Read the following classroom dialog: Student: Ms. Moura, I can't find my...
Teacher: Sorry? Student: Those objects I use to see better... I have myopia. Teacher: You mean
your glasses? They are under your desk. Based on BNCC, classify which feature of classroom
interaction they made use of. 
 a) Negotiation of meaning.
 b) Accommodation.
 c) Rhythm.
 d) Pronunciation.
 e) Intonation.
Alternativa marcada:
a) Negotiation of meaning.
Justification: Correct answer: Negotiation of meaning.They negotiated to mean. By paraphrasing
what he wanted to say, the student could keep the conversation going without resorting to
L1. Pronunciation is the group; rhythm and intonation are pronunciation features;
accommodation is related to classroom management.
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4  Código: 38658 - Enunciado: Linking is a spoken feature that allows us to connect speech in a way
that makes it all faster, more practical, and more natural. Following the natural rules of
connected speech, discover how many linkings the following sentence has: I might have been
able to pick you up at eight if you'd told me you were available to go.
 a) 4.
 b) 7.
 c) 10.
 d) 5.
 e) 9.
Alternativa marcada:
b) 7.
Justification: Resposta correta: 7.Seven. Each (+) sign is a linking: might + have, been + able, pick
+ you + up + at + eight, were + available.
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5  Código: 38666 - Enunciado: Minimal pairs are prevalent in the English language because this is
not a phonetic language. Therefore, many coincidences happen in pronunciation. Define what
they are and state some examples.
Resposta:
Minimal pairs are words that vary by only one single sound for example three and free or cat and
catch, in portuguese for example we have casa and capa, vaca/vala, etc.
Justification: Expected answer:Minimal pairs are words that have almost the same
pronunciation, di�ered by one phoneme only. Some examples might include: sit x seat, pan x
pen, chain x vain, book, look.Minimal pairs have a single phoneme that is di�erent from the
others. All the other ones are the same.
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6  Código: 38668 - Enunciado: Spoken features are essential to be studied, not only because
students sound more intelligible, but also because they become better listeners when they work
on these features. Consider the following sentence, which contains all spoken features. I am the
friend who should have been able to arrive here with ten bucks at eight o'clock. Analyze three
di�erent spoken features, mentioning their names.
Resposta:
From spoken features we have connected speech, elision, assimilation and intrusion.
Looking at the sentence above, connected speech is present (eg.: eight o'clock - /eɪtəˈklɑk/ ),
assimilation (eg.: ten bucks- / temˈbʌks/ ), intrusion (eg.: I am - intrusion of a j/aɪjæm/ ) 
Connected speech is when we connect the end of a word with the beginning of the following,
elision consists of eliminating phonemes, assimilation is when a phoneme is modified because of
the following one and intrusion is when we add a phoneme between words.
Justification: Expected answer:Possible answers might include: I am = intrusion; should have =
elision; should have = connected speech; been able = connected speech; ten bucks =
assimilation; at eight = connected speech.Intrusion is the insertion of a phoneme; connected
speech links sounds to make pronunciation more fluid and natural; assimilation is modifying a
sound to make it more similar to the following one; elision eliminates asound to make it
"linkable".
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7  Código: 38665 - Enunciado: Read the following study case. Mr. Souza designs a warm-up activity
to review airport vocabulary. Students are supposed to role-play the check-in counter
vocabulary. During the exercise, a student does not know how to behave, what language to use,
what register to choose, etc. The teacher then needs to structure a lesson to teach it to them.
Considering the previous story, select the most appropriate justification and solution. This
student lacks...
 a) General knowledge. They need to read and write more dialogs. The teacher needs to
design a speaking lesson.
 b) Genre knowledge. Transactional conversations follow a fixed model, which can be a little
predictable. The teacher needs to design a speaking lesson.
 c) General knowledge. They need to read more and acquire some background references.
The teacher needs to design a speaking lesson.
 d) Genre knowledge. Transactional conversations follow a fixed model, which can be a little
predictable. The teacher needs to design a vocabulary lesson.
 e) General knowledge. They need to read more and acquire some background references.
The teacher needs to design a vocabulary lesson.
Alternativa marcada:
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b) Genre knowledge. Transactional conversations follow a fixed model, which can be a little
predictable. The teacher needs to design a speaking lesson.
Justification: Corrected answer:Genre knowledge. Transactional conversations follow a fixed
model, which can be a little predictable. The teacher needs to design a speaking lesson.Genres
are predictable, and that is why we work with them. It helps learners communicate more
e�ectively in an exact way. The problem here is not general knowledge because we need to
provide students with enough and equal opportunities regardless of their past experiences.
Moreover, a vocabulary lesson would not be enough to work on genre, sociocultural and
discourse knowledge, etc.
8  Código: 38842 - Enunciado: Consider the following study case: A 15-year-old student is having
some problems pronouncing the -ed endings. Considering their learning process and what you
have learned about the teaching of pronunciation, decide which solution would be the least
useful.
 a) Ask them to copy the words on post-its and leave them on the wall for reference.
 b) Drill the words in context and with connected speech.
 c) Bring activities with songs and the -ed endings being pronounced in context.
 d) Elicit what the suitable pronunciations are and why, followed by drilling.
 e) Show them the phonetic transcription and ask them to read it.
Alternativa marcada:
c) Bring activities with songs and the -ed endings being pronounced in context.
Justification: "Ask them to copy the words on post-its and leave them on the wall for reference."
-- there is no oral production involved, only receptiveness, so this would be the lest e�ective.
"Show them the phonetic transcription and ask them to read it." -- this involved oral production
as well as visual input and clarification of pronunciation. "Elicit what the suitable pronunciations
are and why, followed by drilling." -- there is a higher thinking skill involved, of accessing the prior
knowledge and coming to conclusions before producing and repeating just because the teacher
is telling you so. "Bring activities with songs and the -ed endings being pronounced in context." --
song activities are a great way to provide pronunciation practice since they allow you to follow a
certain rhythm and metric which will not allow deviation from form. E.g.: if they want to
pronounce [work - ed], this will not be possible in the song, because there will not be enough
time.
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