Check the alternative that represents the right context for the use of the phrasal verb CALL OFF.
Read the text to answer question.
"I’m not a naturally wrathful person. I don’t like to (and usually don’t) lose my temper. The exception is when drivers ignore pedestrian right of way. I will, whether I’m a few steps or a few miles into my walk, admonish them — loudly and none too gently. (They, of course, cannot hear me inside their cars.)
It’s hard to shake the impression that New York City’s drivers have become more aggressive. They run reds, viciously honk and yell at pedestrians who clearly have the right of way and generally endanger the lives of those on foot.
From 2009 to 2022, an average of 136 pedestrians were killed each year by traffic in the city. The numbers have gone down slightly — to 99 in 2023 — but cyclist deaths have climbed, though they remain a small fraction of pedestrian deaths. (The city’s decision to give pedestrians a head start at many intersections, where walk signals turn white before streetlights go green, may be helping.)
In the United States generally, walking has become far more dangerous. The number of pedestrian fatalities nationally has climbed more than 80 percent in the past 15 years, largely because of increasingly hazardous automotive design. Some police departments effectively no longer punish drivers for any traffic infractions. San Francisco’s police officers “have almost entirely abandoned enforcement of traffic laws,” The Times’s Heather Knight reported.
All of this calls not just for policy changes such as automobile regulation, improved policing and better urban planning but also for a more assertive pedestrian culture. Aggressive drivers have exacerbated this problem; aggressive pedestrians can help solve it."
Available at: https://www.nytimes.com/live/2024/02/27/opinion/thepoint#pedestrian-safetyassertiveness
Identify the mood of the verb in the sentence "I will, whether I’m a few steps or a few miles into my
walk, admonish them — loudly and none too gently."
Read Text II and answer question
TEXT II
Uses of AI in Education
In May 2023, the U.S. Department of Education released a report titled Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations. The department had conducted listening sessions in 2022 with more than 700 people, including educators and parents, to gauge their views on AI. The report noted that “constituents believe that action is required now in order to get ahead of the expected increase of AI in education technology – and they want to roll up their sleeves and start working together.” People expressed anxiety about “future potential risks” with AI but also felt that “AI may enable achieving educational priorities in better ways, at scale, and with lower costs.
AI could serve – or is already serving – in several teachingand-learning roles, for instance: instructional assistants: AI’s ability to conduct human-like conversations opens up possibilities for adaptive tutoring or instructional assistants that can help explain difficult concepts to students. AI-based feedback systems can offer constructive critiques on student writing, which can help students fine-tune their writing skills. Some research also suggests certain kinds of prompts can help children generate more fruitful questions about learning. AI models might also support customized learning for students with disabilities and provide translation for English language learners; and teaching assistants: AI might tackle some of the administrative tasks that keep teachers from investing more time with their peers or students. Early uses include automated routine tasks such as drafting lesson plans, creating differentiated materials, designing worksheets, developing quizzes, and exploring ways of explaining complicated academic materials. AI can also provide educators with recommendations to meet student needs and help teachers reflect, plan, and improve their practice.
Along with these potential benefits come some difficult challenges and risks the education community must navigate. For example, both teachers and students face the risk of becoming overly reliant on AI-driven technology. For students, this could stifle learning, especially the development of critical thinking. This challenge extends to educators as well. While AI can expedite lesson-plan generation, speed does not equate to quality. Teachers may be tempted to accept the initial AI-generated content rather than devote time to reviewing and refining it for optimal educational value.
In light of these challenges, the Department of Education has stressed the importance of keeping “humans in the loop” when using AI, particularly when the output might be used to inform a decision. As the department encouraged in its 2023 report, teachers, learners, and others need to retain their agency. AI cannot “replace a teacher, a guardian, or an education leader as the custodian of their students’ learning,” the report stressed.
Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
In the sentence “AI models might also support
customized learning for students with disabilities and
provide translation for English language learners”, the modal
verb “might” was used to:
First of all, they came to take the gypsies
and I was happy because they pilfered.
Then they came to take the Jews and I said nothing,
because they were unpleasant to me.
Then they came to take homosexuals,
and I was relieved, because they were annoying me.
Then they came to take the Communists,
and I said nothing because I was not a Communist.
One day they came to take me,
and there was nobody left to protest.
Bertold Brecht, inspired by Emil Gustav Friedrich Martin Niemˆller
The predominant verb tense in the poem is:
and I was happy because they pilfered.
Then they came to take the Jews and I said nothing,
because they were unpleasant to me.
Then they came to take homosexuals,
and I was relieved, because they were annoying me.
Then they came to take the Communists,
and I said nothing because I was not a Communist.
One day they came to take me,
and there was nobody left to protest.
Bertold Brecht, inspired by Emil Gustav Friedrich Martin Niemˆller
The predominant verb tense in the poem is:
Regarding verb tenses and verb forms, choose the option that completes the sentence correctly.
"Back when I______ in high school, I ________many friends and _____ involved in several activities. Now that we_____ older and have different lives, we still _____in touch regularly to catch up."
Read Text I and answer the question that follow it:
Text I
Multimodality in the English language classroom:
A systematic review of literature
Literacy in the 21st century is now no longer regarded simply as the ability to use a language competently in a mono-cultural setting. Literacy today involves students knowing how to navigate across an increasingly complex communication landscape and to negotiate a range of contexts and patterns of intercultural meanings as well as the prevalence of multimodal texts.
Contemporary communication environment is characterised by multimodal meaning-making, that is the “multiplicities of media and modes”, as well as “increasing local diversity and global connectedness” (New London Group, 1996, p. 62) which necessitates a shift in the pedagogical approaches that are adopted by teachers. This is especially so in the digital age where a sole focus on language in literacy is no longer sufficient for the new workplace given that a revised sense of ‘competence’ is required. The recognition of social diversity also demands pedagogical approaches that engage with the transcultural and multicultural classroom. Issues of the day such as fake news and social justice concerns also need to be addressed in the literacy classroom.
Multimodality focuses on understanding how semiotic resources (visual, gestural, spatial, linguistic, and others) work and are organised. Multimodality in education adopts an expanded view of literacy to include the range of multimodal communicative practices which young people are involved in today's digital age. Multimodal pedagogies refer to the ways in which the teacher can design learning experiences using a range of multimodal resources. It involves teachers making design choices in the ways in which the curriculum content is expressed, arranged, andsequenced multimodally. Multimodal pedagogies also involve designing opportunities for students to explore and perform ideas and identities using a range of meaning-making resources. The teaching and learning activities often involve drawing from the students’ funds of knowledge and their lifeworld. With multimodal pedagogies, teachers orchestrate the learning process by weaving together a series of knowledge representations into a cohesive tapestry and in so doing make apt selection of meaning-making resources to design the students’ learning experience.
Adapted from https://www.sciencedirect.com/science
/article/abs/pii/S0898589822000365
The modal verb in “The teacher can design learning experiences”
(3rd paragraph) indicates:
Which of the following sentences correctly uses the past perfect continuous tense?
Which of the following sentences CORRECTLYdemonstrates the use of a complex verbal structure?
Which sequence best completes the conversation below?
Jane: Will you colour your hair when it (1) _______ to get gray?
Mary: Yes, I will.
Jane: But will you do it yourself or will you go to the beauty parlor?
Mary: Oh, I don't think I'm able to do it myself. I (2) _______ my hair (3) _______ .
Jane: Will you colour your hair when it (1) _______ to get gray?
Mary: Yes, I will.
Jane: But will you do it yourself or will you go to the beauty parlor?
Mary: Oh, I don't think I'm able to do it myself. I (2) _______ my hair (3) _______ .
Identify the sentence that correctly uses the
negative form of the present perfect tense.
Which of the following sentences correctly uses
a regular verb in the past tense?
Choose the option that correctly rewrites the
sentences using the verbs in brackets,
maintaining the original meaning:
"Paul is late again." (appear)
"She has forgotten her wallet." (seem)
"Paul is late again." (appear)
"She has forgotten her wallet." (seem)
Consider the sentences below and choose the one that
demonstrates correct subject-verb agreement:
"Neither the teacher nor the students (1) _____ responsible for the missing equipment. Each of them (2) _____ willing to cooperate in the search. However, none of them (3) _____ seen it recently".
"Neither the teacher nor the students (1) _____ responsible for the missing equipment. Each of them (2) _____ willing to cooperate in the search. However, none of them (3) _____ seen it recently".
Leia o texto para responder à questão.
If styles are general characteristics that differentiate one individual from another, then strategies are those specific “attacks” that we make on a given problem, and that vary considerably within each individual. They are the momentby-moment techniques that we employ to solve “problems” posed by second language input and output. Chamot (2005, p. 112) defines strategies quite broadly as “procedures that facilitate a learning task. Strategies are most often conscious and goal driven.”
As our knowledge of second language acquisition increased markedly during the 1970s, teachers and researchers came to realize that no single research finding and no single method of language teaching would usher in an era of universal success in teaching a second language. We saw that certain learners seemed to be successful regardless of methods or techniques of teaching. We began to see the importance of individual variation in language learning. Certain people appeared to be endowed with abilities to succeed; others lacked those abilities. This observation led Rubin (1975) and Stern (1975) to describe “good” language learners in terms of personal traits, styles, and strategies. Rubin (Rubin & Thompson, 1982) later summarized fourteen such characteristics. Among other abilities, good language learners tend to:
1. Find their own way, taking charge of their learning
2. Be creative and develop a “feel” for the language by experimenting with its grammar and words
3. Make their own opportunities for practice in using the language inside and outside the classroom
4. Learn to live with uncertainty by continuing to talk or listen without understanding every word
5. Use linguistic knowledge, including knowledge of their first language, in learning a second language
6. Use contextual cues to help them in comprehension
7. Learn to make intelligent guesses
8. Learn chunks of language as wholes and formalized routines to help them perform “beyond their competence”
9. Learn different styles of speech and writing and learn to vary their language according to the formality of the situation.
(, H.Douglas Brown. Principles of language learning and teaching. 5th ed. Longman, 2000. Adaptado)
Confidencial até o momento da aplicação.
Com relação ao uso de tempos verbais no texto, é correto
afirmar que
The sentence “Daniella had arranged to do something
else.” is in the:
Regarding the grammatical structure of the English
language, with a focus on its parts of speech, verb
tenses, moods, and voices, select the CORRECT
alternative.
Read the text to answer question.
We were on a flight to Tokyo, and we’d been flying for about five hours. I was reading a book, and my wife was watching a film when suddenly we heard a very loud noise. It sounded as if an engine had exploded. The pilot didn’t tell us what had happened until half an hour later.
Source: OXENDEN, C.; LATHAM-KOENIG, C. English
File Upper-Intermediate - Student's Book - Third
Edition. Oxford: Oxford University Press, 2019.
Choose the correct answer:
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 verb phrase in “who have not spoken before” (last paragraph)
is in the
Read the text by Brown to answer question.
The question of whether or not to distinguish between native and nonnative speakers in the teaching profession has grown into a common and productive topic of research in the last decade. For many decades the English language teaching profession assumed that native English-speaking teachers, by virtue of their superior model of oral production, comprised the ideal English language teacher. Then, Medgyes (1994), among others, showed in his research that nonnative English speaking teachers offered as many if not more inherent advantages. Other authors concur by noting not only that multiple varieties of English are now considered legitimate and acceptable, but also that teachers who have actually gone through the process of learning English possess distinct advantages over native speakers.
As we move into a new paradigm in which the concepts of native and nonnative “speaker” become less relevant, it is perhaps more appropriate to think in terms of the proficiency level of a user of a language. Speaking is one of four skills and may not deserve in all contexts to be elevated to the sole criterion for proficiency. So, the profession is better served by considering a person’s communicative proficiency across the four skills. Teachers of any language, regardless of their own variety of English, can then be judged accordingly, and in turn, their pedagogical training and experience can occupy focal attention.
(Brown, 2006. Adaptado)
The suffix -ed that forms the past and past participle of
regular verbs has 3 possible pronunciations: /t/, /d/, /id/.
In the examples taken from the text, the verb whose
pronunciation in the past ends in /t/ is
Choose the correct negative form of the
following sentence: "She has completed the
project."