After a unit on environmental debates, several students can identify modal verbs correctly in isolated exercises but have difficulty distinguishing degrees of certainty when reading arguments or using the forms during discussion. Assessment records also show different reading and oral-production needs across the group.

Which subsequent action is CORRECT?

A teacher uses short exchanges to show that modal constructions cannot be interpreted through a single Portuguese equivalent. Students must consider tense, aspect, and communicative context when determining the meaning conveyed.

Regarding the modal constructions below, mark T, for true, and F, for false.

(   ) "She must have left already" can express a strong inference about a past event.
(   ) "You should have checked the attachment" normally presents the checking as an action successfully completed in accordance with advice.
(   ) "The train might be delayed" can encode epistemic possibility.
(   ) "He can't have seen the notice" primarily expresses past prohibition against seeing the notice.

After analysis, select the alternative that presents the CORRECT sequence of the items above, from top to bottom.

Consider the sentence below.

"By the time the inspectors arrived, the team had been testing the system for three hours, and they have since revised the protocol twice."

The forms establish different temporal reference points rather than merely identifying past and present events.

Analyze the statements below.

I."Had been testing" represents an activity already in progress before the inspectors arrived and emphasizes its preceding duration.
II."Have since revised" relates subsequent revisions to a period extending to the speaker's present reference point.
III."Arrived" establishes an event that occurred before the beginning of the testing process.

It is CORRECT what is stated in:

Consider the sentence below.

"Although the newly appointed coordinator spoke remarkably calmly during the meeting, several parents still questioned the proposal."

The sentence contains forms whose classification depends on their syntactic function in context. Mark T, for true, and F, for false.

(   ) "Although" functions as a subordinating conjunction introducing a concessive clause.
(   ) "Newly" functions adverbially by modifying "appointed."
(   ) "Remarkably" functions as an adverb modifying the degree expressed by "calmly."
(   ) "Several" functions as a definite article because it determines the plural noun "parents."

After analysis, select the alternative that presents the CORRECT sequence of the items above, from top to bottom.

A teacher asks students to rewrite a sentence in the passive while preserving the temporal relationship established by the original verb phrase. The task requires more than exchanging the positions of two noun phrases.

Original sentence: 

"The school had already uploaded the materials before parents received the link."

Which transformation preserves the tense, aspect, and basic propositional meaning of the first clause?

During an oral-comprehension lesson, students compare a carefully articulated recording with a spontaneous exchange. The teacher wants them to analyze how prominence, reduction, and connected speech contribute to meaning and may affect listening.

Considering English phonology in oral interaction, mark T, for true, and F, for false.

(   ) In "Emma sent A draft, but not the final one," prominence on "a" can contribute to a contrast between an unspecified draft and the expected final version.
(   ) A rising intonation contour gives an utterance interrogative grammatical structure independently of its syntax and communicative context.
(   ) Reduced or coalescent forms in sequences such as "did you" may make segmentation difficult for learners who recognize the words more easily in isolation.
(   ) Maintaining full vowels in unstressed grammatical words is necessary for an utterance to remain intelligible in spontaneous English speech.

After analysis, select the alternative that presents the CORRECT sequence of the items above, from top to bottom.

Regular English inflectional endings may have different pronunciations even when their spelling remains the same. A teacher selects words from a classroom text so that students can identify how plural "-s" and past "-ed" endings are pronounced.

Match the items in Column I with the words in Column II.

COLUMN I
1.Plural "-s" pronounced with an "s" sound, as in cats.
2.Plural "-s" pronounced with a "z" sound, as in dogs.
3.Past "-ed" pronounced as an extra syllable, as in needed.
4.Past "-ed" pronounced with a "t" sound, as in worked.

COLUMN II
(   ) roads.
(   ) worked.
(   ) maps.
(   ) wanted.

Select the alternative that presents the CORRECT association, from top to bottom.

An English teacher uses spelling activities together with oral discrimination so that students do not assume a one-to-one relationship between letters and sounds. The activity includes letter names and words whose similar spelling patterns correspond to different pronunciations.

Considering English orthography and pronunciation, mark T, for true, and F, for false.

(   ) The letter name "G" begins with the same consonant phoneme found at the beginning of "job."
(   ) The conventional English name of the letter "H" begins with the phoneme /h/.
(   ) The grapheme "c" represents the same consonant phoneme in "city" and "cat."
(   ) The words "though," "through," and "thought" illustrate that similar orthographic sequences may correspond to different phonological patterns.

After analysis, select the alternative that presents the CORRECT sequence of the items above, from top to bottom.

The article explains how LiDAR allowed researchers to obtain information that could not easily be observed beneath dense vegetation. An English teacher plans an interdisciplinary sequence with Geography and History and wants digital technology to contribute to language learning rather than operate merely as decoration.

Which proposal appropriately integrates technology, content, and English-language learning?

Students are preparing an argumentative email to the school council. Their teacher asks them to keep successive versions so that the class can distinguish operations that occur at different moments of the writing process.

Match the stages in Column I with the operations in Column II.

COLUMN I 1.Planning.
2.Textualization.
3.Revision.
4.Rewriting.

COLUMN II
(   ) The writer evaluates whether the main claim is sufficiently supported and whether the order of arguments serves the intended purpose.
(   ) The writer establishes audience, communicative objective, relevant information, and an initial organization for the text.
(   ) The writer produces another version incorporating changes considered necessary after evaluating the previous draft.
(   ) The writer converts selected ideas into connected sentences and paragraphs while making lexical and grammatical choices.

Select the alternative that presents the CORRECT association, from top to bottom.