Regarding English grammar, judge the following item.

In English, the use of double negatives is generally considered grammatically incorrect and non-standard in formal writing and speech, but it is acceptable and commonly used in some dialects and informal contexts to emphasize a negative meaning.

Regarding English grammar, judge the following item.

The English past perfect continuous tense is used exclusively to emphasize the duration of an action that was completed before another action in the past, and it cannot be used in passive constructions.

Analyze the following statement about cognates and false cognates.

The English word "fabric" is a cognate of the Portuguese word "fábrica," both referring to a place where cloth or textile materials are produced.

Analyze the following statement about cognates and false cognates.

The English word "eventually" and the Portuguese word "eventualmente" are false cognates, as "eventually" indicates something that will happen at some point in the future, while "eventualmente" means something that happens occasionally or at irregular intervals.

Analyze the following statement about cognates and false cognates.

The English word "apparent" and the Portuguese word "aparente" are false cognates, as "apparent" in English means something that seems to be true or real but may not be, while "aparente" in Portuguese means something that is clearly visible or obvious.

Analyze the following statement about cognates and false cognates.

The English verb "to assist" and the Portuguese verb "assistir" are cognates, both meaning "to help" or "to give support."

KUMARAVADIVELU, B. (1994, p.28-29) points out three important categories of language teaching method: language-centered, learner-centered and learning-centered. Although, from the practitioner’s point of view, none of these methods can be realized in their purest form in the actual classroom, the sample below can be classified as follow:

Introductory classroom

Young EFL learners in an English language school.

Teacher starts the class asking a strong learner, ‘Enzo, how are you?’ The learner responds, ‘Fine, how are you?’. The teacher continues, asking different learners, who respond in turn:

Teacher: Sophia, how are you?

Student: Fine, how are you?

Teacher: Francisco, how are you?

Student: Fine, how are you?

Teacher: Valentina, how are you?

Student: Fine, how are you?

If a learner struggles to produce the response, the teacher demonstrates the correct utterance by first mouthing the syllables and then saying them aloud if necessary. The teacher corrects pronunciation, particularly emphasizing the /h/ sound in ‘how’ by breathing on her/his hand as if using a mirror, and drills the prompts with the students. The activity continues until every learner has been asked and has provided the correct response.

Read the following text to answer the question bellow:

The role of technology in language and literacy education

As Dourish and Bell (2011) have pointed out, “The technologically mediated world does not stand apart from the physical one within which it is embedded; rather, it provides a new set of ways for that physical world to be understood and appropriated” (p. 132). But those new ways of understanding and appropriating are not likely to be developed automatically. A favorable disposition of mind is a prerequisite. And that disposition is probably best fostered in educational settings.

Young people today learn digitally mediated modes of expression largely outside of school, and those out of school uses of digital technologies are often more varied and more sophisticated than those they encounter at school (Jenkins, Purushotma, Weigel, Clinton, & Robison, 2009; Lundby, 2008). This raises the question of what the function of schools should be with respect to digital technologies and literacy.

If literacy is the know-how needed to deal with the technology of writing in a given culture, and if globalization and its attendant social and technological changes have simultaneously increased individuals’ control of and control by technologies of communication, then I would suggest that the answer to the question above is that schools need to foster literacy that includes a dimension of critical semiotic awareness.

KERN, Richard. Language, literacy, and technology. Cambridge University Press, 2019.

According to the text, the technologically mediated world influences the understanding and appropriation of the physical world, therefore what role should educational settings play in this context to improve students’ awareness?

Scholars from various theoretical backgrounds have continuously defined and redefined genre from different perspectives. Chouliaraki and Fairclough (1999, p. 21, apud Meuer, 2013, p. 151) investigate the concept of language use within society, emphasizing that the relationship between language and society is not unilateral but dialectical. From this perspective, the analysis of social practices offers the advantage of providing a nexus between abstract structures and their operative mechanisms, thus reconciling the divide between “society” and the lived experiences of individuals.

Genres, according to what is being appointed above, are defined according to their

“The main difference between classroom assessment and large-scale educational assessment is the context of the classroom. The learners are there as learners, and the teacher is there to engage with the learners in the learning process. This is true irrespective of whether the teacher is viewed as a facilitator, an imparter of knowledge, an expert interlocutor, or whatever other model one may choose to use.” (Fulcher; Davidson, 2007, p. 24).

In Language Testing and Assessment: An advanced resource book, Fulcher and Davidson (2007) state that there are important differences between largescale testing and classroom assessment, although the latter usually benefits from concepts presented in studies related to the former. Based on such divergence, it is correct to say that: