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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

A distinguish.
B offer.
C elevate.
D assume.
E judge.
Texto associado
The size and age of the Cosmos are beyond ordinary human understanding. Lost somewhere between immensity and eternity is our tiny planetary home. In a cosmic perspective, most human concerns seem insignificant, even petty. And yet our species is young and curious and brave and shows much promise. In the last few millennia we have made the most astonishing and unexpected discoveries about the Cosmos and our place within it, explorations that are exhilarating to consider. They remind us that humans have evolved to wonder, that understanding is a joy, that knowledge is prerequisite to survival. I believe our future depends on how well we know this Cosmos in which we float like a mote of dust in the morning sky. Those explorations required skepticism and imagination both. Imagination will often carry us to worlds that never were. But without it, we go nowhere. Skepticism enables us to distinguish fancy from fact, to test our speculations. The Cosmos is rich beyond measure — in elegant facts, in exquisite interrelationships, in the subtle machinery of awe. The surface of the Earth is the shore of the cosmic ocean. From it we have learned most of what we know. Recently, we have waded a little out to sea, enough to dampen our toes or, at most, wet our ankles. The water seems invitin g . The ocean calls. Some part of our being knows this is from where we came. We long to return. These aspirations are not, I think, irreverent, although they may trouble whatever gods may be. Cosmos . Carl Sagan.

The tense and aspect of the underlined verbs below are: From it we have learned most of what we know. Recently, we have waded a little out to sea, enough to dampen our toes or, at most, wet our ankles.

A Present perfect.
B Simple past.
C Simple present.
D Past perfect.

De acordo com a BNCC — Língua Inglesa, sobre as habilidades compreendidas no 9º ano, analisar a sentença. Empregar, de modo inteligível, as formas verbais em orações condicionais dos tipos 1 e 2 (If-clauses) (1ª parte). Empregar, de modo inteligível, os verbos should, must, have to, may e might para indicar recomendação, necessidade ou obrigação e probabilidade (2ª parte). A sentença está:

A Totalmente correta.
B Correta somente em sua 1ª parte.
C Correta somente em sua 2ª parte.
D Totalmente incorreta.
Texto associado
What's the Difference Between a Solstice and an Equinox? You may know that the solstices and equinoxes signal the changing of the seasons on Earth, but do you remember which is which? Are they just different names for the same thing? Actually, a solstice and an equinox are sort of opposites. The seasons on Earth change because the planet is slightly tilted on its axis as it travels around the Sun. This means different points on Earth receive more or less sunlight at different times of year. If Earth were not tilted, the Sun would always appear to be directly above the Equator, the amount of light a given location receives would be fixed, and there would be no seasons. There also would be no need to mark equinoxes or solstices. The two solstices happen in June (20 or 21) and December (21 or 22). These are the days when the Sun’s path in the sky is the farthest north or south from the Equator. A hemisphere’s winter solstice is the shortest day of the year and its summer solstice the year’s longest. In the Northern Hemisphere the June solstice marks the start of summer: this is when the North Pole is tilted closest to the Sun, and the Sun’s rays are directly overhead at the Tropic of Cancer. The December solstice marks the start of winter: at this point the South Pole is tilted closest to the Sun, and the Sun’s rays are directly overhead at the Tropic of Capricorn. (In the Southern Hemisphere the seasons are reversed.) The equinoxes happen in March (about March 21) and September (about September 23). These are the days when the Sun is exactly above the Equator, which makes day and night of equal length. Encyclopaedia Britannica. Adaptation.

The tense and aspect of the underlined verbs below are: The seasons on Earth change because the planet is slightly tilted on its axis as it travels around the Sun. This means different points on Earth receive more or less sunlight at different times of year.

A Present perfect.
B Simple past.
C Simple present.
D Past perfect.
Texto associado
The mysterious death of Alexander the Great When Alexander the Great’s body seemingly remained unchanged for six days after his death in 323 BCE, his contemporaries could offer only one explanation. Alexander must have been a god. So… was he? Alexander the Great first fell ill during a days-long series of parties, during one of which he collapsed, complaining of a searing pain in his back. After 10 days of intense fever, Alexander’s soldiers were brought in to see him one final time. As reported by the historian Arrian, at that point the king “could no longer speak… but he struggled to raise his head and gave each man a greeting with his eyes.” When Alexander was declared dead on June 13, theories began forming. Had he been poisoned? Sabotaged? Had he been killed by drinking too much wine? Today we have an explanation for Alexander’s death and his period of bodily freshness that relies less on the supernatural and more on science. In 2018 Dr. Katherine Hall, a lecturer in New Zealand, proposed that Alexander the Great had Guillain-Barré syndrome, an acute autoimmune condition that results in muscle paralysis. In other words, Alexander may have been alive when he was declared dead—a mistake that could have been made when physicians mistook the shallow breathing of a coma patient for no breathing at all. If this was the case, Alexander may have been effectively murdered during embalming —a process that would have seen him disemboweled. While we can’t travel back in time to confirm Hall’s theory, it is the only one that takes into account all the details of Alexander’s death—and his body’s mysterious life. Encyclopaedia Britannica. Adaptation

The tense and aspect of the underlined verbs below are: Alexander the Great first fell ill during a days-long series of parties, during one of which he collapsed , complaining of a searing pain in his back. After 10 days of intense fever, Alexander’s soldiers were brought in to see him one final time. As reported by the historian Arrian, at that point the king “could no longer speak… but he struggled to raise his head and gave each man a greeting with his eyes.”

A Present perfect.
B Simple past.
C Simple present.
D Past perfect.

Mark the item which CORRECTLY displays the tense and aspect of the underlined verbs. I had helped my neighbor clean his attic before I fixed his car.

A Past simple.
B Past perfect.
C Past continuous.
D Past perfect continuous.

Mark the sentence that correctly explains the use of modal verbs.

A Modal verbs are the interrogative or affirmative sentence with the auxiliary verbs on the present continuous.
B Modal verbs are auxiliary verbs in English that express necessity, possibility, permission, ability or advice.
C Modal verbs are incredibly versatile, and their meaning can change slightly based on the present continuous.
D Modal verbs are followed by the base form of the auxiliary verb and change according to the subject.
E Modal verbs are the structure of the sentence in the present continuous, using the discourse mark and affirmative sentence.