Read the fragment from the news below:

a. “Donald Trump will change Republican party rules to make the nomination process more uniform if he becomes the GOP presidential candidate...” The Guardian (Extracted from http://www.theguardian.com/usnews/ 2016/apr/21/trump-to-change-nomination-rules-if-he-becomes- gop-nominee-ben-carson-says Accessed on 23 April 2016)

b. “Izzi Seccombe, the LGA"s community wellbeing spokeswoman, said: „We want restaurant owners to play their part in tackling childhood obesity by offering families tap water".” The Guardian (Extracted from http://www.theguardian.com/society/2016/apr/23/restaurants- told-to-give-all-families-tap-water-to-fight-childhood-obesity Accessed on 23 April 2016)

c. “During the trial, the jury asked to be shown round the „House of Horrors" – for once the cliche seemed appropriate – where the Wests had carried out most of their killings. The judge, Mr Justice Mantell, said that a journalist could accompany them, and mine was the name picked out of the hat.” The Guardian (Extracted from http://www.theguardian.com/uk-news/2016/ apr/23/duncan-campbell-cops-robbers-and-me Accessed on 23 April 2016)

d. “If we had been sophisticated and calculating we never would have started.” The Guardian (Extracted from http://www.theguardian.com/stage/2016/apr/23/cloud-gatetaiwan- dance-song-wanderers Accessed on 23 April 2016)

The sentences underlined are classified, respectively:

Texto 5

“In discussing tense, we concentrated on location of a situation. In order to talk about ASPECT, we have to look inside the situation. In terms of its internal dimensions, a situation may be represented as fixed or changing, it may be treated as lasting for only a moment or having duration, and it can be viewed as completed or as ongoing. These are aspectual distinctions.

Because aspect has to do with the kind of situation perceived or experienced, it can be expressed both lexically and grammatically.”

(YULE, 2000;62)

According to YULE (2000), when we are discussing tense, we need to look at the location of a given situation. However, when the issue is aspect, we need to look inside the situation itself. Taking into consideration both the lexical and grammatical aspects of the verb, the sentence that describes that at this time I look back at myself in an activity viewed internally as in progress is:

In the sentence “…choices are made about the particular skills to be taught…”, the verbs are in the:

Texto 4

(…) In describing methods, the difference between a philosophy of language teaching at the level of theory and principles, and a set of derived procedures for teaching a language, is central. In an attempt to clarify this difference, a scheme was proposed by the American applied linguist Edward Anthony in 1963. He identified three levels of conceptualization and organization, he termed approach, method, and technique.

The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach . ..

An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught. .. .

... Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods . ..

... A technique is implementational - that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well. (Anthony 1963:63-7)

According to Anthony's model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at theory is put into practice and at choices are made about the particular skills to be taught, the content to be taught, and the order in the content will be presented; technique is the level at classroom procedures are described.

(RICHARDS, J; ROGERS, T; SWAN, M. (1999) Approaches and Methods in Language Teaching. Cambridge: CUP. 15th edition)

Observe the fragments below:

“He identified three levels of conceptualization and organization, he termed approach, method, and technique.”

“…method is the level at theory is put into practice and at choices are made about the particular skills to be taught, the content to be taught, and the order in the content will be presented; technique is the level at classroom procedures are described.”

The best sequence to fill in the blanks in the following sentences is:

Texto 4

(…) In describing methods, the difference between a philosophy of language teaching at the level of theory and principles, and a set of derived procedures for teaching a language, is central. In an attempt to clarify this difference, a scheme was proposed by the American applied linguist Edward Anthony in 1963. He identified three levels of conceptualization and organization, he termed approach, method, and technique.

The arrangement is hierarchical. The organizational key is that techniques carry out a method which is consistent with an approach . ..

An approach is a set of correlative assumptions dealing with the nature of language teaching and learning. An approach is axiomatic. It describes the nature of the subject matter to be taught. .. .

... Method is an overall plan for the orderly presentation of language material, no part of which contradicts, and all of which is based upon, the selected approach. An approach is axiomatic, a method is procedural. Within one approach, there can be many methods . ..

... A technique is implementational - that which actually takes place in a classroom. It is a particular trick, stratagem, or contrivance used to accomplish an immediate objective. Techniques must be consistent with a method, and therefore in harmony with an approach as well. (Anthony 1963:63-7)

According to Anthony's model, approach is the level at which assumptions and beliefs about language and language learning are specified; method is the level at theory is put into practice and at choices are made about the particular skills to be taught, the content to be taught, and the order in the content will be presented; technique is the level at classroom procedures are described.

(RICHARDS, J; ROGERS, T; SWAN, M. (1999) Approaches and Methods in Language Teaching. Cambridge: CUP. 15th edition)

In accordance with the descriptions of approach, method and technique, the alternative that presents two techniques is:

Texto 3

Why teach reading?

There are many reasons why getting students to read English texts is an Important part of the teacher"s job. In the first place, many of them want to be able to read texts in English either for their careers, for study purposes or simply for pleasure. Anything we can do to make reading easier for them must be a good idea.

Reading is useful other purposes too: any exposure to English, (provided students understand it more or less) is a good thing for language students. At the very least, some of the language sticks their minds as part of the process language acquisition, and, if the reading text is, especially interesting and engaging, acquisition is likely to be even more successful.

Reading texts also provide good model English writing. When we teach the skill of writing, we will need to show students models what we are encouraging them to do.

Reading texts also provide opportunities study language vocabulary, grammar, punctuation, and the way We construct sentences, paragraphs and texts. Lastly, good reading texts can introduce interesting topics, stimulate discussion, excite imaginative responses and be the springboard well-rounded, fascinating lessons.

Adapted from http://mozva.blogspot.com.br/2014/10/how-toteach- reading-by-jeremy-harmer.html Accessed on 21 April 2016)

The best sequence of prepositions to fill in the blanks is:

Texto 2

Multicultural Education in Your Classroom

By: E.K. Garcia

America has always been referred to as a melting pot, but ideally, it's a place where we strive to invite everyone to celebrate exactly who they are. As the US. population is becoming increasingly diverse and technology makes the world feel increasingly smaller, it is time to make every classroom a multicultural classroom.

Multicultural education is more than celebrating Cinco de Mayo with tacos and piñatas or reading the latest biography of Martin Luther King Jr. It is an educational movement built on basic American values such as freedom, justice, opportunity, and equality. It is a set of strategies aimed to address the diverse challenges experienced by rapidly changing U.S. demographics. And it is a beginning step to shifting the balance of power and privilege within the education system.

The goals of multicultural education include creating a safe, accepting and successful learning environment for all, increasing awareness of global issues, strengthening cultural consciousness, strengthening intercultural awareness, teaching students that there are multiple historical perspectives, encouraging critical thinking and preventing prejudice and discrimination.

According to the National Association for Multicultural Education (NAME.), the advantages of multicultural education are helping students develop positive self-image, offering students an equitable educational opportunity, allowing multiple perspectives and ways of thinking, combating stereotypes/prejudicial behavior and teaching students to critique society in the interest of social justice.

Contrary to popular belief, multicultural education is more than cultural awareness, but rather an initiative to encompass all under-represented groups (people of color, women, people with disabilities, etc.) and to ensure curriculum and content including such groups is accurate and complete.

Most curriculums focus more on North America and Europe than any other region. Most students have learned about genocide through stories of the Holocaust, but do they know that hundreds of thousands of people are being killed in places like Darfur and Rwanda? Despite our close proximity to Latin America, American schools typically spend little time reading Latin American literature or learning about the culture and history.

, multicultural education is most successful when implemented as a schoolwide approach with reconstruction of not only curriculum, but also organizational and institutional policy. Educators must be aware, responsive and embracing of the diverse beliefs, perspectives and experiences. They must also be willing and ready to address issues of controversy.

These issues include, but are not limited to, racism, sexism, religious intolerance, classism, ageism, etc.

(Adapted from http://www.teachhub.com/multiculturaleducation- your-classroom Accessed on 21 April 2016)

“ , multicultural education is most successful when implemented as a schoolwide approach with reconstruction of not only curriculum, but also organizational and institutional policy.” The best expression to complete the excerpt is:

Texto 2

Multicultural Education in Your Classroom

By: E.K. Garcia

America has always been referred to as a melting pot, but ideally, it's a place where we strive to invite everyone to celebrate exactly who they are. As the US. population is becoming increasingly diverse and technology makes the world feel increasingly smaller, it is time to make every classroom a multicultural classroom.

Multicultural education is more than celebrating Cinco de Mayo with tacos and piñatas or reading the latest biography of Martin Luther King Jr. It is an educational movement built on basic American values such as freedom, justice, opportunity, and equality. It is a set of strategies aimed to address the diverse challenges experienced by rapidly changing U.S. demographics. And it is a beginning step to shifting the balance of power and privilege within the education system.

The goals of multicultural education include creating a safe, accepting and successful learning environment for all, increasing awareness of global issues, strengthening cultural consciousness, strengthening intercultural awareness, teaching students that there are multiple historical perspectives, encouraging critical thinking and preventing prejudice and discrimination.

According to the National Association for Multicultural Education (NAME.), the advantages of multicultural education are helping students develop positive self-image, offering students an equitable educational opportunity, allowing multiple perspectives and ways of thinking, combating stereotypes/prejudicial behavior and teaching students to critique society in the interest of social justice.

Contrary to popular belief, multicultural education is more than cultural awareness, but rather an initiative to encompass all under-represented groups (people of color, women, people with disabilities, etc.) and to ensure curriculum and content including such groups is accurate and complete.

Most curriculums focus more on North America and Europe than any other region. Most students have learned about genocide through stories of the Holocaust, but do they know that hundreds of thousands of people are being killed in places like Darfur and Rwanda? Despite our close proximity to Latin America, American schools typically spend little time reading Latin American literature or learning about the culture and history.

, multicultural education is most successful when implemented as a schoolwide approach with reconstruction of not only curriculum, but also organizational and institutional policy. Educators must be aware, responsive and embracing of the diverse beliefs, perspectives and experiences. They must also be willing and ready to address issues of controversy.

These issues include, but are not limited to, racism, sexism, religious intolerance, classism, ageism, etc.

(Adapted from http://www.teachhub.com/multiculturaleducation- your-classroom Accessed on 21 April 2016)

In the fragment, “Despite our close proximity to Latin America, American schools typically spend little time reading Latin American literature or learning about the culture and history.”, the underlined term can be substitute by: