Read the dialogue to answer.

A: Why did the teacher call off the test?

B: Looks like someone got a copy of the test and posted it.

A: No kidding! I hope this jerk doesn’t get away with it. The school loses face when something like that happens.

B: So do we... Look, if there’s no test, how about hanging around the mall?

A: Fine with me, but I’m broke, ran out of my allowance already and the month is at the beginning.

B: Then why don’t we go to my place and sniff around the test’s posting origin. We may run into some useful stuff.

A: Play virtual detective? Way to go!

While working with the text and focusing the usage situation of: call off, no kidding, jerk, get away with, loses face, hanging around, ran out of, sniff around, run into, stuff, and way to go, which micro ability of speech, part of sociolinguistic competence, is being explored?

Read the description of an oral practice activity to answer.

The teacher tells students they will train how to convey meaning by means of intonation. First he/she reads pairs of sentences aloud; the students follow the teacher’s reading. Next, the teacher delivers students handouts containing the pairs of sentences they have just heard, and gets them oriented to repeat the sentences that he/she will read aloud again, pausing after each sentence to give students the opportunity to carry out choir repetition __ students are instructed to replicate the teacher’s intonation since the words’ pronunciation is already known and has been practiced in previous oral exercises. After this step is repeated several times and performed satisfactory, the teacher will ask individual students to read the sentences, he/she will ellicit doubts they might have, and also explain the exact meaning conveyed by intonation in each utterance.

The handout sentences

1.A – The meeting is at four, isn’t it? (using a rising intonation in the question tag)

1.B – The meeting is at four, isn’t it? (using a falling intonation in the question tag)

2.A – Our guests will be coming soon, won’t they? (using a rising intonation in the question tag)

2.B – Our guests will be coming soon, won’t they? (using a falling intonation in the question tag)

3.A – You like sea food, don’t you? (using a rising intonation in the question tag)

3.B – You like sea food, don’t you? (using a falling intonation in the question tag)

4.A – The Bronson’s have been traveling for over a month, haven’t they? (using a rising intonation in the question tag)

4.B – The Bronson’s have been traveling for over a month, haven’t they? (using a falling intonation in the question tag)

5.A – I’m late, aren’t I? (using a rising intonation in the question tag)

5.B – I’m late, aren’t I? (using a falling intonation in the question tag)

Mark the option which suits the meaning of the rising intonation practiced when uttering the question tags.

The ed added at the end of verbs can be a trick subject when it comes to proper pronunciation. In that respect, the rationale which stands for the selection of words to form the sequence that follows is:

Concealed – Used – Bathed – Echoed – Robbed – Claimed – Bragged

A black eye is worth a thousand words, but it must not be a reason to keep you silent

(Available at: https://hers-magazine.com)

When we speak or write we often refer to things that were mentioned earlier, haven’t been mentioned yet, or were mentioned in another context or at another time. IT in the sentence above the image is an example of gramatical cohesion because it represents a/an:

The pairs of words aim at oral practice which precisely targets the training of vowel pronunciation. The criteria that accounts for the vowel distinction occurring in the chosen pairs are:

!$ \bullet !$ Reach – Rich

!$ \bullet !$ Seater – Sitter

!$ \bullet !$ Eat – It

!$ \bullet !$ Green – Grin

!$ \bullet !$ Beat – Bit

!$ \bullet !$ Feet – Fit

Examine and compare the two series of words as to pronunciation.

!$ \bullet !$ Group 1: Light – Kitten – Put – Make – Trip – Cotton – Forgotten – What

!$ \bullet !$ Group 2: Apartment – Backseat – Spotlight – Workload – Assortment – Upbeat

The one characteristic shared by all the words belonging to both groups is:

Read the poem.

Fire and Ice

(Robert Frost.)

Some say the world will end in fire,

Some say in ice.

From what I’ve tasted of desire

I hold with those who favor fire.

But if it had to perish twice,

I think I know enough of hate

To say that for destruction ice

Is also great

And would suffice.

(Available at: https://www.poetryfoundation.org)

Assonance provides rhythm and musicality to change the mood of a text, also helping readers to reach its subject matter. Beyond literary use assonance is also found in pop culture as well as in everyday speech. In “Fire and Ice” there are several instances of assonance, the same sort of sound effect found in:

Figurative language makes meaning by asking the reader or listener to understand something by virtue of its relation to some other thing, action, or image. Which figurative language device or “figure of speech” do the sentences exhibit?

1. Marina is a wall flower.

2. You’re a couch potato.

3. Time is money.

4. America is a melting pot.

5. You are my sunshine.

All of the items describe aspects related to the group of words below, EXCEPT:

shorter – bigger – lighter – harder – nicer – fatter – faster

teacher – driver – lawyer – player – singer – waiter – painter

A brand name is a form of a signature that gives credit to the creator of a particular work or service and sets it apart from those created by others. The main purpose of a brand name is to differentiate a particular product or service from other like or similar brands.

!$ \bullet !$ Chuck E. Cheese's.

!$ \bullet !$ Coca-Cola.

!$ \bullet !$ Donald Duck.

!$ \bullet !$ Dunkin' Donuts.

!$ \bullet !$ Krispy Kreme.

!$ \bullet !$ Mickey Mouse.

!$ \bullet !$ Peppa Pig.

!$ \bullet !$ Peter Parker.

The wellknown brand names in the spotlight all hold: