Consider the following words taken from the text:

I. Stories.

II. Poetry.

III. Form.

IV. Fiction.

Which of the words contains only countable nouns as they are used in the text?

Texts for question 59

https://www.digitaltripathi.com/ad-library/daihatsu-hijet-printad-picks-up-five-times-more-women-than-a-lamborghini/. Acesso em 05.02.2026

“Teaching as a social practice sees education not as the mere transmission of knowledge, but as a set of social, cultural, and political activities in which language is a tool for participation, identity formation, and critical engagement with the world.”

GIROUX, Henry A. Pedagogy and the Politics of Hope: Theory, Culture, and Schooling: A Critical Reader. Boulder, Colo.: Westview Press, 1997.

A Brazilian high school teacher develops a classroom activity establishing a relation between Giroux’s ideas and the 1996 Daihatsu Hijet advertisement. Which activities would be most appropriate for this connection?

1- They inform students about the use of the verb without subject, which it is not part of standard English and how language works in an informal context and why it is important to use it in ads.

2- They ask students to observe the use of the comparative form without the adjective, provide multiple examples, and then ask them to do a sentence level exercise to show how the students could apply that structure.

3- They explain to students why the advertisement compares a Daihatsu Hijet to a Lamborghini and how women are used in many car advertisements.

4- They show other car ads and ask students, divided into groups, to identify the humorous effect and which established ideas are subverted in the advertisement.

Check the correct alternative:

Read the text and the quote below to answer question 58.

Obama’s Speech- 2008

For when we have faced down impossible odds, when we've been told we're not ready or that we shouldn't try or that we can't, generations of Americans have responded with a simple creed that sums up the spirit of a people: Yes, we can. Yes, we can. Yes, we can.

It was a creed written into the founding documents that declared the destiny of a nation: Yes, we can.

It was whispered by slaves and abolitionists as they blazed a trail towards freedom through the darkest of nights: Yes, we can.

It was sung by immigrants as they struck out from distant shores and pioneers who pushed westward against an unforgiving wilderness: Yes, we can. It was the call of workers who organized, women who reached for the ballot, a president who chose the moon as our new frontier, and a king who took us to the mountaintop and pointed the way to the promised land:

Yes, we can, to justice and equality. Yes, we can, to opportunity and prosperity. Yes, we can heal this nation. Yes, we can repair this world. Yes, we can.

https://www.vpro.nl/zomergasten/artikelen/new-hampshireprimary-2008. Acesso em 04 fev.2026. “Meanings are not in words; they are in people, situated in social contexts.” KRAMSCH, Claire. Language and Culture. Oxford: Oxford University Press, 1998

The modal verb CAN was used in Obama’s speech during his 2008 U.S. presidential campaign. Relating Kramsch’s quote to Obama’s speech, what would be an adequate starting point to understand the use of this modal verb when designing a lesson plan?

Text for question 52

The notion of Multiliteracies supplements traditional literacy pedagogy by addressing these two related aspects of textual multiplicity. What we might term ‘mere literacy’ remains centred on language only, and usually on a singular national form of language at that, being conceived as a stable system based on rules such as mastering sound-letter correspondence. This is based on the assumption that we can actually discern and describe correct usage. Such a view of language must characteristically translate into a more or less authoritarian kind of pedagogy. A pedagogy of Multi-literacies, by contrast, focuses on modes of representation much broader than language alone. These differ according to culture and context, and have specific cognitive, cultural, and social effects. In some cultural contexts – in an Aboriginal community or in a multimedia environment, for instance – the visual mode of representation may be much more powerful and closely related to language than ‘mere literacy’ would ever be able to allow. Multiliteracies also creates a different kind of pedagogy: one in which language and other modes of meaning are dynamic representational resources, constantly being remade by their users as they work to achieve their various cultural purposes.

COPE, Bill; KALANTZIS, Mary (org.). Multiliteracies: literacy learning and the design of social futures. Londres: Routledge, 2000.

Regarding the modal verbs used in the context of the passage by Cope and Kalantzis (2000), it is correct to state that:

Read the text below and answer question 48.

Sometimes when we have talked or written about using ideas from complexity theory, we have been challenged as to whether we are 'just' being metaphorical. There are two ways to answer this question: firstly, to reject the 'just' and to assert the importance of metaphor; and secondly, to discuss what it would mean to say that the comparison between systems in applied linguistics and complex systems is more than metaphor. Our contention, to be supported throughout this book, is that complexity theory offers applied linguistics at least an important new metaphor that brings with it new ways of thinking about issues in the field, and, maximally, may push the field towards radical theoretical change. (…) Metaphors are not just literary tools for ornamenting language; they are indispensable to the human mind. Whenever we have to contemplate the abstract, voice the difficult, or make sense of the complicated, we turn to metaphor. Metaphor enables us to 'see' or understand one thing in terms of another, through analogies or mappings between two conceptual domains.

(Cameron 1999). LARSEN-FREEMAN, Diane; CAMERON, Lynne. Complex systems and applied linguistics. Oxford: Oxford University Press, 2008. p. 11.

Judge the statements I to V as True (T) or False (F) according to the text and choose the alternative that shows the correct sequence from above to below.

I. The authors argue that complexity theory should be seen primarily as a rhetorical or literary device in applied linguistics.

II. According to the text, one response to the criticism about metaphor is to emphasize the fundamental importance of metaphors in human cognition.

III. The authors claim that complexity theory may contribute not only to new ways of thinking but also to potentially radical theoretical changes in applied linguistics.

IV. The text suggests that metaphors are mainly used to embellish language rather than to support understanding of abstract or complex ideas.

V. Metaphor is presented as a cognitive tool that allows understanding one conceptual domain in terms of another through analogies or mappings.