“There ain't no one around at all to see us [...]”. The term “ain’t”

“Mind” [line 04] is a multiple-meaning word. It plays different roles according to the context given. Mark the correct option according to the multiple uses of the term “mind”. 

I. “Never mind I’ll find someone like you.” - said Adele.
II. “Would you mind putting your seat upright?” - said the flight attendant.
III. “Mind your own business!” - said Kathleen.
IV. “You also need to bear in mind that not every student here can fully understand it.” - said the teacher.

V. “I don’t mind telling people my age.” - said Mrs. Howard.

Read.
I. ZERO CONDITIONAL: If you don’t study it, you fail. II. FIRST CONDITIONAL: If you don’t study it, you’ll fail. III. SECOND CONDITIONAL: If you didn’t study it, you would fail. IV. THIRD CONDITIONAL: If you hadn’t studied, you would’ve failed.
Now mark the correct option.

Considering the collocations with “do” or “make”, mark the incorrect option

Read the following headline.
“Roma’s friendly with Toulouse called off due to concerns of public order”
Available at: https://romapress.net/romas-friendly-with-toulouse-called-off-due-to-concerns-of-public-order/. Accessed: July 23, 2024.


Identifying phrasal verbs and their meanings when reading a text plays an important role in reading comprehension. A suitable synonym for the PHRASAL VERB presented in the headline above is:

Read.

Teens feel more complex feelings more deeply
   Once puberty has started, the characters that make up Riley’s emotions find that pressing any buttons gets a bigger reaction. And psychologically, that makes sense.
   “One of the main features of emotional development in adolescence is this easy arousability of both positive and negative emotions,” Steinberg said. Their feelings are stronger than those of either children or adults.
    And in adolescence, the brain has developed more of a capacity for abstract thought, bringing with it more complex emotions, said Damour, author of “The Emotional Lives of Teenagers: Raising Connected, Capable, and Compassionate Adolescents.”
    They have more anxiety because they can more easily imagine future problems. They become more embarrassed because they better understand what others may be thinking of them. They become envious because they can see comparisons better between themselves and others, she added.
    And ennui isn’t just a funny side effect. Acting like they don’t care is often an important escape hatch for teens in a social conundrum, Damour said.
   “These are sophisticated emotions that require neurological development to come on the scene,” she said.

Available at: https://edition.cnn.com/2024/06/15/entertainment/teen-emotions-inside-out-wellness/index.html. Accessed: July 23, 2024. 


It is possible to affirm that the term “has developed” extracted from the passage above is classified as

Reported speech is how we represent the speech of other people or what we ourselves say. There are some principles of reported speech, which are: (I) Reported speech is a way to convey what someone said; (II) Reported speech often changes verbs and pronouns; (III) Reported speech often uses a tense further back in the past; and, (IV) Reported speech changes questions into statements. Also, it is worth mentioning that there are two main types of reported speech: direct speech and indirect speech. The main difference between direct and indirect speech is that direct speech uses the exact words spoken by someone, while indirect speech reports what someone said without using their exact words. With that in mind, check the alternative which sentence represents the correct form of the reported speech (indirect speech) from the example provided below (direct speech):
Paulo Freire once said, “There is no such thing as neutral education”.

Total Physical Response (TPR) is a teaching method that uses physical movement to help students learn language and vocabulary. It is a method of teaching language or vocabulary concepts by using physical movement to react to verbal input. The process mimics the way that infants learn their first language, and it reduces student inhibitions and lowers stress. In TPR, instructors give commands to students in the target language with body movements, and students respond with whole-body actions. Total Physical Response is particularly useful for, but not limited to, teaching beginners and, or younger students and is highly effective for teaching imperative-based languages, where the commands are easily expressed through actions. Having that said, check the alternative, whose statement is not associated with the one of the core principles of TPR.

Adverbs have many different meanings and functions. They are especially important for indicating the time, manner, place, degree and frequency of something. An adverb is a word that modifies a verb, adjective, another adverb, or an entire sentence. There are six main types of adverbs: manner, time, place, frequency, degree, and conjunctive. With this in mind, match the second column according to the information provided in the first one, then check the correct answer.

( 1 ) MANNER ( 2 ) TIME ( 3 ) PLACE ( 4 ) FREQUENCY ( 5 ) DEGREE ( 6 ) CONJUNCTIVE

( ) Very, absolutely, totally, rather, quite, really, completely, extremely, fairly
( ) There, here, somewhere, everywhere, nowhere, anywhere, abroad, northwards.
( ) Also, however, otherwise, indeed, finally, furthermore, nonetheless, in fact.
( ) Usually, sometimes, never, often, always, rarely, occasionally, seldom.
( ) Soon, early, now, today, tomorrow, yesterday, then, now, lately, next.
( ) Quickly, slowly, easily, fast, well, carefully, correctly, noisily, silently.

The way we use language depends on factors such as the situation we are in (at a friend’s house, in a job interview, in a tutorial); who we are talking to (friends, potential employer, tutor); and our means of communication (conversation face to face, telephone, email, report). Our decisions about the way we use language are to a great extent unconscious ones: we instinctively know how to adapt our language to the situation. For example, there are a number of differences between spoken and written language. This being so, we can characterize spoken language as quite informal, colloquial and presumably unstructured (since it is often spontaneous). Furthermore, spoken language mostly takes place in the form of a dialogue with another speaker. Written language, on the other hand, is generally more structured, formal, impersonal and wordy. Also, written language is considered more formal and should follow the rules of the English language. Spoken language is generally less formal, and the rules are less important. Slang, an informal language understood only by certain groups, is acceptable in spoken language but not in written language. That said, read the statements that follow, then check ( T ) for TRUE and ( F ) for FALSE while indicating the correct answer (by also checking it).

( )Written English is more complex grammatically than spoken English, with longer and more complex sentences, fewer contractions, and more subordinate clauses.

( ) Spoken English is more likely to be face-to-face communication, while written English is more likely to be communication through the written word.

( ) Spoken English is more fixed and stable than written English, which is more fleeting.

( ) Spoken English is usually more organized and carefully formulated than written English.

( ) Written English is typically more structured and forms a monologue rather than a dialogue, while spoken English is more likely to be a dialogue.

( ) Written English communicates across time and space for as long as the medium exists and the language is understood. Spoken English is more immediate.

( ) Spoken English normally uses a generally acceptable standard variety of the language, whereas written English may sometimes be in a regional or other limited-context dialect.

( ) In Spoken English, the content is presented much more densely. In written English, the information is “diluted” and conveyed through many more words: there are a lot of repetitions, glosses, “fillers”, producing a text is noticeably longer and with more redundant passages.