Regarding English grammar, judge the following item.

The modal verb "must" in English is always used to indicate obligation or necessity, and it cannot be replaced by "have to" without altering the meaning of the sentence.

Regarding English grammar, judge the following item.

In English, the subjunctive mood is only used in hypothetical situations and is identical in form to the indicative mood in all tenses except the present.

Regarding English grammar, judge the following item.

In English, the use of double negatives is generally considered grammatically incorrect and non-standard in formal writing and speech, but it is acceptable and commonly used in some dialects and informal contexts to emphasize a negative meaning.

Regarding English grammar, judge the following item.

The English past perfect continuous tense is used exclusively to emphasize the duration of an action that was completed before another action in the past, and it cannot be used in passive constructions.

Analyze the following statement about cognates and false cognates.

The English word "fabric" is a cognate of the Portuguese word "fábrica," both referring to a place where cloth or textile materials are produced.

Analyze the following statement about cognates and false cognates.

The English word "eventually" and the Portuguese word "eventualmente" are false cognates, as "eventually" indicates something that will happen at some point in the future, while "eventualmente" means something that happens occasionally or at irregular intervals.

Analyze the following statement about cognates and false cognates.

The English word "apparent" and the Portuguese word "aparente" are false cognates, as "apparent" in English means something that seems to be true or real but may not be, while "aparente" in Portuguese means something that is clearly visible or obvious.

Analyze the following statement about cognates and false cognates.

The English verb "to assist" and the Portuguese verb "assistir" are cognates, both meaning "to help" or "to give support."

KUMARAVADIVELU, B. (1994, p.28-29) points out three important categories of language teaching method: language-centered, learner-centered and learning-centered. Although, from the practitioner’s point of view, none of these methods can be realized in their purest form in the actual classroom, the sample below can be classified as follow:

Introductory classroom

Young EFL learners in an English language school.

Teacher starts the class asking a strong learner, ‘Enzo, how are you?’ The learner responds, ‘Fine, how are you?’. The teacher continues, asking different learners, who respond in turn:

Teacher: Sophia, how are you?

Student: Fine, how are you?

Teacher: Francisco, how are you?

Student: Fine, how are you?

Teacher: Valentina, how are you?

Student: Fine, how are you?

If a learner struggles to produce the response, the teacher demonstrates the correct utterance by first mouthing the syllables and then saying them aloud if necessary. The teacher corrects pronunciation, particularly emphasizing the /h/ sound in ‘how’ by breathing on her/his hand as if using a mirror, and drills the prompts with the students. The activity continues until every learner has been asked and has provided the correct response.