Questões de Concurso Sobre verbos | verbs em inglês

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Q3494279 Inglês

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How World War Two changed how France eats


By June 1940, German forces had blitzed through France in just six weeks, leading more than half of the country to be occupied. As a result, French staples like cheese, bread and meat were soon rationed, and by 1942 some citizens were living on as few as 1,110 calories per day. Even after World War Two ended in 1945, access to food in France would continue to be regulated by the government until 1949.


Such austerity certainly had an impact on how the French ate during and just after the war. Yet, more than 80 years after Allied forces landed in Normandy to begin liberating the nation on D-Day (6 June 1944), few visitors realise that France's wartime occupation still echoes across the nation's culinary landscape.


In the decades following WW2, the French abandoned the staples that had got them through the tough times of occupation; familiar ingredients like root vegetables and even hearty pain de campagne (country bread) were so eschewed they were nearly forgotten. But as wartime associations have slowly faded from memory, a bevy of younger chefs and tastemakers are reviving the foods that once kept the French alive.


There aren't many French residents old enough to vividly recall life in wartime France today, and fewer still would deign to discuss it. Author Kitty Morse only discovered her great-grandparents' "Occupation diary and recipe book" after her own mother's death. Morse released them in 2022 in her book Bitter Sweet: A Wartime Journal and Heirloom Recipes from Occupied France.


"My mother never said any of this to me," she said.


Aline Pla was just nine years old in 1945 but, raised by small-town grocers in the south of France, she remembers more than others might. "You were only allowed a few grams of bread a day," she recalled. "Some [people] stopped smoking − especially those with kids. They preferred trading for food."


Such widespread lack gave rise to ersatz replacements: saccharine stood in for sugar; butter was supplanted by lard or margarine; and instead of coffee, people brewed roots or grains, like acorns, chickpeas or the barley Pla recalls villagers roasting at home. While many of these wartime brews faded from fashion, chicory coffee remained a staple, at least in northern France. Ricoré − a blend of chicory and instant coffee − has been on supermarket shelves since the 1950s. More recently, brands like Cherico are reimagining it for a new generation, marketing it as a climate-conscious, healthful alternative traditional coffee.


According to Patrick Rambourg, French culinary historian and author of Histoire de la Cuisine et de la Gastronomie Françaises, if chicory never wholly disappeared in France, it's in large part thanks to its flavour. "Chicory tastes good," he explained. "It doesn't necessarily make you think of periods of austerity."


Other products did, however, such as swedes and Jerusalem artichokes, which WW2 historian Fabrice Grenard asserted "were more reserved for animals before the war." The French were nevertheless forced to rely heavily on them once potato rationing began in November 1940, and after the war, these vegetables became almost "taboo", according to Rambourg. "My mother never cooked a swede in her life," added Morse.


Two generations later, however, Jerusalem artichokes, in particular, have surged to near-omnipresence in Paris, from the trendy small plates at Belleville wine bar Paloma to the classic chalkboard menu at bistro Le Bon Georges. Alongside parsnips, turnips and swedes, they're often self-awarely called "les legumes oubliés"("the forgotten vegetables") and, according to Léo Giorgis, chef-owner of L'Almanach Montmartre, French chefs have been remembering them for about 15 years.


"Now you see Jerusalem artichokes everywhere, [as well as] swedes [and] golden turnips," he said. As a chef dedicated to seasonal produce, Giorgis finds their return inspiring, especially in winter. "Without them, we're kind of stuck with cabbages and butternut squah."


According to Apollonia Poilâne, the third generation of her family to run the eponymous bakery Poilâne, founded in 1932, a similar shift took place with French bread. Before the war, she explained, white baguettes, which weren't subject to the same imposed prices as sourdough, surged to popularity on a marketplace rife with competition. But in August 1940, bread was one of the first products to be rationed, and soon, white bread was supplanted by darker-crumbed iterations bulked out with bran, chestnut, potato or buckwheat. The sale of fresh bread was forbidden by law, which some say was implemented specifically to reduce bread's palatability.


"I never knew white bread!" said Pla. When one went to eat at a friend's home during wartime, she recalled, "You brought your bread − your bread ration. Your own piece of bread."


Hunger for white bread surged post-war − so much so that while Poilâne's founder, Pierre Poilâne, persisted in producing the sourdoughs he so loved, his refusal to bake more modern loaves saw him ejected from bakery syndicates, according to his granddaughter, Apollonia. These days, however, the trend has come full circle: Baguette consumption fell 25% from 2015 to 2025, but the popularity of so-called "special" breads made with whole or heirloom grains is on the rise. "It's not bad that we're getting back to breads that are a bit less white," said Pla.


For Grenard, however, the most lasting impact the war left on French food culture was a no-waste mindset. "What remains after the war is more of a state of mind than culinary practices," he said. Rambourg agreed: "You know the value of food when you don't have any."


The French were forced to get creative with what they had. In France's south-eastern Ardèche department, Clément Faugier rebranded its sweetened chestnut paste as Génovitine, a name whose medical consonance made it easier to market as a fortifier and even prescribe. In the coastal Camargue region, local samphire suddenly stood in for green beans. Morse's great-grandfather foraged for wild mushrooms in the nearby Vosges mountains, and in cities, those with balconies planted their window boxes with carrots or leeks. Paris' public Jardin des Tuileries was even transformed into collective kitchen gardens.


According to Rambourg, this subsistence mindset "would affect the entire generation that lived through the war, and our parents, because they were the children of our grandparents, who knew the war."


As the need for these subsistence methods dissipated, French cuisine underwent another period of change. In 1963, the country welcomed its first Carrefour hypermarket, and large-scale supermarkets soon supplanted small shops. According to Grenard, this was partly due to "suspicion" following corruption during the German occupation, when some grocers inflated prices far past the norm, just because they could . "At the end of the war, consumers held real rancour against small shopkeepers," said Grenard. "In a supermarket, the prices are fixed."


Fast-forward eight decades, and some locals, now motivated by climate change are turning back to small, local grocers, such as the locavore Terroir d'Avenir shops dotting Paris. Others are reaching into the nation's past to resuscitate techniques like canning, preserving and foraging that saved many French residents during the war, according to Grenard. "The people that got by the best were the ones who had reserves."


Today, filling the larder with foraged food has become popular once again. In Kaysersberg, Alsace, chef Jérôme Jaegle of Alchémille puts this ancestral knowledge centre-stage by offering wild harvesting workshops culminating in a multi-course meal. And in Milly-la-Forêt, just outside Paris, François Thévenon highlights the foraging techniques he learned from his grandmother with classes teaching others how to seek out these edible plants themselves.


"After the war", he explained, "people wanted to reassure themselves that they wouldn't lack anything anymore." They turned, he said, to overconsumption, specifically of meat, which even his foraging grandmother ate every day, at every meal.


"You often hear when you ask older folk why they no longer eat wild plants, that it's because they don't have to," Thévenon said, who forages for wild plants because he believes it's good for his health and that of the planet.


According to Apollonia, the war didn't only change how France eats. "It probably changed the way the world eats," she asserted. Today, the techniques and philosophies that helped the French survive are slowly coming back to life.



https://www.bbc.com/travel/article/20250605-how-world-war-two-chang ed-the-french-diet  

 


Identify the verb tense used in the sentence:

"By 1942 some citizens were living on as few as 1,110 calories per day."

Select the correct alternative.
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Q3492034 Inglês
Which sentence contains a correct use of the third conditional to express regret about a past event?
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Q3492026 Inglês
O texto III refere-se à questão.


TEXTO III - How the Minnesota Shootings Suspect Was Caught12


   After an intense two-day manhunt, Minnesota police captured Vance Boelter, 57, the suspect accused of shooting two state lawmakers and their spouses. The arrest took place on Sunday evening in a rural field near Minneapolis. Despite being armed at the time, Mr. Boelter was taken into custody without the use of force, according to official reports.

   The case began early Saturday morning when police responded to a shooting at the home of State Senator John Hoffman. Concerned that the suspect might target other political figures, officers quickly went to the residence of Representative Melissa Hortman. Upon their arrival, Mr. Boelter opened fire on them before escaping on foot through a golf course located behind the house. This incident marked the beginning of what authorities called the largest manhunt in Minnesota's history.

   Throughout the weekend, more than 100 officers and nearly 20 SWAT teams were deployed across Sibley County, a largely rural area southwest of Minneapolis. Law enforcement agencies worked together, setting up a temporary command center in a nearby parking lot to coordinate search operations.

   The breakthrough in the search came on Sunday afternoon when officers discovered Mr. Boelter’s car and hat abandoned on a remote stretch of road. This discovery significantly narrowed the search area. Later, an officer reported seeing someone, believed to be the suspect, running into a wooded area nearby.

   Further confirmation came when a local resident provided footage from a trail camera installed on private property. The image captured on the camera showed a person matching Mr. Boelter’s description. Acting on this evidence, police established a one-square-mile perimeter, deploying drones and police dogs to assist in tracking the suspect’s movements.

   Using aerial surveillance, officers spotted Mr. Boelter crawling through thick shrubs. Drones tracked him from above, allowing SWAT teams to converge on his location without engaging in a violent confrontation. Authorities emphasized that despite the suspect being armed, the arrest was made peacefully and without incident.

  Following the capture, a photo was released showing Mr. Boelter standing in the field where he was apprehended. The image was edited to obscure the faces of the arresting officers for privacy and security reasons. At the command center, law enforcement officials celebrated the successful end to the operation.

  Investigators later praised the rapid response and coordination among different police departments. Officials noted that the quick decision by Brooklyn Park officers to check Representative Hortman’s home shortly after the first shooting may have prevented further violence and shortened the duration of the manhunt.


1 Fonte: https://www.nytimes.com/2025/06/16/us/minnesota-shooting-suspect-caught-how.html

Acesso em: 16 de junho de 2025

2 (Adapted from: "How the Minnesota Shootings Suspect Was Caught", The New York Times, June 16, 2025)
Which sentence from the text contains a verb in the past perfect tense?
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Q3482504 Inglês
TEXT 2

GRAMMAR


Most English language teachers are probably comfortable using the word ‘grammar’. There is an established grammatical tradition within ELT, and terms such as ‘tense’, ‘conditional form’, or ‘defining relative clause’ are likely to be familiar even to relatively inexperienced teachers. Grammar is often thought of as something reliable and predictable, but although the term is a keyword in the ELT profession, it is somewhat under-examined. A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency.

The word ‘grammar’ comes originally from Ancient Greek grammatike (‘pertaining to letters/written language’). Grammar was one of the ‘liberal arts’ taught in Ancient Greece, and in Rome from around the fifth century BC, although at this time it was a wider area of study than today, including textual and aesthetic criticism and literary history. Its study continued in Europe in medieval times and beyond, with grammar being taught at schools alongside logic and rhetoric in what was known as the ‘trivium’.

The tradition of studying the grammar of English in British schools did not emerge until the 16th century (Howatt with Widdowson 2004: 77) — until then, studying grammar at school meant studying Latin or Ancient Greek, not vernacular languages. Indeed, the first grammar of English, Bullokar’s Pamphlet for Grammar (1586), is said to have been written to demonstrate that the English language was in fact rule-based and could be analysed in the same way as Latin (Linn 2006: 74).

Grammar has lost its status as a distinct subject in the school curriculum but the word has continued (since 1530 according to the Oxford English Dictionary) to be used as a countable noun meaning ‘a book describing the grammar of a language’.


Content extracted and adapted from: https://academic.oup.com/eltj/articleabstract/74/2/198/5805512?redirectedFrom=fulltext
In the sentence “A look at the word’s history reveals a perhaps surprising amount of variation and inconsistency” (1st paragraph), the underlined word (“reveals”) ends with an “s” for the same reason as in:
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Q3482499 Inglês
TEXT 1


NATIVE-SPEAKERISM

Framing the Issue


Native-speakerism is an ideology that upholdsthe idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it (Holliday, 2005, p. 6). As an ideology, it is a system of ideas that represents a distorted worldview that supports a particular vested interest. The vested interest in the case of nativespeakerism is the promotion by the ELT industry of the so-called “native speaker” brand. The realization that this is an ideologically constructed brand derives from Phillipson’s (1992) linguistic imperialism thesis that the concept of the “native speaker” as a superior model and teacher was explicitly constructed by American and British aid agencies in the 1960s to support their agenda of spreading English as a global product.

Further indication that the “native speaker” brand is an ideological construction is that the native-non-native speaker distinction is not self-evident on technical linguistic or even nationality grounds. It is instead a professionally popularized distinction that has been falsely associated with cultural orientation (Kubota & Lin, 2006). Teachers who are labeled “native speakers” have been falsely idealized as organized and autonomous in fitting with the common yet mistaken description of so-called “individualist cultures” of the West; while teachers who are labeled “non-native speakers” are demonized as deficient in these attributes in fitting with the common yet mistaken description of so-called “collectivist cultures” of the non-West (Holliday, 2005, p. 19, citing Kubota, Kumaravadivelu, Nayar, and Pennycook). The collectivist stereotype is itself considered to be a Western construction of non-Western cultural deficiency. An example of this is a British teacher’s reference to a superior “native speaker” “birthright” at the same time as criticizing, albeit without foundation, not only the linguistic and pedagogic performance, but also the cultural background and proficiency of his “non-native speaker” colleagues (Holliday & Aboshiha, 2009, p. 667). 

The Othering of teachers who are labeled “non-native speakers” therefore results in a cultural disbelief—not believing in their ability to teach English within a Western, and indeed superficially constructed “learning group ideal” that is characterized by “active” oral expression, initiation, self-direction, and students working in groups and pairs (Holliday, 2005, p. 44). The association of the “non-native speaker” label with deficiency is also deeply rooted within a wider and equally mistaken Western perception that people from non-Western cultural backgrounds are unable to be critical and self-determined.


Excerpt extracted and adapted from: https://adrianholliday.com/wp-content/uploads/2017/02/nativespeakerism-proofs.pdf
In the sentence “Native-speakerism is an ideology that upholds the idea that so-called “native speakers” are the best models and teachers of English because they represent a “Western culture” from which spring the ideals both of English and of the methodology for teaching it” (paragraph 1), the underlined word (“spring”) can be correctly classified as:
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Q3463997 Inglês
Leia a entrevista a seguir para responder à questão.


Can childhood survive the smartphone? 

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    Below is an excerpt from a conversation between the reporter Katty Kay and Jonathan Haidt who, with his book The Anxious Generation, sparked a global reckoning about mobile phone usage among children when it came out last year.

    Katty Kay: It’s been a year since your book came out and caused a huge conversation. I wanted to start by getting a kind of report card of where we are on the various aspects of what you put forward: phones in school, age gating, social media, getting kids to have more free playtime. Who’s doing well and who isn’t in America on all of those issues?

    Jonathan Haidt: I knew that the book was going to be popular. What I wasn’t prepared for is that this issue would spread like wildfire around the world, not just in the US. Because around the world, family life has turned into a fight over screen time. Everyone hates it. Everyone sees it.

    Where it took off most quickly was phone-free schools, because that is something that is more easily done. It’s so hard to teach to a classroom when half of them are watching short videos and playing video games. So, the teachers have hated the phones from the beginning but they were afraid, especially in America – maybe it’s the same in other countries – but in America, there are a lot of parents who want to be able to communicate all the time with their child, and they think they have a right to check in on their child. And, ‘What if something goes wrong? I need to be there.’ So, the overparenting — ...

    KK: That’s a paradox, then, because you’ve got the parents who are super worried about the phones; they see what phones are doing to their kids. But they also don’t want their kids to relinquish their phones when they go into school. 

    JH: Hey, look, people are complicated! They contain multitudes. And I shouldn’t say that everyone saw the problem, because there were a lot of parents who saw the phone as a lifeline. They see the world as very threatening and dangerous. But we have to focus on what it will take to allow kids to have healthy brain development through puberty. We’ve got to give kids a lot less screen time. A lot less fragmenting time. No TikTok. No short videos. Let’s give them a lot more experience interacting with people.


(Katty Kay. www.bbc.com, 10.04.2025. Adaptado)
The sentence which starts the dialogue between interviewer and interviewee “It’s been a year since your book came out and caused a huge conversation” has a verb in the present perfect tense. Another correct use of the present perfect is found in alternative:
Alternativas
Q3439629 Inglês
Leia o texto a seguir para responder à próxima questão.

    Speakers use a finite set of rules to produce and understand an infinite set of possible sentences. These rules comprise the grammar of a language, which is learned when you acquire the language and includes the sound system, the structure of words, how words may be combined into phrases and sentences, the ways in which sounds and meanings are related, and the words or lexicon. The sounds and meanings of these words are related in an arbitrary fashion. And so are the gestures used by deaf signers. Language, then, is a system that relates sounds (or hand and body gestures) with meanings; when you know a language you know this system.


FROMKIN, V., Rodman, R., Hyams, N. An Introduction to Language. 10th edition Wadsworth Cengage. Learning. 2013. Adaptado
Os verbos regulares a seguir foram retirados do texto e estão no tempo presente. Marque a alternativa em que os dois verbos têm seu sufixo -ed do passado e particípio passado pronunciado com /d/.
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Q3439628 Inglês
A student who does not know the meaning of the acronym A.D. would correctly ask for clarification from the teacher using the question 
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Q3430808 Inglês
Read the text to answer question:


    CLIL (Content and Language Integrated Learning) is an approach which is neither language learning nor subject learning, but an amalgam of both and is linked to the processes of convergence – the fusion of elements which may have been previously fragmented, such as subjects in the curriculum. This is where CLIL is groundbreaking.


    To give a parallel example common in recent times, we can take studies on the environment. A seminal publication on the subject in the 1960s later led to a need to educate young people in schools so as to both inform and, perhaps more crucially, influence behavior. Topics relating to the environment could already be found in chemistry, economics, geography, physics, and even psychology. Yet, as climate change became increasingly worrying, education responded with the introduction of a new subject: “Environmental studies”.


    In order to structure this new subject, teachers of different disciplines would have needed to climb out of their respective mindsets grounded in physics, chemistry, geography, psychology and so on, to explore ways of building an integrated curriculum, and to develop alternative methodologies by which to implement it. Climate change is a global and local phenomenon, so the increasing availability in some countries of information and communication technologies during the 1990s provided tools by which to make some of these methodologies operational.


    If we return to languages and CLIL, we have a similar situation. The late 1990s meant that educational insight was firmly set on achieving a high degree of language awareness. Appropriate methodologies were to be used to attain the best possible results in a way which accommodated diverse learning styles.


(D. Coyle, P. Hood, D. Marsh. CLIL: content language integrated learning. Cambridge: Cambridge University, 2010.)
In the extract from the fourth paragraph “Appropriate methodologies were to be used to attain the best possible results”, the expression in bold may be substituted by the following modal if meaning is to be preserved: 
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Q3412601 Inglês
TEXT 2

THE SOCIO-ECONOMIC GAP IN FOREIGNLANGUAGE LEARNING

Teaching foreign languages has become a major goal for many education systems around the world. In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible, including literature, music, theatre and cinema (OECD, 2020a).

For the first time in 2018, PISA asked students whether they studied foreign languages at school and how much class time they had on foreign languages per week. Results show that learning foreign languages is widely available to 15-year-olds in today’s education systems. However, these opportunities are not evenly distributed among students of different socio-economic status: students in advantaged schools have more opportunities to learn foreign languages than students in disadvantaged schools. These socioeconomic disparities in foreign-language instruction time are telling as they correlate to inequity in student achievement in other areas – in reading, for example. These results suggest the existence of a social divide not previously measured that leaves some students unprepared for effective communication with others from different cultural and language backgrounds.

Excerpt extracted and adapted from: https://www.oecd.org/content/dam/oecd/en/publications/reports/2021/ 11/the-socio-economic-gap-in-foreign-languagelearning_c357eab2/953199e1-en.pdf
In the sentence “In today’s increasingly interconnected world, speaking multiple languages improves employability, fosters respect for people from other cultures, and gives young people direct access to content that would otherwise be inaccessible”, the underlined word (“fosters”) ends with an “s” for the same reason as in:
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Q3393022 Inglês
Mark the item which CORRECTLY displays the tense and aspect of the underlined verbs.

I have helped my neighbor too much this week.
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Q3393021 Inglês
Mark the item which CORRECTLY displays the tense and aspect of the underlined verbs.

I had helped my neighbor clean his attic before I fixed his car. 
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Q3393009 Inglês
De acordo com a BNCC — Língua Inglesa, sobre as habilidades compreendidas no 9º ano, analisar a sentença.

Empregar, de modo inteligível, as formas verbais em orações condicionais dos tipos 1 e 2 (If-clauses) (1ª parte). Empregar, de modo inteligível, os verbos should, must, have to, may e might para indicar recomendação, necessidade ou obrigação e probabilidade (2ª parte).

A sentença está: 
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Q3391465 Inglês
Assinale a alternativa em que o verbo está corretamente empregado na frase em inglês:
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Q3391463 Inglês
Leia o trecho em português e a frase correspondente em inglês. Depois, assinale a alternativa que apresenta a tradução correta e o uso adequado do tempo verbal e pronome:
Português: "Ela estuda inglês todos os dias."
Inglês: 
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Q3391461 Inglês
Os verbos irregulares em inglês não seguem o padrão comum de conjugação no passado simples e particípio passado. Assinale a alternativa que apresenta corretamente uma sequência de formas de um verbo irregular:
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Q3376537 Inglês
The Epic of Gilgamesh, from ancient Mesopotamia, is often cited as the first great literary composition, although some shorter compositions have survived [….].
The verb tense used in “shorter compositions have survived implies an action which:
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Q3373032 Inglês
The sentence “She has been teaching for ten years” is an example of which tense? Select the correct tense.
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Q3371439 Inglês

TEXT I


Why do birds sing so loudly in the morning in spring? It’s the ‘dawn chorus’ 


As spring begins, so does a fresh song at daybreak, unique to the season. Just before the sun rises, birds start singing their melodies, creating a chirpy symphony.


This phenomenon is known as the dawn chorus, and it’s special for a number of reasons: There are more birds singing at this time of year, and they also sing more often. This energetic burst of birdsong is often louder than usual too. The dawn chorus’ early morning explosion of sounds has even inspired multiple poems and songs.


“It's the epitome of spring,” says Jordan E. Rutter, an ornithologist at the American Bird Conservancy. After the long and cold winter, “all of a sudden you have this influx of so many beautiful birds coming back and singing.”


This harmony of birdsong at dawn happens during a fundamental time of the year. The dawn chorus is, in fact, mostly composed of birds of both genders singing to find a mate so they can breed (though males may sing more).


“There is such a large increase in quantity of song by individuals and the collective,” Rutter says. “These birds sing louder to literally be heard. They need to compete with each other as well, and the louder the better in regards to who is the most impressive mate.”


During this time, males also sing to assert their dominance and claim their territory. “Those songs are how they communicate to other males of the same species, or even just other birds and predators in general, and say, ‘This is my home,’” says Rutter.


In the United States and Canada, the dawn chorus can be heard roughly from March through May, when many bird species migrate there from their winter homes to breed. Peak dawn chorus times might depend on where you live, Rutter says. For example, April is peak for the southern U.S., but birds in Washington, D.C., will put on the best show in early May. (Alternatively, in the tropics, the dawn chorus can be heard almost any time of year, as many birds have a prolonged breeding season in those warmer climates.)


Why is it a ‘dawn’ chorus?


But why birds sing in the early morning is still “an open question,” says Mike Webster, an ornithologist at the Cornell Lab of Ornithology. “There's a lot of debate, and I don't think there's any consensus on exactly why it is that everything happens at dawn."


One hypothesis is that weather conditions at daybreak make it easier for birdsong to travel.


“In general, sound travels farther when the air is cooler and more dense. Sound also transmits more clearly (and very slightly faster) when humidity is higher so that details of the song do not degrade as much over distance,” says Heather Williams, a professor at Williams College who has studied the neuroscience of birdsong. She notes that wind may also impede sound transmission. “At dawn, the cooler air results in decreased winds at ground level, so coupled with the higher humidity, sound carries farther and more clearly, with less distortion.”


Extract from 



https://www.nationalgeographic.com/animals/article/birds-dawn-chorus (Accessed on 14 April 2025.)

In the sentence “… so many beautiful birds coming back and singing.”, there is one specific phrasal verb, which is come back, that can be replaced by the verb return without changing the meaning. Read and analyze the statement below:

“I need you to support me this afternoon.” The verb “to support” in this context can be changed by the phrasal verb:
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Q3369486 Inglês

Analyze:


“Had you changed your clothes before the end of the party?”



Select the option that presents the verb tense of the sentence above:

Alternativas
Respostas
621: A
622: B
623: D
624: A
625: A
626: E
627: C
628: D
629: D
630: A
631: A
632: B
633: A
634: C
635: B
636: C
637: C
638: C
639: E
640: B