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TEXTO II
Aula de português
01 A linguagem
na ponta da língua,
tão fácil de falar
e de entender.
05 A linguagem
na superfície estrelada de letras,
sabe lá o que ela quer dizer?
Professor Carlos Góis, ele é quem sabe,
e vai desmatando
10 o amazonas de minha ignorância.
Figuras de gramática, esquipáticas,
atropelam-me, aturdem-me, sequestram-me.
Já esqueci a língua em que comia,
em que pedia para ir lá fora,
15 em que levava e dava pontapé,
a língua, breve língua entrecortada
do namoro com a prima.
O português são dois; o outro, mistério.
(ANDPADE, Carlos D. Aula de Português. Boitempo - Esquecer para lembrar. São Paulo: Record, 2006).
I. Go fetch, Fido.
II. Go fetch Fido.
III. Looking at it from the employee’s perspective, I can see we need to change something.
IV. Looking at it from the employee’s perspective I can see we need to change something.
It’s correct to say that
• An assertion that simply evidences the day is terrific.
• A question, as someone wants to know about the weather: Is the day terrific?
• A suggestion to go for a walk: As the weather is nice, let’s go for a walk.
Concerning the three different ways of being understood, it’s correct to say that

I. The text is aimed just at aged people as one of the bubbles brings an old man talking.
II. As it’s a cartoon, the text is aimed at young people

I. The tree's bark was a rusty brown.
II. The puppy uses to bark to the mailmen.
Concerning the bold underlined word in each one, it’s correct to say that
The alternative that brings the best synonym to the bold underlined word is