In a dialogue, one student says “The phone is ringing. I’ll get it,” and later says “I’m going to visit my aunt next weekend.” Mark the CORRECT statement about the contrast between will and going to.

A student writes “I was walking home when I saw him” and “I walked home when I was seeing him” in a narrative. Mark the CORRECT point about past simple and past continuous.

A dialogue has “She teaches on Mondays, but she is teaching an extra class this week.” Which interpretation of present forms is CORRECT?

For planning functional texts for young learners, analyze the statements based on organizing ideas in topics and building simple paragraphs.
I. Planning is complete when the writer drafts every sentence in final form before writing, because drafting mainly copies the plan into neat language.
II. A topic plan can map purpose, audience and key points, which supports paragraph unity even when sentences change during drafting.
III. In short scripts and ads, coherence depends mainly on rhyme and repetition, so logical sequencing plays a minor role in how meaning is built. 
IV. A functional biography paragraph benefits from avoiding time markers, because chronology reduces inference and makes reading passive.
V. A simple paragraph often benefits from a clear topic sentence and a small set of supporting details that link back through reference or repetition.
The CORRECT statements are:

A student writes “a red small Italian lovely car” and “more easier” in an essay. Which explanation aligns with standard classroom grammar?

A diagnostic item mixes these information, a pair of scissors, and theirselves in student writing. The accurate point for feedback in standard school English is.

During a pair discussion, one student uses a word that the partner interprets differently, and follow-up questions align the intended message. Which concept is illustrated?

To support reading in Portuguese-speaking contexts, a teacher explores cognates and false cognates with students. Analyze the statements.
I. A clear cognate pair guarantees identical meaning, so context checking becomes a minor step in reading.
II. Recognizing cognates can speed up global understanding, especially when combined with context and genre cues that confirm the intended sense.
III. False cognates can be handled by attending to collocations and typical patterns that differ between English and Portuguese in how words combine.
IV. A strategic move in reading is to treat a suspected cognate as a hypothesis and verify it against modifiers, examples or contrast cues nearby.
V. Early reading tasks should avoid cognates because learners tend to treat most cognates as false friends over time.
The CORRECT statements are:

A news post shows a headline, a photo, a bar chart and a caption, and meaning shifts depending on how these modes interact. The key point about multimodal reading is.

In classroom writing, linkers shape how readers connect ideas across sentences. Analyze the statements.
I. Linkers can create cohesion by making relations explicit, yet coherence also depends on how ideas develop across the paragraph.
II. However commonly signals contrast and, when placed at the start of a clause, it is typically followed by a comma in standard writing.
III. Because tends to introduce reasons, while so tends to introduce results, and swapping them can shift the direction of cause and effect.
IV. Replacing a contrast linker with an addition linker keeps meaning stable when both clauses share the same topic.
V. Cohesion is achieved mainly by increasing the number of linkers, because more connectors reduce ambiguity in any paragraph.
The CORRECT statements are: