Check the alternative that presents the tense of the sentence below: “Camila has been studying a lot recently.” 

The pronoun “them” (line 1) refers to:

Choose the correct alternative. 

The interrogative form of the sentence “There is something for everyone at Elveden Parcs” (lines 8-9) is: 

Rewrite the sentence "Most of these individuals were locals, not migrants" using the modal verb must to express a strong deduction about their origin, keeping the meaning. Which option is correct? 

Consider the following statements about the text:

I. The study's findings challenge previous beliefs about cranial deformation, showing that it was adopted locally rather than exclusively brought by Central Eurasian migrants.
II. Evidence of migration from Anatolia and Eurasian steppe pastoralists during the Bronze Age is linked in the text to technological and cultural exchanges.
III. The Caucasus Mountains are described solely as a barrier to human movement throughout history.

Which are correct according to the text?

Based on the text, judge the following statements:

1.(__)The research covered a time span from circa 3500 BCE to circa 500 CE.
2.(__)The increase in population size during the later Bronze Age was entirely due to migration from Central Asia.
3.(__)Individual mobility in Late Antiquity contributed to the diversity found in emerging urban centers in eastern Georgia.

The correct sequence is:

Read the sentence: "Urban centers and early Christian sites in eastern Georgia became melting pots of people beginning in Late Antiquity." A Portuguese-speaking learner might wrongly assume that "melting pot" means "pote derretendo" (literal). Which interpretation reflects the correct figurative meaning in this context?

Read the sentence from the text: "This stands out compared to other regions across Western Eurasia, where many changes were linked to substantial movement of people." Match each highlighted word to its correct grammatical category:

COLUMN 1
I. This
II. other
III. where
IV. many
V. substantial

COLUMN 2
1.Relative adverb
2.Adjective
3.Quantifier adjective
4.Demonstrative pronoun
5.Attributive adjective

The correct matching is:

Read the following line from the song “If I Were a Boy” by Beyoncé:
If I were a boy
Even just for a day
I'd roll out of bed in the morning
And throw on what I wanted then go
Drink beer with the guys
And chase after girls
I'd kick it with who I wanted
And I'd never get confronted for it
'Cause they'd stick up for me
According to English grammar rules, the use of “were” instead of “was” in this sentence is explained by:

Observe the humorous image below, which plays with the idea of the forms of modal verbs in English:

(Available on: https://www.reddit.com/r/memes/. Accessed on: may 2025.)

The image presents “might” and “mould” as possible forms of “may”. Considering grammatical accuracy and the use of humor in language learning, the alternative that best explains the linguistic joke presented is:

Look at the event poster below:

(Available on: https://www.theo2.co.uk/events/. Accessed on: may 2025.)

The most appropriate reading strategy to locate specific information such as the event's date and venue is: 

Read the excerpt from adapted LDB (Law nº 9.394/1996) below:
The teaching of a modern foreign language, preferably English, shall be offered from the sixth year of elementary school.
(Adapted from LDB, Art. 26, §5.)
According to the Brazilian Education Law, it is correct to state that:

Look at the comic strip below:

(Available on: https://blogger. Accessed on: may 2025.)

The image shows a person pulling hard on a door labeled “PUSH”, while others behind appear frustrated. Considering the meaning of the word on the sign and the person’s behavior, choose the best explanation for the situation.

Look at the comic strip below:

(Available on: https://militares.estrategia.com/. Accessed on: may 2025.)

According to the grammar rule, the alternative that contains the correct form of the adjective “easy” and explains its use is:

Read the excerpt from Marie Curie’s biography below:
Marie Curie, née Maria Sklodowska, was born in Warsaw on November 7, 1867, the daughter of a secondary-school teacher. She received a general education in local schools and some scientific training from her father. She became involved in a students’ revolutionary organization and found it prudent to leave Warsaw, then in the part of Poland dominated by Russia, for Cracow, which at that time was under Austrian rule. In 1891, she went to Paris to continue her studies at the Sorbonne, where she obtained Licenciateships in Physics and the Mathematical Sciences. She met Pierre Curie, Professor in the School of Physics, in 1894 and in the following year they were married.
(Available on: https://www.nobelprize.org/prizes/. Accessed on: may 2025.)
The alternative that correctly identifies the meaning and function of the relative pronoun in bold is:

Observe the image below:

(Available on: https://www.youtube.com/ . Accessed on: may 2025. Adapted.)

The singer humorously misuses the past form of the irregular verb “to write”. The correct use of the irregular verb “to write” in the past participle form is: 

Observe the image below:

(Available on: https://pt-static.z-dn.net/files/. Accessed on: may 2025.)

Based on the image showing the comparison of definite articles in French, Italian, Spanish, German, Portuguese, and English, which of the following statements about the use of articles in English is most accurate? 

Read the dialogue below between Lucas and Julia:
Lucas: I’m “going to” visit my grandmother this weekend. We’ve already bought the bus tickets.
Julia: That’s nice!
Lucas: Oh no, I forgot my umbrella. It looks like it’s “going to” rain soon.
Julia: Don’t worry. “I’ll” lend you mine.
Based on the conversation, the alternative that best explains the correct use of “going to” and “will” is:

New Technologies in the English Language Classroom

   The integration of new technologies in English language classrooms has revolutionized teaching and learning processes, enabling more interactive and engaging lessons. Digital tools such as language-learning apps, interactive whiteboards, and online resources provide students with diverse and flexible opportunities to practice English both in and out of the classroom. According to Warschauer and Healey (1998), these resources help accommodate different learning styles and needs, facilitating student-centered learning that encourages autonomy and active engagement with the language. Furthermore, teachers can tailor their materials to be more relevant and accessible, enhancing students' motivation and interest in language acquisition.
    Another significant advancement is the use of artificial intelligence (AI) and adaptive learning platforms, which can analyze students' progress and tailor activities accordingly. Platforms like Duolingo and Babbel utilize algorithms to personalize lessons based on individual performance, ensuring that students are consistently challenged at the right level (Godwin-Jones, 2019). This targeted approach allows students to improve at their own pace, addressing specific weaknesses and reinforcing strengths. Moreover, virtual and augmented reality technologies are increasingly employed to create immersive language experiences. By simulating real-life situations, these tools enable students to practice language skills in authentic contexts, which helps increase their confidence and fluency.
     Finally , new technologies also enable a global approach to language learning, connecting students with peers and native speakers worldwide through video conferencing and social media. Platforms like Zoom and Skype allow students to engage in live conversations, enhancing their listening and speaking skills in real-time. According to Sykes et al. (2008), such interactions promote intercultural understanding and give students a practical application for their language skills, which can increase both their motivation and proficiency. As technology continues to evolve, its role in English language classrooms will undoubtedly expand, fostering an environment where students can learn more effectively and creatively. Godwin-Jones, R. (2019). Emerging Technologies: The Evolution and Impact of Language-Learning Apps. *Language Learning & Technology*, 23(2), 5–17. Sykes, J. M., Oskoz, A., & Thorne, S. L. (2008). Web 2.0, Synthetic Immersive Environments, and the Future of Language Education. *CALICO Journal*, 25(3), 528–546.

Warschauer, M., & Healey, D. (1998). Computers and Language Learning: An Overview. *Language Teaching*, 31(2), 57–71.


According to the text, how do artificial intelligence (AI) and adaptive learning platforms contribute to the learning process in English language classrooms?