An English teacher organizes a unit in which students compare posts, news reports and public-service messages about the same environmental issue. They examine audience, purpose, vocabulary and source credibility before creating a bilingual awareness campaign for the school community. The activity most appropriately treats English as:

During a lesson on requesting information, students first listen to a short exchange at a train station. They identify expressions used to ask about departure times, adapt the dialogue to new destinations, and perform similar interactions with different classmates. The teacher provides brief feedback on clarity and appropriateness. The lesson is most consistent with:

A public school organizes an English-language information project about access to municipal services. Students analyse forms and websites, identify barriers to comprehension and produce plain-language guides for different audiences. Which assessment design most coherently reflects the formative and civic dimensions of the project?

A teacher plans a reading lesson using a complex magazine article. Before reading, students predict content from the title and images. During reading, they identify the author's position and trace referents across paragraphs. After reading, they write a response comparing the article's argument with another source. 
Consider the statements:
I.Prediction activates prior knowledge and creates purposes for reading.
II.Tracing referents supports local cohesion and the construction of meaning across sentences.
III.Comparing arguments requires students to move beyond retrieval toward evaluation and synthesis.
IV.The sequence assesses reading accurately even when the written response is unrelated to evidence from the sources.
Mark the alternative that presents only the CORRECT statements.