A) none of the other answers is correct. B) to set objectives, prepare resources, and design assessment pertinently. C) to determine the limitations of learner abilities. D) to establish the amount of points that the activity will score.
A) free speech, singing songs, chained stories, debates, communicative activities B) chants, drills, memorization of songs, audio-lingual methods C) error correction, pronunciation drills, fill in the blanks, etc. D) None of the other options.
A) rather choose activities for free expression and not focus in errors. B) rather choose to implement productive skills activities with controlled topics aiming to practice particular language items. C) rather integrate the four skills in the same activity. D) rather do nothing but fun things in the classroom to keep learners motivated.
A) are usually introverts. B) are always participating accurately. C) are afraid of making mistakes. D) are not afraid of making mistakes.
A) They make people believe in the power of education. B) They refer to religion and the way teacher´s faith influences the life of their students. C) They influence the design of the activities, the process to implement them and the feedback practices. D) They have nothing to do with teaching practices and remain in the teacher´s psyche.
A) No. They are natural processes in language acquisition. B) Only writing can be taught but speaking is a natural process. C) Yes, with teaching processes and learning strategies.
A) It depends on the purpose. B) No, it is an action that takes place without planning or process. C) No, it is a matter of creativity and gut feeling. D) Yes, a five-step process.
A) Because it implies not only language use element judgement but also the ability to evaluate the thinking process and the communicative intention with the complexities of critical thinking. B) Because it is difficult to provide a score on one written piece that contains so many elements. C) Because whoever assesses has to judge the ideas of the writer and the way he or she expresses them to see if they comply with what the evaluator expects. D) Because it is a task that involves paying attention to all types of errors within a written piece, errors such as language, structure, and thinking.
A) Because the objective is to take the learner to his/her ZONE OF PROXIMAL DEVELOPMENT or "can do with help". B) Because each generation is less competent and teachers now need to do more. C) Because students are dumb and they need help to do everything. D) Because all writing techniques are difficult and the learner needs help.
A) inform, entertain, analyze, persuade, convince. B) warn, exemplify, provide details, conclude C) narrate, improvise, speculate, anticipate D) interrogate, question, analyze, criticize
A) It is longer. B) It has been designed according to particular standards. C) It has more points. D) It has no difference at all.
A) performance B) error correction C) fluency D) competence
A) accuracy and fluency are equally important B) neither accuracy nor fluency are important because they do not contribute to the production of language. C) accuracy is more important because is guarantees correctness. D) fluency is more important because it promotes the freedom of communication.
A) none of the options is correct. B) carelessly, they are always part of the process and tend to disappear with practice. C) with discipline and intensity; they interfere with the communication process. D) it all depends on the purpose of feedback and assessment.
A) Only when fluency is being practice and assessed. B) All the time they happen, no matter the feelings of the learner. C) Never, they are part of the process and learners will self-correct eventually. D) When the teacher considers it pertinent. |