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