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