This provides learners with the opportunities to hear people in addition to an instructor; it enables them to acquire good speaking habits and pronunciation.

• A) This provides learners with the opportunities to hear people in addition to an instructor; it enables them to acquire good speaking habits and pronunciation.
• B)
• C)
• D)

Extensive Listening The teacher encourages students to choose for themselves what they listen to and to do so for pleasure and general language improvement (Harmer, 2007: 303).

• A) Extensive Listening The teacher encourages students to choose for themselves what they listen to and to do so for pleasure and general language improvement (Harmer, 2007: 303).
• B)
• C)
• D)

Principles for Teaching Listening (Harmer, 1998) 1. Equipment (recorder, player, speakers, etc.) is as important as the listening material itself. 2. Preparation is necessary. 3. Teachers need to listen to the material before they come to the class. 4. Help them judge whether students will be able to cope with the listening material and tasks. 5. Need for repetition. 6. Subsequent listening is easier for students and helps them learn important linguistic features. 7. Encouragement to focus on the content of listening, not the language alone. 8. Different listening stages demand different listening tasks. 9. Good teachers exploit listening texts to the full.

• A) Principles for Teaching Listening (Harmer, 1998) 1. Equipment (recorder, player, speakers, etc.) is as important as the listening material itself. 2. Preparation is necessary. 3. Teachers need to listen to the material before they come to the class. 4. Help them judge whether students will be able to cope with the listening material and tasks. 5. Need for repetition. 6. Subsequent listening is easier for students and helps them learn important linguistic features. 7. Encouragement to focus on the content of listening, not the language alone. 8. Different listening stages demand different listening tasks. 9. Good teachers exploit listening texts to the full.
• B)
• C)
• D)

12.Teaching of Speaking skills

• A) 12.Teaching of Speaking skills
• B)
• C)
• D)

conveying information and facilitating the exchange of goods and services. (Transactional Functions)

• A) Transactional Functions
• B)
• C)
• D)

all about maintaining and sustaining good relations between people. Interactive: when we buy a newspaper at a news kiosk, it is interactive. (Interpersonal Functions)

• A) Interpersonal Functions
• B)
• C)
• D)

Interactive: leaving a message on an answer phone is non-interactive. (Non)

• A) Non
• B)
• C)
• D)

Such as a Lesson or wedding speech. (Planned)

• A) Planned
• B)
• C)
• D)

a conversation that takes place spontaneously when we bump into someone on the street. (Unplanned)

• A) Unplanned
• B)
• C)
• D)

More Genres (Carter and McCarthy, 1997) Narrative: everyday anecdotes told with active listener participation.

• A) More Genres (Carter and McCarthy, 1997) Narrative: everyday anecdotes told with active listener participation.
• B)
• C)
• D)

Extracts in which people talk about themselves. (Identifying)

• A) Identifying
• B)
• C)
• D)

in-Action: Data recorded while people are doing things such as cooking, packing, etc. (Language)

• A) Language
• B)
• C)
• D)

Elaboration: casual opinions and comments on things, other people. (Comment)

• A) Comment
• B)
• C)
• D)

Data, in which people take up positions, pursue arguments and expound on their opinions. (Debate and Argument)

• A) Debate and Argument
• B)
• C)
• D)

Making and Negotiating Outcomes: ways in which people work towards decisions/consensus or negotiate their way through problems towards solutions. (Decision)

• A) Decision
• B)
• C)
• D)

Apart from pronunciation and general language use, this helps to build student confidence, contextualize language, develop students’ empathy for other people, etc.

• A) Apart from pronunciation and general language use, this helps to build student confidence, contextualize language, develop students’ empathy for other people, etc.
• B)
• C)
• D)

First, planned grouping or pairing of students may be necessary to ensure a successful discussion outcome.

• A) First, planned grouping or pairing of students may be necessary to ensure a successful discussion outcome.
• B)
• C)
• D)

While there is no one right way to group students, considerations such as gender, ethnicity, background, and talkativeness, etc. may come into play.

• A) While there is no one right way to group students, considerations such as gender, ethnicity, background, and talkativeness, etc. may come into play.
• B)
• C)
• D)

Second, students need to be reminded that each person should have a specific responsibility in the discussion, whether it is to keep time, take notes, or report results.

• A) Second, students need to be reminded that each person should have a specific responsibility in the discussion, whether it is to keep time, take notes, or report results.
• B)
• C)
• D)

Finally, students need to be clear about what they are to discuss, why they are discussing it, and what outcome is expected.

• A) Finally, students need to be clear about what they are to discuss, why they are discussing it, and what outcome is expected.
• B)
• C)
• D)