Buzz group, instant comment (first thing that comes into their mind), formal debates, unplanned discussion, reaching a consensus are popular forms of discussions.

• A) Buzz group, instant comment (first thing that comes into their mind), formal debates, unplanned discussion, reaching a consensus are popular forms of discussions.
• B)
• C)
• D)

play can be used to encourage general fluency or to train students for specific situations. (Simulation and role)

• A) Simulation and role
• B)
• C)
• D)

Students may be given enough information about a situation.

• A) Students may be given enough information about a situation.
• B)
• C)
• D)

Fun and motivating, it allows hesitant students to be more forthright in their opinions.

• A) Fun and motivating, it allows hesitant students to be more forthright in their opinions.
• B)
• C)
• D)

Use l a much wider range of language as it includes the world outside the classroom.

• A) Use l a much wider range of language as it includes the world outside the classroom.
• B)
• C)
• D)

culture variations in speech acts. (Suitable for practicing the socio)

• A) Suitable for practicing the socio
• B)
• C)
• D)

Depending on student level, role plays can be performed from prepared scripts, created from a set of prompts and expressions, etc.

• A) Depending on student level, role plays can be performed from prepared scripts, created from a set of prompts and expressions, etc.
• B)
• C)
• D)

Ordinarily, the students give an audiocassette tape to the teacher, who starts oral journal on the tape by giving some directions for the assignment and perhaps suggesting a topic.

• A) Ordinarily, the students give an audiocassette tape to the teacher, who starts oral journal on the tape by giving some directions for the assignment and perhaps suggesting a topic.
• B)
• C)
• D)

Can be an excellent resource for the teacher to provide individual feedback and instruction on pronunciation or grammar problems.

• A) Can be an excellent resource for the teacher to provide individual feedback and instruction on pronunciation or grammar problems.
• B)
• C)
• D)

13.Teaching of Reading skills

• A) 13.Teaching of Reading skills
• B)
• C)
• D)

Reading is the process of constructing meaning from written texts, comprehending, and actively responding to what is read. It is a complex skill requiring the coordination of a number of interrelated sources of information. =Jigsaw Reading – students read different texts and then share the information they have gathered in order to piece together the whole story. = Strategic Readers: Understand the goals of a reading activity, and have a range of well-practiced reading strategies at their disposal; apply them in efficient combinations, monitor comprehension appropriately, recognize miscomprehension, and repair comprehension problems effectively. = Previewing: Reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection. = Predicting: Using knowledge of the subject matter to make predictions about content and vocabulary and comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content. = Skimming and Scanning: Using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions. = Guessing from Context: Using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up. = Paraphrasing: Stopping at the end of a section to check comprehension by restating the information and ideas in the text; learning new words through the analysis of word stems and affixes. = Summarizing: Generating appropriate questions about the text; repairing miscomprehension. Slashed / Cut up Texts: This is a genuinely collaborative reading activity.

• A) Reading is the process of constructing meaning from written texts, comprehending, and actively responding to what is read. It is a complex skill requiring the coordination of a number of interrelated sources of information. =Jigsaw Reading – students read different texts and then share the information they have gathered in order to piece together the whole story. = Strategic Readers: Understand the goals of a reading activity, and have a range of well-practiced reading strategies at their disposal; apply them in efficient combinations, monitor comprehension appropriately, recognize miscomprehension, and repair comprehension problems effectively. = Previewing: Reviewing titles, section headings, and photo captions to get a sense of the structure and content of a reading selection. = Predicting: Using knowledge of the subject matter to make predictions about content and vocabulary and comprehension; using knowledge of the text type and purpose to make predictions about discourse structure; using knowledge about the author to make predictions about writing style, vocabulary, and content. = Skimming and Scanning: Using a quick survey of the text to get the main idea, identify text structure, confirm or question predictions. = Guessing from Context: Using prior knowledge of the subject and the ideas in the text as clues to the meanings of unknown words, instead of stopping to look them up. = Paraphrasing: Stopping at the end of a section to check comprehension by restating the information and ideas in the text; learning new words through the analysis of word stems and affixes. = Summarizing: Generating appropriate questions about the text; repairing miscomprehension. Slashed / Cut up Texts: This is a genuinely collaborative reading activity.
• B)
• C)
• D)

14.Teaching of Writing skills/Integrated Skills

• A) 14.Teaching of Writing skills/Integrated Skills
• B)
• C)
• D)

It is the planning phase of the writing process; one can decide the type of writing, the intended audience, and determine the purpose for writing. (Prewriting)

• A) Prewriting
• B)
• C)
• D)

Children brainstorm to generate ideas for writing.

• A) Children brainstorm to generate ideas for writing.
• B)
• C)
• D)

Children put their ideas on paper; they write without major attention to punctuation or grammar. (Rough Draft)

• A) Rough Draft
• B)
• C)
• D)

The purpose of this rough draft is to make students focus on their ideas and get them on paper without the distraction or fear of making mistakes in word choice, sentence structure,conventions, and presentation. Models of exemplary writing help students build a visual map in order to draft their ideas.

• A) The purpose of this rough draft is to make students focus on their ideas and get them on paper without the distraction or fear of making mistakes in word choice, sentence structure,conventions, and presentation. Models of exemplary writing help students build a visual map in order to draft their ideas.
• B)
• C)
• D)

Classmates share their rough drafts and make suggestions to each other for improvement. Revising: The students use the suggestions from classmates to make additions or clarify details. (Peer Editing)

• A) Peer Editing
• B)
• C)
• D)

Students rethink, rework, and refine their writing - improve on their own.

• A) Students rethink, rework, and refine their writing - improve on their own.
• B)
• C)
• D)

Idea organization, Voice, Word choice, and Sentence fluency. (Skills)

• A) Skills
• B)
• C)
• D)

Children work with the teacher and/or peers to correct all errors in grammar, mechanics, and usage. (Editing)

• A) Editing
• B)
• C)
• D)