Reciprocal speech chain of speaker/listener is easily observed.

• A) Reciprocal speech chain of speaker/listener is easily observed.
• B)
• C)
• D)

Two participants take turns exchanging speaker and listener role as they engage in face-to-face or telephone verbal interaction.

• A) Two participants take turns exchanging speaker and listener role as they engage in face-to-face or telephone verbal interaction.
• B)
• C)
• D)

The second mode is one-way or unidirectional communicative listening. The auditory input surrounds us as we move through the day. (Unidirectional)

• A) Unidirectional
• B)
• C)
• D)

We think of this as self-dialogue communication in which we may not be aware of our internal roles as both speaker and listener/reactor in our own thought processes. (Auto Directional)

• A) Auto Directional
• B)
• C)
• D)

Listening Process/Stages in Communication: Generally, five stages are involved in the listening process:

• A) Listening Process/Stages in Communication: Generally, five stages are involved in the listening process:
• B)
• C)
• D)

The response caused by sound waves stimulating the sensory receptors of the ear - receiving the words while we hear. (Receiving)

• A) Receiving
• B)
• C)
• D)

what the speaker means – the thoughts and emotions. (Understanding Learning)

• A) Understanding Learning
• B)
• C)
• D)

Adding the message to mind’s storage box - as our attention is selective, what is remembered may be different from what was originally heard. (Remembering)

• A) Remembering
• B)
• C)
• D)

Judging the message in some way – speaker’s intentions or motives - even without conscious awareness. (Evaluating)

• A) Evaluating
• B)
• C)
• D)

Responding Verbal and/or nonverbal feedback determines if a message has been received and it also tells about the degree of success in communication.

• A) Responding Verbal and/or nonverbal feedback determines if a message has been received and it also tells about the degree of success in communication.
• B)
• C)
• D)

The students can improve their listening skills, if they get valuable input.

• A) The students can improve their listening skills, if they get valuable input.
• B)
• C)
• D)

It is a combination of extensive and intensive listening materials and procedures may improve listening skills quickly.

• A) It is a combination of extensive and intensive listening materials and procedures may improve listening skills quickly.
• B)
• C)
• D)

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)