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)

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)