English 100 test Autonomous Learning
What are the inputs of authentic materials?
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99. What are the inputs of authentic materials?
*a) picture, video, cartoons b) vocabulary, grammar exercise c) puzzles, crossword counting d) textbook, teachers’ book, workbook
*a) to promote motivation b) to criticize c) to warm up d) to interfere
*a) Incident Process b) Case study c) Presentation d) Think, pair, share
*a) cluster b) brainstorming c) ice breaker d) Jig-saw activity
*a) brainstorming b) ice breaker c) cluster d) Presentation
b) skimming c) case study d) scanning
*a) jig-saw activity b) information gap activity c) cluster d) incident process
*a)Informationgapactivity b)Jig-sawactivity c)True-falseactivity d)Presentation
*a) Assessment b) Testing c) Feedback d) Objective
*a)Authentic task b) Authenticity c) Elicitation d) Simulation
*a) Autonomous learning b) Elicitation c) Comprehensible input d) Brainstorming
*a) Autonomy b) Brainstorming c) Comprehensible input d) Elicitation
*a) dictoglos b) shouting dictation c) tape-corder dictation d) Sound-effects dictation
*a) Shouting dictation b) dictoglos c) shouting dictation d) tape-corder dictation
*a) Tape-recorder dictation b) Sound-effects dictation c) Picture dictation d) dictoglos
*a) Sound-effects dictation b) dictoglos c) shouting dictation d) tape-corder dictation
*a) Wild dictation b) Sound-effects dictation c) Picture dictation d) dictoglos
*a) The Culture , the Environment, the Language, the Content , the Learning b) The learning, the Media, the Learning environment, Language learning c) The Culture , the Environment, the Language, the Media, the Learning environment d) the Content , the Learning , the Media, the Learning environment
*a) listening for gist/global understanding, specific information, detail or to infer attitude b) authentic listening , listening for general information, listening for inferring attitude c) listening specific information, writing authentic listening, reading d) listening for inferring attitude, detail or to infer attitude, reading authentic material
*a) listening intensively b) listening extensively c) listening for wide information d) listening for detailed understanding
*a) listening extensively b) listening intensively c) listening for wide information d) listening for detailed understanding
*a) working with authentic texts b) activating students’ knowledge of the world c) working with authentic texts d)deducing meaning from context
*a) listeningforgist b) listening for specific information c) listening extensively d) listening for detail
*a) activating students’ knowledge of the world b) working with authentic texts c) deducing meaning from context d) dealing with connected speed
*a) fill-in-the blank exercise, in which some words are ommited, designing to measure how well the reader understands how a text is linked together b) The ability to say or write ideas in other words, measures for reader’s understanding of the main ideas of the text c) The reader re-orders the mixed up pieces of a text to show he understands how a text fits together d) Reading between the lines : the reader understands what is meant but not stated in a passage
*a) ) The reader re-orders the mixed up pieces of a text to show he understands how a text fits together b) The ability to say or write ideas in other words, measures for reader’s understanding of the main ideas of the text c) fill-in-the blank exercise, in which some words are ommited, designing to measure how well the reader understands how a text is linked together d) Reading between the lines : the reader understands what is meant but not stated in a passage
*a) Finishing a reading passage (orally or in writing): involves predicting a logical or suitable conclusion based on a through understanding of a text b) Reading widely in order to improve reading comprehension, reading speed and vocbulary c) The ability to say or write ideas in other words, measures for reader’s understanding of the main ideas of the text d) fill-in-the blank exercise, in which some words are ommited, designing to measure how well the reader understands how a text is linked together
*a) note-taking technique designed to help the reader to see overall organization of the text b)fill-in-the blank exercise, in which some words are ommited, designing to measure how well the reader understands how a text is linked together c) The ability to say or write ideas in other words, measures for reader’s understanding of the main ideas of the text d) The reader re-orders the mixed up pieces of a text to show he understands how a text fits together
*a)deducing meaning from the context b) reding for detail c) intensive reading d) predicting
*a) The case method combines two elements: the case itself and the discussion of that case. A teaching case is a rich narrative in which individuals or groups must make a decision or solve a problem. Teaching cases provide information, but neither analysis nor conclusions. b) A teaching case is a "case study" of the type used in academic research. c) The method is very flexible and the design may change as the method takes place d) The research cannot be conducted on a large scale
*a) The results are not able to be replicated b) The research cannot be conducted on a large scale c) Concerns reliability and validity d) The method is very flexible and the design may change as the method takes place
*a) -while stage b) –pre stage c) –post stage d) production stage
*a)An approach to foreign or second language teaching which emphasizes that the goal of language learning is communicative competence b) Input language which contains linguistic items that are slightly beyond the learner‘s present linguistic competence. c) An activity in which a pair or two groups of students hold different information, or where one partner knows something that the other doesn‘t. This gives a real purpose to a communication activity d) A type of co-operative activity in which each member of a group has a piece of information needed to complete a group task.
*a) context b) guessing c) paraphrasing d) elicitation
*a) Evaluation b) Elicitation c) Conclusion d) Testing
*a) Interaction pattern b) Inter-language c) Pair work d) Simulation
*a)facilitate b)paraphrasing c)feedback d)Objective
*a) multiple-choice b) progresschek c) true-false activity d) gap-filling
*a)Objectives b)Simulation c)Languageawareness d)Feedback
*a) Facilitator b) Student c) Observer d) Pupil
*a)fluency b)accuracy c)simulation d)coherence
*a) accuracy b)coherence c)cohesion d)speech act
*a) pair work b) group work c) individual work d) role play
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