As the counterbalance to linguistic competence, formulaic competence refers to chunks of language that speakers use heavily in everyday interactions. It includes the following EXCEPT ….

• idioms

• routines

• turn-taking

• collocations

• lexical frames

Tags

CCSS.L.11-12.6

CCSS.L.9-10.6

CCSS.W.11-12.2D

CCSS.W.8.2D

CCSS.W.9-10.2D

Among the areas where our behavior can directly influence our students’ motivation to continue participation in EFL classes is determining short-term goals which include the following EXCEPT ….

• the successful writing of an essay

• the ability to partake in a discussion

• the possibility of a better job in the future

• the learning of a small amount of new language

• the passing of the progress test at the end of the week

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Applying the humanistic approach, the teacher should encourage supportive atmosphere in the classroom by means of the following acts EXCEPT ….

• listening to the students

• encouraging them to share their feelings

• accepting their comments without judgment

• fixing the aims for the course or for one lesson

• oblige students to do what they plan to do that day

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

In designing a curriculum, a designer is concerned not just with lists of what will be taught and in what order, but also with the following EXCEPT ….

• the planning

• the implementation

• the management

• the supervision

• the evaluation

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

Communication strategies are strategies that learners use to overcome communication problems in order to convey their intended meaning. They include the following EXCEPT ….

• paraphrasing

• substitution

• coining new words

• asking for clarification

• switching to other languages

Tags

CCSS.RI.11-12.7

CCSS.RI.9-10.7

CCSS.RL.11-12.7

CCSS.RL.8.7

CCSS.RL.9-10.7

An effective test should point the way to beneficial wash back; when test items represent the various objectives of a unit and/or focus on major topics of the unit, then the classroom tests ….

• can raise the wash back potential

• can serve in a diagnostic capacity

• may be the determinant of success

• may contribute to the students’ failure

• can be used as a guide to setting goals

Tags

CCSS.RL.5.6

Applying Portfolio assessments, innovative English teachers expect that they may improve testing processes in the following ways EXCEPT that they ….

• enhance student and teacher involvement in assessment

• provide opportunities for teachers to observe students in various contexts

• permit the assessment of the multiple dimensions of language learning

• provide opportunities for both students and teachers to work together

• reflect on what to do to assess students’ language mastery

A well-developed lesson plan should be completed with assignments to guide the instructor’s choice of assessment measures by providing information about student and class comprehension of the material. The following are among the questions to consider EXCEPT ….

• What level of learning do the students need to attain?

• How does the lesson plan fit particular instructional principles?

• What is the amount of time the instructor wants the students to use?

• How does the assignment fit with the rest of the lesson plan?

• What is the purpose of the assignment?

Tags

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.1.1

CCSS.RL.2.1

CCSS.RL.3.1

The closure step of a lesson plan is a chance to determine whether the students need additional practice or to go over the lesson again. The following are examples of closure in an effective lesson plan EXCEPT ….

• summarizing the characteristics of the lesson

• discussing new things that the students learned about the lesson

• giving them a couple of minutes to read or present the lesson to the class

• asking what information from the lesson the students will find important

• asking the students to summarize the lesson for students missing the class

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.8.10

CCSS.RL.9-10.10

The presentation phase of a lesson plan can take a variety of forms. The following are suggestions on how to present new materials to class EXCEPT ….

• teacher centered explanation

• student presentation

• reading selection

• listening selection

• guided exercises

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10