Worksheets2.4 Positive vs. Negative Evaluation
Total questions: 6
Worksheet time: 3mins
1. Decide whether the underlined evaluation(s) is/are positive (+) or negative (-).
2. Label the evaluation(s) in order: e.g., + - +
a. Student reticence ( ) during small group discussions is a commonly cited and increasingly researched issue in many EFL classes internationally
(a)
1. Decide whether the underlined evaluation(s) is/are positive (+) or negative (-).
2. Label the evaluation(s) in order: e.g., + - +
b. Students sometimes complain ( ) of feeling intimidated ( ) by the ‘serious’ nature of the content, and the focus on reading and writing may curb their willingness ( ) to speak freely when that opportunity is given.
(a)
1. Decide whether the underlined evaluation(s) is/are positive (+) or negative (-).
2. Label the evaluation(s) in order: e.g., + - +
This paper aims to discuss the potential benefits ( ) of using music in the EAP classroom to lower students’ ‘affective filter’ (Krashen 1982), which is perhaps unusually high for many learners in these classes.
(a)
1. Decide whether the underlined evaluation(s) is/are positive (+) or negative (-).
2. Label the evaluation(s) in order: e.g., + - +
d. This will allow us to draw conclusions about the extent to which students feel there is potential for music to stimulate ( ) small group discussion and enhance ( ) learning at tertiary level.
(a)
1. Decide whether the underlined evaluation(s) is/are positive (+) or negative (-).
2. Label the evaluation(s) in order: e.g., + - +
Potentially, background music could be a stimulation ( ) for discussion amongst reticent students…
(a)
1. Decide whether the underlined evaluation(s) is/are positive (+) or negative (-).
2. Label the evaluation(s) in order: e.g., + - +
f. In the high-pressure ( ) environment of an EAP classroom, however, reticence ( ) and anxiety ( ) are often present...
(a)
