Which is not true about acquisition approach to teaching?
(A)Tasks should be broken into small parts and sequenced.
(B)Language develops as speakers engage in meaningful communication.
(C)The teacher should provide demonstrations and comprehensible input in a functional social or academic context.
(D)The teacher should mediate by providing scaffolding in the Zone of Proximal Development to promote growth.

Which of the following is the view of process approach to writing?(A)Students should be engaged in imitating, copying and transforming models of correct language.(B)Before students can be expected to write coherent paragraphs, they should have mastered the language at the level of the sentence. (C)Beginning writers are encouraged to get their ideas on paper in any shape or form without worrying too much about formal correctness.(D)Writing classes should be devoted in the first instance to sentence formation and grammar exercises.

Which of the following has nothing to do with the notion of genre?(A)Different purposeful, socially-constructed, communicative events result in different text types.(B)We should start with whole texts or whole language events rather than discrete elements such as words or sentences.(C)There is not a finite set of genres belonging to a culture existing ‘out there’ waiting to be discovered.(D)Texts in which the information is presented in its chronological sequence are often easier to be understood than texts in which the information is presented out of sequence.

Which of the following is not one of the features in English conversation? (A)The speakers use contractions wherever possible.(B)The choices of words and manner of expression give clues to whether the speakers are male or female.(C)Exclamations occur and the pause form “uh,” is often used.(D)A transition expression appears to signal speaker’s intent to introduce a new thought in an old subject.

Which may be the least possible objective in the stage of warm-up?(A)Helping to establish trust and understanding among the group members and to lower their inhibitions.(B)Reviewing some vocabulary or expressions which will appear or be used in today’s main text.(C)Conducting a free communicative activity.(D)Beginning with greetings or small talks to get students ready for class.

Which one can be characterized as integrative motivation?(A)Students believe that the mastery of the target language will get them a better job.(B)Students are encouraged to learn by the awards.(C)People learn English in order to live or travel in the target country.(D)Students are attracted by the culture of the target language community and desire to know as much as possible about it or be one of the members.

Which factor affects intrinsic motivation?(A)physical conditions of the classroom(B)teaching methods(C)the teacher(D)all of the above

Which factor may strongly influence a student’s attitude to learn the target language?(A)Parents’ positive attitude toward the culture of the target language community.(B)The attitude of the student’s peers will also be very important in the same way.(C)The teacher’s treatment of the student will affect the student’s motivation and attitude.(D)all of the above

Which may have a positive effect on students’ motivation?(A)high challenge activities(B)low challenge activities(C)the right level of challenge(D)intermediate level of challenge

Which is the view of a balanced activities approach?(A)Some methods are more suitable for older learners, and others for younger. Teachers should choose the most appropriate method for students.(B)Teachers should ensure that students get a variety of activities which foster acquisition and learning.(C)English program should be planned on the basis of achieving a balance between language input, practice and communication output. (D)Both answer b & c are true.

Which statement tells about a language curriculum?(A)A broad description of general goals by indicating an overall educational philosophy with a theoretical orientation to language and language learning.(B)A more detailed and operational statement of language teaching and learning elements and a series of planned steps leading towards defined objectives at each level.(C)A plan usually covers from three to ten lessons with analysis of texts, development of teaching procedures, and assessments.(D)To use consistent and unending drills to get students consciously to learn items of language in isolation, often unconnected with any real communication situation.