Oral non-translation simulative communicative exercises in vocabulary acquisition prevail at

Oral non-translation simulative communicative exercises in vocabulary acquisition prevail at

a) the junior stage;

b) the intermediate stage;

c) the senior stage.

45. Define the kind of the following activity:

“We’re going to a supermarket. I’ll tell you what I want to buy there. Say that you want to buy the same thing.

T (addressing a girl): I want to buy a new blouse.

P1 : I want to buy a new blouse too.

T (addressing a boy): I want to buy a new T-shirt.

P2: I want to buy a new T-shirt too. ”

a) substitution;

b) imitation;

c) transformation.

46. Comprehension activitiesrequire students:

a) to memorise a Oral non-translation simulative communicative exercises in vocabulary acquisition prevail at list of vocabulary to use in a speaking task later on;

b) to use creatively knowledge or skills previously presented and practised;

c) to develop or demonstrate their understanding of written or spoken texts.

With close reading skill, we check

a) students’ ability of complete and exact comprehension of the text and its critical interpretation;

b) the students’ ability to extract specific information from the text without reading too closely;

c) the students’ ability to get the main message of the text.

Achievement, proficiency, diagnostic and aptitude tests are types of tests classified according to their

a) origin;

b) purpose;

c Oral non-translation simulative communicative exercises in vocabulary acquisition prevail at) object.

Interpretation tests are used to check

a) close reading skills;

b) general reading skills;

c) receptive understanding skills.


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