INGLESE LM-85 Parte 3

The novel ‘The Importance of Being Earnest’ was written ___ Oscar Wilde ___ 1894. by / in the. from / in. by / in. from / in the.

Did you _____ ? Martha and Mark _____! Mark was cheating on her. hear/ have just broken up. hear / have broke up. listen / have just broken up. know / has just broken up.

As soon as I get to the office, I ____ you. will to call. will call. called. going to call.

I’m going to work by motorbike because the car _____ fixed. is going to be. was being. is being. is.

When I _____ young my birthday _____ at home with family and friends. was / was being celebrated. was / was been celebrated. was / was celebrate. was / had been celebrated.

There _____ food left in the fridge. We have to go shopping. isn't any. is no any. is any. isn't some.

It was a great celebration, _____ the crowd and noise. in spite. while. despite. however.

A woman stopped me while I was walking along the stree and asked me what time _____. it is. is it. was it. it was.

A hit movie that was released in 1993 and it was called Groundhog Day, where the main actor, Bill Murray, played a man who tried infinite times to go to the celebrations of the grounddog. What is the meaning of 'hit movie'?. not a succesfull as popular. it's adeguate. popular and succesfull. the synonym for the word flop.

Mother's Day or _____ is a day to honour mothers and other mother figures. Gifts and greeting cards are given to wih her a pleasant day. St. Mother's Day. Mothering Day. Mothering Sunday. St. Mothering Sunday.

I can't stand_____ my neighbours' noisy parties any longer. to having. to have to hear. to hear. having to hea.

This is _____ holiday I _____. the more sxpensive / have ever had. the expensiviest / haver ever had. the expensive / had ever had. the most expensive/ have aver had.

What does SLA stand for?. Styles of Learning Appraisal. Some Learning Achievments. Second Language Acquisition. Second Language Advancements.

Interlanguage is…. the learner's intermediary language as a language system in its own right. a foreign language is for long-term future use in other countries. the knowledge of more than one language in the same mind. language is for immediate use within the same country.

Audiolingual teaching…. this traditional academic style of teaching which placed heavy emphasis on grammar explanation, translation exercises and the use of literary texts. this little-known method used in Wales depended on both languages being present in the classroom, in that meaning was conveyed by translation, not word by word but by gist. based language teaching on the functions that the second language had for the student and on the meanings they wanted to express, leading to teaching exercises that made the students communicate with each other in various ways. combined a learning theory based on ideas of habit-formation, and practice with a view of language as patterns and structures; it chiefly made students repeat sentences recorded on tape and practice structures in repetitive drills.

Task - based learning. sink-or-swim form of teaching in which minority language children are put in majority language classes. presented visual images to show the meaning of spoken dialogues and believed in treating language as a whole rather than divided up into different aspects. Teaching relied on film-strips and taped dialogues for repetition. is a teaching method in which pairs of students alternately teach each other their languages ‘language of the day’, to teach each other their own language. is an approach that sees learning as arising from particular tasks the students do in the classroom and has been increasingly seen as a logical development from communicative language teaching.

Communicative teaching…. combined a learning theory based on ideas of habit-formation, and practice with a view of language as patterns and structures; it chiefly made students repeat sentences recorded on tape and practice structures in repetitive drills. Originating in the USA in the 1940s, its peak of popularity was probably the 1960s, though it was not much used in British-influenced EFL. was the name for any method that relies on the second language throughout. I.e. it can be applied to almost all the language teaching methods recommended since the 1880s. based language teaching on the functions that the second language had for the student and on the meanings they wanted to express, leading to teaching exercises that made the students communicate with each other in various ways. From the mid-1970s onwards this became the most influential way of teaching around the globe, not just for English. is a teaching method in which pairs of students alternately teach each other their languages ‘language of the day’, to teach each other their own language.

Prescriptive grammar is…. “school grammar” used in schools for centuries based on grammars of classical languages such as Latin, concerned with labelling parts of speech. a system for describing sentences based on the idea of smaller structures built up into larger structures. a way of telling people what they should or should not say, rather than reporting what they do say. a combination of elements of traditional grammar and structural grammar.

Which of these is the earliest stage in the sequence of learning?. Next come question-word questions such as ‘Where is he going to be?’; the third person grammatical morpheme ‘-s’, ‘He likes’; and the dative with ‘to’, ‘He gave his name to the receptionist’. At this stage the learners are starting to work within the structure of the sentence, not just using the beginning or the end as locations to move elements to. Another new feature is the third person ‘-s’ ending of verbs, ‘He smokes’. The learners can produce only one word at a time, say, ‘ticket’ or ‘beer’, or formulas such as ‘What’s the time?’ At this stage the learners know content words but have no idea of grammatical structure; the words come out in a stream without being put in phrases and without grammatical morphemes, as if the learners had a dictionary in their mind but no grammar. Now the learners start to move elements to the beginning of the sentence. So they put adverbials at the beginning – ‘On Tuesday I went to London’; they use wh-words at the beginning with no inversion – ‘Who lives in Camden?’; and they move auxiliaries to get yes/no questions – ‘Will you be there?’ Typical sentences at this stage are ‘Yesterday I sick’ and ‘Beer I like’, in both of which the initial element has been moved from later in the sentence. At the next stage, learners discover how the preposition can be separated from its phrase in English – ‘the patient he looked after’ rather than ‘the patient after which he looked’ – a phenomenon technically known as preposition-stranding, which is the antithesis of the prescriptive grammar rule. They also start to use the ‘-ing’ ending – ‘I’m reading a good book’.

Which of the following succeeds the others in the sequence of learning?. The learners can produce only one word at a time, say, ‘ticket’ or ‘beer’, or formulas such as ‘What’s the time?’ At this stage the learners know content words but have no idea of grammatical structure; the words come out in a stream without being put in phrases and without grammatical morphemes, as if the learners had a dictionary in their mind but no grammar. Next come question-word questions such as ‘Where is he going to be?’; the third person grammatical morpheme ‘-s’, ‘He likes’; and the dative with ‘to’, ‘He gave his name to the receptionist’. At this stage the learners are starting to work within the structure of the sentence, not just using the beginning or the end as locations to move elements to. Another new feature is the third person ‘-s’ ending of verbs, ‘He smokes’. At the next stage, learners discover how the preposition can be separated from its phrase in English – ‘the patient he looked after’ rather than ‘the patient after which he looked’ – a phenomenon technically known as preposition-stranding, which is the antithesis of the prescriptive grammar rule. They also start to use the ‘-ing’ ending – ‘I’m reading a good book’. Next learners acquire the typical word order of the language. In both English and German this is the subject verb object (SVO) order – ‘John likes beer’, ‘Hans liebt Bier’. This is the only word order that the learners know; they do not have any alternative word orders based on movement such as questions. So they put negatives in the front of the sentence as in ‘No me live here’ and make questions with rising intonation such as ‘You like me?’, both of which maintain the basic word order of English without needing movement. In the next stages the learners discover how to move elements about, in particular to the beginnings and ends of the sentence.

What does GLL stand for?. grammatical and lexical language. grammar learner's language. goals af a language learning. good language learner ( stategies).

Which of the following is NOT a GLL strategy. Find a learning style that suits you. Disengage from the language learning processs. Develop an awareness of language both as system and as communication. Pay constant attention to expanding your language.

hich of the following is an example of "holistic strategy". Making up a word using proper endings and hope that it works; for instance, trying to describe the act of ‘ironing’ by inventing the word ‘ironise’. thinking of the meaning of the word as a whole and trying to use a word that is the closest approximation; for example, seeking for the word ‘desk’, a student produces‘table’, which captures all the salient features of ‘desk’ apart from the fact that it is specifically for writing at. breaking up the meaning of the word into parts, and then to convey the parts separately: so a student searching for the word ‘parrot’ says ‘talk uh bird’, taking the two parts‘bird that talks. Transferring a word from the first to the second language, hoping that it is going to exist in the new language. Thus, a Dutch student trying to say ‘waist’ says ‘middle’ – the Dutch word is in fact ‘middel’.

Breaking up the meaning of the word into parts, and then conveying the parts separately (eg. student searching for the word ‘parrot’ says ‘talk uh bird’,taking the two parts ‘bird that talks’) is defined as. LI transfer. Analytic strategy. holistic strategy. Morphological creativity.

An FI cognitive style refers to.. A way of thinking that does not allow for abstract thought. A person who is an extrovert. A persons who is an introvert. A way of thinking that allows for abstract thought.

Analytic learners…. rely on grammatical sensitivity rather than memory. rely on their memory rather than grammatical sensitivity. rely on both grammatical sensitivity and memory. rely on neither grammatical sensitivity nor memory.

Choose the correct definition for "multilingualism". language(s) recognized by a country for official purposes. countries or situations where more than one language is used for everyday purposes. the means by which a ‘centre’ country dominates ‘periphery’ countries by making them use its language. either the decision by parents to bring up children through two languages, or societies in which members of a ruling group speak a second language.

Choose the correct definition for "transitional L2 teaching". teaching that expects people to give up their native languages and to become speakers of the majority central language of the country. teaching to maintain or extend the minority local language within its own group. teaching that allows people to function in a central language, without necessarily losing or devaluing the first language. extreme sink-or-swim form of assimilationist teaching in which minority language children are put in majority language classes.

Individual goals …. foster a second language within a society. develop qualities in the learner rather than language per se. foster a second language for use outside the society. teaching to maintain or extend the minority local language within its own group.

Choose the correct definiton for "guided roleplay". a language teaching technique where students create sentences by choosing words from successive columns of a table. usually a short constructed piece of conversation used as a model of language and to introduce new words or structures, sometimes presented from a recording, sometimes in writing. these set up an artificial knowledge gap between the students which they have to solve by communicating with each other. students play out a situation in the classroom playing roles usually set by the teacher with information supplied to them.

Choose the correct definition for "focus on form (FonF)". a technique that involves the students and teachers translating words, sentences or texts, in order to learn the language, i.e. different from codeswitching or from professional translation. discussion of grammar and vocabulary in TBL arising from meaningful language in the classroom. an exercise that gives different students different pieces of information which they have to exchange. discussion of grammar in the classroom for its own sake.