Inglese Sc. Ped.2

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.

The exam _____ next Saturday. is be. will being. will be. is being.

The guy _____ you saw me with on Wednesday is my boyfriend. which. _. that. whom.

She doesn’t drive to work. There’s too much traffic. She would have driven to work if there were less traffic. She would have driven to work if there had been less traffic. She would't have driven to work if there had been less traffic. She would drive to work if there were less traffic.

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. 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. 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.

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.

Steve _____ less tired if he _____ to bed earlier in the evening. would be / goes. can be / went. would be / went. can be / went.

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.

He _____ everyday if worked from home. won't have to commute. wouldn't have to commute. will have to commute. would have to commute.

A _____ is an important discovery that helps to improve a situation or provide an answer to a problem. Which is the missing word?. breakthrough. performance. advanced health issue. discovery.

That's the rink _____ I learnt to skate. where. that. which. whose.

I was told that they need to run some more ____ to determine the stage of my disease. surgeries. blood tests. illness. treatments.

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.

If they _____ fewer special effects, I would have liked this film more. used. had used. have used. have been used.

If you _____ me to choose between TV and theatre, I _____ go for the theatre. ask / would. asked / will. had asked / will. asked / would.

Which of the following precedes the others in the sequence of learning?. 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. 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.

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.

It is said that diners are more willing to tip more generously when it's a lovely sunny day and when romance is in the air. What is the meaning of 'diners'?. A restaurant. A meal. A restaurant car. A person who has a meal at a restaurant.

That guy, _____ is sitting by the window, is my little brother. _. who. that. which.

When we say that a person is stingy we mean that they are _____. loaded. have enough money to spend on things you need. generous. not generous.

When you sleep like a log you sleep _____. light. in a state of confusion. profoundly. like a tree.

It is perfectly acceptable in China to _____ your mucus on the street outside; while it is unacceptable to do it in a tissue at the dinner table. spit from. spit out. spit in. spit on.

Prescriptive grammar is… a combination of elements of traditional grammar and structural grammar. “school grammar” used in schools for centuries based on grammars of classical languages such as Latin, concerned with labelling parts of speech. 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.

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