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For better classroom management, what should the teacher do while the students are doing activities?
- A.Participating in a group.
- B.Preparing for the next procedure.
- C.Moving around to monitor, prompt students and provide help.
- D.Standing in front of the class.
- A.indirect
- B.inseparable
- C.indisputable
- D.inclispensable
- A.expensive
- B.extensive
- C.expansive
- D.Intensive
- A.who was it that killed
- B.who it was that killed
- C.it was who killed
- D.who was it killed
- A.grammar
- B.vocabulary
- C.sentence patterns
- D.textual coherence
- A.Cultural awareness,
- B.Language awareness,
- C.Learning strategies,
- D.Language
- A.Textbooks should help students feel at ease.
- B.Textbooks should help students develop confidence.
- C.Textbooks should maximize students' learning potential.
- D.Textbooks should cater for students' same learning styles.
- A.The text scripted and recorded in the studio
- B.The text with implicated concepts beyond the comprehension of students
- C.The text with local accents in pronunciation
- D.The text with some difficult words for students
- A.he failed
- B.did he fail
- C.he did fail
- D.had he failed
- A.A
- B.B
- C.C
- D.D
- A.is it that
- B.it is that
- C.is it which
- D.it is which
- A.Whole class work.
- B.Group work.
- C.Pair work.
- D.Individual work.
- A.covers all grammatical rules
- B.provides authentic language
- C.matches the needs of learners
- D.can help realize the objectives of a language program
- A.splash
- B.spread
- C.scope
- D.Spade
- A.instructing
- B.observing
- C.monitoring
- D.evaluating
- A.children
- B.adults
- C.ESP course
- D.GE course
- A.controller
- B.assessor
- C.researcher
- D.participant
- A.among
- B.in
- C.beyond
- D.for
- A.[mi:t ju:]
- B.[mi:t ju:]
- C.[mi:t ju]
- D.[mi:t ?u:]
- A.Information-gap activity
- B.Dictation
- C.Sentence transformation
- D.Blank-filling
- A.Simplification
- B.Generalization.
- C.Paraphras
- D.Avoidanc
- A.on
- B.behalf
- C.to
- D.I
- A.interlingual
- B.intercultural
- C.intralingual
- D.intracultural