A presentation-transmission approach to teaching grammar assumes that there is something the learners don’t know, and that the teacher’s role is to provide them with that knowledge. An emergent view of grammar, on the other hand, starts from the assumption that there is something the learners can already do, and that the teacher’s role is to help them to do it more effectively”. (Thornbury, 2005). Based on this conception and considering the alternatives below as implications of the emergent view of grammar, identify each one as True (T) or False (F).

( ) Work with activities which are compatible with a syllabus of pre-selected grammar items.

( ) Work based on texts and topics rather than based on a structural syllabus.

( ) Generate language and then look for items and patterns.

( ) Talk to the learners and scaffold their emergent language.

( ) Investigate and experiment demanding and meaningful activities.

Mark the alternative in which the sequence of the items above is CORRECT.

Mark the alternative which completes the statement below correctly.

English for Specific Purpose (ESP) is .

The textual genres used in the English language classroom can be of different kinds in terms of form and function. Read the following lists of these genres.

Mark the alternative in which every item included is an example of a functional genre.

“The process of making meaningful associations between existing knowledge/experience and new material will lead toward better long-term retention than rote learning of material in isolated pieces”

(Brown, 2007).

Mark the alternative which completes the statement below correctly.

According to the assumption above, it is possible to understand that meaningful learning .

“… grammar in particular follows a developmental route that shares characteristics with other complex systems, suggesting that grammar is not knowledge imported from outside but a capacity that emerges from within”.

(Thornbury, 2005).

Considering that teachers should help their students develop their grammar processing ability, identify as True (T) or False (F) the following statements concerning the teacher’s role in such a process.

( ) The teacher should transmit grammar in the form of pre-selected and pre-packaged items, as the agent in this process.

( ) The teacher should facilitate interaction by providing the students with the necessary language support to understand the complex language.

( ) The teacher should facilitate item learning by providing the students with suitable activities.

( ) The teacher should provide feedback so as to give the students opportunities to skip complex items.

( ) The teacher should motivate the readers by providing the students with meaningful texts.

Mark the alternative in which the sequence of the items above is CORRECT.

Mark the alternative which completes the statement below correctly.

Nowadays ESP materials .

“To get maximum benefit from their reading, students need to be involved in both extensive and intensive reading” (Harmer, 2007). Taking this assumption into account, analyze the following statements.

I. One of the fundamental conditions of a successful extensive reading program is that the students should be reading material for a long time whether they enjoy it or not.

II. A successful reading program includes appropriate materials, guidance, tasks and facilities, such as permanent or portable libraries of books.

III. An Intensive reading program consists in providing the students with a kind of reading in which they are able to understand every detail and every word of the text on the first read-through.

IV. In order to make the students read enthusiastically in class, the teacher needs to create interest in the topic and tasks, encouraging the students to read for general understanding firstly.

Mark the option in which every item included is CORRECT.

According to Bowen, Madsen and Hiferty (1985), a “lexical study should include the pieces that make up word.”

Match columns 1 and 2, associating each of these pieces with their corresponding examples:

Column 1

( 1 ) Prefixes

( 2 ) Suffixes

( 3 ) Inflectional patterns

( 4 ) Derivational patterns

( 5 ) Word families

( 6 ) Morphophonemics

Column 2

( ) un-, re-, anti-, dis-

( ) adjective-to adverb, adjective-to-verb, adjective-to-adjective

( ) -ation, -ize, -ment, -able

( ) sign, assign, design, designate

( ) a book-books, I watch-he watches, I play-I played

( ) loaf-loaves, vain-vanity, sleep-slept

Mark the alternative in which the sequence of Column 2 items is CORRECT.

Read the statements below.

I. Skimming is a reading strategy that allows the reader to read the text quickly in order to highlight only the central idea of the text.

II. Prediction is a reading strategy that allows the reader to consider the word formation, the cognates and the graphics in order to understand the gist and the details of the text.

III. Scanning is a reading strategy that allows the reader to obtain specific information like numbers, names and places without reading the whole text.

IV. According to the word formation the readers are able to infer what the main points of the text are without taking into consideration the context.

Mark the option in which every item included is CORRECT.

“Grammar is a kind of organic process that, in the right conditions, grows of its own accord and in its own mysterious way. The key to success – and the indispensable role of the teacher – is providing those conditions.”

(Thornbury, 2005).

According to this fragment about the grammar processing ability, mark the alternative which completes the statement below correctly. Grammar is .