Still in practical terms, focusing on lexical terms may be a challenge for the teacher and the student. Penny Ur (2012, p. 69) alerts teachers to the importance of revising vocabulary instead of testing students on it so as to “consolidate and deepen students’ basic knowledge”. It’s important to focus the revision on single-items as well as items in context, using a wide range of exercises, which means, for example:

I conducting dictations.

II having students brainstorm in groups.

III doing a quick bingo.

IV composing stories together.

V finding collocations on websites or dictionaries.

The alternative that best matches the exercises suggested above with their target language is:

According to Larsen-Freeman (2003), it’s possible to assert that focusing on the dynamics of language (grammaring) is very important and it helps improve teaching/ learning abilities because:

I it allows teachers/ learners to understand language as having an organic dynamism that renders it simultaneously flexible (real-time) and stable (over-time).

II teachers/ learners tend to perceive language as an idealized, objectified, atemporal “thing” that can be easily understood by the examination of its parts, which is very limited.

Looking at I and II, the most appropriate conclusion is that:

The use of “well” in the beginning of the sentence is a very common feature of cohesion in spoken discourse and is usually used for:

I softening and correcting.

II gaining time.

III referring to your own expectations.

IV indicating you don’t need any help.

The only correct ways to finish the assertion are:

About the use of -ed made by Sojourner, identify the correct and incorrect items:

( ) she uses –ed arbitrarily.

( ) she uses –ed to indicate the completeness of the actions.

( ) these words finish in –ed because they mark the perfective aspect of the verbs.

( ) these words finish in –ed because they’re adjectives.

The alternative that best represents the appropriate sequence, top-down, is: