Paraphrase the underlined words/expressions.

A list of types of mistakes was worked out by the teacher.

Although it was obvious that they could critically think for themselves, they needed to develop listening skills to increase the sharing of ideas in the classroom background.

Assigning tasks which pose “real” problems to solve is a challenging option to keep the students' motivation high and create a sense of achievement.

Our main goal in evaluation ought to be training another opportunity for students to learn.

Songs may be chosen so that they are effective and engaging at almost any expertise level.

Teachers adjust genuine materials for different classroom uses, depending on their students’ age and English language ability.

The discussion about the 2^nd language command, began by the teacher, lead to debatable results.

The main point is to show the effectiveness of students reflecting about class tasks in their logs, which in turn can affect the teacher’s tutoring.

The purpose of the discussion was to encourage students to engage in a content specific discussion, and in doing so, to develop collaborative conversational skills which could then be used in a variety of different contexts.

The teacher can make sure students understand that they will be graded on or given credit for the extensive reading tasks.

These intensifying tasks allow learners many opportunities to respond deeply to stories and experience shifts in their beliefs and attitudes.

We should make use of alternative activities that demonstrate other ways of giving feedback besides immediate correction by the teacher.

Translate the following sentences into Russian paying attention to the terms and scientific vocabulary:

A final benefit of these types of activities is that besides building pronunciation and grammar proficiency, they also help improve students' listening.

Activities such as free-association and word-mapping are often included as part of the pre-writing or warm-up phase.

All these activities can be adapted to different grade and proficiency levels depending upon the type of literature chosen.

Any ESL, EFL, or L1 classroom will be poorer for the lack of an extensive reading programme of some kind, and will be unable to promote its pupils’ language development in all aspects as effectively as if such a programme were present.

Brainstorming has a wide range of applications.

By breaking up the text into manageable chunks and giving group tasks to aid in comprehension of those chunks the format of the class allowed the students to work well together and become actively engaged throughout the entire semester.

By following the guidelines presented in this article, teachers can help their students improve their comprehension of written English.

By generating and encouraging interactive writing, not just texts to be read and graded by the teacher, our students will gain self-confidence, fluency and autonomy, and they will be stimulated to express their own authentic voices in the process of text production.

By the end of the first semester, an inventory of the types of the errors was developed to help the students analyze their mistakes and correct them.

For the most of the homework and in-class worksheets, I decided to use a variety of true-false, multiple choice, jumbled-order-of-events, and matching exercises designed to help with comprehension of the reading passages, vocabulary, and characterization.

Guidelines for writing essays should be introduced early in the course.

Humanistic approaches to language learning can facilitate both language acquisition and personal development.

It is crucial that learners first understand the story, then have opportunities to share their reactions and perceptions with others.

Misconceptions can suppress great potential and frustrate attempts at learning.

Numerous drafts were required to allow students to work on content and to help the students overcome writing problems.

Preparation for the tasks will comprise exposure to authentic material plus a thorough discourse analysis of the different genres before they set out to develop their own texts.

Strict time limits would be enforced to encourage skimming and scanning practice.

Students work cooperatively and write down all the ideas that come to mind in connection with a topic.

Teachers adapt authentic materials for different classroom uses, depending on their students’ age and English language proficiency.

The home-reading assignment was to read five pages of the story and answer three literal comprehension questions and two referential questions.

The students were really enjoying the fill-in-the-blank activity and were fully engaged.

The portfolio is meant to be a compilation of all their production plus their own reflection and self-assessment for further reference and future work.

These activities address students’ needs and desires to improve their listening proficiency and pronunciation.

This approach should be realized by a process of consultation and negotiation between teacher and learners.

This article explains why and how to create a learner-centered classroom.

This article introduces extensive reading as a way of improving students’ attitudes and motivation toward EFL reading as well as improving their proficiency in reading and their English language ability.

To encourage creativity, you need to include in your assignments and tests at least some opportunities for creative thought.

Two hours a week was not sufficient time for such a demanding course.

Using strict time limits in the first part of each class when the students reviewed and collated their answers for the home-reading worksheets gave the students valuable practice in skimming and scanning for information.

Using students’ own work as teaching materials can save teacher time, increase students’ motivation, and assess students’ needs.

We discussed for two hours (our allotted final exam time).

We propose several ways of including extensive reading in the EFL curriculum.

We should explain our rationale for not correcting, even if it means using the native language, so that our students have a better understanding of what we do and why we do it, or in the case of correction, why we don’t always do it.

What ways of controlling extensive reading would you utilize in the classroom?

When we examine controversial issues in class, we should be respectful of individual and cultural differences that may influence certain beliefs and practices.

Writing is considered a problem-solving activity in which the writer faces two main tasks: generating ideas and composing them into a structure adapted to the needs of the reader and the goals of the writer, with adequacy to the context of situation.