1.A
2.A
3.B
4.A
5.B
6.C
7.A
8.A
9.D
10.A
11.C
12.D
13.C
14.D
15.D
16.D
17.A
18.C
19.D
20.B
1.AC
2.ACDEFG
3.ABCD
4.ABDFG
5.ABCD
6.ABCD
7.ABC
8.ABCDEF
9.CD
10.ACD
1.T
2.T
3.T
4.T
5.F
6.T
7.T
8.T
9.T
10.F
1.If the main aim to get the students to speak, then one way to help is for teachers to reduce their own contributions. It could be useful to aim to say nothing while the activity is underway, and save any contributions for before and after.
Similarly, getting out of the way might be a help. I might do well to stand in quiet back corner of the room and watch with interest, but unobtrusively.
The more ‘present’ I allow myself to be, the more likely I am to feel that I need to intervene or the more likely students will be to ask me for help. Meanwhile, when students do activities, I could listen in discreetly and collect a list of errors. Later on I can use this list to provide sentences to discuss, to set an exercise, to plan the next lesson, etc.
2.(1) Recite words again and again—Rote-learning is necessary sometimes, but it can be done in a more meaningful way.
(2)Seize the chance to talk to foreigners—Meaningful communication is a very good way to acquire language.