Select the best answer for each item.

1		Which of the following is not a communicative goal?
			A)	Students will be able to talk about how often they do various activities using certain adverbs of frequency.
			B)	Students will compare the daily routines of their classmates and of their instructor.
			C)	Students will determine whether the class as a whole are neat freaks or slobs based on how often they do various household chores.
2		In the following activity, the instructor reads a series of statements about her daily routines. Students must guess whether each statement about the instructor is true or false. This is an example of…
			A)	a communicative drill.
			B)	a comprehension-based input activity.
			C)	a substitution drill.
3		Why is it important to have a final lesson goal, that is to say, an information-exchange task as a lesson objective?
			A)	So that speaking opportunities for students are maximized.
			B)	So that students can anticipate what grammar they need to study better.
			C)	So that instructors have a blueprint for mapping out the subgoals of a lesson, that is to say, what learners need to know in order to complete the task.
4		“In this lesson, you will learn how to use the future tense to talk about your future.” This is an example of…
			A)	a communicative goal.
			B)	a grammar goal.
			C)	a subgoal.
5		In working through subgoals and classhour goals, activities should progress from…
			A)	input to output oriented practice in repeated cycles.
			B)	output to input oriented practice in repeated cycles.
			C)	output to input practice and then back to output practice for reinforcement.
6		According to Scott and Randall’s (1992) study, were L2 learners able to understand grammatical explanations when they read them on their own?
			A)	Yes, they could understand virtually all of the grammatical explanations that they read on their own.
			B)	No, they were not able to understand the grammatical explanations that they read on their own.
			C)	They were able to understand some but not all of the grammatical explanations that they read on their own.