Select the best answer for each item.

1		Within a traditional approach to form-focused output, how were the drills for a given grammatical point typically ordered?
			A)	communicative, meaningful, mechanical
			B)	mechanical, meaningful, communicative
			C)	meaningful, communicative, mechanical
			D)	meaningful, mechanical, communicative
2		Which of the following was not a potential benefit of structured output activities?
			A)	helps learners with accuracy
			B)	provides a technique of pattern practice
			C)	helps learners with fluency
			D)	provides structured input for other learners
3		Which of the following is a good example of Lee and VanPatten’s guideline “Present one thing at a time” for structured output activities?
			A)	limit a class hour’s activities to only one topic or subtopic
			B)	vary themes throughout a day but stay within one tense (past, etc.)
			C)	only present vocabulary or grammar in one day, not both
			D)	allow for varied activities in a class hour but focus on third person
4		Which of the following is not a good example of Lee and VanPatten’s guideline “Others must respond to the content of the output”?
			A)	drawing something in response to what they say
			B)	listening carefully and being ready to repeat
			C)	filling out a chart based on information shared
			D)	determining the truth value of statements made
5		What did Terrell find in his informal study on TPR and access times?
			A)	no difference between input group and input/output group
			B)	the input group accessed faster
			C)	the input/output group accessed faster
			D)	neither group was able to access successfully
6		Which of the following gives learners an opportunity to produce language in a context without focusing on a particular grammatical point?
			A)	a structured input activity
			B)	a structured output activity
			C)	an information exchange task
			D)	a paradigm