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TEXT V
Turn on your light
by Ben Okri
[…]
Will you be at the harvest,
Among the gatherers of new fruits?
Then you must begin today to remake
Your mental and spiritual world,
And join the warriors and celebrants
Of freedom, realisers of great dreams.
You can't remake the world
Without remaking yourself.
Each new era begins within.
It is an inward event,
With unsuspected possibilities
For inner liberation.
We could use it to turn on
Our inward lights.
We could use it to use even the dark
And negative things positively.
We could use the new era
To clean our eyes,
To see the world differently,
To see ourselves more clearly.
Only free people can make a free world.
Infect the world with your light.
Help fulfill the golden prophecies.
Press forward the human genius.
Our future is greater than our past.
Adapted from https://greatturning.net/turn-on-your-light-by-ben-okri/
TEXT I
The Multimodal Approach in English Language Teaching
In today’s media-rich environment, the vast majority of texts students engage with daily — such as YouTube videos, Instagram reels, TikTok clips, streaming series, video games and blog posts — are not only digital but also multimodal. These texts combine language with image, sound, movement and spatial design to convey meaning, often requiring learners to interpret and respond across multiple modes simultaneously. As digital technologies evolve, the pervasiveness and complexity of multimodal communication grow, reshaping both how we communicate and what it means to be literate.
Contemporary communication extends far beyond speech and writing; it is a layered, dynamic process that includes visual, aural, gestural and spatial elements. As such, literacy can no longer be understood solely as a linguistic skill. To participate fully in today’s social, academic and professional contexts, learners need more than the ability to read and write alphabetic text — they need to view, interpret, evaluate and represent meaning through a range of semiotic resources. In this context, traditional notions of literacy are insufficient and language education must evolve to reflect the multimodal nature of communication in the 21st century […]
Importantly, multimodal literacy also promotes accessibility and inclusion. Learners with reading difficulties, sensory impairments or diverse learning needs often struggle with traditional printbased instruction. Multimodal texts provide alternative pathways to meaning, allowing information to be accessed and expressed through visuals, sound, movement and space. This not only supports learners with special educational needs but benefits all students by offering multiple modes for engagement and expression. By embedding multimodal materials and encouraging students to compose multimodal texts, teachers create more equitable and inclusive classrooms. Multimodal learning reflects how people communicate in real life — and, crucially, supports the development of diverse literacies needed for participation in contemporary society.
In summary, integrating multimodal literacy into language teaching fosters deeper engagement, enhances learning outcomes and equips students with the skills to navigate and contribute meaningfully to today’s complex communicative landscape.
Adapted from https://film-english.com/wp-content/uploads/2025/09/themultimodal-approach-in-language-teaching.pdf
I. Ask students to read a printed story that has no images. II. Plan virtual field trips to historical sites and analyse infographics related to the locations. III. Assign projects where students can create videos.
Choose the correct answer.
COLUMN I
1.Confirmation check. 2.Clarification request. 3.Circumlocution. 4.Self-repair.
COLUMN II
(__)So by "implicit criterion," do you mean a criterion that was never explicitly communicated to the students?
(__)Could you explain what you mean by "uptake" in this context?
(__)They used the... the device that measures how loud the sound is.
(__)The meeting was on Thursday — sorry, I mean Tuesday.
The correct sequence, from top to bottom, is:
Considering the principles that guide foreign-language teaching in the PCNs, the proposed lesson:
Analyze the assertions below.
I. The activity is compatible with a reflective approach because learners are encouraged to observe linguistic evidence and construct hypotheses about language use.
BECAUSE
II. A reflective approach requires grammatical rules to be explicitly presented by the teacher before students encounter the forms in communicative contexts.
Choose the correct alternative.
Notice 1: Students must wear their identification cards inside the school.
Notice 2: Students do not have to wear uniforms during the cultural fair.
The teacher asks the class to explain the difference between must and do not have to in these contexts.
Which explanation is accurate?
Associate the three language teaching emphases listed in the first column with their corresponding descriptions or classroom examples in the second column.
(1) Emphasis on the system
(2) Emphasis on the function
(3) Emphasis on ideology
( ) Language is viewed as a list of lexical units and syntactic rules used to form sentences, focusing primarily on translation and decontextualized grammatical structures.
( ) Language is understood as a way of acting upon the world to achieve specific goals, with pedagogical practices focusing on communicative actions and competencies.
( ) Language is seen as an instrument of social action that constitutes the subject, serving either to reproduce inequality or to promote social change and critical reflection.
( ) Classroom activities engage students in memorizing vocabulary lists, conjugating verbs in isolation, and completing fill-in-the-blank exercises.
( ) Classroom activities focus on specific communicative objectives such as introducing oneself, asking for help, or refusing an invitation.
Choose the alternative that presents the correct sequence from top to bottom.
I - Savoirs (knowledge) is primarily defined as deep declarative knowledge regarding the core cultural values and historical traditions specific to the target-language country, disregarding social groups and processes.
II - Savoir comprendre (skills of interpreting and relating) requires a learner to interpret a document or event from another culture, explain it, and relate it to documents or events from their own culture, without relying on real-time interaction with a target-culture interlocutor.
III - Savoir s’engager (critical cultural awareness) posits that language teachers should remain politically neutral and guide students to evaluate cultural practices using purely subjective, personal moral codes.
IV - The primary distinction between savoir comprendre and savoir apprendre/faire is that the former operates on existing knowledge and documents, whereas the latter involves acquiring new cultural knowledge and operating it in real-time constraints of social interaction.
V - According to Byram, a speaker who possesses high linguistic competence (fluency, native-like accent, advanced syntax) automatically fulfills the prerequisites for Intercultural Communicative Competence (ICC).
Which statements are correct?
a. ___________ creates anticipation and gets students thinking about previous experiences they may have had about the topic before they read about it. b. It is important that readers be able to get the main idea of a text, and ___________ can help as the reader restates the meaning in his or her own words. c. The main idea of a paragraph is sometimes stated in the ___________ of a paragraph. d. ___________ are words and phrases that join parts of a text together just like the bands in a watch strap. e. ___________ is to look rapidly for specific information. f. ___________ — for gist or overview.
(Adapted from: FARRELL, T. S. C. Teaching reading to English language learners: a reflective guide. Thousand Oaks: Corwin Press, 2009)
Identify the correct sequence of the missing words in the text from top to bottom.
I - The concept of ELF problematizes the notion of language “ownership”—historically attributed to the native speaker—and decenters Anglo-American standards. From the perspective of Critical Literacy, this entails the teacher problematizing the very erasure of non-hegemonic varieties.
II - Understanding English as an AL implies recognizing that the new language integrates into the student’s plurilingual repertoire in an additive, rather than subtractive, manner. However, for Critical Literacy to occur, pedagogical practice must go beyond the affirmation of identity, equipping the student to unveil how mastery of a global language reproduces or challenges geopolitical and class-based asymmetries.
III - Critical pedagogy applied to ELT presupposes the adoption of a “didactics of tolerance,” in which an exclusive focus on mutual intelligibility suspends the need to reflect on local linguistic norms, thereby legitimizing any discursive output based on the argument of cultural hybridization.
IV - Within the framework of Critical Literacy, pedagogical practice adopting ELF must abandon the teaching of the standard norm or prestige varieties. This is because the focus on social emancipation demands the rejection of any hegemonic linguistic conventions, which are viewed purely as instruments of oppression and linguistic colonization.
V - The connection between AL and Critical Literacy presupposes that the process of meaning-making in a new language is a space of agency and contestation. Thus, classroom language practices must equip the student to “rewrite” and subvert hegemonic discourses, using English not as a code to be imitated, but as a resource for social performativity and the creation of new meanings.
The correct statements are
"Online courses offer greater scheduling flexibility. This flexibility can benefit students who work. They also require considerable autonomy. This can become difficult when learners have limited experience managing their own study routines."
Although the paragraph is understandable, the teacher wants to improve its referential precision and thematic progression.
Which revision achieves this purpose most effectively?
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