Analyse the syllabuses that follow to answer.

Syllabus A

1. Simple Present Active.

2. Simple Present Passive.

3. Simple Present Active and Passive.

4. ING forms.

5. Present Perfect; Present Continuous.

6. Infinitives.

7. Anomalous Finites.

8. Past Perfect; Conditionals.

Syllabus B

1. Asking about travel.

2. Making travel arrangements.

3. Ordering a meal.

4. Asking the way.

5. Hiring a car.

6. Booking at a hotel.

7. Buying museum tickets.

8. Finding lost baggage.

Consider the assertions below to choose an option.

I. Syllabus A is based on language use.

II. Syllabus A is functional because simpler structures precede more complex ones.

III. Syllabus B is largely organized on pragmatic grounds and might lack systematic conceptual framework.

“Seldom __________________ effective teaching which skips full connection with active research, that is, teaching based on: Planning, Acting, Observing, Reflecting, Replanning.”

(Available in: https://www.dreamstime.com.)

Fill in the blank above the image with the appropriate verb form:

The proliferation of approaches and methods is a prominent characteristic of contemporary second and foreign language teaching. Invention of new classroom practices and approaches to designing language programs and materials reflects a commitment to finding more efficient and more effective ways of teaching languages. Read and analyse the list below to answer 08.

1. Drilling may occur, but peripherally.

2. Comprehensible pronunciation is sought.

3. Judicious use of native language is accepted where feasible.

4. Reading and writing can start from the first day, if desired.

5. Sequencing is determined by any consideration of content, function or meaning which maintains interest.

6. Linguistic variation is a central concept in materials and methodology.

7. Language is created by the individual often through trial and error.

The list above especifically describes some of the major distinctive features that oppose to the: 

Read the text to answer.

The Prayer

(Celine Dion & Josh Groban.)

I pray you'll be our eyes

And watch us where we go

And help us to be wise

In times when we don't know.

Let this be our prayer

When we lose our way

Lead us to a place

Guide us with your grace

To a place where we'll be safe.

I pray we'll find your light

And hold it in our hearts

When stars go out each night

Remind us where you are.

Let this be our prayer

When shadows fill our day

Lead us to a place

Guide us with your grace

To a place where we'll be safe.

A world where pain and

Sorrow will be ended

And every heart that's

Broken will be mended

And we'll remember

We are all God's children

Reaching out to touch you

Reaching to the sky.

We ask that life be kind

And watch us from above

We hope each soul will find

Another soul to love.

Let this be our prayer

Just like every child

Needs to find a place

Guide us with your grace

Give us faith so we'll be safe.

(Available in: https://www.smule.com/song/celine-dion-josh-grobanthe-prayer. Adapted.) 

However being the lyrics of a song, the text displays several of a prayer’s features, and its main elements seek to produce aesthetic sensations, since the way the message is communicated, how the code is used, not just the message itself, is a vital aim. Having considered the information previously given, point out the prevailing operative function explored in the text. 

Read the text to answer.

Diversity and Inclusive Teaching

(The University of Delaware.)

    Teaching to engage diversity, to include all learners, and to seek equity is essential for preparing civically engaged adults and for creating a campus and society that recognizes the contributions of all people. Teaching for diversity refers to acknowledging a range of differences in the classroom. Teaching for inclusion signifies embracing difference. Teaching for equity allows the differences to transform the way we think, teach, learn and act such that all experiences and ways of being are handled with fairness and justice. These ideas complement each other and enhance educational opportunities for all students when simultaneously engaged. Three imperatives make it essential for us to actively practice teaching for diversity, inclusion, and equity:

    Difference is an essential part of our history and current reality. Dealing with human diversity and differential status isintractable in America due to our national history of racism and tensions between individual freedom and the common good.

    Difference is an unstoppable part of our future. Classrooms are increasingly diverse and demography assures that this trend will continue.

    Diversity and inclusion improve teaching and learning. People learn and enrich their abilities to think critically and creatively as they engage in conversations across difference, especially when all learners’ abilities and attributes and embraced.

    Inclusive teaching strategies are intended to ensure that all students feel supported such that they freely learn and explore new ideas, feel safe to express their views in a civil manner, and respected as individuals and members of groups. Intentionally incorporating inclusive teaching strategies helps students view themselves as people who belong to the community of learners in a classroom and university.

(Available in: https://ctal.udel.edu.)

According to the text “Teaching to engage diversity, to include all learners, and to seek equity is essential”. Thus, inclusive teaching strategies emphasizing the pursuit for equity should be characterized by:

Read these two texts to answer.

Text A

Video transcript from a video-taped demonstration in using a lathe to drill a hole in a metal workpiece

    Now I have to change to the final size drill I require, which is three-quarters of an inch diameter, and this is called a morse-taper sleeve.

    A slower speed for a larger drill.

    Nice even feed should give a reasonable finish to the hole.

    Applying coolant periodically. This is mainly for lubrication rather than cooling.

    Almost to depth now.

    Right. Withdrawing the drill.

    That's fine.

Text B

A set of instructions taken from a workshop manual for drilling a hole in a mental workpiece on a lathe

1. Select required drill.

2. Mount drill in tailstock. Use taper sleeves as necessary.

3. Set speed and start machine spindle.

4. Position tailstock to workpiece.

5. Apply firm even pressure to tailstock handwheel to feed drill into workpiece.

6. Apply coolant frequently.

7. Drill hole to depth.

8. Withdraw drill.

9. Stop machine. 

Consider the assertions below to choose an option.

I. In text A there is less consistency, because it is a free- -flowing piece of oral discourse.

II. In text A there is an interpersonal dimension.

III. The grammar of text B is inconsistent because articles are omitted.

“The Civil Protection Agency (CPA) urged people to leave flooded homes, for it’s essential that those displaced persons __________________ in shelters, which will keep them away from endangered spots.”

(Available in: https://pixabay.com.)

Fill in the blank above the image with the appropriate verb form:

Read the text to answer.

Abstract

    Migration contributes significantly to the occurrence of language contact and language changes. Migrant communities as diaspora are always faced with choices whether maintaining the use of mother tongue in interacting, switching to using the word of the host, or using ethnic languages side by side with the host language in a new place. This research is intended to provide evidence of the phenomena of communication and social identity focusing on the language use and attitude of diaspora communities in Bali. It is a sociolinguistic study using descriptive qualitative methods on the Muslim community in three regencies that had lived in Bali for more than a generation.

    The data were collected through questionnaires, in-depth interviews, and direct observation. The result shows that most diaspora communities see the mother tongue as an essential means of maintaining their social identity. From language choice and attitude perspective, the diaspora community leads to three categories, namely (1) the population that identifies themselves as more diaspora than Balinese; (2) the community claiming themselves as more Balinese than diaspora and (3) the community considering themselves as diaspora and Balinese (dual identity). Keywords: Diaspora community, language attitude, language choice, social identity.

(Available in: https://www.researchgate.ne.)

A transition word or phrase shows the relationship between paragraphs or sections of a text or speech. Transitions provide greater cohesion by making it more explicit or signaling how ideas relate to one another. As to the segment “From language choice and attitude perspective, the diaspora community leads to three categories, namely [...]”, NAMELY, in the context, brings the idea of: