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I. Cleft sentences may foreground specific constituents for discourse emphasis;
II. Direct speech representation frequently preserves original utterance structure;
III. Active voice systematically suppresses the semantic role of the agent;
IV. Negation scope may vary according to syntactic positioning in clauses;
V. Conditional structures exclusively express hypothetical future situations.
Choose the correct alternative:
I. Derivational morphemes may modify the grammatical category of lexical items;
II. Minimal pairs demonstrate phonemic contrast through semantic distinction;
III. Inflectional morphemes frequently create independent lexical entries in discourse;
IV. Stress placement may contribute to differences in grammatical classification;
V. Allomorphic variation may occur according to phonological environment conditions.
Choose the correct alternative:
Different syntactic structures allow speakers and writers to foreground or background participants involved in verbal processes. Considering information packaging strategies in English, identify the correct statement:
Choose the alternative in which the prepositions of time are correctly used.
Read the text and answer question.
Origins of reflective practice
Humans have probably always reflected as they walked the earth, and for over 2,000 years philosophers such as Socrates, who became famous for his adage, ‘the unexamined life is not worth living’, was just one of many who advocated that people should reflect on their existence. In addition, the concept of contemplation and its awareness-raising effects has long been a part of many great religions and philosophical studies where we humans are encouraged to practise mindfulness. In more modern times, perhaps the two most famous philosophers associated with the concept of reflection are John Dewey (1933) and Donald Schön (1983), in that order. In fact, Dewey first discussed reflection in terms of student learning (rather than for teachers), as he suggested that routine thinking and decisionmaking by students in educational settings limit their ability to learn critically. He later extended this idea of routine decisionmaking to teaching, and maintained that teachers can become slaves to routine decision-making if they do not engage in reflection. When explaining such reflection, he first discussed what it is not, and for this, he asserted that it is not just mulling over something or engaging in what I would call ‘navel-gazing’. Instead, Dewey maintained that reflection should be systematic and intentional. Dewey (1933, p. 9) defined such reflection as, ‘active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads.’
Source: https://www.teachingenglish.org.uk/sites/teacheng/files/2024- 03/Farrell_Reflective_Practice_Final.pdf
Analyze the statements according to the text.
I. The text suggests that reflection has ancient roots and is not limited to modern educational theory.
II. Dewey first discussed reflection in relation to teachers and later applied it to student learning.
III. Dewey argued that reflection should not be reduced to vague rumination or mere self-absorption.
IV. Dewey defined reflection as passive acceptance of beliefs based mainly on tradition and intuition.
Choose the correct sequence.
Read the text and answer question.
Origins of reflective practice
Humans have probably always reflected as they walked the earth, and for over 2,000 years philosophers such as Socrates, who became famous for his adage, ‘the unexamined life is not worth living’, was just one of many who advocated that people should reflect on their existence. In addition, the concept of contemplation and its awareness-raising effects has long been a part of many great religions and philosophical studies where we humans are encouraged to practise mindfulness. In more modern times, perhaps the two most famous philosophers associated with the concept of reflection are John Dewey (1933) and Donald Schön (1983), in that order. In fact, Dewey first discussed reflection in terms of student learning (rather than for teachers), as he suggested that routine thinking and decisionmaking by students in educational settings limit their ability to learn critically. He later extended this idea of routine decisionmaking to teaching, and maintained that teachers can become slaves to routine decision-making if they do not engage in reflection. When explaining such reflection, he first discussed what it is not, and for this, he asserted that it is not just mulling over something or engaging in what I would call ‘navel-gazing’. Instead, Dewey maintained that reflection should be systematic and intentional. Dewey (1933, p. 9) defined such reflection as, ‘active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads.’
Source: https://www.teachingenglish.org.uk/sites/teacheng/files/2024- 03/Farrell_Reflective_Practice_Final.pdf
Which alternative accurately describes the way Dewey’s contribution to reflective practice is presented in the text?
Read the text and answer question.
Origins of reflective practice
Humans have probably always reflected as they walked the earth, and for over 2,000 years philosophers such as Socrates, who became famous for his adage, ‘the unexamined life is not worth living’, was just one of many who advocated that people should reflect on their existence. In addition, the concept of contemplation and its awareness-raising effects has long been a part of many great religions and philosophical studies where we humans are encouraged to practise mindfulness. In more modern times, perhaps the two most famous philosophers associated with the concept of reflection are John Dewey (1933) and Donald Schön (1983), in that order. In fact, Dewey first discussed reflection in terms of student learning (rather than for teachers), as he suggested that routine thinking and decisionmaking by students in educational settings limit their ability to learn critically. He later extended this idea of routine decisionmaking to teaching, and maintained that teachers can become slaves to routine decision-making if they do not engage in reflection. When explaining such reflection, he first discussed what it is not, and for this, he asserted that it is not just mulling over something or engaging in what I would call ‘navel-gazing’. Instead, Dewey maintained that reflection should be systematic and intentional. Dewey (1933, p. 9) defined such reflection as, ‘active, persistent, and careful consideration of any belief or supposed form of knowledge in light of the grounds that support it and the further consequences to which it leads.’
Source: https://www.teachingenglish.org.uk/sites/teacheng/files/2024- 03/Farrell_Reflective_Practice_Final.pdf
According to the text, what was one of Dewey’s main concerns about routine thinking in educational contexts?
Complete the sentences with the appropriate relative pronouns.
I. The teacher ______ designed the assessment included both grammar and reading comprehension questions.
II. The article ______ we discussed during the seminar presents a critical view of language teaching methods.
III. The school ______ the research was conducted serves students from different social backgrounds.
IV. The reason ______ the students performed better was related to the use of authentic materials.
Choose the alternative that presents the correct sequence.
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