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After doing Activity 3 with her students, the teacher came across the text below and decided to bring it to class as a complementary activity (Activity 4) to further develop her students? critical reading skills. She asked them to work in pairs in order to compare both texts.

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After Activity 4, the teacher expected the students would realize that

a)

both texts are sales ads that blame the restaurants for encouraging the illegal fishing and global trade of endangered species.

b)

both texts intend to call the readers’ attention to the threats against living beings, but they refer to different endangered species.

c)

even though both texts deal with the same topic, the text in Activity 3 is a commercial advertisement, while the text in Activity 4 is magazine article.

d)

the text in Activity 3 illustrates the problem reported in the text in Activity 4 and both encourage the reader to take action to avoid a disaster.

e)

while the text in Activity 3 criticizes restaurant owners, the text in Activity 4 reveals that the ones truly responsible for this ecological disaster are the fishermen in the Atlantic waters.



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It can be said that Activity 1 can be described by all of the explanations below EXCEPT

a)

a pointless exercise for any purpose in an EFL reading class due to the fact that the words in the text are not English but invented words that mean nothing.

b)

a reading assignment that shows students that it is possible to answer all of the comprehension questions without recognizing most of the words in a text.

c)

an unsuitable exercise in testing reading comprehension because it does not reflect if the students have really understood the main information in the text.

d)

an illustrative case of an activity in which students will not have much difficulty in answering the questions, though they will not provide proof of effective reading.

e)

an inadequate task to evaluate reading skills since one can answer the questions by reproducing the information in the passage and not show understanding of the ideas embedded in the text.




The match between the discourse marker in boldtype and its communicative intention is expressed in

a)

“…it may change the roles of the teacher as well as of the students…” (lines 2-4) – expressing a contradictory view.

b)

“and therefore significantly affects the syllabus of a course.” (lines 20-21) – adding a new topic to a list

c)

“Also, students need to develop critical skills…” (line 27-28) – introducing the motive for the previous argument.

d)

In other words, language counseling involves teacher and student negotiating learning goals and paths.” (lines 44-46) – paraphrasing a previous idea to clarify it.

e)

And although there is usually funding for the hardware and infrastructure,” (lines 54-55) – showing the consequence of the previous statement.




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The cartoon above is illustrative of the general essence of paragraph

a)

3 (lines 16-29).

b)

4 (lines 30-44).

c)

5 (lines 45-65).

d)

6 (lines 66-81).

e)

7 (lines 82-90).




In “It is also argued that teacher efficacy may influence student achievement through teacher persistence” (lines 30-31), the modal auxiliary may expresses

a)

anticipated possibility.

b)

remote probability.

c)

formal permission.

d)

definite certainty.

e)

clear necessity.