Select the best answer for each item.

1		Which of the following is an example of psycho-social use of language?
			A)	“At what time does the next bus leave for Trois-Rivières? I need a round-trip ticket.”
			B)	“Is there a payphone in this restaurant? I need to make an important call.”
			C)	“It’s such a pleasure to meet you. I’ve admired your work for some time.”
2		Which of the following is an example of a communicative drill?
			A)	Learners are given a list of words in Spanish. With a partner, they must make all the singular nouns in the sentences plural.
			B)	In groups of two, learners describe the clothing that they are wearing to their partners.
			C)	In groups of two, learners tell each other what they ate for dinner last night.
3		Which of the following is an example of a purposeful language task?
			A)	Learners are taught numbers so that they can exchange phone numbers with classmates.
			B)	Learners are taught numbers so that can count from 1-30.
			C)	Learners are taught numbers so that they can count various objects in the classroom.
4		In which scenario does the instructor take on the role of architect?
			A)	The instructor begins the activity with the following, “ What do you know about the roles of women and women’s rights in contemporary France? Are they different or similar to women’s roles/rights in the U.S. ?”
			B)	The instructor hands out the following activity: Step 1. With a classmate, make a list of what you know about women’s roles and women’s rights in contemporary France based on the text you read for homework. Step 2. Compare your list with those prepared by the rest of the class. Do you all have the same ideas? Do you wish to modify your list? Step 3. Make a list of what you know about women’s roles/rights in the U.S. Step 4. Compare this list to those prepared by the rest of the class. Do wish to modify your list? Step 5. Now, contrast women’s roles/rights in France with those in the U.S. In what ways are they similar? In what ways are they different?
			C)	The instructor asks students to list what they know about women’s roles and women’s rights in contemporary France. She writes down what students say on the board. She then asks students to list what they know about women’s roles and women’s rights in the U.S. She writes students’ responses on the board in a separate column. She adds information that the students missed. She then asks volunteers to offer one difference or similarity regarding women’s roles/rights in France and the U.S.
5		What do we mean when we say that an instructor should be a resource person?
			A)	The instructor should always have a variety of additional language learning resources available to students for extra practice (i.e., websites, videos, language tapes, etc.)
			B)	The instructor should anticipate all the possible responses and reactions of students to activities beforehand in order to reduce the possibility of a communication breakdown.
			C)	The instructor should provide information to students as needed and as requested by students.
6		Which of the following is an example of the Atlas Complex?
			A)	The instructor automatically repeats every direction line of an activity to make sure that students understand what they are supposed to do.
			B)	In groups of two, students describe their bedrooms to each other and attempt to draw what the other person says. The instructor informs the students that if they need any help, they should go ahead and ask for it.
			C)	The class is divided into small groups. Each group can ask the instructor three questions about things that might have happened the year she was born in order to try to guess her age.