\u0633\u0648\u0627\u0644\u0627\u062a \u062a\u0633\u062a \u062f\u0628\u06cc\u0631\u06cc \u0632\u0628\u0627\u0646 \u0627\u0646\u06af\u0644\u06cc\u0633\u06cc \u06f1\u06f4\u06f0\u06f2 (\u0627\u0635\u0644 \u0633\u0624\u0627\u0644\u0627\u062a \u0622\u0632\u0645\u0648\u0646 \u0627\u0633\u062a\u062e\u062f\u0627\u0645\u06cc)<\/p>\n
\u0645\u062c\u0644\u0647 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627-<\/strong> \u062f\u0631 \u0627\u06cc\u0646 \u0645\u0637\u0644\u0628\u060c \u06f4\u06f0 \u062a\u0633\u062a \u0633\u0648\u0627\u0644\u0627\u062a \u062a\u0633\u062a \u062a\u062e\u0635\u0635\u06cc \u062f\u0628\u06cc\u0631\u06cc \u0632\u0628\u0627\u0646 \u0627\u0646\u06af\u0644\u06cc\u0633\u06cc \u06f1\u06f4\u06f0\u06f2 (\u0628\u0631\u06af\u0632\u0627\u0631 \u0634\u062f\u0647 \u062f\u0631 \u062a\u0627\u0631\u06cc\u062e \u06f1\u06f2 \u0645\u0631\u062f\u0627\u062f\u0645\u0627\u0647 \u06f1\u06f4\u06f0\u06f2)\u060c \u0628\u0631\u0627\u06cc \u0622\u0634\u0646\u0627\u06cc\u06cc \u0648 \u0645\u0647\u0627\u0631\u062a \u0628\u06cc\u0634\u062a\u0631 \u0628\u0631\u0627\u06cc \u0642\u0628\u0648\u0644\u06cc \u062f\u0631 \u0622\u0632\u0645\u0648\u0646 \u0622\u0648\u0631\u062f\u0647 \u0634\u062f\u0647 \u0627\u0633\u062a.<\/p>\n \u0628\u06cc\u0634\u062a\u0631 \u0628\u062e\u0648\u0627\u0646\u06cc\u062f:<\/strong><\/p>\n 1- “1RIB stands for Islamic Republic of Iran Broadcasting” is an example of \u2026\u2026\u2026\u2026\u2026\u2026.<\/span><\/strong><\/p>\n 1) Homonyms \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f4<\/p>\n 2- The restrictions on how words can be used together, for example “take temperature” are referred to as \u2026\u2026\u2026\u2026\u2026<\/span><\/strong><\/p>\n 1) compesund nouns \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f2<\/p>\n 3- Word attack technique helps students \u2026\u2026\u2026\u2026\u2026 pronounce, and understand unfamiliar words.<\/span><\/strong><\/p>\n 1) encode \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f3<\/p>\n 4- Compound sentences are the sentences with more than one subject, more than one verb and a \u2026\u2026\u2026\u2026\u2026 word. \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f2<\/p>\n 5- “less” in “homeless” is a \u2026\u2026\u2026\u2026\u2026 which changes the noun “home” to an adjective.<\/span><\/strong><\/p>\n 1) inflectional suffix \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f4<\/p>\n 6- Coordinating conjunctions are used to make a \u2026\u2026\u2026\u2026\u2026 sentence.<\/span><\/strong><\/p>\n 1) compound \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f1<\/p>\n 7- A child can acquire a language easily, rapidly, perfectly, and without instruction” is discussed in \u2026\u2026\u2026\u2026\u2026<\/span><\/strong><\/p>\n 1) critical period hypothesis \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f1<\/p>\n 8- Listening and speaking are two human capacities which are \u2026\u2026\u2026\u2026\u2026<\/span><\/strong><\/p>\n 1) receptive \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f3<\/p>\n 9- FANBOYS including for, and, nor, but, or, yet, and so are used as \u2026\u2026\u2026\u2026\u2026 tools to make semantic relation between the sentences.<\/span><\/strong><\/p>\n 1) collective \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f2<\/p>\n 10- How are errors viewed in the cognitive approach?<\/span><\/strong><\/p>\n 1) Errors are resistant to correction \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f3<\/p>\n 11- Which one is a compound sentence \u2026\u2026\u2026\u2026\u2026<\/span><\/strong><\/p>\n 1) We had no money, so we stayed at home \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f1<\/p>\n 12- The sentence which indicates purpose, subject, or point of a paragraph is called a \u2026\u2026\u2026\u2026\u2026 sentence.<\/span><\/strong><\/p>\n 1) supporting \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f2<\/p>\n 13- According to Goh (2014), “preparing learners to listen by using activities that focus on the content of the text and\/or the language in the text” is the aim of \u2026\u2026\u2026\u2026\u2026 phase.<\/span><\/strong><\/p>\n 1) post-listening \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f4<\/p>\n 14- In the listening phase students SHOULDN’T \u2026\u2026\u2026\u2026\u2026<\/span><\/strong><\/p>\n 1) Look at the text while listening \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f1<\/p>\n 15- What is the primary goal of CLT for learners?<\/span><\/strong><\/p>\n 1) to learn in a friendly environment \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f3<\/p>\n 16- Schmitt’s taxonomy is divided into two major categories. They are………………….<\/span><\/strong><\/p>\n 1) Determination strategies and social strategies \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f2<\/p>\n 17- Through using social strategies, learners are expected to \u2026\u2026\u2026\u2026\u2026\u2026.<\/span><\/strong><\/p>\n 1) guess the meaning from textual context \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f2<\/p>\n 18- Consolidation Strategies includes all of these EXCEPT \u2026\u2026\u2026\u2026\u2026\u2026.<\/span><\/strong><\/p>\n 1) metacognitive strategies \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f4<\/p>\n 19- Which one is a WRONG way to learn grammar.<\/span><\/strong><\/p>\n 1) Translating one’s own language into English \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f1<\/p>\n 20- Which dimension of teaching grammar does the teacher consider when s\/he explains the meaning of a construction?<\/span><\/strong><\/p>\n 1) Form wedge \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f4<\/p>\n 21- An effective paragraph \u2026\u2026\u2026\u2026\u2026\u2026\u2026<\/span><\/strong><\/p>\n 1) begins with the supporting sentences to maintain flow \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f2<\/p>\n 22- According to CLT, which order is correct for teaching pronunciation?<\/span><\/strong><\/p>\n 1) listening discrimination\u2192 description and analysis \u2192 controlled practice \u2192 guided practic-<\/span>\u2192 communicative practice \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f3<\/p>\n 23- What is the best order of vocabulary exercises based on their difficulty level?<\/span><\/strong><\/p>\n 1) Identifying \u2192 Selecting \u2192Matching \u2192 Sorting\u2192 Producing \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f1<\/p>\n 24- At which stage, do teachers find out whether students have understood the main idea of the text and its connection with the author’s purpose?<\/span><\/strong><\/p>\n 1) Pre-reading \u067e\u0627\u0633\u062e \u06a9\u062a\u0627\u0628 \u0627\u062f\u0627\u0631\u06cc\u200c\u0647\u0627:<\/strong> \u06af\u0632\u06cc\u0646\u0647 \u06f4<\/p>\n\n
\u0633\u0648\u0627\u0644\u0627\u062a \u062a\u0633\u062a \u062f\u0628\u06cc\u0631\u06cc \u0632\u0628\u0627\u0646 \u0627\u0646\u06af\u0644\u06cc\u0633\u06cc \u06f1\u06f4\u06f0\u06f2<\/h3>\n
\n<\/span>2) Blending
\n<\/span>3) Clipping
\n<\/span>4) Acronyms<\/span><\/p>\n
\n<\/span>2) collocations
\n<\/span>3) cognate words
\n<\/span>4) compositions<\/span><\/p>\n
\n<\/span>2) contrast
\n<\/span>3) decode
\n<\/span>4) combine<\/span><\/p>\n
\n<\/span><\/strong>1) constructing
\n<\/span>2) connecting
\n<\/span>3) contrastive
\n<\/span>4) conveying<\/span><\/p>\n
\n<\/span>2) derivational prefix
\n<\/span>3) inflectional prefix
\n<\/span>4) derivational suffix<\/span><\/p>\n
\n<\/span>2) simple
\n<\/span>3) composite
\n<\/span>4) complex<\/span><\/p>\n
\n<\/span>2) frequency hypothesis
\n<\/span>3) input hypothesis
\n<\/span>4) full transfer hypothesis<\/span><\/p>\n
\n<\/span>2) productive and receptive
\n<\/span>3) receptive and productive
\n<\/span>4) productive<\/span><\/p>\n
\n<\/span>2) combining
\n<\/span>3) collaborative
\n<\/span>4) coherent<\/span><\/p>\n
\n<\/span>2) Errors are obstacles of learning
\n<\/span>3) Errors are parts of learning process
\n<\/span>4) Errors sights of bad learning<\/span><\/p>\n
\n<\/span>2) We don’t have energy, money and time
\n<\/span>3) We worship no one, but god
\n<\/span>4) We played basketball when they were skating.<\/span><\/p>\n
\n<\/span>2) topic
\n<\/span>3) controlling
\n<\/span>4) concluding<\/span><\/p>\n
\n<\/span>2) concluding
\n<\/span>3) listening
\n<\/span>4) pre-listening<\/span><\/p>\n
\n<\/span>2) Rely on their Top-down processing ability to understand the aural input
\n<\/span>3) Rely on their bottom-up processing ability to understand the aural input
\n<\/span>4) listen for the gist of meaning<\/span><\/p>\n
\n<\/span>2) to help initiation throughout the class
\n<\/span>3) to develop communicative competence
\n<\/span>4) to meract friendly with each other<\/span><\/p>\n
\n<\/span>2) Discovery strategies and consolidation strategies
\n<\/span>3) Cegorive strategies and metacognitive strategies
\n<\/span>4) Social strategies and memory strategies<\/span><\/p>\n
\n<\/span>2) ask teacher or classmates for meaning
\n<\/span>3) analyze affixes and roots
\n<\/span>4) use a bilingual or monolingual dictionary to find the meaning<\/span><\/p>\n
\n<\/span>2) cognitive strategies
\n<\/span>3) memory strategies
\n<\/span>4) determination strategies<\/span><\/p>\n
\n<\/span>2) Tuking notes which the teacher explains the new structure
\n<\/span>3) Using one’s own language to write the rules of a new structure
\n<\/span>4) Trying to infer the rules about the structure<\/span><\/p>\n
\n<\/span>2) Pragmatic wedge
\n<\/span>3) Use of language
\n<\/span>4) Semantic wedge<\/span><\/p>\n
\n<\/span>2) informs the readers about your writing’s overall idea
\n<\/span>3) presents various ideas
\n<\/span>4) must be concluded with an outstanding closing sentence<\/span><\/p>\n
\n<\/span>2) description and analysis\u2192 controlled practice \u2192 listening discrimination\u2192 communicative <\/span>practice\u2192guided practice
\n<\/span>3) description and analysis \u2192 listening discrimination \u2192 controlled practice \u2192 guiucde practice <\/span>\u2192communicative practice
\n<\/span>4) listening discrimination \u2192 communicative practice\u2192 description and analysis \u2192 controlled <\/span>practice \u2192 guided practice<\/span><\/p>\n
\n<\/span>2) Identifying \u2192 Selecting \u2192 Sorting- Matching \u2192 Producing
\n<\/span>3) Selecting – Identifying\u2192 Sorting \u2192 Matching \u2192 Producing
\n<\/span>4) Selecting \u2192 Identifying \u2192 Matching \u2192 Sorting\u2192 Producing<\/span><\/p>\n
\n<\/span>2) While-reading
\n<\/span>3) Intensive reading
\n<\/span>4) Post-reading<\/span><\/p>\n