Alan Tanıtım Eğitim Akademi Malatya

1. MALATYA EĞİTİM AKADEMİ İNGİLİZCE ÖABT MEHMET ASLAN

2. BASIC RULES  What is a predicate?  In traditional grammar, a sentence consists of two parts:  . a subject,  .a predicate which modifies the subject.

3. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  PREDICATES  When the subject and the predicate are connected with a linking verb, the predicate is eithernominal, adjectival oradverbial complement  Nominal predicates:  He is the pre side nt.  These are the candidate s.  Adjectival predicates:  She is be autiful.  They are care le ss .  Adverbial complement:  He is in the kitche n.  We are in the ho use .

4. EĞİTİM AKADEMİ İNGİLİZCE ÖABT FINITE ANDNON-FINITE VERBS Finite verb forms are marked by inflection and indicate person, numberand tense. A finite verb can be the single main verb in a sentence. For example, the finite forms of the verb g o are:  g o (present tense in all persons except the third person singular)  I g o to scho o l in the afte rno o n.  g o e s (present tense in the third person singular)  Mia g o e s to scho o l by bus e ve ry day.  we nt (past tense)  Ye ste rday, we we nt to scho o l at 9 am .

5. EĞİTİM AKADEMİ İNGİLİZCE ÖABT THE NON-FINITE FORMS OF THE VERBGO ARE:  go (infinitive)  I can't go with you.  Unfortunately, she had to go  going (gerund)  I like going to the cinema.  Carol suggested going for a walk.  gone (past participle)  Jack has gone away on holiday.  By the time Sue returned, the others had gone back to their cars  going (present participle)  I'm going to a concert tonight.  I heard my dad going up the stairs.

6. EĞİTİM AKADEMİ İNGİLİZCE ÖABT The finite verbs are in bold in the following sentences, and the non-finite verbs are underlined:  Verbs appear in almost all sentences.  This sentence is illustrating finite and non- finite verbs.  The dog will have to be trained well.  Tom promised to try to do the work

7. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  In many languages (including English), there can be just one finite verb at the root of each clause (unless the finite verbs are coordinated), whereas the number of non-finite verbs can reach up to five or six, or even more, e.g.  He was believed to have been told to have himself examined. Finite verbs can appear in dependent clauses as well as independent ones:  John said that he enjoyed reading.  Something you make yourself seems better than something you buy.

8. EĞİTİM AKADEMİ İNGİLİZCE ÖABT CopularVerbs The first type of verb in English is the copular verb.Copular verbs are English verbs that link the subject complement in the predicate to the grammatical subject. Some common copular verbs in English include:  be  become  feel  seem  Smell  taste

9. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Intransitive Verbs  The second type of verb in English is the intransitive verb. Intransitive verbs are English verbs that cannot or do not take objects. Some common intransitive verbs in English include: Cough,die,dream,go,sit,sneeze  The baby co ug he d.  The old woman die d.  My dog dre am s about chasing rabbits.  We we nt to the fair.  Sit down!

10. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Transitive Verbs  The third type of verb in English is the transitive verb. Transitive verbs are English verbs that take direct objects. Another name for verbs that take only a direct object is monotransitive verb. Monotransitive verbs take only one object. Some common transitive verbs in English include:  Borrow,clean,eat,kick,swallow,write  The man to re the paper.  A burglar sto le my necklace.  Rabbits de stro y my garden every year.

11. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Ditransitive Verbs The fourth type of verb in English is the ditransitive verb. Ditransitive verbs are English verbs that take both direct objects and indirect objects. Some common ditransitive verbs in English include:  Bring,buy,catch,give,pass  Maureen g ave Dan the pencil.  My husband bo ug ht me some flowers.  The police caug ht themselves a criminal.  Please pass me the rice

12. EĞİTİM AKADEMİ İNGİLİZCE ÖABT ERGATIVE VERBS  Ergative verbs are both transitive and intransitive  !!! Common ergative verbs are:  Begin,break,change,close,drop,crack,dry,end,finis h,grow,improve,increase,move,open,shake,start,s top,tear,turn burn I've burned the toast. The toast has burned. bre ak The wind broke the branches. The branches broke.

13. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Verbs and objects Some examples of verbs and objects:  verb + object We re ally e njo ye d theevening. Thanks.  verb + no object Paula sm ile d and le ft.  verb + two objects The y g ave us coffee.  verb + wh-clause I can’t be lie ve what hetoldme.  verb + that-clause I kno w (that) you’retellingthetruth.

14. EĞİTİM AKADEMİ İNGİLİZCE ÖABT

16. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Indirect objects  An indirect object is usually a person or an animal. The indirect object (underlined) receives or is affected by the direct object (in bold). An indirect object always needs a direct object with it and always comes before the direct object:  She g ave the do g its dinner.  Do I o we yo u somemoney !!! We can often rephrase such sentences with a prepositional phrase using to or fo r + the recipient. In this case, the direct object usually comes first.  direct object + prepositional phrase with to /fo r  He always g ive s too muchhomework to the class  I ne ve r buy flowers fo r he r. She ’s alle rg ic to the m .

17. EĞİTİM AKADEMİ İNGİLİZCE ÖABT !!!Here are some verbs that often take an indirect object + direct object or a prepositional phrase with to Bring,lend,owe,show,tell,give,offer,promise,teach, write !!!Here are some verbs that often take an indirect object + direct object or a prepositional phrase with fo r:  buy find get  make order save

18. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  All prepositional verbs (underlined below) take an object afterthe preposition: I do n’t liste n to theradio m uch. It de pe nds o n the weather. No objects with linking verbs  We don’t use objects with linking verbs (appe ar, be , be co m e , lo o k, se e m , etc.). We use adjective phrases, noun phrases, adverb phrases or prepositional phrases as subject complements (underlined below), to give more information about the subject: This is Lucy. She ’s m y siste r-in-law. I felt re ally tire d. I was in the g arde n whe n yo u rang .

19. EĞİTİM AKADEMİ İNGİLİZCE ÖABT

20. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  An adjunct is a phrase which is not necessary to the structure of the clause, but which adds some extra meaning to it.  In the sentence The y waite d o utside fo r ag e s , the phrases o utside and fo r ag e s add extra meaning to waite d. They tell us where, and for how long, the people waited. They are adjuncts:  [S]The y [V]waite d [A]outside[A]forages  [S][V]Ike pt [O]a co py o f the le tte r [A]inmydesk.  [S]She [A]quickly[V]re alise d [O]he r m istake .  [A]Suddenly, [S]it [V]starte d to rain

21. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  1) Paul lives in London.  (2) Paul met Peter in London.  Paul in (1-2) is the subject of the verbs live s in (1) and m e t in (2). Subjects are arguments. Pe te r is the object of the verb m e t in (2). Objects are arguments, too. The PP in Lo ndo n is an argument in (1), because without a locative PP live s would mean something else. In (2), however, in Lo ndo n can be omitted without affecting the meaning of the predicate, hence the PP in (2) is an adjunct.

22. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  We use adverbs to give more information about the verb.  We use adverbials of manner to say how something happens or how something is done:  The children were playing happily. He was driving as fast as possible.  We use adverbials of place to say where something happens:  I saw him there. We met in London.  We use adverbials of time to say when or how often something happens:  They start work at six thirty. They usually go to work by bus.  We use adverbials of probability to show how certain we are about something.  Perhaps the weather will be fine.  He is certainly coming to the party.

25. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Subject complements  A subject complement gives us more information about the subject. It usually comes after linking verbs and sense verbs (including be , se e m , sm e ll, taste ), and after change of state verbs (including g o , g e t, be co m e ). !!!!! Subject complements can be adjective phrases, noun phrases, adverb phrases or prepositional phrases:  That rice taste s quitesweet. (subject + adjective phrase)  It se e m s alongtimesince this m o rning . (subject + noun phrase)  A:Where are you?  B:I’m upstairs. (subject + adverb phrase)  It stillsm e lls of paint in he re . (subject + prepositional phras

26. EĞİTİM AKADEMİ İNGİLİZCE ÖABT !!!! Subject complements are not the same as objects. Compare  He m arrie d afamous writer. a fam o us write r is a different person = the object  He be cam e afamous writer. be co m e is a linking verb; a fam o us write r describes the subject = the same person as he

27. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Complex-transitive construction(the attributive ditransitive verb.) Attributive ditransitive verbs also take two objects: a direct object and an object complement. For example:  The committee nam e d me the new president.  The clown g o t the children too excited.  We all co nside r her unworthy.  The guards painte d the roses red.  The judge rule d her out of order.

28. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Object complements  We also use adjective phrases to give more information about an object (underlined) so as to complete its meaning (object complement):  Sitting in traffic drive s m e crazy.  The fire has m ade the ro o m muchwarmer.  Mo ne y do e sn’t always m ake us happy  The American people | elected | John F. Kennedy president.  I | will paint | my bathroom ceiling | crimson red.  Christians, Jews, and Muslims | consider | Jerusalem | holy.  The evidence | has proven | the accused man | innocent.

29. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Finite clauses  Finite clauses must contain a verb which shows tense. They can be main clauses or subordinate clauses:  Is it raining? (main: present)  Ispoketo Jo anne last nig ht. (main: past)  We didn’t g e t any fo o d be cause we didn’t have e no ug h tim e . (main: past; subordinate: past)

30. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Non-finite clauses  Non-finite clauses contain a verb which does not show tense. We usually use non-finite verbs only in subordinate clauses. We usually understand the time referred to from the context of the main clause. We often use a non-finite clause when the subject is the same as the subject in the main clause:  Ihad so m e thing to e at beforeleaving. (I had something to eat before I left.)  Afterhavingspent six ho urs at the ho spital, the y e ve ntually cam e ho m e .  Helpedbylocal volunteers, staff at the m use um have spe nt m any ye ars so rting and catalo g uing m o re than 1 0 0 , 0 0 0 pho to g raphs.  He le ft the party and we nt ho m e , not havinganyoneto talkto.  The pe rso n to ask about goingto New Zealandis Be ck.  Yo u have to lo o k at the picture re ally care fully inordertoseeall the detail.

31. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Main (independent) clauses and subordinate (dependent) clauses Main (or independent) clauses can form sentences on their own. They aren’t dependent on other clauses. They are always finite (they must contain a verb which shows tense). Subordinate (or dependent) clauses cannot form sentences on their own. They are dependent on main clauses to form sentences. They can be finite or non-finite (the main clauses are in bold; the subordinate clauses are underlined): Ididn’t goto work be cause Iwasn’t fe e ling ve ry we ll. Hestudiedviolinandmathematics be fo re taking a m e dicalde g re e and do ing po stg raduate wo rk in bio physics at Harvard . Shehadprettyhairandmust havebeennice-lookingwhe n she was yo ung . If Ite llhim will hebeangry?

32. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  There are four basic sentence structures:  1. Simple – 1 independent clause  2. Compound – 2 or more independent clauses  3. Complex – 1 independent clause, 1 or more subordinate clauses.  4. Compound-Complex – 2 or more independent clauses, 1 or more subordinate clauses.  The length of the sentence does not necessarily alter its structure identity.

33. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  A simple sentence consists of a single independent clause.  It contains a subject and a verb.  It can be short or long.  It does not contain any subordinate clauses.  Ex. The siren sounded.  Ex. Art and Archeology reflect and explain Jerusalem’s history.

34. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  A compound sentence consists of two or more independent clauses.  The independent clauses are joined by a comma, a semicolon, or a coordinating conjunction (and, but, for, nor, or, so, yet).  Ex. The population of Israel is approximately 4,700,000, but only 8 percent of the people live in rural areas.

35. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  A compound-complex sentence consists of two or more independent clauses and one or more subordinate clauses.  Ex. As he was le aving fo r scho o l, Larry remembered to take his lunch, but he forgot the report that he had finishe d the nig ht be fo re .

36. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  The origin of language  The Divine Source In most religions, it is believed that language is a God-given gift to human species. In Christianity, God gave Adam the kingdom of all animals in the Garden of Eden and the first thing Adam did was to name these animals. That is how language started according to religious sources.

37. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  The Natural Sound Source  ‘The “Bow-bow” Theory’  All languages have sounds that mimic the natural sounds. These are called onomatopoeic words. Some examples from Turkish are şırıl şırıl, hav hav, miyav, lıkır lıkır, etc. One belief is that human languages originated from these onomatopoeic words that mimic the sounds of entities or actions to which they refer. Thus, for example, miyav originally would be a word to refer to cats.

38. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  The “Pooh-pooh” Theory’  According to this assumption language originated with the use of sounds that reflect emotions such as pain, fear, hunger, surprise, and the sounds of laughter and crying, etc. Some examples of these sounds are üf, ayyy, yaa, vay, etc. However, these sounds of emotion do not necessarily exist in the vocabulary of human language.

39. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  ‘The “Yo-heave-ho” Theory’  According to this proposal, early human beings used some sounds when they were doing some collaborative work. For example, when they were lifting a huge animal that they hunted, they used sounds to do their task for physical coordination and to reach their message to their friends that they share the burden of their job. It is claimed that these sounds eventually turned out into a language.

40. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  The Oral-Gesture Source  People use some nonverbal communication when they speak. For example, we wave hands to say good-bye; we nod our heads to show our approval or to mean ‘yes’, we produce a sound by our tongue when we mean ‘no’. The oral-gesture source suggests that language started with the gestures that we use by our mouth and other speech organs.  The “ta-ta” hypothesis states that language and the development of sound was generated to support the hand gestures and movements of the individual.

41. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  Glossogenetics  Our ancestors became bipedal (standing and walking on their two legs) about 3.5 million years ago. When these humans could stand on their two legs, their larynx (a speech organ behind Adam’s apple in the human throat) changed in a way to allow humans to produce vowel and consonant sounds in human languages. Human language developed as a result of this evolutionary change.

42. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Physiological Adaptation  No other species can use language because other animals have a very different physiology than human beings. Modern human beings have vocal tract for speaking. Human mouth is small, which makes it easier to open and close for fast speech production. Human teeth are in upright position and are regular in size, which allows us to produce sounds such as, f and v. Human mouth has a complicated muscle system, which allows us to produce various vowels. Our tongue can move backwards, forwards, up and down. This allows us to produce various speech sounds. In fact without these speech organs, human beings could not have spoken.  In addition, to these changes, human brain has gone through a number of changes, it became much bigger and specialized for language.  Researchers have claimed that human beings adapted all these physiological changes throughout their history and these changes caused the emergence of human language.

43. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Interactions and Transactions  Human language has two functions: Interactional and transactional. The interactional function pertains to our contact with other people socially and expressing our emotions. For example, we greet people, we ask them how they are, we chat about weather, we show our friendliness and hostility either by using gestures or by means of language.  We also use language to transmit knowledge, skills, and information. For example, we give lectures, we give recipes about how to cook spinach, we talk about how to build houses, we talk about news, etc. This is known as the transactional function of language.  The transactional function of language can only be transferred by means of language. In other words, we can not educate our children by using our gestures, we can not transmit knowledge about our past by only using body movements.

44. EĞİTİM AKADEMİ İNGİLİZCE ÖABT THE PROPERTİES OF LANGUAGE  Displacement  In linguistics, displacement is the capability of language to communicate about things that are not immediately present (spatially or temporally); i.e., things that are either not here or are not here now. Man is apparently almost unique in being able to talk about things that are remote in space or time (or both) from where the talking goes on.  Humans can referto past and future time. This property of human language is called displacement.

45. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Arbitrariness  A property of language describing the fact that there is no natural connection between a linguistic form and its meaning  !!! There are some words in language with sounds that seemto “echo” the sounds of objects or activities and hence seemto have a less arbitrary connection. English examples are cuckoo, crash, slurp, squel,chor,whirr. However, these onomatopoeic words are relatively rare in human language

46. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  Productivity. This entails that our language serves a purpose. Its purpose is to produce communication and emit messages that will be used for further tasks. Although most living beings produce their own communication for their own common needs, human language is unique in that it comes in both written and oral form and both serve the same goal.

47. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  The creativity trait confers our language the ability to ply the already established norms of grammar, morphology and syntax into new words, complete with new semantic goals. For example, whenever a rock star or someone famous coins a new word, such word is accepted and even used globally

48. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Cultural Transmission  Language is not something a person can inherit from his/her parents, you acquire a language in a culture with other speakers and not from parental genes. A baby born in Japan to Japanese parents which is adopted and brought up from birth by english speakers in the United States will inevitably speak english.

49. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Discreteness  The sounds used in language are meaninfully distinct. The fact that the pronunciation of the forms back and back leads to a distinction in meaning can only be due to the difference between the “p” and “b” sounds in english. Each sound in the language is treated as discrete

50. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  Duality Human language is organized at two levels or layers simultaneously. This property is called duality(or “double articulation”). In speech production, we have a physical level at which we can produce individual sounds, like n,b,and i. As individual sounds, none of these discrete forms has any intrinsic meaning. In a particular combination such as bin, we have another level producing a meaning that is different from the meaning of the combination in nib. So, at one level, we have distinct sounds, and, at another level, we have distinct meanings

51. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  FIGURES OF SPEECH  Allegory is a figure of speech in which abstract ideas and principles are described in terms of characters, figures and events. It can be employed in prose and poetry to tell a story with a purpose of teaching an idea and a principle or explaining an idea or a principle. The objective of its use is to preach some kind of a moral lesson  “Faerie Queen”, a masterpiece of Edmund Spenser, is a moral and religious allegory.  Animal Farm”, written by George Orwell,  John Bunyan’s “Pilgrim’s Progress” is an example of spiritual allegory

52. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  Allusion: Allusion is an indirect reference to something usually familiar'. This reference can be a person in history, bible, politics, a play ora workof literature.It does not describe in detail the person or thing to which it refers.  Don’t act like a Romeo in front of her.”  “Romeo” is a reference to Shakespeare’s Romeo, a passionate lover of Juliet, in “Romeo and Juliet”.  The rise in poverty will unlock the Pandora’s box of crimes.  This is an allusion to one of Greek Mythology’s origin myth, “Pandora’s box

53. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  Antagonist  It is common to refer to an antagonist as a villain (the bad guy) against whoma hero (the good guy) fights in orderto relieve himself orothers. In some cases, an antagonist may exist within the protagonist that causes an inner conflict ora moral conflict inside his mind. This inner conflict (An internal orpsychological conflict arises as soon as a character experiences two opposite emotions ordesires; usually virtue orvice, orgood and evil inside him.) is a major theme of many literary works e.g. Do cto r Faustus by Christo phe r Marlo we , Ham le t by William Shake spe are , and A Po rtrait o f an Artist as a Yo ung Man by Jam e s Jo yce etc. Generally, an antagonist appears as a fo il to the main character embodying qualities that are in contrast with the qualities of the main character.

54. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  Aside Aside is a brief markmade by a character that the othercharacters cannot hear. Through aside, a charactercomments on what happens in the play Simply, we can define aside as a short commentary that reveals private opinions and reactions of the character.

55. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  Difference between Aside and Soliloquy The difference between them is that an aside is a shortercomment, while a soliloquy is a longer speech and anotherdifference is that aside reveals hidden secrets orjudgments, whereas the soliloquy reveals motives, innerthoughts or internal struggles going in the mind of the character. Aside became a popular dramatic technique during Elizabethan era, when structure and arrangement of the theaters were changing. Aside gives special information to the audience about the plot and otheractors onstage

56. EĞİTİM AKADEMİ İNGİLİZCE ÖABT Old English Literature (500-1100)  Old English Poetry Beowulf-typical old English verse; Caedmon - a 7th-century poet: Cynewulf-a 9th-centuiy poet  Old English Prose King Alfred's works; Later annuls and religious writings; Aelfric and Wulfstan

57. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  OLDENGLISHPOETRY  long epic heroic poems, which drew on the Bible as well as on pagan sources for their content  Some poetry was also based on historical events  many writings of this era are chronicles, annals, and historical records  The themes are war, conquest and bravery.  Many eighth-century works depict Anglo-Saxon resistance against the Vikings  Lament and melancholy are frequently present in describing man's struggles against his environment, life's difficulties, and the passage of time.

58. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  Often a prologue and epilogue express hope in God's compassion and mercy.  Examples of such poems include "The Wanderer", "The Seafarer" and "The Ruin".  Other poems depict the separation of a man and a woman and the accompanying sadness, such as in "The Wife's Lament" and "The Husband's Message".  Collectively, Old English poems that lament the loss of worldly goods, glory, or human companionship are called elegies.  Beowulf is the best-known and best-preserved Old English verse.  Caedmon and Cynewulf were well-known Old English religious poets in the 7th and 9th century respectively  Much Old English poetry is difficult to date and even harder to assign to specific authors

59. EĞİTİM AKADEMİ İNGİLİZCE ÖABT OLDENGLISHPROSE  Prose developed later than poetry - in the ninth century - but sometimes it also partly contained the characteristics of poetry  It was influenced by Latin, the language of the church and the educated. It consisted of factual, historical, and religious writings.  It consisted of factual, historical, and religious writings

60. EĞİTİM AKADEMİ İNGİLİZCE ÖABT  OLDENGLISHDRAMA  The origin of drama goes back to brief scenes that monks acted out in churches to illustrate Bible stories. These later developed into full-length plays.  Sources of drama were primarily Catholic traditions and ceremonies that were gradually becoming more worldly.  Two strong undercurrents influenced early drama: Folk plays based on ancient nature culls and pagan traditions; and classic Greek and Latin drama which were preserved, at least in rudimentary form, throughout the Dark Ages  Easter and Christmas ceremonies developed into major dramas in the ninth and tenth centuries. Herod's murderous acts often became a focal point of Christmas plays with horror and violence 

61. SAMPLE QUESTIONS

62. SAMPLE QUESTIONS

63.  In which of the following is a complex transitive verb used?  a) More and more teachers are supporting learner autonomy  b) Some learners have developed their use of English to some extent  c) Teachers consider hardworking students co- teachersin the classroom  d) Most learners pay attention to discipline for better teaching  e) Have you handed Ms Hanks your latest English report

68.  The vast expansion of the Internet ---- unless people ---- money out of it. a)has not occurred / used to make b)might not have occurred / can make c) should not have occurred / are to make d)could not have occurred / have to make e) would not have occurred / could make

69.  Teachers ask many questions during the course of instruction, with some teachers asking as many as 300 to 400 questions a day. Questions are generally asked for one of two purposes: to maintain student attention or to collect information about students’ current understanding. Questions asked to maintain attention are often short ones framed during teaching that require factual responses by a single student. ---- In addition, responses by multiple students are often solicited, and the responses form the basis for the teacher’s judgement about students’ understanding and serve as a springboard for further discussion. Which of the following alternatives best completes the given paragraph?  A) In contrast, questions designed to assess students’ comprehension are often more open-ended and focus on conceptual understanding.  B) When asking questions, it is important not to call only on students who have their hands raised.  CShort wait times convey a message to students that answers should be readily available and do not require careful thought.  D )Paying attention to few students who always share their thinking might cause the teacher to lose touch with the class as a whole.  E) Questions that necessitate brief and correct responses keep students engaged in learning and require them to pay continuous attention.

70. EĞİTİM AKADEMİ İNGİLİZCE ÖABT TEŞEKKÜRLER …..

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