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It also asks for an intermediate skill-integration model by extending a four-stage sequence with pair/group strategy and stage-by-stage integration of at least two skills.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/s2-tefl-exam-24-25-sample-answer-zaidi-khadidja-sample-answer/460909/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/s2-tefl-exam-24-25-sample-answer-zaidi-khadidja-sample-answer/460909.png","ImageObject",300,407,{"name":42,"@type":43},"Nguyễn Văn Học","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-06","2026-09-30",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What is the grading rule for Exercise 1 in the sample answer?","Question",{"text":62,"@type":63},"Exercise 1 awards 0.5 pt for indicating true/false and 0.5 pt for correcting the false statements. The note states that all sentences are false.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"What kind of tasks are required in Exercise 2?",{"text":67,"@type":63},"Exercise 2 requires filling in blanks with the missing parts (1 pt for each missing part) using information related to parallel writing, listening cloze tests, picture-cued reading tasks, wikis for interactive editing, and speaking as stimulus for skill integration.",{"name":69,"@type":60,"acceptedAnswer":70},"What elements must students include when designing the post-speaking phase in Exercise 3?",{"text":71,"@type":63},"Students must design a clear post-speaking phase lesson plan, explain the detailed procedure, write two objectives, and name the material(s) used. 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Correct the false ones. (5 pts) o.5pt for indicating that the sentence is true/false and 0.5pt for the correction  \nNb. All sentences are false  \n1. Pre-teaching vocabulary is one stage in teaching reading.  \n2. The IWB is a teaching/project aid.  \n3. Emails/mobile phones can be used by teachers as interactive digital tools.  \n4. Dictation simply implies the rendition in writing of what students hear.  \n5. In dycoms, students can be divided into equal groups and receive different sheets. Then, the class forms pairs with students from the two groups who describe the items to each other.  \nExercise 2 : Fill in the blanks with the missing part(s). (5 pts) 1pt for each missing part  \n1. Parallel writing is one example of guided writing activities.  \n2. Listening-cloze tests make test-takers see a transcript of the passage they are listening to and fill in the blanks with the right words they hear.  \n3. In picture-cued items, a test-taker is shown a picture with a written text and then is given one of some tasks to do so as to assess his/her reading comprehension.  \n4. Wikis are tools through which everyone can comment or edit on uploaded texts and can be used for interactive editing and discussion of students’ written texts.  \n5. Speaking as preparation and stimulus is one method of skill integration where teachers ask students to discuss a given topic to activate their schemata.  \nExercise 3: Design the post-speaking phase a lesson plan. (5 pts)  \nStudents need to design clearly the lesson plan of the post-speaking phase, explain in details the procedure to follow, write the objectives, and name the material/s used.  \nStudents need to indicate: Time: 0.5 pt  \nProcedure explained: 2 pts  \nTwo objectives: 2 pts (1pt for writing each objective) Material/s used: 0.5 pt  \n-Answers vary depending on the procedure explained.  \nExercise 4: The following task shows how skill integration can be fulfilled at an intermediate level. Add three stages to design a sequence of four stages for integrating different skills. (5 pts)  \nStrategy: Using pairs/groups 0.5 pt  \n-For each stage, students need to explain the procedure to follow to integrate at least two skills. They have also to identify the skills integrated. 1.5 pt for each stage  \n-Answers vary depending on the procedure/skills given.","cbCaitnePZuoaXW7","https://ap.wps.com/l/cbCaitnePZuoaXW7","pdf",140742,"English","# Exercise 1: True/False and Corrections\n# Exercise 2: Fill in the Blanks\n# Exercise 3: Post-speaking Phase Lesson Plan\n# Exercise 4: Skill Integration Stages","[{\"question\":\"What is the grading rule for Exercise 1 in the sample answer?\",\"answer\":\"Exercise 1 awards 0.5 pt for indicating true/false and 0.5 pt for correcting the false statements. The note states that all sentences are false.\"},{\"question\":\"What kind of tasks are required in Exercise 2?\",\"answer\":\"Exercise 2 requires filling in blanks with the missing parts (1 pt for each missing part) using information related to parallel writing, listening cloze tests, picture-cued reading tasks, wikis for interactive editing, and speaking as stimulus for skill integration.\"},{\"question\":\"What elements must students include when designing the post-speaking phase in Exercise 3?\",\"answer\":\"Students must design a clear post-speaking phase lesson plan, explain the detailed procedure, write two objectives, and name the material(s) used. They are also instructed to provide time and use the specified point distribution.\"}]","S2-TEFL-Exam-24-25-Sample-Answer-zaidi-khadidja - Sample Answer | PDF"]