Choose the inputs of auditory children *a) songs, chants, poems, stories read aloud, environment sounds (rains, cars, trucks, animals, vacuum cleaners, computer’s printers, people walking)
Choose the inputs of auditory children. *a) like to learn new information by hearing it
Choose the inputs of tactile children *a) real life objects that children touch can as well as toys and puppets (it is important to make sure that the child can actually touch the objects and not merely look at them
Choose the inputs of tactile children *a) real life objects that children touch can as well as toys and puppets (it is important to make sure that the child can actually touch the objects and not merely look at them
Choose the inputs of tactile children *a) real life objects that children touch can as well as toys and puppets (it is important to make sure that the child can actually touch the objects and not merely look at them
Choose the inputs of visual children *a) pictures such as drawings, sketches, photograph, paintings, posters, murals, diagrams
Choose the inputs of visual children *a) pictures such as drawings, sketches, photograph, paintings, posters, murals, diagrams
Choose the inputs of visual children *a) pictures such as drawings, sketches, photograph, paintings, posters, murals, diagrams
Choose the right answer. We communicate orally in different ways… *Monologue, dialogue
Choose the strategy which matches the example. — I make notes about how native speakers use English in films and TV shows. *a) paying attention to language use
Choose which unit a pronunciation resource book listed a-d, a teacher could use to help her students with their pronunciation problems. – Students sometimes mispronounce words, which have the same spelling but a different meaning, such as to record/a record, to present/a present. *a) Distinguishing parts of speech through stress
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