Micro-skills Of Learning: Trivia Quiz!

The correct answer is making inferences. This is because the indicator states that the student can infer context that is not explicit by using background knowledge. Making inferences involves using background knowledge and clues from the text to draw conclusions or make educated guesses about information that is not directly stated.

The indicator "The student can predict results and connections between events" suggests that the micro-skill being addressed is making predictions. This means that the student is able to anticipate or forecast what will happen next or how different events are related to each other based on the information they have.

The correct answer is making inferences. This is because the indicator states that the student can derive a conclusion by inferring situations, participants, and goals using real-world knowledge. Making inferences involves using available information and drawing logical conclusions based on that information.

The correct answer is "Listening selectively." This is because the indicator mentions the ability to discriminate among the distinctive sounds of English, which requires the listener to selectively focus on specific sounds and distinguish them from others. Listening selectively involves paying attention to specific details or elements in a listening task, rather than just listening for main ideas or general information.

The micro-skill addressed by the given indicator is "Reading selectively." This means that the student is able to choose and focus on specific graphemes and orthographic patterns in English text, rather than reading everything in a general or indiscriminate manner. They are able to identify and distinguish the important elements that contribute to the meaning and structure of the text.

The micro-skill addressed by the given indicator is making inferences. This means that the student is able to understand and interpret information beyond its literal meaning. They can analyze the context, tone, and implied messages to draw conclusions and make educated guesses about the meaning of the information being presented.

The micro-skill addressed by the given indicator is making predictions. Deducing cause and effect relations involves analyzing information and using that analysis to make educated guesses about what may happen in the future. This requires the ability to make predictions based on the available information.

The correct answer is listening selectively. This is because the indicator states that the student can recognize English stress and intonation patterns and their role in signaling information. Listening selectively involves focusing on specific information or patterns while ignoring irrelevant details. In this case, the student needs to selectively listen for stress and intonation patterns to understand the information being conveyed.

The correct answer is "Reading for main ideas." The indicator states that the student can recognize the communicative functions of written texts, which suggests that they are able to identify the main ideas conveyed in the text. This micro-skill involves understanding the primary message or purpose of a text by focusing on the most important information provided.

The correct answer is reading selectively. This is because the indicator mentions the student's ability to recognize parts of speech, grammatical word classes, systems, patterns, rules, and elliptical forms. All of these require the student to selectively read and identify specific elements within a text.

The correct answer is listening for details. The indicator mentions that the student can understand speech containing pauses, corrections, and other variables. This requires the student to pay close attention to the specific details in the speech to fully comprehend it. Listening for details involves focusing on specific information and understanding the nuances in the speech, which is exactly what is required in this indicator.

The given indicator states that the student can detect new information, given information, generalization, and exemplification. This requires the student to pay close attention to the details in the information being presented. Therefore, the micro-skill addressed by this indicator is "Listening for details."

The correct answer is "Listening for details". This indicator specifically mentions the ability to detect keywords and guess meaning in context, which requires paying close attention to the specific details in the listening material. Listening for main ideas focuses on identifying the overall message or theme, while making inferences involves drawing conclusions based on the information provided. Listening selectively refers to choosing specific information to focus on, and making predictions involves anticipating what will happen next. None of these directly address the skill of detecting keywords and guessing meaning in context, making "Listening for details" the most appropriate choice.

This indicator focuses on the micro-skill of "Reading for details." It requires the student to be able to deduce causes and effects, as well as identify and understand different types of relationships such as main ideas, supporting ideas, new information, given information, generalizations, and exemplifications. This skill involves closely examining the text and paying attention to specific details in order to comprehend the overall meaning and message conveyed by the author.

The correct answer is "Listening for main ideas". This is because the indicator specifically mentions distinguishing between major and minor pieces of information, which is a key aspect of listening for main ideas. When listening for main ideas, one focuses on identifying the most important information and understanding the overall message or theme of the content being listened to.

The correct answer is "Reading for details." This micro-skill refers to the ability to identify specific information and facts within a text. In the given indicator, recognizing the rhetorical forms of written discourse and their significance for interpretation requires paying attention to specific details in the text that convey the author's intended message or argument.

The micro-skill addressed by the given indicator is making inferences. This means that the student is able to understand that a specific meaning can be conveyed through various grammatical forms. They can infer the intended meaning even if the sentence structure or word choice is different. This skill requires the ability to analyze and interpret language beyond its literal form, allowing for comprehension of different expressions and variations in communication.

The correct answer is "Reading for details." This is because the indicator mentions the ability to detect discourse markers and guess the meaning of words from context, which are both skills that require paying close attention to the details of the text. Reading for main ideas focuses on understanding the overall message of the text, making inferences involves drawing conclusions based on the information provided, and reading selectively involves choosing specific information from the text. None of these skills directly address the ability to detect discourse markers and guess word meanings from context.

The given indicator states that the student can recognize a core of words and interpret word order patterns and their significance. This suggests that the student is able to go beyond the literal meaning of the words and understand implied meanings or draw conclusions based on the given information. This aligns with the micro-skill of making inferences, as it involves using context clues and prior knowledge to make educated guesses or interpretations.

This indicator addresses the micro-skill of "Reading for main ideas." It focuses on the student's ability to recognize cohesive devices in written discourse, such as transitional words and phrases, and understand how they signal the relationship between and among clauses. This skill is essential for identifying the main ideas and understanding the overall structure and flow of a text.

The given indicator suggests that the student is able to recognize the communicative functions based on the situations, goals, and interaction among participants. Making inferences involves drawing conclusions or understanding implied meanings based on the available information. In this case, the student is able to infer the communicative functions based on the context and interaction.