1) Students who have a lot of long unnatural pauses a lot in their speaking need to work on their _______. a) accuracy b) fluency 2) When students have to think a lot about their vocabulary and grammar, they are focused on ______. a) accuracy b) fluency 3) When students are weak in their fluency, they are always aware of it. a) True b) False 4) Students who finish discussions or speaking tasks very quickly may not understand the purpose of the activity. a) True b) False 5) According to Josh’s article it is helpful to teach the words fluency and accuracy to students. a) True b) False 6) Students should always try to speak more quickly. a) True b) False 7) When students are working on accuracy exercises, it is better for them to work _________. a) quickly b) slowly and carefully 8) The aim of the Paul Nation’s ‘4-3-2’ activity or Josh’s ‘Keep Talking’ activity is ________. a) fluency b) accuracy 9) When students record their speaking tasks and transcribe them, you can figure out their WPM (words per minute). This can be a good measure of _______. a) fluency b) accuracy 10) By having students correct their transcriptions, the teacher can encourage them to slow down and focus on __________. a) accuracy b) fluency 11) When giving feedback on a speaking task, students can benefit from getting feedback on _________. a) fluency b) accuracy c) both fluency and accuracy

Accuracy/Fluency Quiz

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