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This editorial is a critical response to the article “Poor schools, rookie teachers” (l.3). The critique is built against the logical relation established between the two noun phrases of this title. This logical relation is one of:
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According to the text, the only reason that fails to justify teachers leaving the toughest schools is that they:
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In “Teaching Reading Skills in a Foreign Language”, Nuttall (1996, p.39) presents some reading strategies. According to the author, some of them are obvious and some are more complex. The correct correspondence between the strategy and the type is:
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“Scaffolding” (Nuttall,1996, p.36) is a process that “focus on enabling students to develop”. In “Teaching Reading Skills in a Foreign Language”, Nuttall suggests some steps to promote this process. The alternative that presents one of these steps is:
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Assuming that current language teaching tends to be eclectic in terms of approaches and that this might result in inconsistent and unfounded practice, Harmer (2007) recommends three essential elements for any teaching sequence: engage, study and activate. The alternative with a correct example of one of these elements is:
