Check it, please. It is very important

Question

Decide whether the following descriptions relate more to reading, more to listening, or equally to both. Unless stated otherwise, the questions relate to real-life situations. \  readinglisteningboth1 .In some forms, e.g. a lecture, it continues in real time with no regard for the individual needs of the recipient.2 .In the classroom it is sometimes difficult to replicate the two-way flow of information which is common in real life.3 .Background knowledge of the situation or context can really help learners to understand the written text/listening material better.4 .In the classroom it can be easily graded and adapted for language learners.5 .In the classroom it can be used for skills development and/or presenting language (grammar, vocabulary, etc.)6 .Information arrives at its own pace.7 .Information can be 'consumed' again and again if needs be.8 .Information can be 'consumed' and processed at one's own pace.9 .It can create anxiety and be demoralising for learners if they are not able to understand it well enough.10 .It comes with pauses, hesitations, sudden changes and unfinished sentences.11 .It is usually accompanied by non-verbal information (eg. gestures, facial expressions, visuals, etc.)12 .It is usually perfectly 'grammatically correct'.13 .It is a final draft and you are usually unable to seek clarification.14 .The 'consumer' usually needs to indicate attentiveness.15 .There is often repetition and rephrasing and you can usually seek clarification.Am I right ?1. both 2. listening 3. both 4. reading 5. both 6. listening 7.  reading8. reading 9. both 10. reading 11. both12. both13. listening14. reading15. reading

Vsuresh · Accepted Answer

I think you can rethink on 10 and 14.

Check it, please. It is very important

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Related Questions

*Decide whether the following descriptions relate more to reading, more to listening, or equally to both. Unless stated otherwise, the questions relate to real-life situations. \*
		reading	listening	both
1 .	In some forms, e.g. a lecture, it continues in real time with no regard for the individual needs of the recipient.
2 .	In the classroom it is sometimes difficult to replicate the two-way flow of information which is common in real life.
3 .	Background knowledge of the situation or context can really help learners to understand the written text/listening material better.
4 .	In the classroom it can be easily graded and adapted for language learners.
5 .	In the classroom it can be used for skills development and/or presenting language (grammar, vocabulary, etc.)
6 .	Information arrives at its own pace.
7 .	Information can be 'consumed' again and again if needs be.
8 .	Information can be 'consumed' and processed at one's own pace.
9 .	It can create anxiety and be demoralising for learners if they are not able to understand it well enough.
10 .	It comes with pauses, hesitations, sudden changes and unfinished sentences.
11 .	It is usually accompanied by non-verbal information (eg. gestures, facial expressions, visuals, etc.)
12 .	It is usually perfectly 'grammatically correct'.
13 .	It is a final draft and you are usually unable to seek clarification.
14 .	The 'consumer' usually needs to indicate attentiveness.
15 .	There is often repetition and rephrasing and you can usually seek clarification.