2º PARCIAL INGLÉS

.............. makes students read a (not too long) text in detail (with specific objectives and tasks). It is usually takes place within the classroom. Intensive reading. Extensive reading. Free voluntary reading.

This reading strategy may be defined as "reading a text carefully to extract specific information". Skimming. Scanning. Visualizing.

Formative assessment is algo known as... Continuous evaluation. Diagnostic evaluation. Summative evaluation.

Choose the correct definition for the reading strategy known as "predicting": Recognizing discourse markers (how ideas are arranged, how ideas are arranged, how paragraphs are organized...). Constructing an image of what you read and store it in your mind as a representation of what is read. Using one's previous experience and knowledge to predict and formulate ideas as students read.

Oral language usually is more ........ than written language. sophisticated and objective. spontaneous and informal. carefully planned and indirect.

Select the feature that does NOT correspond to the Grammar-Translation Method. Vocabulary in the target language was learn through direct translation. Students usually ended up being unable to communicate orally using the target language. Any use of the mother tongue was discarded in the classroom.

Which of these characteristics does NOT refer to the Audiolingual Method?. It was originally used to teach dead languages (Latin, for instance). Teaching points were determined by means of a contrastive analysis between L1 and L2. At the beginning of the course, there was an emphasis on oral communication.

.............. knowledge refers to what a student knows ABOUT the language (that is everything that they are consciously aware of, everything they understand and are able to (word) regarding the language, such as grammar rules, sequencing patterns, paradigmatic and syntagmatic relations between words, etc.). Declarative. Procedural. Strategic.

This stage in listening practice is aimed at getting students interested and ready to listen. During this pase, students usually make their predictions or build up from their personal background/prior knowledge about a topic. The teacher provides them with clear instructions so that they listen for a purpose. Pre-listening. While-listening. Post-listening.

Which of the following features does NOT correspond to WRITTEN language?. It requires substantial planning, especially in formal contexts. It is not characterized by immediacy. It allows sender and receiver to use reinforcing gestures and facial expressions.

Which of these is a receptive-interpretative communicative skill?. Speaking. Reading. Writing.

Which of the following examples corresponds to interactional discourse?. Justifying an opinion. Making suggestions. Turn-taking.

In this activity, students are distributed in groups. The teacher provides each with a text about the same topic or with one of the stages in a story. The task they may be asked to fulfill may be: creating a summary of the whole story, rewriting the story, creating a different ending, etc. Brainstorming. Picture drawing. Pooling information.

This block of content is devoted to the acquisition of knowledge and strategies needed to understand foreign language oral input. Developing our students´s patterns of active listening is another main aim here. Oral Comprehension. Production of Oral Texts. Reading Comprehension.

In this sort of activity, students are asked to put the paragraphs of a text into the correct order. You may also ask them to focus on the sentences within one or several paragraphs. Jumbled text. Fill in the gaps. Information transfer.

In ................... activities, one or several words from a text are selected to develop categories and subcategories of related words (for example, ‘water’ leads to a sequence such as ‘drink–swim–wash’). Reordering. Semantic mapping. Information gap.

Before reading a brief text on human rights, the teacher focuses on the background knowledge that his/her students have about this topic. This is done to set a basis that will help them understand the text. This is an example of... Inferring. Extensive reading. Top-down processing.

This sort of evaluation may be held at the beginning of the academic year (to check some crucial aspects are still difficult for students to handle or use in daily practice), a trimester or at the beginning of a unit (to make sure that students have at their disposal everything they need to deal with the new contents, activities and learning situations ahead). Diagnostic evaluation. Summative evaluation. Formative evaluation.

This evaluation technique enables us to observe and assess student participation in classroom activities (especially those involving group-work, interaction, information search, etc). Direct ans systematic observation. Co-evaluation. Analysis of homework.

This document helps students think about their strengths and weaknesses in the learning process. They also share their opinión on the results that they have obtained in the subject. Co-evaluation. Self-evaluation. Teacher's diary.

This evaluation instrument refers to the exam that students are given at the end of some units (or at the end of the term). Student's record. Summative tests. Teacher's diary.