Albóndigas con patatas

What is the portfolio for?. Encourages learning a language at a young age. To facilitate mobility in Europe through a clear and internationally recognizable language skills. The portfolio only has two phases for communication. Curriculum document.

What are the CEFR levels?. A1, A2, B1, B2, C1, C2. E1, E2, B1, B2, C1, C2. B1, B2, A1, A2. A1, A2, C1,C2, D1, D2.

Choose the option that ISN'T one of the user/learner's competences according to CEFR. Linguistic competences. Lexical competences. Sociolinguistic competences. Pragmatic competences.

What are the four modes of communication?. Reception, production, interaction and mediation. Reception, pronunciation, production and interaction. Comprehension, production, mediation and collaboration. Production, mediation, repetition, interaction.

What are common reference levels?. Basic user, independent user and proficient user. Independent user, basic user and proficient user. Proficient user and basic user. Basic user and independent user.

What are the differences skill you should study?. Oral, grammar and speaking. Listening, speaking, reading and writing. Writing, oral and speaking. Oral, speaking and Listening.

Knowing your English level based on the CEFR can be useful: To get a job. All responses are correct. To study at school or university. To go on holliday abroad.

According to the CEFR, an independent user can: b and c are correct. Have a B1 level. Have a B2 level. Be considered as a master because he/she is a native speaker.

What is CERF?. A common basis for the elaboration of language syllabuses. A common basis for the elaboration of textbooks. A common basis for the elaboration of curriculum guidelines. All the above.

Which are the 4 modes of Communication?. Reception, Production, Listening, Interaction. Reception, Production, Interaction, Mediation. Reception, Analysis, Interaction, Mediation. Listening, Production, Interaction, Mediation.

The portfolio consists of 3 parts. Picture, Language Passport, Language Dossier. Language Passport, Language Dossier, Language Barrier. Language Passport, Language Biography, Language Dossier. First Language, Target Language, Language Dossier.

Las competencias comunicativas de la lengua son: Competencia general y competencia específica. Lingüística, sociolingüística y prágmática. Léxica, gramática y semántica. Competencia receptiva, productiva, de interacción y de mediación.

El aprendizaje de lenguas es: Un aprendizaje dinámico a lo largo de toda la vida y se fragua con experiencia. Un aprendizaje holístico que requiere una inmersión de todos los demás conocimientos. Un proceso significativo que requiere un profesor como guía del aprendizaje. Un proceso competencial que requiere saberes como aprender a aprender.

El aprendizaje y enseñanza de lenguas, debe ser: Intercultural, dinámica y coherente. Coordinada, dinámica y social. Coordinada, transparente y coherente. Intercultural y competencial.

What is CEFR?. A common basis for the elaboration of language syllabuses. A common basis for the elaboration of curriculum guidelines. A common basis for the elaboration of textbooks. All the above.

Which are the 4 modes of Communication?. Reception, Production, Listening, Interaction. Reception, Production, Interaction, Mediation. Reception, Analysis, Interaction, Mediation. Listening, Production, Interaction, Mediation.

The portfolio consists of 3 parts. Picture, Language Passport, Language Dossier. Language Passport, Language Dossier, Language Barrier. Language Passport, Language Biography, Language Dossier. First Language, Target Language, Language Dossier.

What is the CEFR?. A compulsory document. A descriptive document. A curricular document. A theorist document.

What are the four modes of communication from CEFR?. Reception, Interaction, Production and Mediation. Reading, Writing, Listening and Speaking. Lexical, Grammatical, Semantic and Phonological. Linguistic, Sociolinguistic, Pragmatic and Mediation.

The EPL consists of 3 parts, which are?. Passport, Biography and Dossier. Linguistic, Sociolinguistic and Pragmatic. A and D are true. Summative, Formative and Experiential.

¿Para qué fue creado el Marco Común Europeo de Referencia?. Para apoyar al Consejo de Política europea, proporcionando una base común, para elaborar los programas de idiomas, directrices curriculares, exámenes, libros de textos etc. Para apoyar al Ministerio de Educación proporcionando una base común, para elaborar los programas de idiomas, directrices curriculares, exámenes, libros de textos etc. Para que cada país de Europa tuviera una distinta base común a la hora de elaborar los diferentes programas de idiomas, exámenes, etc. Establecer objetivos de aprendizaje realistas.

Uses of CEFR (Mark the INCORRECT option). The design of learning materials and activities. Reflecting on and describing teaching practice. Comparing language qualification. A curricular document.

¿Cuál NO es una competencia sociolingüística?. Linguistic markers of social relations. Dialect and accent. Expressions of folk wisdom. Phonological.

What is the difference between multilingualism and plurilingualism?. Multilingualism is the coexistence of different languages at a social or individual level. Plurilingualism is the dynamic and developing linguistic repertoire of an individual user/learner. Plurilingualism is the coexistence of different languages at a social or individual level. A and B are correct.

What´s is the CEFR?. A common base to guide the practise. A theorist document. A curricular document. A tool to be put into practise directly.

There are four modes of communication less one: Reception. Expression. Interaction. Mediation.

What are the four communication modes?. Listening, writing, reading and speaking. Reception, production, interaction and mediation. Lexical, grammatical, semantic and phonological. General competences, communicative language competences, pragmatic competences and sociolinguistic.

Which of these belongs to CEFR chapters. Approach adopted. Curricular documents. Theorist documents. Compulsory documents.

What are the parts of the portfolio?. Language passport, language dossier and language book. Language passport, language biography and language dossier. Language book, language dossier and language biography. Languaje passport, language biography and language book.

What is the portfolio for?. To encourage everyone to learn more languages and to continue learning over a lifetime. All answers are correct. To facilitate mobility in Europe through a clear and internationally recognizable language skills. To promote understanding and tolerance through knowledge of other languages and cultures.

How many parts does the portfolio consist of?. Language biography, language passport and language dossier. Language passport, Language dossier, Language summative. Language experiential, language dossier and language summative. Language experiential, language biography and language dossier.

What is CEFR?. A common basis for the elaboration of language syllabuses. A common basis for the elaboration of curriculum guidelines. A common basis for the elaboration of textbooks. All the above.

Which are the 4 modes of Communication?. Reception, Production, Listening, Interaction. Reception, Production, Interaction, Mediation. Reception, Analysis, Interaction, Mediation. Listening, Production, Interaction, Mediation.

The portfolio consists of 3 parts. Picture, Language Passport, Language Dossier. Language Passport, Language Dossier, Language Barrier. Language Passport, Language Biography, Language Dossier. First Language, Target Language, Language Dossier.

¿Cuáles son los cuatro modos de comunicación de una lengua?. Pragmática, lingüística, productiva y receptiva. Receptiva, productiva, interactiva y de mediación. Receptiva, productiva, lingüística y sociolingüística. Receptiva, productiva, lingüística e intercultural.

El plurilingüismo es: Un ejercicio educativo de ámbito intercultural. Una competencia porque pones en funcionamiento todos los conocimientos de todas las lenguas que tú tienes. La enseñanza de la gramática inglesa a nivel oral y escrito. Una competencia lingüística de ámbito educativo orientada a gramática de la lengua.

¿Cuál es el enfoque que habría que dar a las lenguas extranjeras?. Orientado a la acción porque nuestros alumnos son agentes sociales que lleven a cabo actos comunicativos reales. Orientado principalmente a la gramática pues es la base de toda lengua. Orientado a la competencia comunicativa y digital. . Orientada a la fonética porque esta habilidad les permite a los niños reconocer y usar sonidos del lenguaje hablado, identificar palabras….

¿Cuál es la diferencia clave entre MULTILINGUALISM y PLURILINGUALISM de acuerdo al CEFR?: MULTILINGUALISM se refiere a la coexistencia de diferentes idiomas en un nivel social, mientras PLURILINGUALISM se refiere al repertorio lingüístico en constante desarrollo de un individuo. MULTILINGUALISM se refiere a la capacidad de un individuo para comunicarse en varios idiomas, mientras PLURILINGUALISM se refiere a la habilidad de hablar múltiples idiomas con fluidez. MULTILINGUALISM se refiere a la competencia en un único idioma, mientras que PLURILINGUALISM se refiere a la competencia en varios idiomas. . MULTILINGUALISM se refiere a la capacidad de un individuo para aprender varios idiomas al mismo tiempo, mientras PLURILINGUALISM es la capacidad de aprender un idioma a lo largo del tiempo.

La Política Lingüística desde el aprendizaje de lenguas: es un proceso aburrido y poco constructivo. es un proceso dinámico que se desarrolla a lo largo de la vida. es un proceso que solo se aprende una vez en la vida. . es un proceso irrelevante para mi vida.

Un alumno con un nivel A2: es capaz de expresarse de forma amplia sobre cualquier tema. es capaz de expresarse muy limitado y necesita ayuda para hacerlo. es capaz de expresarse en ciertos temas de forma correcta. . es capaz de expresarse y entender todo lo que escribe y lee.

Señala la respuesta incorrecta. ¿Cuál de los siguientes NO es un bloque de los saberes básicos para el área de lengua extranjera en Primaria?. Comunicación. Multilingüismo. Interculturalidad. Plurilingüismo.

Competencia que implica utilizar distintas lenguas orales o signadas, de forma apropiada y eficaz para el aprendizaje y la comunicación. Competencia Plurilingüe. Competencia ciudadana. Competencia digital. Competencia emprendedora.

What curricular element of the LOMCE disappears in the LOMLOE?. Key competencies. The evaluation criteria. Learning standards. Basic knowledge.

According to the LOMLOE Law, in its article 19 on pedagogical principles, can the official class?. Yes, only as support in the foreign language learning process. No, never. Only with recently arrived immigrant students. Exclusively Spanish will be used.

Dentro de la LOMLOE, ¿dónde podemos encontrar lo relativo a la lengua inglesa?. Título Preliminar: Organización de enseñanza. Título I: Enseñanzas y ordenación. Título II: Equidad en educación. Título IV: Comunidad Educativa.

Según el artículo 18 de la LOMLOE: Organización, ¿pueden las administraciones educativas añadir una segunda lengua extranjera u otra lengua cooficial?. Sí. No. Sólo si es francés. Sólo si es cooficial.

La lengua extranjera se estructura en 3 bloques: Comunicación, plurilingüismo e interculturalidad. Comunicación, plurilingüismo , cultura y sociedad. Comunicación, plurilingüismo y sociedad. Lenguaje, plurilingüismo e interculturalidad.

What are learning situations?. Learning Situations are multi-stage tasks, created with a clear objective, in which students work collaboratively to resolve a challenge with a real-life context. They allow students to take their language learning outside the classroom, contribute with their own ideas and knowledge, and engage in independent research. Learning Situations are one of the key elements of competence-based learning. All are correct.

En el nuevo currículo LOMLOE, ¿qué elemento desaparece respecto a la LOMCE?. Objetivos. Competencias. Criterios de evaluación. Los estándares de aprendizaje.

¿Qué conlleva la competencia plurilingüe?. Usar al menos una lengua, partir de las experiencias del alumnado y conocer y respetar la diversidad lingüística. Usar dos o más lenguas, llevar un aprendizaje basado en proyectos y tener habilidades de aprender a aprender. Usar dos o más lenguas y desarrollar conciencia y expresión cultural. Usar al menos una lengua, partiendo del profesorado como preferente y de la pragmática de la lengua.

¿En qué artículo de la LOMLOE podemos encontrar los principios metodológicos?. Artículo 7. Artículo 8. Artículo 9. Artículo 10.

¿Qué implica la competencia plurilingüe, según se describe en la LOMLOE, para el aprendizaje y la comunicación en diferentes idiomas?. Enfatiza el uso exclusivo de idiomas escritos para una comunicación efectiva. Destaca la importancia de la lengua de señas en detrimento de los idiomas hablados. Implica el uso de diferentes idiomas, ya sean hablados o de señas, de manera apropiada y efectiva para el aprendizaje y la comunicación. Promueve el dominio de un solo idioma para todos los fines educativos.

Señala la afirmación correcta de entre las siguientes: En relación al currículo de Primaria, la asignatura de Lengua Extranjera no contempla competencias específicas. Entre las competencias específicas de la asignatura de Lengua Extranjera encontramos la habilidad de los alumnos para comprender textos complejos. Las competencias específicas de la asignatura de Lengua Extranjera en el currículo de Primaria contemplan, únicamente, las cuatro skills. En relación al currículo de Primaria, entre las competencias específicas de la asignatura de Lengua Extranjera encontramos la necesidad de que los alumnos medien en situaciones predecibles, usando estrategias y conocimientos para procesar y transmitir información básica y sencilla.

La competencia plurilingüe. Usa, al menos, dos lenguas, además de las familiares. Usa, al menos, una lengua, además de las familiares. Es aquella que se refiere a la lengua hablada en el hogar. La competencia plurilingüe no existe en la nueva ley educativa LOMLOE.

What are Learning Situations?. Learning Situations are a multi-stage task in which students work collaboratively to resolve any problem with a real life context. Learning Situations are a multi-stage task in which students work individualy to resolve any problem with a real life context. Learning Situations don't improve students' own creativity. Learning Situations aren't one of the key elements of competence-based learning.

What are the basic knowledge blocks in the Foreign Languaje area?. Interaction, comprehension and multilingualism. Communication, multilingualism and interculturality. Comprehension, multilingualism and interculturality. Listening, writing and speaking.

¿Cuáles son los elementos del currículo?. Objetivos, situaciones de aprendizaje, competencias clave, competencias específicas, saberes básicos y criterios de evaluación. Competencias básicas, objetivos, competencias clave, saberes básicos, contenidos y criterios de evaluación. Objetivos, metodologías, saberes básicos, competencias clave, situaciones de aprendizaje y criterios de evaluación. Ninguna de las anteriores es correcta..

¿Cuáles de estos elementos del currículo pertenecen a la LOMLOE?. Objetivos, contenidos, criterios de evaluación, situaciones de aprendizaje. Objetivos, saberes básicos, criterios de evaluación, estándares de aprendizaje. Objetivos, saberes básicos, criterios de evaluación, situaciones de aprendizaje. Objetivos, saberes básicos, criterios de evaluación, metodología didáctica.

Regarding multilingual competence: Official languages cannot be used. Official languages will be used only as support in the language learning process. Official languages will be used to achieve greater learning of the foreign language at a grammatical level. Official language will be used as a priority over the foreign language.

"Selecciona la opción correcta sobre el Enfoque Comunicativo:". Pone el énfasis sobre todo en la gramática y en memorizar. Tiene en cuenta que la comunicación es un intercambio de ideas, conocimientos, información…y que debe ser algo nuevo e inesperado. El objetivo del método no tiene nada que ver con que los alumnos sean competentes desde el punto de vista comunicativo. Recomienda pensar en la gramática como un conjunto de reglas y no como un recurso para la comunicación.

¿Cuál de las siguientes afirmaciones es correcta?. Ejemplos de funciones del lenguaje son acciones como: saludar, expresar opiniones o expresar gustos. El Enfoque Comunicativo no parte de una teoría del lenguaje como comunicación. Los estudiantes no se van a beneficiar al trabajar en pequeños grupos, por este motivo se desaconsejan las agrupaciones. En el aula comunicativa no se permiten los errores pues no se consideran parte del proceso de aprendizaje.

De acuerdo al enfoque comunicativo, la gramática debe entenderse como: un conjunto de reglas a seguir. un recurso para la comunicación. el aspecto más importante de la comunicación. la manera de pronunciar correctamente los sonidos.

Cuál de los siguientes NO sería un ejemplo de actividad comunicativa?. intercambio de opiniones. copiar un dictado. juego de roles. transferencia de información.

The components of the CEFR model are: Expression, discourse, sociolinguistic and strategic competence. Grammatical, discourse and sociolinguistic competence. Linguistic, sociolinguistic and pragmatic competence. Lexical, grammatical, discourse and strategic competence.

The theory developed in the 70s by Robert Langs was: The Natural Approach. Total Physical Response. Suggestopedia. Communicative Approach.

What are the levels into which communicative activities are divided in Language Teaching?. Pre communicative activities and communicative activities. No communicative desire and no communicative purpose. A communicative purpose andd communicative desire. Task competicion and information gap activities.

What are the learning teaching strategies used in Language Teaching?. Collaborative, inductives and analytical learning. Didactic, logical and synthetic learning. Problem based learning , project based learning , collaborative learning , research based learning and debate based learning. Collaborative, instrumental and didactic learning.

What are the principles of the communicative approach?. The expressed goal of this method is to produce Ss who are communicatively competent. Communicative Competence involves being able to use the language appropriate to a given social context. The communicative approach in language learning starts from a theory of language as communication. All are correct.

The four components of communicative competence according to Canale and Swain's (1980) are: Grammatical competence, discourse competence, sociolinguistic competence and strategic competence. Grammatical competence, spelling competence, oral competence and strategic competence. Oral competence, syntactic competence, sociolinguistic competence and strategic competence. Grammatical competence, discursive competence, cultural competence and pragmatic competence.

Which of these functions is not a function of the communicative approach?. To think of grammar as a resource for communication, rather than a set of rules. Error correction is done as gently as possible. To practise using the language in appropriate ways to listen, speak, read and write. To be able to use the grammar appropriately, and to apply effective strategies for coping when communication is difficult.

Ordinary everyday classroom interaction which includes the use of, choose the correct option. Routines. Active listening. Planning. Use of TICs.

"A particular theory of language learning is:". Structural, funtional, interactional, eclectic. Structural, interactional, funtional, planning. Interactional and eclectic. Funtional.

El aprendizaje basado en tareas PBL es: Una tendencia del s.XIX. Una nueva tendencia. Una tendencia del x. XX.

El enfoque natural consiste en: La instrucción inicial en un idioma debe enfocarse en la adquisición de competencia comunicativa inmediata en lugar de la perfección gramatical. Es indispensable que se domine la gramática para la adquisición de un nuevo idioma. La función del maestro es forzar el aprendizaje, de esta forma acabará asimilando los contenidos ofrecidos.

The communicative activies are divided into two levels: Vocabulary activities and oral activies. Pre communicative activities and communicative activities. Communicative activities and post communicative activities. General activities and basic activities.

Metodologías activas: Profesor-facilitador, el alumno es el protagonista, uso de las TIC, interdisciplinar, etc. Profesor y alumno protagonistas, facilitan el trabajo individual, transforman el aprendizaje, etc. Resolución de problemas, aplicación de las ciencias, alumno proactivo, etc. Facilitan el trabajo cooperativo, transforman el aprendizaje, desarrolla las competencias clave y el currículo, el profesor es el protagonista, etc.

The method on language teaching which considers that communication has a social purpose is: Oral approach. Community language learning. Communicative approach. Humanistic approach.

Communicative approach considers that: Activities that involve real communication promote learning. Activities that involve real- world tasks promote learning. Students must be enganged in meaningful language. All are correct.

Synthetic phonics is based on a series of components linked to the alphabet and are: Letter-sound correspondence. Blending sounds and sound and manipulation of segmented sounds. Tricky or high frequency words. All are correct.

When bleeding sounds, children start with the model: CCV (Consonant-consonant-vocal). CVC (Consonant-vocal-consonant). VCC (Vocal-consonant-consonant). VVC (Vocal-vocal-Consonant).

How do students learn to separate the sounds in a word?. Listening to conversation in English. Make a mental representation of the graphemes and write those graphemes down on paper. Separating the syllabes of the words. Orally practicing sound separation.

Choose the correct group activity: Storytelling. Escaperoom. Cards. Recite poems.

What is FALSE about the "silent period" in second language acquisition?. It is a stage where learners avoid speaking to focus on listening and understanding. The silent period is detrimental to language development. It is a natural phase in the language learning process. Learners should be encouraged and invited to participate.

Motherese characteristic. Reacts positively even if words are incomplete or not perfectly pronounced. Correct the child's sentences when he does not speak correctly. Use of long sentences to maintain the conversation. Add new information about what children say.

Some motherese characteristics are: Simplicity, reacts positively if pronunciation is not perfect and catches attention by making questions. Clarity, effectiveness, scaffolding and gestures. Morning meetings, organizing in the classroom, carrying out activities and doing arts and crafts. Behaviourism, innatism and developmental.

Some motherese characteristics are: Simplicity, clarity, repetition, expressive, involves child in conversation. Attention catching by asking them questions, silence. Do not ask questions, reacts positively. A and C are correct.

Choose the correct answer about the motherse characteristics: Difficulty. It doesn't involves child in the conversation. Clarity and repetition. It try to discuss with children if they don't say the correct word.

What is the different between acquisition and learning?. Acquisition is a natural and unconscious process. Learning is a conscious and formal process. Acquisition is a conscious and formal process. Learning is a natural and unconscious process. Students learn more easily with learning process than with acquisition process. Learning process is used in general life and acquisition process is only used in school.

¿Cuál es la diferencia entre adquisición y aprendizaje?. Los alumnos aprenden más facilmente con el proceso de aprendizaje que con el de adquisión. El aprendizaje es natural e inconsciente y la adquisición es un proceso formal y consciente. La adquisición es natural e inconsciente y el aprendizaje es un proceso formal y consciente. El aprendizaje es formal e inconsciente. La adquisición es natural y consciente.

Señala la respuesta correcta sobre las HIPÓTESIS DE KRASHEN. Natural order hypothesis. The monitor hypothesis. The input hypothesis. The acquisition-learning. The natural order. The monitor. The input. The affective filter. It is also known as the input hypothesis. It is a set of techniques to make input comprenhensible.

Krashen`s theories are linked to: Cognitivism. Innatism. Information Processing Theory. Imitation.

The concept of zone of proximal development (ZPD) was proposed by: Chomsky. Vygotsky. Krashen. Piaget.

Según Skinner, el lenguaje se aprende a través de los hábitos establecidos por: Estímulo, imitación, respuesta, refuerzo. Estímulo, respuesta, refuerzo, recompensa. Refuerzo, castigo, estímulo, imitación. Práctica, refuerzo, imitación, recompensa.

The input hypothesis: Says that the teacher has to use techniques in order to turn comprehensible what is being said. Says that the teacher must speak in english all the time. It is also known as Monitor hypothesis. None of the answers are correct.

Which of these is not a tip for using drama in the classroom?. Choose the right activity. Have them choose the activities. Start small. Organize the classroom.

According to Developmental perspective, the stages in language acquisition related to children's cognitive development which are also influenced by other skills and knowledge corresponds to: . Sociocultural theory. Cognition. Interactionist. Input hypothesis.

Which of this sentences are used with ENCOURAGEMENT: Keep going! Don´t give up!. That´s a shame. You can´t say that, I am afraid. Congratulations!.

According to Chomsky: Language acquisition occurs as a process of imitation and mimicry. None of the answers are correct. Language learning occurs as a process of imitation and mimicy. Languaje acquisition occurs as a process based exclusively on behaviourism.

Behaviourism theory explains learning in terms of: Reinforcement. Imitation and practice. Habit formation. All answers are correct.

How to start the lesson?. Always begin the lesson with the same routine. Start with something new. Never start with anything new immediately after the opening routine. A and C are correct.

Which of these is a morning routine?. Speak. Eating. Leisure. Seasons .

Which of these strategies isn´t correct for student to learn English?. Use English in class as the main language for communications. Used gestures , actions and pictures. Answer children in English as much as possible. Introduce everyday vocabulary.

Why we use DRAMA? Indicate the incorrect option. Motivate children to learn the language. Reduce the pressure that student feel. Develops the imagination and creativity of the student. Helps students to learn grammar.

She ___________ next door to me, but now she _______ in another town. was living / is living. used to live/ lives. used to living / lives. was living / lives.

She ____ in Florida for two weeks. has been. had been. was. has being.

She will write a long postcard when she ___________ in London. will arrive. has arrived. is arriving. arrives.

Mary _______ her homework when we arrived so we all went out for the evening. has finished. is finishing. had finished. was finished.

While we __________ watching the film on TV, the phone_________. were / rang. are / is ringing. have been / has rang. had been / rang.

I love London. I ______ there next year. will probably go. am probably going. am probably going to go. am probably to go.

It doesn't make any sense. I can´t understand why he _________ at you last night. had shouted. is shouting. has shouted. shouted.

Where ____________ tonight?. you go. going. are you going. had you gone.

I __________ any children. don´t have got. haven´t. don't have. have got.

She feels great. She ______ three kilos since Christmas. lost. have lost. has lost. has lose.

The girls have _________ arrived, but where are the boys?. recently. often. never. already.

Later tonight I ________ my uncle, who is ill in hospital. visit. am visiting. are visiting. have visited.

I ______ Anna for a long time. saw. haven't seen. didn't see. has seen.

I __________ her every day and she never says hello to me. see. am seeing. will see. have seen.

The artist had been painting ________ two decades before he sold his first painting. during. for. since. on.

Dan _________ neither an umbrella nor a coat and it s raining outside. hasn't taken. takes. has taken. didn't take.

I don't have _________ to do today. nothing. anything. everything. any.

______________the films are highly recommended. Either. Most. Both of. Much of.

There is ......... I need to do tomorrow afternoon. any. anything. yet. something.

The anti-drug campaign was supported by ______________ the senior classes at our school. either of. both of. each. neither.

_____________ coffee or tea will be fine, thank you. Either. Either of. Neither. Every.

I haven't got __________ tea. Can you go to the corner store and buy some more?. a. some. the. any.

The exam was so difficult that ________ people passed. few. some. too much. little.

_____________ people today have got mobile phones. Each. Both of. Either. All.

________________ city in Spain has a Cathedral. Every. Either. Each. Neither.

There is ______ meat left if you'd like some. a little. little. any. a few.

Did you bring ......... you needed for the trip?. no. any. nothing. everything.

The homeless man had _____ to sleep. somewhere. nowhere. anywhere. everywhere.

We need _______________ kilos of apples. a. some. any. the.

Are there _______ dogs in the house?. something. nothing. any. anybody.

You’ve never heard of Michael Jackson! You _______ be serious!. must. had to. can't. shouldn't.

You look cold. ________ I get you a sweater?. Shall. Must. Would. Need.

He looked Italian, he was American____. but. though. although. even though.

Vatican City is smaller ______ Madrid. as. than. that. is.

These chairs are _________ than those. the worst. worse. worst. badly.

Manuel's ____ than Mónica. tall. taller. most tall. tallest.

London is ____ than Paris. as big. biggest. bigger. the most biggest.

Which of the two books is __________ interesting?. the most. the more. least. most.

We'd love to stay for dinner, _____ we have got to get going. but. however. although. even though.

_______ he had planned the project very carefully, he had several problems along the way. Even though. However. Even though. But.

There are ____ tourists ____ last year. as many / than. more / than. the most / than. most / than.

I miss my friends. We see them _______ frequently than I would like. less. more. little. as.

These chairs are ________ than those. the cheapest. more cheap. cheaper. most cheap.

It rained a lot. We enjoyed our stay______. though. however. although. but.

You don't have _____ CDs _____ me. as many / than. as / as. the most / than. as many / as.

I see Terry _____ often than I see Jill. the least. little. less. few.

It was hot and humid. __________, they really enjoyed their holiday. But. However. Although. Even Though.

We met a lot of interesting people ___________ our vacation. since. while. at. during.

I have lived in the countryside ___________ I was born. since. when. for. until.

I fell asleep ________ I was watching the movie. before. while. during. by.

You'll be _________ holidays next week. for. at. in. on.

This is the teacher ______________ told me my son has been misbehaving in class. which. whose. whom. who.

This is the girl ____________ car hit that tree down last week. who. which. whose. whom.

Do you remember the time ____ we were on the beach?. when. where. why. whose.

The project must be finished _____ Friday ________ 10 o'clock. during / at. by / at. until /on. from / to.

The phone rang three times _________ the night. at. while. during. for.

The internet, ____ has 25 million users, is the world's largest computer network. that. which. whose. whom.

Those were the boxes _______ were sent to you last month, but never made it there. which. who. whose. whom.

Train A leaves at 11:00. Train B leaves at 12:00. The B train leaves _______ the A train. before. during. during. after.

The grass, _____ I cut every week, seems to grow very quickly. which. that. whose. whom.

We'll visit our family ___________ Christmas. on. at. in. for.

Shakespeare was born __________ 23 April, 1564. since. on. in. at.

I am going to ________ my books to school. get. do. make. take.

She made me __________ her the car back. giving. give. to give. gives.

I left my keys at home, so had to go back and _________ them. make. take. get. do.

He offered ____________ the room at a very low cost. painting. to paint. paint. to painting.

We're looking forward _____ you!. to meeting. meet. to meet. meeting.

She promised ___________ me with the washing-up. helping. help. to help. to helping.

In other words I help people with ......... their money. to invest. invest. investing. to investing.

If it doesn't work, try ___________ a knife. to using. use. to use. using.

Don't forget to ___________ your sunglasses if you go skiing. get. take. make. do.

His teacher begged him to ____________ more of an effort in class. make. get. take. do.

I expected _______ to do the washing up. he. his. him. hers.

I am used _____________ because my husband smokes. smoking. smoke. to smoke. to smoking.

I hope _____ to England next year. to go. going. go. to going.

You should ________ more money for your house. It's so nice. get. take. made. do.

She ____________ him a solemn promise that she would never steal again. got. took. made. did.

If I _____ you, I wouldn't risk it. was. am. would be. were.

Will you come to dinner with us if we __________ a babysitter for you?. find. have find. will find. would find.

If I win the lottery, I _____ buy you a very big car as a present. should. will. am. would.

I wish he __________ the film before buying it. Now, he wouldn t regret it. had seen. could see. would have seen. could have seen.

I wish Tom ________ drive so fast in the rain!. would. couldn't. wouldn't. mustn't.

If you _____________ just pay more attention to me!. should. could. might. would.

_____ I bought you a new car, would you be very happy?. When. If. As. Whether.

If they had waited another month, they _____ a better price for their house. could get. could have got. have got. could have get.

Would you drink that muddy water if you ____________ ?. would be thirsty. were thirsty. had thirsty. had been thirsty.

If you _____ that job, would you have been able to move to a new house?. have finished. had finished. will have. would finish.

_____________ you like it or not, this is the plan you have to follow. As. If. Whether. However.

If Sara __________ the truth, you wouldn't have believed her. had said. has said. would tell. had told.

If only you _________ me!. had told. said to. had said. could say.

If I knew what happened that day, I _________ you. say. would say. will tell. would tell.

I would like very much to buy a new car if I _____ that job. have had. had had. had. had been have.

You are __________ genius! How did you solve that problem?. so many. such. such a. so much.

They are cooking the meal. The meal is being cooked. The meal be cooked. The meal is been cooked. The meal is been cooked.

He isn't___________ to be a policeman. He is only 1,70 cms. tall. tall enough. too tall. enough tall. tall too.

I'm going to _________ by the dentist next week. have my teeth checked. check my teeth. get checked my teeth. have checked my teeth.

He will have forbidden drugs. Drugs will have been forbidden. Drugs would have forbidden. Drugs will have being forbidden. Drugs would have been forbidden.

The teacher told the pupil to rewrite his homework. The teacher made the pupil rewrite his homework. The pupil got his homework rewritten. The teacher made the pupil to rewrite his homework. The pupil had his homework to be rewritten.

The client allowed the lawyer to revise his case. The client had the lawyer to revise his case. The client got the lawyer revise his case. The lawyer had the client revise his case. The client let the lawyer revise his case.

Did you ___________?. made the car painted. get painted the car. have the car painted. have painted the car.

They gave a John a present. A present is given to John. John gave them a present. John was given a present. Ther were given a present to John.

Ned has _______ money, he doesn't know what to do with it. so. such many. such a. so much.

There is ________ for all of us. water enough. too water. enough water. water too.

They shouldn't have told Helen the truth. Helen shouldn't have being told the truth. Helen shouldn't have told the truth. The truth should have never said to Helen. Helen shouldn't have been told the truth.

The ground was _______ for them to play football. muddy enough. too muddy. enough muddy. muddy too.

Sara will bring the car. The car would be bring by Sara. The car will be brought for Sara. The car would be brought by Sara. The car will be brought by Sara.

The sun can destroy the earth. The earth can been destroyed by the sun. The earth can be destroyed by the sun. The earth could be destroyed by the sun. The earth could been destroyed by the sun.