Didácticas de la Lengua Inglesa

Is the statement true for CLIL, EFL or both? "An approach to teaching curricular subjects through a second / non-native language to non-native speakers". CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "An approach to teaching the English language as a foreign/second language to non-native speakers". CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "Assessment should focus on the topic. CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "Assessment should focus on the language. CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "Activities/Materials focus on grammar and vocabulary practice". CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "The topic dictates the language items to be taught (content-obligatory)". CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "Learners need language for academic purposes, e.g. writing an argumentative essay". CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "Learners need learning strategies, e.g. recording new terms, etc.". CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "Learners need everyday English for real life situations". CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "Learners need language support". CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "Language is the main priority/aim when planning the lesson". CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "Topic knowledge is the main priority/aim of the lesson". CLIL. EFL. Both.

Is the statement true for CLIL, EFL or both? "Learners should be involved and engaged". CLIL. EFL. Both.

Is it a characteristic of CLIL or EFL (L2 teaching)? "Content based". CLIL. EFL.

Is it a characteristic of CLIL or EFL (L2 teaching)? "Competence in the 4 C's". CLIL. EFL.

Is it a characteristic of CLIL or EFL (L2 teaching)? "NO structural grading". CLIL. EFL.

Is it a characteristic of CLIL or EFL (L2 teaching)? "Topic knowledge is the main priority/aim of the lesson". CLIL. EFL.

Is it a characteristic of CLIL or EFL (L2 teaching)? "CALP oriented". CLIL. EFL.

Is it a characteristic of CLIL or EFL (L2 teaching)? "Language based". CLIL. EFL.

Is it a characteristic of CLIL or EFL (L2 teaching)? "Proficiency in L2". CLIL. EFL.

Is it a characteristic of CLIL or EFL (L2 teaching)? "Generally graded". CLIL. EFL.

Is it a characteristic of CLIL or EFL (L2 teaching)? "Language is the main priority/aim of the lesson". CLIL. EFL.

Is it a characteristic of CLIL or EFL (L2 teaching)? "BICS oriented". CLIL. EFL.

Is it true for CLIL or ELT? "Meaningful exposure to the Target Language". CLIL. ELT.

Is it true for CLIL or ELT? "Opportunities to practice what students learn whilst they learn. Learning by doing". CLIL. ELT.

Is it true for CLIL or ELT? "Using the language to learn and learning to use the language". CLIL. ELT.

Is it true for CLIL or ELT? "Activities and materials content based, scaffolded, cognitively demanding". CLIL. ELT.

Is it true for CLIL or ELT? "Insufficient exposure to the Target Language". CLIL. ELT.

Is it true for CLIL or ELT? "Few opportunities for students to practice what they learn". CLIL. ELT.

Is it true for CLIL or ELT? "Students talk about the language and not the language". CLIL. ELT.

Is it true for CLIL or ELT? "Activities/Materials focus on grammar and vocabulary practice". CLIL. ELT.

It has been used extensively. Even though the term has a double focus of content mastery and language development, there seems to be more emphasis on language learning and teaching. Content-Based Second Language Instruction. Language Enhanced or Language Enriched Content Instruction. Immersion. Mainstream Bilingual Education. Sheltered English Instruction. Content and Language Integrated Learning.

It has often been used to refer to different ways of using non-native languages for instruction. It has also been used to emphasize the importance of subject content. Content-Based Second Language Instruction. Language Enhanced or Language Enriched Content Instruction. Immersion. Mainstream Bilingual Education. Sheltered English Instruction. Content and Language Integrated Learning.

It is also often used to refer to teaching conducted through languages other than the learners' native language. At least 50% of instruction is conducted through a non-native language, and every teacher has only one linguistic relationship with his or her pupils, so there is no code-switching. Content-Based Second Language Instruction. Language Enhanced or Language Enriched Content Instruction. Immersion. Mainstream Bilingual Education. Sheltered English Instruction. Content and Language Integrated Learning.

It has also been used to refer to bilingual education aimed at majority students when they also receive formal teaching of the language in question. Content-Based Second Language Instruction. Language Enhanced or Language Enriched Content Instruction. Immersion. Mainstream Bilingual Education. Sheltered English Instruction. Content and Language Integrated Learning.

It is an instructional approach used to make academic instruction in English understandable to LEP (Limited-English-Proficient) students. Students in these classes do not compete academically with native English speakers. Content-Based Second Language Instruction. Language Enhanced or Language Enriched Content Instruction. Immersion. Mainstream Bilingual Education. Sheltered English Instruction. Content and Language Integrated Learning.

It is a useful term that does not give an emphasis either to language or to content but sees both as equally important. Content-Based Second Language Instruction. Language Enhanced or Language Enriched Content Instruction. Immersion. Mainstream Bilingual Education. Sheltered English Instructionhttps://www.daypo.com/images/document.png. Content and Language Integrated Learning.

Why has CLIL arisen in Europe? Eliminate the odd one out. To meet the expectations of the European Community. Due to low levels in foreign language of citizens of some European countries. Because of the ineffective methodologies to teach. In order to practice productive skills, which have always been left behind.

According to CLIL, both language and content are equally important. True. False.

CLIL is confined to excellent students, providing that teachers adopt the correct methodology. True. False.

Is it mainly language-inspired or content-inspired? "Total Immersion". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Partial Immersion". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Double Immersion". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Bilingual Immersion". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Two-way Immersion". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Dual Language Immersion". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Foreign Language Immersion". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Heritage Language Immersion". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Sheltered Instruction Observation Protocol". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Cognitive Academic Language Learning". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Cross-Curricular Language Teaching". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Content-Based Language Teaching". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Task-Based Language Instruction". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "English as a medium of Instruction". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "English for Specific Purposes". Mainly language-inspired. Mainly content-inspired.

Is it mainly language-inspired or content-inspired? "Content-Based Instruction". Mainly language-inspired. Mainly content-inspired.

Acquisition is the result of exposure plus opportunity plus neutral environment. True. False.

How does the CLIL approach benefit pupils? Eliminate the odd one out. Natural situation for language development. Increased student awareness of the value of transferable skills and knowledge. Greater pupil confidence. Similar learning styles.

CLIL is particularly based on grammar. True. False.

The principles of CLIL in the classroom (4 C's) are... Content, Communication, Cognition and Culture. Communication, Cost, Consumer and Coexistence. Communication, Collaboration, Critical Thinking and Creative Thinking. Content, Communication, Cognition and Critical Thinking.

What does this statement refer to? "The curricular subjects taught in CLIL include Art, Citizenship, Design and Technology, Economics, Geography, History, ICT, Mathematics, Music, Physical Education, Science...". Content. Communication. Cognition. Culture.

What does this statement refer to? "Using language to learn, whilst learning to use the language. Learners have to produce subject language in both oral and written forms. The key is interaction, not reaction. CLIL aims to increase STT and reduce TTT". Content. Communication. Cognition. Culture.

What does this statement refer to? "Good CLIL practice is driven by _____". Content. Communication. Cognition. Culture.

CLIL... (eliminate the odd one out). should not be used as an opportunity to use texts as vocabulary lists. should not be used as an opportunity to revise concepts already studied in the mother tongue. should focus its materials on the content subject. should not focus on the planning process at all.

CLIL is long-term learning. Students become academically proficient in English after _____ years in a a good bilingual program. 1-2. 2-4. 4-6. 5-7.

According to CLIL, _____ is more important than _____. fluency / accuracy. accuracy / fluency.

According to CLIL, errors are a natural part of language learning. True. False.

According to CLIL, learners develop _____ in English by using English to communicate for a variety of purposes. fluency. accuracy. communication. intercultural skills.

According to CLIL, _____ is the essential skill. reading. listening. writing. speaking.

Many of the materials employed in CLIL lessons are _____. students-generated. teacher-generated. provided by textbooks. taken from the Internet.

In a CLIL lesson, all four languages skills should be combined. True. False.

In a CLIL lesson, listening is a normal _____ activity, _____ for language learning. input / vital. input / non-vital. output / vital. output / non-vital.

In a CLIL lesson, reading, using meaningful material, is the _____ source of _____. major / input. major / output. minor / input. minor / output.

In a CLIL lesson, speaking focuses on _____. _____ is seen as subordinate. fluency / accuracy. accuracy / fluency.

In a CLIL lesson, writing is a series of _____ activities through which _____ is recycled. lexical / grammar. grammatical / lexis.

CLIL characteristics Eliminate the odd one out. Lessons are often based on reading or listening texts / passages. The language focus in a lesson considers structural grading. Language is approached lexically rather than grammatically. Language is functional and dictated by the context of the subject.

CLIL lesson framework comprises processing the text and the identification and organisation of knowledge. True. False.

Which of the following is NOT a type of diagram?. Tree diagrams. Venn diagrams. Flow diagrams. Sequence diagrams.

"Diagrams used for classification, groups, hierarchies". Tree diagrams. Venn diagrams. Flow diagrams. Timelines.

"Diagrams used to compare and contrast people and places, and combinations of these". Tree diagrams. Venn diagrams. Flow diagrams. Timelines.

"Diagrams used to present, describe and analyze a process". Tree diagrams. Venn diagrams. Flow diagrams. Timelines.

"Diagrams used for sequenced thinking such as instructions and historical information". Tree diagrams. Venn diagrams. Flow diagrams. Timelines.

CLIL supporting strategies include... (eliminate the odd one out). helping. deciding. recording. locating.

In a CLIL lesson, which of the following is NOT a typical speaking activity?. Question loops. Word guessing games. Class surveys using questionnaires. Filling in the gaps in a text.

The ideal CLIL teacher does not need to be well read on up-to-date CLIL literature. True. False.

CLIL has an impact in "how we think". It provides learners with the opportunity to learn to "think" in the language and not just learning about the language. True. False.

Being able to use just one variety of forms of interaction is a challenge that CLIL presents. True. False.

Learners in CLIL programmes _____ fluent. are. are not.

Learners in CLIL programmes are still developing _____ and will struggle in developing _____. BICS / CALP. CALP / BICS.

In CLIL programmes, learners _____ communication skills to express ideas about the subject content. need. do not need.

_____ discourse functions refer to how _____ processes are involved in learning academic content and realized in recurring linguistic patterns in the classroom. Cognitive / cognitive. Communication / communicative. Content / content. Cultural / cultural.

Concerning Cognitive Discourse Functions, the list of CDF categories includes: classify, define, describe, evaluate, explain, explore and report. classify, describe, evaluate, explain, explore and report. classify, define, describe, evaluate, explain, express and report. classify, define, describe, evaluate, explain and explore.

In CLIL contexts, both teachers and students use a similar type of communication. True. False.

Teachers use different classroom language depending on whether they want to brainstorm ideas, explain new concepts, encourage collaborative learning, monitor learning, check understanding, or encourage lower and higher order thinking skills. True. False.

Which of these statements is false?. Learners need to develop communication skills. Teachers have to plan the language needed in advance. Increase TTT and reduce STT. Teachers have to provide students with examples of the language they need to learn the content.

Cognitive skills are... the processes our brains use when we think and learn. the processes our brains use when we create and evaluate. the processes our brains use when we read and listen. the processes our brains use when we reason and speak.

Learners need to develop cognitive skills and language for thinking (CALP). True. False.

CLIL promotes cognitive or thinking skills which challenge learners. These skills include... reasoning, creative thinking and evaluating. reasoning, driving and evaluating. reasoning and communicating. reasoning, creative thinking and elaborating.

Cognitive skills are divided into... LOTS and HOTS. BICS and CALP. STT and TTT. scaffolding and chunks.

Identifying and organizing information are... concrete thinking skills. abstract thinking skills.

Reasoning and hypothesizing are... concrete thinking skills. abstract thinking skills.

Bloom's Taxonomy is a theory on Educational Objectives divided in _____ domains or areas. 1. 3. 4. 6.

Bloom's Taxonomy is a taxonomy of activities and behaviour that exemplify... LOTS and HOTS. BICS and CALP. STT and TTT.

The revised version of Bloom's Taxonomy comprises: creating, evaluating, analyzing, applying, understanding and remembering. evaluation, synthesis, analysis, application, comprehension and knowledge.

The original version of Bloom's Taxonomy comprises: creating, evaluating, analyzing, applying, understanding and remembering. evaluation, synthesis, analysis, application, comprehension and knowledge.

According to Bloom's Taxonomy, each layer builds on the previous. For example, before you can 'understand' a concept or fact, you must 'remember' it. True. False.

Classify: "to remember information". LOTS. HOTS.

Classify: "to order information". LOTS. HOTS.

Classify: "to define objects". LOTS. HOTS.

Classify: "to check understanding". LOTS. HOTS.

Classify: "to review learning". LOTS. HOTS.

Classify: "to develop reasoning skills". LOTS. HOTS.

Classify: "to develop enquiry and discussion". LOTS. HOTS.

Classify: "to develop creative thinking". LOTS. HOTS.

Classify: "to develop evaluate oneself and others' work". LOTS. HOTS.

Classify: "to hypothesize". LOTS. HOTS.

In order to develop cognition, teachers have to... be aware of the cognitive demands of each task. ask effective and challenging questions. provide students with wait time. All of them are correct.

Scaffolding _____ planning. needs. does not need.

The process by which the teacher support the learner by breaking down a task or activity into manageable steps, and by demonstrating skills and strategies to complete each step successfully is known under the name of... scaffolding. evaluating. developing cognition. mnemonics.

_____ is a scaffolding technique. A) Activating prior knowledge. B) Using mnemonics. C) Showing students an example of the desired outcome after they complete the task. A and B are correct. A and C are correct.

Verbal cues are a scaffolding technique. Two types of verbal cues are: emphasis and organizational cues. attention and sequence cues. order and relation cues. motivational and modeling cues.

Verbal cues are a scaffolding technique. Which of the following is NOT a type of emphasis cues?. Today, we shall discuss... You need to understand... Listen carefully. Let me explain.

Verbal cues are a scaffolding technique. Which of the following is NOT a type of organizational cues?. You need to note... The topic is... First of all,... As a result,...

_____ devices ease memorization of key facts or procedures. Mnemonic. Structural. Timeline. Graphic.

Which of the following is NOT a type of scaffolding?. Verbal scaffolding. Procedural scaffolding. Instructional scaffolding. Structural scaffolding.

_____ is language-development focused. Verbal scaffolding. Procedural scaffolding. Instructional scaffolding.

_____ involves grouping techniques and activity structures and frames. Verbal scaffolding. Procedural scaffolding. Instructional scaffolding.

_____ provides tools that support learning. Verbal scaffolding. Procedural scaffolding. Instructional scaffolding.

Which of the following is a scaffolding technique?. Asking questions while reading to encourage deeper investigation of concepts. Suggesting possible strategies for the students to use during independent practice. Modeling an activity for the students before they are asked to complete the same or similar activity. Asking students to contribute their own experiences that relate to the subject at hand. All of them are correct.

This strategy is used so that students can first observe what is expected of them, and so that they feel more comfortable in engaging in a new assignment. Modelling. Asking questions while reading. Suggesting possible strategies. Mnemonics.

Brainstorming ideas to start or finish a topic of study refers to... activating prior knowledge. using cognates. modelling. using graphic organizers.

_____ is a classroom dictation activity where learners are required to reconstruct a short text by listening and noting down key words, which are then used as a base for reconstruction. Dictogloss. Modelling. Using cognates. Mnemonics.

As a supporting strategy, it is preferable to ask _____ questions rather than _____ ones. open / closed. closed / open.

What is a 'genre'?. A kind of literary or artistic work. A style of expressing yourself in writing. A class of artistic endeavor having a characteristic form or technique. All of them are correct.

All categories of books or stories can be called either 'fiction' or 'non-fiction'. Which of the following could NOT be classified as 'fiction'?. Tall Tales. Historical Fiction. Folk Tales. Myths. Adventure. Recount.

All categories of books or stories can be called either 'fiction' or 'non-fiction'. Which of the following could NOT be classified as 'non-fiction'?. Procedure. Explanation. Persuasion. Instruction. Description. Legend.

_____ are old stories passed down by word of mouth for hundreds of years, and nobody knows who the original author was. Fairy tales. Legends. Traditional stories. Myths.

_____ often keep the structures and repetitive refrains prevalent in folk tales. Fairy tales. Legends. Traditional stories. Myths.

Introduces characters in setting. Opening. Plot. Theme. Climax. Setting. Conflict. Resolution. Character.

Where and when the story takes place. Opening. Plot. Theme. Climax. Setting. Conflict. Resolution. Character.

People, animals or other creatures that appear in the story. Opening. Plot. Theme. Climax. Setting. Conflict. Resolution. Character.

Sequence of events and actions that take place during the story. Opening. Plot. Theme. Climax. Setting. Conflict. Resolution. Character.

Element of the plot. It shows a problem. Opening. Plot. Theme. Climax. Setting. Conflict. Resolution. Character.

The most exciting part of the story. Opening. Plot. Theme. Climax. Setting. Conflict. Resolution. Character.

The end of the story when the problem has been sorted out. Opening. Plot. Theme. Climax. Setting. Conflict. Resolution. Character.

The abstract notion that provides the basis of the story's meaning (the BIG idea). Opening. Plot. Theme. Climax. Setting. Conflict. Resolution. Character.

_____ books are non-fictional books that give true facts on a variety of subjects. Informational. Autobiography. Biography.

_____ is the true story of a real person's life from the past or present. An informational book. A biography. An autobiography.

They describe the way things are. Non-chronological reports. Procedure. Recount. Explanation. Persuasion. Instruction. Description.

How to make or do something. Non-chronological reports. Procedure. Recount. Explanation. Persuasion. Instruction. Description.

Retells past events in the order they occurred. Non-chronological reports. Procedure. Recount. Explanation. Persuasion. Instruction. Description.

Explains how or why something happens. Non-chronological reports. Procedure. Recount. Explanation. Persuasion. Instruction. Description.

Presents one point of view with reasons. Non-chronological reports. Procedure. Recount. Explanation. Persuasion. Instruction. Description.

Tells how something works. Non-chronological reports. Procedure. Recount. Explanation. Persuasion. Instruction. Description.

Describes someone or something in detail. Non-chronological reports. Procedure. Recount. Explanation. Persuasion. Instruction. Description.

Explanation Texts: A/An _____ is a single word or short phrase which names something in a diagram. label. caption. illustration. diagram.

Explanation Texts: A/An _____ is a complete sentence which gives information about an illustration or diagram. label. caption. illustration. diagram.

Explanation Texts: A/An _____ is a photograph or realistic artwork which shows something mentioned in the main text. label. caption. illustration. diagram.

Explanation Texts: A/An _____ is a simplified drawing which helps the reader understand something in the main text. label. caption. illustration. diagram.