Enseñanza y aprendizaje de Inglés II

____________ exposes the students to several examples of the target structure and then draws their attention to the structure: Inductive grammar instruction. Inferring grammar instruction. Deductive grammar instruction.

____________ starts with the rule to generate correct examples of the target structure: Deductive grammar instruction. Implied grammar instruction. Inductive grammar instruction.

TTT stands for: Test, Teach, Test. Teach, Try, Test. Teach, Test, Try.

A text is dictated too fast for the students to jot down. They write whatever they can and then, in groups, work out what is missing: jigsaw. dictogloss. cloze test.

A __________ refers to the knowledge that a speaker has about the linguistic units and rules of his native language as a mental representation: descriptive grammar. mental grammar. prescriptive grammar.

It is believed that grammar items are more easily recognized than produced: True. False.

We should keep in mind the proportion of exceptions for rules, their saliency and their degree of frequency because all these aspects can give us a clue about how difficult a grammatical structure can be for L2 learners: This statement refers to Rule Complexity. This statement refers to Durability of form-focused instruction. This statement refers to Communicative Dependency.

Structures started the long process towards full acquisition only once they had been noticed and: they had become part of hypothesis-testing on the part of the student. they have been practised at school. they have been shared with teacher and peers.

A ___________ describes the way that language is actually spoken: descriptive grammar. social grammar. prescriptive grammar.

The teaching of grammatical structures should not necessarily follow the natural order of acquisition: False. True.

Grammar structures were taught because it seemed to be true that, by this explicit formal instruction, students actually learned the language. However: some research has shown that the durability of such gains can be limited in time and that this kind of instruction only worked in certain contexts. most of students did not find this type of lesson fun and enjoyable. students preferred to also watch movies and listen to audios in the classroom.

The distance between L1 and L2 has barely proved to predict accurately the level of difficulty and rate of acquisition of grammar items: False. True.

Highlighting the structures by underlining them, colouring them, etc so that they draw students' attention and they notice them: input flood. input enhancement. task-essential language.

Pushing students to make a logical mistake so they notice a language exception is a technique called: dictogloss. input flood. garden path.

There are two views of language that impact on our work as English language teachers: language as system acquired or system learned. language as a system of structures and language as a socially constructed tool for communication. language as an innate system and as learned system.

Grammar structures were taught because it seemed to be true that, by this explicit formal instruction, students actually learned the language. However: students preferred to also watch movies and listen to audios in the classroom. some research has shown that the durability of such gains can be limited in time and that this kind of instruction only worked in certain contexts. most of students did not find this type of lesson fun and enjoyable.

Recasts are: teacher’s reformulations of all or part of a student’s utterance minus the error. corrections of students mistakes out loud and without pointing out who made the mistake. techniques by which the teacher gets the learners to give information rather than giving it to them.

The “output hypothesis” claims that: there needs to be practice and production of a language form before acquiring it. students need to talk and practise orality as part of the communicative approach. teachers should provide time to do role-plays and pair or group work.

PPP stands for: Presentation, Practice, Production. Preteach, Practice, Performance. Practice, Presentation, Performanc.

Productive vocabulary assumes that students already have the words stored and learned in memory, and there is some external factors that activate them: True. False.

The reasons which should encourage us to work with literary texts can be put in three categories: language, literature and culture. cultural, crosscurricular, literary. linguistic, educational and intercultura.

Useful words for the learner are not only those that are very frequent, but those that occur across a wide variety of texts and situations. True. False.

Which strategies comprise code-switching, inter-lingual transfer, paraphrasing and word coinage?. Contextual strategies. Communicative strategies. Compensatory strategies.

Literary texts are not seen as complete products to be studied, but as tools to deal with the processes of reading and writing: process-oriented principle. product-oriented principle. task-based principle.

_________ refers to the formal and explicit teaching of lexical items and their meaning: Incidental learning. Instructional learning. Formal teaching.

Morphology: deals with the way words combine to make larger units like phrases and clauses. deals with the composition and internal structure of words, and the way that structure determines the word meaning. deals with the smallest units of grammar that can stand alone as a complete utterance.

______________ help students to solve their communicative problems by expanding and not reducing their resources or goals: Achievement strategies. Compensatory strategies. Reduction strategies.

The three features that determine a positive effect on vocabulary learning and which are often referred to as "Task involvement" are: Teach, practice, test. Hypothesize, Illustrate, Deduce. Need, search, evaluation.

We must distinguish between the reading process and the product product of the reading experience. There are three models aimed at explaining the mental processes experienced while reading: top-up, bottom-down and communicative model. extensive, intensive, compulsive. bottom-up, top-down and interactive model.

Even though frequent words are not necessarily useful, there is a significant correlation between frequency and usefulness: False. True.

Which strategies involve teaching students how to avoid words that are difficult to pronounce, or which present difficult morphological, syntactic or lexical restrictions with no direct translation-equivalent in their L1?: Contextual strategies. Achievement strategies. Reduction strategies.

The formation of grammatical variants of the same word: inflection. derivation. morphology.

___________ involves learning from context and no explicit instruction is required: Instructional learning. Contextual learning. Incidental learning.

Receptive vocabulary assumes that students need to communicate their ideas, and these ideas look for a specific form to convey them: False. True.

Which lexical syllabus considers the word as the center of the approach and claims that when we, teachers, want to teach vocabulary, we need to teach the most frequently used words?: Lexical Approach. Lexical Syllabi. Lexical Syllabus.

_________ means reading in quantity, for general understanding: Quantitative reading. Intensive reading. Extensive reading.

It is believed that at the initial stages of L2 learning, items should be introduced directly and internalized as single or paired items: True. False.

Which lexical syllabus considers much more important the lexical chunks or units and cotext over context?: Contextual Syllabus. Lexical Syllabus. Lexical Approach.

Morphology: deals with the way words combine to make larger units like phrases and clauses. deals with the smallest units of grammar that can stand alone as a complete utterance. deals with the composition and internal structure of words, and the way that structure determines the word meaning.

CAA is used when: we need to store and analyze multiple-choice and true/false tests. students have to write collaborative exercises at home. some aspect of computer technology is deployed as part of the process.

Listening can be tested in an isolated form (_________) or integrated with speaking, writing or reading (__________) depending on the type of communicative directionality of the subskill we want to measure: isolation point / integrative test. discrete test / inclusive test. discrete-point test / integrative test.

A general term that we use to refer to the set of procedures which are put into practice when gathering information about students' communicative competence or students' language performance achievement. Evaluation. Exam. Assessment.

___________ is used to know the previously acquired knowledge of our new students: Process evaluation. Diagnostic evaluation. Initial evaluation.

It refers to the teaching and learning program as a whole: Testing. Assessment. Evaluation.

The concepts of validity and reliability must equally be taken into account as indicators of good testing practices: False. True.

_________ is used in order to know if the student's intellectual, aptitude, and knowledge profiles fulfil a certain level of acceptance to achieve the learning goals: Indirect evaluation. Diagnostic evaluation. Placement test.

A subcomponent of that involves the use of tests to measure students' communicative competence: Testing. Exam. Mock exam.

Assessing students' communicative competence implies testing either declarative or non-declarative knowledge: False. True.

CAA stands for: Computing Active. Computer Aided Assessment. Computer Automatic Assisstance.

_____________ is used to check what students have learned after the process of learning has taken place through classes, homework and study: Summative evaluation. Continuous evaluation. Placement test.

CALL stands for: Computing Active Literate Learning. Computer Aided Linguistic Learning. Computer Assisted Language Learning.

A student's performance is set against that of his class or year mates: descriptive. norm-reference. criterion-referenced.

Useful words for the learner are not only those that are very frequent, but those that occur across a wide variety of texts and situations: False. True.

Which strategies comprise code-switching, paraphrasing and word coinage?: Compensatory strategies. Communicative strategies. Contextual strategies.

_____ starts with the rule to generate correct examples of the target structure: Deductive grammar instruction. Inductive grammar instruction. Implied grammar instruction.

Useful words for the learner are not only those that are very frequent, but those that occur across a wide variety of texts and situations: True. False.

_____ means implies reading and analysing the text in depth, focusing on vocabulary or the same grammatical items so the students get more opportunities to promote comprehension: Narrow reading. Quantitative reading. Extensive reading.

When we teach grammar _____ we embed the target structures in activities that have a different aim: formally. implicitly. explicitly.

Which one is NOT a way to introduce literature in the classroom?. Retelling and rewriting stories. Use of dictionaries while reading. Literary translation.

_____ is an academic model for using literature in the classroom which focuses only to linguistic traits: Critical literary model. Culture model. Personal growth model.

_____ exposes the students to several examples of the target structure and then draws their attention to the structure: Inferring grammar instruction. Deductive grammar instruction. Inductive grammar instruction.

Which one is NOT a way to present new vocabulary?:Use of body language. Use of body language. Extensive reading with unknown words. Contextualization of unknown words.

In order to develop a good rubric in PBL, we should _____: Focus on how students interact with their workmates and if it is reflected on the final project. Prepare an extensive rubric and include as much items as possible so the students get more opportunities to learn where to improve. Focus on how students develop and express their learning.

Materials adapted from authentic literary texts as simplified versions of existing works: Graded readers. Genres. Theme books.

When working with literature, students hypothesise and draw inferences, for example, related to idioms, grammatical rules or implied meaning:try. True. False.

Five different steps to project-based learning have been identified: Establishing a schedule and the correct athmosphere, Establishing work groups, Designing the project, Monitoring and Assessing. Posing the key question, Designing the project, Establishing a schedule and the correct atmosphere, Monitoring and Assessing. Establishing work groups, Posing the key question, Designing the project, Monitoring and Assessing.

_____ are the smallest independent units of language: Words. Phonemes. Morphemes.

Poetry encourages students to play with language; it helps them discover the evocative power of words and sounds and the potential of language to create images through different combinations: True. False.

In 'GRASPS', what does the 'p' stands for?: Process. Problem-Solving. Product.

The European Language Portfolio is a _____ document: three-part. two-part. four-part.

Listening can be tested in an isolated form (_____) or integrated with speaking, writing or reading (_____) depending on the type of communicative directionality of the sub skill we want to measure: discrete test / inclusive test. discrete-point test / integrative test. isolation point / integrative test.

A general term that we use to refer to the set of procedures which are put into practice when gathering information about students' communicative competence or students' language performance achievement: Exam. Evaluation. Assessment.

Which one is NOT a step in Project-Based Learning?: Monitoring our students and the project. Establishing the knowledge and the skills needed. Posing the key question.

Literary texts are not seen as complete products to be studied, but as tools to deal with the processes of reading and writing: Task-based principle. Product-oriented principle. Process-oriented principle.

A grouping of students in which groups are made up of students based on their similiarities is a _____ group: Heterogeneous. Homogeneous.

_____ is used to know the previously acquired knowledge of our new students: Process evaluation. Initial evaluation. Diagnostic evaluation.

Is the classroom environment important in Project-Based Learning?: An atmosphere of collaboration and reflection is mandatory. An atmosphere of collaboration and reflection should be promoted. It is not an important issue as climate does not conducive to learning.

What is a 'driving question'?: Students' learning expectations at the beginning of a project. A topic, problem or situation that engages our students through a project. When a student learns concepts through a trial-and-error approach.

It refers to the teaching and learning program as a whole: Testing. Assessment. Evaluation.

In 'GRASPS', what does the 'r' stands for?: Result. Resources. Role.

Any didactic unit plan must include: Name of the unit, timing, objectives, methodology and evaluation. Name of the unit, objectives, methodology, group dynamics and evaluation. Name of the unit, duration of the course, objectives, methodology and evaluation.

A classroom activity that allows multiple possible responses or solutions is _____: An open-ended task. A multiple choice exercise. A project-based learning project.

What is 'literal comprehension'?: When the information is beyond the immediate text and the student needs to make use of his own knowledge to understand it. When the information is explicity stated in a text and a text is easily understood. When the information is beyond the immediate text and the student needs to predict its meaning.

Any didactic programme must define: Context, methodology, attention to diversity and evaluation criteria. Context, material and human resources, methodology and evaluation criteria. Context, sequence of objectives and contents, methodology and evaluation criteria.

_____ is used to check what students have learned after the process of learning has taken place through classes, homework and study: Placement test. Summative evaluation. Continuous evaluation.

A subcomponent of that involves the use of tests to measure students' communicative competence: Exam. Testing. Mock exam.

______ is used in order to know if the student's intellectual, aptitude, and knowledge profiles fulfil a certain level of acceptance to achieve the learning goals: Diagnostic evaluation. Placement test. Indirect evaluation.

According to the course book there are four types of diversity which are relevant in the EFL class: cultural diversity, mixed abilities, intercultural competence and learning styles. cultural diversity, multiple intelligences, intercultural competence and disabilities. cultural diversity, mixed abilities, multiple intelligences and learning styles.

A classroom record is___________: an evaluation system. an evaluation tool. an evaluation technique.

A way of working with drama in the EFL classroom which implies the students become participants in an event and shape the course of that event is__________ : simulation. story map. role-play.

Carter and Long's approaches to teaching literature in the EFL class are: critical literary model, stylistic model and culture model. language-based model, stylistic model and personal growth model. language-based model, culture model and personal growth model.

Culture is made out of________: values, practices and products. practices, structures and products. perspectives, practices and products.

Didactic unit planning must include_____________-: approximate timing of every activity. objectives of the area of knowledge. course duration.

Inflection may change according to__________: syntax. semantics. grammar.

In'GRASPS, 'A' stands for______: activity. audience. avoidance.

In Project-based learning driving key questions must be ________: easy and meaningful. feasible and meaningful. invented and worthwhile.

__________is a group of words whose meaning is different from the meanings of the individual words: An idiom. A proverb. A collocation.

The acronym ESA stands for_________: Engage, Study, Activate. Educate, Study, Accept. Entertain, Stimulate, Acquire.

The LOMCE establishes___________: contents, procedures and attitudes. contents, evaluation criteria and assessing learning standards. competences, evaluation criteria and attitudes.

The Sapir-Whorf hypothesis is based on__________: the direct influence of language upon the individual's vision of the world. the impressions that cultural values leave in the language of a human group. the cultural references of everyday components.

Using realia to teach vocabulary implies to stress___________techniques: visual. translation. verbal.

What is Phonetics?: The study of the production of human speech sounds, irrespective of the language. The study of the production of human speech sounds taking into account every language variety. The study of sound patterns of a particular language according to its native speakers.

When in order to learn vocabulary the students use reduction strategies they_____: avoid the word that they don't know by changing the communicative goal. solve the communicative problem by expanding the communicative goal. avoid the communicative problem by using L1.

When the word 'library' is translated into Spanish as 'librería' this means it is _______: a false friend. a blend. a synonym.

When we teach grammar_________we embed the target structures into activities that have different aim: explicitly. formally. implicitly.