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1. .... is a fully conscious process, in the sense that it usually takes place in formal instruction contexts. The focus is on form and knowledge about the language (morphology, syntax..). a. Acquisition. b. Learning. c. Both A and B are correct.

2. This concept refers to the language data that students retain. This is the basis for their subsequent linguistic production. a. Input. b. Intake. c. Output.

3. This theory claims that the language samples that children utter in the process of learning their mother tongue are not merely (or not exclusively) a direct result of the input from the environment. a. Mentalism. b. Constructivism. c. Both options are correct.

4. The "..... Hypothesis" claims that language is a cognitive capacity based on biological aspects and applicable only to human beings, who must have an inborn enabling them to learn a language. a. Input. b. Affective filter. c. Innateness.

5. Natively equipped with this, humans are able to seek out linguistic processes and construct their own language from the linguistic data in their environment. a. Positive transfer. b. Affective filter. c. Language Acquisition Device.

6. According to S.P. Corder,.....are usually systematic because they reflect the students competence in TL (in the order, if the student is not able to self-correct, this Shows that his competence regarding some aspects is lacking or incomplete). a. Errors. b. Mistakes. c. Both A and B are correct.

7. By "....." we mean ´they way in which information is received from the environment and arranged in a child's mind´. a. Assimilation. b. Accomodation. c. Fossilization.

8. According to the Functional View of language, the messages we encode or decode in oral or written communication are organized not only in terms of.......and grammatical correctness, but also according to the ........ and functions that they are expected to fulfil. a)...concepts...intentions... b)...structure...meanings... c)...semantics...knowledge...

9. "If a student does not remember how to say something in L2, he/she may end up using an L1 word with an L2 pronunciation. This sort of `adjustment´may also apply to the use of L" suffixes and L1 root". This corresponds to.. a. Foreingnizing. b. Code-switching. c. Appeal for help.

10. `......... Competence´ enables users to create/deal with logical, coherent, and cohesive texts. It may be defined as the mastery of rules that determine ways in which forms and meanings are meant to be combined to achieve a meaningful unity in spoken or written texts. a. Socio-linguistic. b. Discourse. c. Strategic.

1. This method placed the focus on learning grammar inductively for the first time and it was carried out by the use of chain activities accompanied by verbal comments e.g. I go to the window, I open the window, I close the window, I return to my place, I sit down. a. Audiolingual Method. b. Direct Method. c. Suggestopedia.

2. Which of the following features does NOT correspond to the Grammar-Translation Method?. a. in this method, explanations about the L2 were delivered in the target language. b. This method used case grammar, which had been previously used for teaching Latin and Greek. c. GTM combined lengthy grammar explanations, descontextualized vocabulary lists and translations exercises.

3. This method was presented in the form of dialogues, counted with repetitive drills and it lacked (or had little) grammar explanations. It was based on the principles of behaviorism. a. Grammar Translation Method. b. Total Physical Response. c. Audiolingual Method.

4. So as to ensure that students were comfortable, confident and relaxed, this method contemplated listening to relaxing music while the teacher was reading a new dialogue material which was synchronized to the music. a. Communicative Language Teaching Approach. b. Audiolingual Method. c. Suggestopedia.

5. Which of the following methods are based on humanisctic approaches to learning?. a. Suggestopedia, Silent way and Total Physical Response. b. Silent way, Total Physical response and Audiolingua Method. c. Grammar Translation Method, Direct Method and Audiolingual Method.

6. Language drills, which consist of the repetition of sequences or chunks of language until they are memorized, belong to which method?. a. Direct Method. b. Total Physical Response. c. Audiolingual Method.

7. This stage of the Task Based Language Teaching Approach focuses on remedial work and allows student to think about their performance while carrying out the task: a. Pre-task Stage. b. Task stage. c. Post-task stage.

8. Which of the following characteristics does not correspond with the Direct Method?. a. Oral teaching comes before any other kind of reading and writing activities. b. Use of chain activities accompanied by verbal comments. c. The grammar was taught wit extensive explanations in the learners´L1.

9. The three sequential stages Presentation, Practice and Production correspond to: a. Task Based Language Teaching Approach. b. Communicative Language Teaching Approach. c. CLIL Approach.

10. In the 4C´s Framework of CLIL Approach, the 4Cs stand for: a. Content, communication, cognition and culture. b. Content, comprehension, communication and culture. c. Creativeness, communication, content and culture.

1. It is important that the orientations of the actions and the formative interventions we perform, as teachers…. a. answer the specific needs of the students in a certain context, are coherent with the options that characterize the organizing institution, centre or formative program and include the curriculum precepts established by the administration for the formative program. b. answer the specific needs of the teachers in a certain context, are coherent with the options that characterize the organizing institution, centre or formative program and include the syllabus precepts established by the administration for the formative program. c. answer the specific needs of the students in a certain context, are incoherent and illogical with the options that characterize the organizing institution, centre or formative program and include the curriculum precepts established by the administration for the formative program. d. answer the specific needs of the teachers in a certain context, are incoherent with the options that characterize the organizing institution, centre or formative program and include the curriculum precepts established by the administration for the formative.

2. The design of the learning processes of each of the units or levels will have to include both the __________ and the _____________ that are sought to reach in that unit or level. a. Learning aims ... educational contents. b. learning contents … educational aims. c. teaching contents… educational materials. d. teaching aims … educational contents.

3. When sequencing, should the general objectives of the unit or level in which we are working, be oriented to the integral formation of all students?. a. No. b. Yes. c. Sometimes. d. Seldom.

4. Accepting the principles of meaningful learning implies understanding the teaching-learning processes as part of the ____________ construction of knowledge. a. class. b. teacher’s. c. B and C are correct. d. student’s.

5. How does a teacher favour attention to diversity?. a. giving extra activities at the end of the week. b. doing more activities than usual. c. dividing the class into two groups. d. making sure all students acquire the basic contents.

6. Which of these steps in the process of sequence a set of activities is not correct?. a. Sequence outcomes according to the principles of the psychological organisation of knowledge. b. Discover and highlight the main axis of the contents students should learn. c. Sequence contents according to the principles of the psychological organisation of knowledge. d. Discover and highlight the main contents and organise them in a hierarchical and relational structure.

7. How many general criteria will guide the organization of contents for students’ learning?. a. 2. b. 4. c. 3. d. 5.

8. What is a Didactic Unit?. a. A Didactic Unit is a mere sum of activities that are randomly placed one after the other. b. A Didactic Unit is not a mere sum of activities that are randomly placed one after the other. c. A Didactic Unit is not a mere sum of activities that are expectedly placed one after the other. d. A Didactic Unit is a mere sum of activities that are unexpectedly placed one after the other.

9. The legal framework of a didactic unit is described in the …. a. Methodology. b .Objectives. c. Justification. d. Contextualization.

10. _________________________represent a transferable, multifunctional package of knowledge, skills and attitudes that all individuals need for personal fulfilment and development, inclusion and employment. a. key competences. b. contents. c. goals. d. methods.

11. Choose the WRONG option. Key Competences…. a. …must have been acquired at the end of compulsory education. b. …Integrate different types of knowledge. c. … Contribute to the acquisition of contents in different areas. d. … are a prerequisite for adequate personal performance in class.

12. ___________________ are the description, justification and elaboration of a set of objectives for your sessions in the unit. a. Didactic Objectives. b. General Stage Objectives. c. General Area Objectives. d. Didactic stages.

13. Contents are organized into four blocks: a. Listening, speaking, reading and writing. b. Oral and written skills, language awareness and sociocultural dimension. c. Lexical and grammar structures, language awareness and sociocultural dimension. d. Oral and written input, language awareness and sociocultural dimension.

14. Which statement is false?. a. The input we must provide our students with must be a level below their previous knowledge. b. All of contents have to be related to the didactic objectives that you establish for your DU. c. For our students to achieve a significant learning, we must help them to construct knowledge from what they already know to what they must learn. d. We will consider our students‘errors as a signal of progress and processing.

15. Teaching resources and learning context should be …. a. in tune with the methodological order that has been adopted. b. Easy to use. c. Rigid. d. Created all the time by the students.