Methodology and didactics I

22. A conjunction is defined as…. a) A word that gives more information about the noun or pronoun. b) A word which is used in describing an action. c) A word that connects sentences, phrases or clauses.

21. A verb is defined as…. a) A word that connects sentences, phrases or clauses. b) A about the word that gives more information noun or pronoun. c) A word which is used in describing an action, experience or state.

21. An adjective is defined as…. a) A word that gives more information about the noun or pronoun. b) A word that is the name of a person, a place, a thing or activity or a quality or idea. c) A word that describes or adds to the meaning of a verb or an adjective.

22. An adverb is defined as…. a) A word that connects sentences, phrases or clauses. b) A word that describes or adds to the meaning of a verb or an adjective. c) A word which is used to show the way which other words are connected.

30. Are mistakes that can’t be corrected by the students themselves, therefore, need explanation. a) Attempts. b) Errors. c) Slips.

7. Being reliable is a matter of the idiom “practicing what we preach” Which of the following phrases express the meaning of it?. a)Someone who tells others to save their money, but goes out and buys a flashy new car that doesn´t need. b)Do as you tell others to do. c)You say you won’t accept belated tasks and then you do.

11. By grouping students in this way, they tend to participate more actively and have more chance to experiment with the language. (no sure, review). a) Whole-class arrangement. b) Groupwork and pairwork. c) Solowork.

37. Choose the feedback type that corresponds to the following example. S: My father cleans the plate. T: Excuse me, he cleans the??? S: Plates?. a) Repetition. b) Metalinguistic feedback. c) Elicitation.

38. Choose the feedback type that corresponds to the following example. S: The dog run fastly. T: “Fastly” doesn’t exist. ‘Fast’ does not take –ly. That’s why I picked ‘quickly’. a) Recast. b) Explicit correction. c) Clarification requests.

39. Choose the feedback type that corresponds to the following example. T: How often do you wash the dishes? S: Fourteen T: Excuse me. S: Fourteen T: Fourteen what? S: Fourteen for a week. T: Fourteen times a week. S: Yes, lunch and dinner. a) Elicitation. b) Clarification request. c) Repetititon.

16. English should predominate in an English lesson, but making use of students’ mother tongue is acceptable when…. a) Students find it difficult to grasp the meaning of something. b) teacher doesn´t know how to explain the meaning of a new word in English. c) students misbehave and need to be punished.

23. From the examples below, choose the one that includes a collective noun. a) The good die young. b) Darts is a game played by large men. c) I’d like some coffee.

30. From the examples below, choose the one that shows a slip. a) “I’m cold I need a banquet.”. b) They prefer sometimes to read. c) Full eggs.

40. From the examples below, choose the one that shows an error. a) Full of thing. b) Most highly played player. c) USA attacked Japan for this reason.

40. From the examples below, choose the one that shows an attempt. a) That was the first English film which I have understood it. b) It is fortunate the fact that she loves you. c) I wish I went my grandmother's house last summer.

16. From the examples below, which does not show good use of talking time?. a)The teacher explains an activity's directions step by step, then, demonstrates the activity with a student. Last, he checks confirmation with a few questions, such as "What will you do first?" and "How about after that?". b)The teacher provides examples before eliciting a few more sentences from the class on a particularly difficult grammar point. c)The teacher talks or calls on students one at a time. In a class of ten during a one-hour session, answering questions one by one translates to six minutes of talk time for each student.

28. From the examples below, which is a compound adjective?. a) Walking stick. b) Cherry tree. c) Fair-skinned.

24. From the examples below, which is a hypothetical conditional future sentence?. a) I would have come by car if I’d known about the rail strike. b) I’d take a dog for walks if I had one. c) If I were you I’d get a new jacket.

26. From the examples below, which is a real conditional past sentence?. a) If I won the lottery, I’d travel round the world. b) We ate outside if it was very warm. c) If I had a dog, I’d take it for walks.

35. From the examples below, which one belongs to the deductive approach?. a)The students listen to a recorded dialogue. The teacher draws their attention to the invitation language being used, isolated parts of invitation model for the students’ attention models for the students’ attention. Students practice using the same language. b)The students read a text and in their groups discuss the different way the writer refers to past time. c)Students watch a film of a job interview in preparation for an interview role-play. They pay particular attention to the way question are asked.

34. From the list below, which is a disadvantage of praising?. a. helps children develop an association between hard work and positive responses. b. helps children establish and meet goals and standards. c. can make children dependent upon external feedback, giving them little motivation to explore things on their own.

26. From the examples below, which is a real conditional present sentence?. a) If you work hard, you’ll past the exam. b) If it was very warm, we ate outside. c) If you pay online, you get a discount.

29. From the list below, which is an advantage of praising?. a) Helps to promote positive and appropriate behavior among students in your class. b) The person may feel they are doing incredibly well at something, and therefore not worry too much about continuing to improve their work. c) It lowers the students’ level of performance.

From the list below, which is a disadvantage of praising?. a. helps children develop an association between hard work and positive responses. b. helps children establish and meet goals and standards. c. can make children dependent upon external feedback, giving them little motivation to explore things on their own.

35. From the examples below, which one belongs to the deductive approach?. a)The students listen to a recorded dialogue. The teacher draws their attention to the invitation language being used, isolated parts of invitation model for the students’ attention models for the students’ attention. Students practice using the same language. b)The students read a text and in their groups discuss the different way the writer refers to past time. c)Students watch a film of a job interview in preparation for an interview role-play. They pay particular attention to the way question are asked.

37. From the examples below, which one belongs to the deductive approach?. a)The teacher shows a diagram of the elements used to form the simple present and explains each to students. b)The teacher tells students what she did during the last weekend, emphasizing the past actions, then she asks students what they did. c)Teacher tells students what the object of the lesson will be that day and the kind of activities they will do during that lesson.

37. From the examples below, which one belongs to the inductive approach?. a)The teacher shows students the position of lips and teeth for the sounds /w/ and /v/ before getting them to say words with the two sounds. b)Students watch a film of a job interview in preparation for an interview role-play. They pay particular attention to the way question are asked. c)The teacher models sentences using the past perfect. Students repeat.

38. From the examples below, which one belongs to the inductive approach?. a)Teacher shows a diagram of the elements used to form the Simple past and explains each to students. b)Teacher shows a set of examples on the blackboard (or whiteboard) using the Present Perfect and asks students to come up with the rule of how to form the Present Perfect. c)The teacher holds up flashcards with pictures of animals. For each one s/he models the correct pronunciation and the students repeat.

27. From the examples below, which one shows ellipsis?. a) Jean ate an apple and John ─ a pear. b) John was tires. Moreover, he was thirsty. c) Thomas went home. Pete did likewise.

11. Good teacher talking quality is shown when…. a) Teachers talk and talk giving students scarce opportunity to participate. b) Teachers engage students with their stories and interaction. c) Students enter into discussion and take the teacher’s role.

8. How will students feel in front of this situation? During the class, a student asks the teacher a question, and the answer he gets is “that’s a very interesting question. I think the answer is… but I will check to make sure and I will bring you a more complete answer tomorrow". a) think the teacher doesn’t know enough about the language. b) feel frustrated because they expected the teacher to know the answer. c) think this answer is perfectly correct.

6. I have to be able to write projects and my thesis in English, what kind of English do I need?. a) English for academic purposes. b) English for specific purposes. c) Business English.

5. I need to learn English so that I can work as a doctor in English speaking country. The kind of English I need is…. a) General English. b) English for specific purposes. c) Target-language community interaction.

20. Identify the ESA in the following situation: Students and teacher watch a video of modern robots.They describe the robots and say what they like and do not like about them. a. Engage. b. Study. c. Activate.

19. Identify the ESA in the following situation: Students describe themselves or people they know in the same kind of ways as the reading text. a. Engage. b. Study. c. Activate.

20. Identify the ESA in the following situation: Teacher shows students a particular robot. They are introduced to the words “can” and “can’t”. They practice the forms in sentences. The teacher makes sure that grammar and pronunciation are correct. a. Engage. b. Study. c. Activate.

19. Identify the ESA in the following situation: The students write a radio commercial for a sunscreen. The teacher lets them record it, using sound effects and music. a. Engage. b. Study. c. Activate.

19. Identify the ESA in the following situation: The teacher describes an interview situation which the students are going to act out in a role paly. The students plan the kind of questions they are going to ask. They then role-play the interviews. a. Engage. b. Study. c. Activate.

19. Identify the ESA in the following situation: The teacher does vocabulary work on words such as “pale”, “fair-skinned”, “freckles”, “tan”, etc, ensuring that students understand the meaning and the hyphenated compound nature of some of them, and that they are able to say them with the correct pronunciation in appropriate contexts. a. Engage. b. Study. c. Activate.

19. Identify the ESA in the following situation: The teacher focuses the students’ attention on the relative clause construction used in the text (e.g. I’m the type of person who always burns” and “I’m the type of person who burns easily”). The use of the “who” clause is discussed and students practice sentences saying things like “They’re the kind of people who enjoy movies”, etc. a. Engage. b. Study. c. Activate.

15. In order to rough-tune their language, teachers should…. a) use complex grammar and vocabulary. b) raise their tone of voice in order for the listener to understand. c) consider the kind of language that students are likely to understand.

23. In the sentence “I filmed the man I met” the object of the clause is the…. a) verb. b) noun. c) pronoun.

33. In this kind of memory, the loss of information may occur from either new incoming information or from decay due to not attending the old information. a) Sensory memory. b) Short-term memory. c) Long-term memory.

17. In this stage the exercises and activities are designed to get students to use the language as communicatively as they can. During this stage, students do not focus on language construction or practice particular language patterns, but use their full language knowledge in the selected situation or task. a) Engage. b) Study. c) Activate.

31. Instant and intrusive correction is often not appropriate since it can interfere with the… of the activity. a) pronunciation. b) flow. c) imagination.

6. My family and I came to this country as refugees and we want to make a success of our lives here. What is the English I need to learn?. a) Business English. b) Target-language community interaction. c) General English.

9. One of the reasons for a teacher to keep a record is: a) It works as a way of looking back at what has been done in order to decide what to do next. b) Reuse the material that has already been used without having selected what worked and what did not. c) Control students’ attendance and check if everybody has done their task.

21. Read the definition below and say what is a pronoun?. a) A word that is used in place or a noun or a noun phrase. b) A word that gives more information about a pronoun. c) A word which is used in describing an action.

1. The kind of motivation that is generated by what happens inside the classroom which can include the teacher´s methods, the activities the students take part in, or their perception of their success or failure is. a) Extrinsic. b) Intrinsic. c) Internalized.

13. The kind of seating arrangement where the teacher’s position is less dominating and students have less feeling of seating back or in front is…. a) Circles. b) Separate tables. c) Orderly rows.

22. The word “sugar” is uncountable when we say…. a) I’d like some sugar. b) One spoonful of sugar. c) A cup of sugar.

25. There are four types of phrasal verbs: intransitive, transitive and inseparable, transitive and separable, and transitive, 2+ particles, inseparable. From the examples below, which shows the fourth type?. a. He’s broken up with his girlfriend. b. Slow down at the corner. c. I have to go on a diet.

27. There are four types of phrasal verbs: intransitive, transitive and inseparable, transitive and separable, and transitive, 2+ particles, inseparable. From the examples below, which shows the second type?. a. He set out his agenda for the meeting. b. I´m going to see about a new car. c. He gave the present back.

28. There are four types of phrasal verbs: intransitive, transitive and inseparable, transitive and separable, and transitive, 2+ particles, inseparable. From the examples below, which shows the third type?. a. We’ve run out of petrol. b. Will you look after the children. c. We’re going to work the problem out somehow.

26. There are some nouns that appear to be plural, but which behave as if they are singular. From the examples below identify which one is correct?. a) Children like to play in the rain. b) The news is depressing. c) The poor live in terrible conditions.

29. These are kinds of mistakes students can correct themselves, once the mistake has been pointed out to them. a) attempts. b) errors. c) slips.

31. These are mistakes that students make when they try to say something but do not yet know how to say it. a) slips. b) errors. c) attempts.

11. This kind of grouping can be time-consuming to organize, but it can offer students a huge sense of satisfaction. a) Whole class. b) Class-to-class. c) Solowork.

13. This kind of grouping gives the teacher more opportunity to focus attention on particular students. a) Solowork. b) Class-to-class. c) Groupwork.

2. This kind of motivation may be influenced by external factors such as family, peers, and the attitude of society among others. a) Intrinsic. b) Extrinsic. c) Internalized.

1. This is a state that is experienced when the human body fails to respond to exercise that has proven effective in the past. A person enters into a period where there is no improvement or decrease in performance. a) Plateau effect. b) Mozart effect. c) Critical period effect.

15. To be audible means…. a) Be sure that all the students can hear what you say. b) Shout to catch students’ attention. c) Speaking softly so just students at the front hear you.

12. To be audible teachers need…. a) to raise the pitch of their voice. b) speaking softly or loudly all the time. c) good voice projection.

16. Walking from side to side, or striding up and down the aisles between the chairs is a physical characteristic of the teacher that shows: a) Proximity. b) Movement. c) Appropriacy.

10. What is a good way to correct students?. a) Being critical with students’ work. b) Praising students’ work continuously. c) Treating students with respect.

14. What is important for teachers to consider when giving instructions?. a) Check if students have understood what they were being asked to do. b) Use physical movement and gestures to show emotions. c) Consider the students’ priorities and time availability.

23. What is the accepted sequence when we use a string of adjectives?. a) Size, color, origin, material, purpose, noun. b) Article, color, material, origin, noun, purpose. c) Size, preposition, color, aspect, purpose, noun.

11. What is the best way to draw a speaking activity to a conclusion?. a) Saying: thank you.. now can I have your attention, please?. b) To speak louder than students in order to interrupt them. c) To leave the class and suddenly get into it again.

38. What is the feedback type that corresponds to the following example? S: We look at the people yesterday. T: What´s the ending we put on verbs when we talk about the past?. a) Clarification request. b) Metalinguistic request. c) Explicit correction.

36. What is the feedback type that corresponds to the following example? S1: Why you don’t like John? T: Why don’t you like John? S2: I don´t know, I don’t like him. a) Recast. b) Repetition. c) Elicitation.

2. What is the learning environment of this situation? Students are not physically present but can log on from any location in the world. a) Private language school. b) In-school and in-company. c) Virtual learning.

10. What is the teacher’s role according to the following situation? The teacher acts as a coach when students are involved in project work or self-study. The teacher provides advice and guidance and helps students clarify ideas and limit tasks. a) Controller. b) Prompter. c) Tutor.

8. What is the teacher’s role according to the following situation? The teacher assumes this role to see how well students are performing or how well they performed. Feedback and correction is organized and carried out. a) Organizer. b) Assessor. c) resource.

9. What is the teacher’s role according to the following situation? The teacher encourages students to participate and makes suggestions about how students may proceed in an activity. The teacher should be helping students only when necessary. a) Assessor. b) Prompter. c) Resource.

8. What is the teacher’s role according to the following situation? The teacher is a kind of walking resource center (monitor) ready to offer help if needed or providing students with whatever language they lack when performing communicative activities. The teacher must make her/himself available so that students can consult her/him when (and only when) they wish. a) Resource. b) Tutor. c) Assessor.

9. What is the teacher’s role according to the following situation? The teacher is in complete charge of the class, what students do, what they say and how they say it. The teacher assumes this role when new language is being introduced and accurate reproduction and drilling techniques are needed. a) Tutor. b) Prompter. c) Controller.

3. What level is this activity appropriate for? Students practice introducing themselves with language such as “Pleased to meet you”, “Hello, my name is…..”. a) Beginner. b) Intermediate. c) Advanced.

3. What level is this activity appropriate for? Students report back on an unsimplified work of English-language fiction. a) Advanced. b) Intermediate. c) Beginner.

6. What level is this activity appropriate for? Students write and assemble the front page of an imaginary newspaper with stories you have given them and others they make up. a) Intermediate. b) Beginner. c) Advanced.

2. When dealing with this learning context, teachers have to find techniques which will allow students some individual work or pairwork to counteract the problem of numbers. a) One-to-one teaching. b) In-company teaching. c) Large classes.

16. When teachers rough-tune the language they…. a) simplify it to be understood. b) exaggerate their tone of voice to give orders. c) use complex grammar structures.

12. Which is the grouping method that provides enough students talking time and allows greater student to student interaction?. a) Solowork. b) Group work. c) Pairwork.

18. Which method or approach is being described in the following statement? Language is not just patterns of grammar with vocabulary items slotted in, but also involves language functions. a) TBL. b) CLT. c) PPP.

17. Which method or approach is being described in the following statement? The teacher presents the context and situation for the language and both explains and demonstrates the meaning and form of the new language. a) PPP. b) TBL. c) CLT.

18. Which method or approach is being described in the following statement? Learning is the result of habit formation. a) Task Based Learning. b) Communicative Language Teaching. c) Audio-lingualism.

17. Which method or approach is being described in the following statement? The teacher says almost nothing; the students have to listen to each other, think and correct themselves as far as possible. a) The Silent Way. b) Grammar-translation. c) The Lexical Aprroach.

18. Which method or approach is being described in the following statement? Students were presented with short grammar rules and word lists, and then translation exercises in which they had to make use of the same rules and words. a) Lexical Approach. b) Grammar-translation. c) The Silent Way.

33. Which of the examples below belongs to long-term memory?. a)The ability to look at something and remember what it looked like with just a second of observation. b)We remember a house number because we have been invited to a party, but a week later we may have forgotten it because we don’t need it anymore. c)We remember our own car license plates, and passwords for the bank accounts or computers because we need to use them all the time.

31. Which one is not a way to correct student’s mistakes. a) paraphrasing. b) reformulation. c) echoing.

5. Who do you think is being described in this example? After a lesson, a group of students come to see you and say, “We don´t like the way you are teaching. We want to learn more grammar.”. a) Adults. b) Adolescents. c) Children.

4. Who do you think is being described in this example? Students get really excited when the teacher offers to let them to sing a song. a) Adults. b) Adolescents. c) Children.

3. Who do you think is being described in this example? When you arrive late for class, some of the students are quietly getting on with their work. a) Children. b) Adolescents. c) Adults.

32. Words that sound the same but have different meanings are known as…. a) Cognates. b) Close friends. c) False friends.

5. What do the phrases below express? Teacher expresses his passion for topics covered and the reason for this keen interest regularly throughout the semester. Tie to student interests. Teacher arrives early and stays late to chat and/or answer questions. Teacher uses students’ names when calling on them. a) Adaptability. b) Rapport. c) Personality.

6. From the phrases below, which one is close in meaning to “never let technology drive our teaching". a)Keep abreast of technological change. b)Consider what learners want to achieve and then see what kind of technology will be useful. c)Technology is necessary but not indispensable.

9. What is a disadvantage of seating students in rows?. a) During the test, the cheating possibility will be diminished. b) Students have little possibility to talk and play with other students. c) There is very little scope for students’ interaction.

10. One disadvantage of working as a whole class is... a) It does not provide opportunities to all the students to speak. b) Teachers can build a great sense of belonging in students. c) Students focus on the teacher but not on the task.

18. Identify the ESA in the following situation The teacher does vocabulary work on words such as “pale”, “fair-skinned”, “freckles”, “tan”, etc, ensuring that students understand the meaning and the hyphenated compound nature of some of them, and that they are able to say them with the correct pronunciation in appropriate contexts. a) Engage. b) Study. c) Activate.

8. Showing impartiality means: a)Do all the best to reach all the students in a group rather than just concentrating on the ones who “always put their hands up.”. b)Praise students who take part, are cheerful and cooperative, and take responsibility for their own learning. c)Treat students different according to their performance in the class.