1) This activity exemplifies ... a) a deductive approach. b) an inductive approach. c) a substitution drill. d) a task. 2) Which of these is NOT a procedure in the audio-lingual method? a) information-gap activities b) choral repetition c) practice in a language laboratory d) acting out a dialog 3) In a PPP class, "presentation" refers to ... a) the teacher explaining new grammar or vocabulary. b) the students reporting their answers. c) the students practicing for a presentation. d) introducing a task. 4) Communicative competence refers to ... a) being able to use different strategies to maintain communication. b) being able to understand texts of different purposes. c) being able to write a wide range of text types . d)  All of the above. e) None of the above. 5) This is an example of... a) an information-gap task b) a reasoning-gap task c) a jigsaw task d) a final task e) a foreground task 6) In the example in question 5 (see picture), the sentence "They will have to include information about the weather, seasonal activities, and the types of clothing you should bring if you visit that location in the brochure" is ...  a) foreground narrative b) background narrative c) outcome d) literary context e) theme 7) In the example in question 5 (see picture), the travel brochure the students will create is ... a) a global communicative objective. b) the communicative outcome. c) the priming stage. d) the focus on form. 8) According to Rod Ellis in his webinar on TBL, which of the following characteristics is present in an exercise? a) primary focus on accuracy b) there is a gap c) learners use their own linguistic resources 9) According to Rod Ellis in his webinar on TBL, the example can be classified as .... a) a real-life jigsaw task. b) an unfocused teacher-generated task. c) a there-and-there final task. d) a prediction pedagogic task. 10) A corrupted text activity is usually used ... a) as part of the priming stage. b) to check reading comprehension. c) as part of the planning and report stage. d) to recycle a text. 11) Say which of the following is a task in the TBL sense. a) In pairs, use comparative adjectives to list the differences between living in the city and in the country. b) Work in small groups. How is living in the city different from living in the country? Agree on a list of five differences. c) Complete these five sentences about living in the city and living in the country. d) In groups of three, look at the pictures and talk about the city and the country. 12) La enseñanza segmentada de la lengua extranjera, que considera su adquisición como un proceso de acumulación progresiva de sus partes responde al ...  a) enfoque comunicativo funcional b) el enfoque sintético c) el enfoque analítico d) el enfoque basado en tareas 13) Según los lineamientos del Diseño Curricular para la Educación Primaria,... a) el o la docente deberá decidir cuál es el enfoque más apropiado para su grupo. b) el o la docente deberá enseñar en base a secuencias didácticas con un enfoque basado en tareas o modos de conocer. c) el o la docente deberá enseñar en base a secuencias didácticas con ejercitaciones aisladas. d) el o la docente deberá planificar en base a secuencias didácticas haciendo incapie en las formas gramaticales y léxicas correctas.   14) This is an example of a .... a) first-generation task b) second-generation task c) third-generation task d) fourth-generation task

CFPP II 2022 First-term test

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