WorksheetsExtraordinario Optativo III
Total questions: 25
Worksheet time: 13mins
Choose the letter (A, B or C) of the statement which does NOT match the approach.
1. Total Physical Response (TPR)
A. Students hear dialogues then repeat them.
B. Students focus on understanding before speaking.
C. Students move round the classroom to carry out instructions.
Choose the letter (A, B or C) of the statement which does NOT match the approach.
2. Content and Language Integrated Learning (CLIL)
A. The teacher focuses on developing learners' cognitive skills.
B. Students often do activities that focus on language accuracy.
C. Language is used to communicate about school subjects.
Choose the letter (A, B or C) of the statement which does NOT match the approach.
3. Lexical Approach
A. Grammar is less important than vocabulary.
B. Each vocabulary item must be learnt by heart.
C. Students need to become aware of chunks of vocabulary.
Choose the letter (A, B or C) of the statement which does NOT match the approach.
4. Presentation, Practice and Production (PPP)
A. Teachers need to focus learners' attention on new target language.
B. Students need opportunities to get language right before they experiment.
C. Students always start learning a new piece of language by doing a task.
Choose the letter (A, B or C) of the statement which does NOT match the approach.
5. Grammar-Translation method
A. Language must be analysed in order to learn it.
B. Drills and pattern practice help us learn structures.
C. Exercises help us understand rules.
Choose the letter (A, B or C) of the statement which does NOT match the approach.
6. Task-based Learning (TBL)
A. Tasks must be done after students have practised target language.
B. The teacher does not control the language that students use in tasks.
C. Tasks aim to show students what language they need to learn.
1. concept questions
A. The teacher asks the students to repeat the target questions after her.
B. The teacher asks the students Am I talking about something definite or something possible?
C. The teacher puts quiz questions on the board and asks the students to answer them in pairs.
2. a situational presentation
A. The teacher tells the students about something that happened to her one day at school.
B. The teacher asks the students to present their group's ideas to the class.
C. The teacher plays a recording then the students do a comprehension task on it.
3. modelling
A. Two students demonstrate to the rest of the class how their design works.
B. The students copy the target language from their exercise books into their vocabulary records.
C. The students listen to the target language on the recording then say it themselves.
4. a lead-in
A. The teacher starts the class by doing some revision before teaching some new language.
B. The teacher chats to the class about what they did last weekend before playing them a song to listen to and then sing.
C. The class describe pictures of capital cities before listening to a recording on visiting different cities.
5. focus on form
A. The teacher explains the meaning of the new vocabulary by using synonyms.
B. The teacher elicits the spelling of some new words then writes them on the board.
C. The teacher mimes something she can do and something she can't do.
6. contextualization
A. The teacher gives the students a history quiz then uses this to introduce the past tense.
B. The teacher explains to students that you use should to give someone advice.
C. The teacher asks the students to discuss their favourite sport then corrects their mistakes.
Choose the letter (A, B or C) of the sentence which is NOT an example of the component.
1. Personal aim
A. to improve the timing of the lesson
B. to include all the learners in feedback
C. to check understanding of new lexical iterns
Choose the letter (A, B or C) of the sentence which is NOT an example of the component.
2. Assumptions
A. Learners may come from China, Spain and Thailand.
B. The text will be a useful challenge for this group.
C. Learners are familiar with the topic.
Choose the letter (A, B or C) of the sentence which is NOT an example of the component.
3. Procedure
A. Learners mingle to do a survey.
B. The teacher prepares a PowerPoint presentation.
C. The teacher checks the answers.
Choose the letter (A, B or C) of the sentence which is NOT an example of the component.
4. Class profile
A. The learners are at pre-intermediate level.
B. Most of the learners have a visual learning style.
C. The learners are all reliable.
Choose the letter (A, B or C) of the sentence which is NOT an example of the component.
5. Anticipated problems
A. Learners may find the text too long.
B. The accents could be difficult to understand.
C. Learners can deduce meaning from context.
Choose the letter (A, B or C) of the sentence which is NOT an example of the component.
6. Interaction patterns
A. pairwork
B. self-access
C. teacher / whole class
Choose the letter (A, B or C) of the sentence which is NOT an example of the component.
7. Timetable fit
A. to prepare for project work
B. to consolidate revision of tenses
C. to introduce new language
1. The learners listen to a dialogue between two friends.
They listen again and answer true/false questions.
A. The learners check their answers in pairs.
B. The learners have a whole-class discussion about friendship.
C. The teacher checks understanding of instructions.
2. The teacher introduces the context of a desert island.
The teacher puts learners in pairs and gives them a list of items useful for survival on the island.
A. The learners write a story about life on the island.
B. The learners put the items into rank order.
C. The learners draw a picture of the island.
3. The teacher mimes a story.
The learners retell the story in pairs.
A. The teacher checks gist understanding using a true/false task.
B. The learners do a jiasaw reading activity on the story.
C. The teacher writes the story on the board as the learners dictate it to her.
4. The learners listen to the teacher telling a story about friendship.
In groups, the learners work together to tell the story again.
A. The teacher checks understanding of target language.
B. The learners write the story.
C. The learners practise asking for information.
5. The teacher models the target lanquage.
The learners repeat the model.
A. The teacher introduces new vocabulary.
B. The teacher announces the lesson aims.
C. The teacher asks for individual repetition.
6. The learners listen to a description of three people and draw them.
The teacher elicits the vocabulary she used in the description and writes it on the board.
A. The learners label their pictures.
B. The learners draw a picture of themselves and label it.
C. The learners copy the pictures into their notebook.
