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WorksheetsPublic Examination
Total questions: 54
Worksheet time: 3570secs
[BLOCK I - LEGISLATION]
Why is there a new change in education?
lifelong learning
consolidating comprehensive education that connects school reality with everyday life.
providing quality education for all
creating a peaceful and prosperous world
[BLOCK I - LEGISLATION]
What are the curricular concretion levels?
1) State and Community
2) PEC
3) Syllabus design
4) Long-term plan
1) State and Community
2) PEC
3) Syllabus design
4) Individualised curricular adaptation
1) LOMLOE
2) Royal Decree
3) Decrees
4) Orders
[BLOCK I - LEGISLATION]
When talking about the first level of curricular concreteness, is organised as a pyramid as well. What is on the top?
Organic Law 3/2020, of 29 December, which amends Organic Law 3/2006, of 3 May, on Education
Organic Law 4/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education
Organic Law 3/2020, of 29 December, which amends Organic Law 2/2006, of 3 May, on Education
Organic Law 3/2020, of 28 December, which amends Organic Law 2/2006, of 3 May, on Education
[BLOCK I - LEGISLATION]
When talking about the first level of curricular concreteness, is organised as a pyramid as well. What is at the national level?
Royal Decree 147/2022, of 2 March, which establishes the organisation and minimum teachings of Primary Education.
Royal Decree 147/2022, of 1 March, which establishes the organisation and minimum teachings of Primary Education.
Royal Decree 157/2022, of 2 March, which establishes the organisation and minimum teachings of Primary Education.
Royal Decree 157/2022, of 1 March, which establishes the organisation and minimum teachings of Primary Education.
[BLOCK I - LEGISLATION]
When talking about the first level of curricular concreteness, is organised as a pyramid as well. What is at the Community of Madrid level?
Decree 61/2022, of 13 July, of the Governing Council, which establishes for the Region of Madrid the organisation and curriculum of the Primary Education stage.
Decree 61/2022, of 12 July, of the Governing Council, which establishes for the Region of Madrid the organisation and curriculum of the Primary Education stage.
Decree 71/2022, of 13 July, of the Governing Council, which establishes for the Region of Madrid the organisation and curriculum of the Primary Education stage.
Decree 61/2022, of 14 July, of the Governing Council, which establishes for the Region of Madrid the organisation and curriculum of the Primary Education stage.
[BLOCK I - LEGISLATION]
When talking about the first level of curricular concreteness, is organised as a pyramid as well. What is at the bottom level (when talking about planning)?
Order 140/2023, of 24 January, of the Vice-Presidency, Regional Ministry of Education and Universities, regulating aspects of organisation and operation, assessment and pedagogical autonomy at the Primary Education stage in Madrid.
Order 130/2023, of 24 January, of the Vice-Presidency, Regional Ministry of Education and Universities, regulating aspects of organisation and operation, assessment and pedagogical autonomy at the Primary Education stage in Madrid.
Order 130/2023, of 23 January, of the Vice-Presidency, Regional Ministry of Education and Universities, regulating aspects of organisation and operation, assessment and pedagogical autonomy at the Primary Education stage in Madrid.
Order 130/2023, of 30 January, of the Vice-Presidency, Regional Ministry of Education and Universities, regulating aspects of organisation and operation, assessment and pedagogical autonomy at the Primary Education stage in Madrid.
[BLOCK I - LEGISLATION]
Regarding Order 130/2023, what article specifically details syllabi planning?
Article 3
Article 4
Article 5
Article 6
[BLOCK I - LEGISLATION]
According to the LOMLOE, article 6 defines curriculum as the set of ...
objectives, competences, contents, methodology, learning standards and assessment criteria.
objectives, competences, contents, methodology, and assessment criteria.
objectives, specific competences, contents, methodology, and assessment criteria.
objectives, specific competences, basic knowledge, methodology, and assessment criteria.
[BLOCK I - LEGISLATION]
What's the name of the Key Competence inherently linked to EFL?
(a)
[BLOCK I - LEGISLATION]
The contents for the EFL area are distributed, according to the RD 157/2022, in three main blocks PER CYCLE**:
Communication, Plurilingualism and Interculturality
Communication, Plurilingualism and Culturality
Communication, Multilingualism and Interculturality
Communication, Plurilingualism and Cultural Awareness
[BLOCK I - LEGISLATION]
How do the bilingual schools -Order 5958/2010- organise their contents?
grammar, vocabulary/themes, pronunciation, and discourse.
grammar, vocabulary/themes, pronunciation, discourse and socio-cultural awareness
Oral expression and production, written expression, written production, language they are exposed to, and sociocultural awareness and values.
Oral expression and production, written expression, written production, language they are exposed to, and sociocultural awareness.
[BLOCK I - LEGISLATION]
To the three prescriptive ones recognised in the Royal Decree which establishes the minimum teaching requirements for this stage, the Community of Madrid -through Decree 61/2022- adds a fourth: the (a) contents
[BLOCK I - LEGISLATION]
When we mention diversity what lay should I write/say?
Decree 23/2023, of 23 March, of the Governing Council, which regulates the educational attention to the individual differences of students in the Region of Madrid.
Decree 23/2023, of 22 April, of the Governing Council, which regulates the educational attention to the individual differences of students in the Region of Madrid.
Decree 22/2023, of 22 March, of the Governing Council, which regulates the educational attention to the individual differences of students in the Region of Madrid.
Decree 23/2023, of 22 March, of the Governing Council, which regulates the educational attention to the individual differences of students in the Region of Madrid.
[BLOCK I - LEGISLATION] TOPIC 21
Who distinguished two types of syllabi?
Catherine Worton (2005 )
Sanmartí Puig (2020)
David Nunan (1988)
Jeremy Harmer (2019)
[BLOCK I - LEGISLATION] TOPIC 21
David Nunan (1988) differentiated two types of syllabi:
Product-oriented and process-oriented
Formative-oriented and summative-oriented
result-oriented and process-oriented
Product-oriented and progress-oriented
[BLOCK I - LEGISLATION] TOPIC 21
Objectives for ELF have not been specified in any Spanish educational law, so teachers should set their own. To grade and select goals, Nunan provides ... [CHOOSE THE INCORRECT ONE]
Balance of skills, and between the new language and the practice opportunities
Suitability of topics related to learners' context and interests.
Establishing product-oriented goals
Fostering strategies and leaving blank spaces to allow flexibility.
[BLOCK I - LEGISLATION] TOPIC 22
When deciding how to organise a powerful learning experience, according to ... teachers must answer some questions.
Catherine Worton (2005)
Sanmartí Puig (2020)
David Nunan (1988)
Jeremy Harmer (2019)
[BLOCK I - LEGISLATION] TOPIC 22
Regardless of pedagogical trends adopting different organisational models, teachers must focus on accommodating learners’ abilities considering the following groupings:
[BLOCK I - LEGISLATION] TOPIC 22
What two things does the Teaching situation comprise?
(a)
[BLOCK I - LEGISLATION] TOPIC 22
The physical arrangement of the classroom is inherently linked to the grouping which, according to ..., can be classified into several groups.
Catherine Worton (2005)
House (2011)
David Nunan (1988)
Jeremy Harmer (2019)
[BLOCK I - LEGISLATION] TOPIC 22
The physical arrangement of the classroom is inherently linked to the grouping which, according to ..., can be classified into ...
[BLOCK I - LEGISLATION] TOPIC 22
Once teachers are familiarised with the timing, the types of timetables can be analysed:
Open, flexible, traditional, modular
Open, close, traditional, modular
Open, flexible, traditional, circular
Open, close, traditional, circular
[BLOCK I - LEGISLATION]
In line with the CEFR -which contributes significantly to the design of eclectic methodologies- the competence-based nature of the LOMLOE curriculum fosters ... but any methodology is specified.
interdisciplinary, contextualised, meaningful, and relevant tasks,
cross-curricular, contextualised, meaningful, and relevant tasks,
cross-curricular, contextualised, scaffolded, and relevant tasks,
cross-curricular, contextualised, scaffolded, and relevant tasks,
[BLOCK I - LEGISLATION]
Moreover, every educator owns a toolkit containing resources, methodologies, and skills. There is not a unique methodology, but a mixture that fits the needs and interests of the group – this is the ... method.
(a)
[BLOCK I - LEGISLATION] TOPIC 23
... ran a research project testing teachers’ spending on and perception of teaching resources.
Public First (2020)
Public First (2022)
Public First (2021)
[BLOCK I - LEGISLATION] TOPIC 23
Public First (2021) ran a research project testing teachers’ spending on and perception of teaching resources. What should you highlight?
[BLOCK I - LEGISLATION] TOPIC 23
we can classify materials into three categories: .../Printed , .... and ....
(a)
[BLOCK I - LEGISLATION] TOPIC 23
When talking about materials (realia, authentic...) we need to mention:
Catherine Worton (2005)
House (2011)
David Nunan (1988)
Jeremy Harmer (2019)
[BLOCK I - LEGISLATION] TOPIC 23
Multiple intelligences & Learning styles theories are receiving several interpretations because of the progress in the brain field over the last decades. They may require an update which comes in the shape of Universal Design for Learning (UDL). It distinguishes three domains of the brain:
Reflective (why), Recognition (what), and strategic (how) networks.
Affective (why), Cognitive (what), and strategic (how) networks.
Affective (why), Recognition (what), and strategic (how) networks.
[BLOCK II - HISTORY OF THE APPROACHES]
Name 2 approaches mentioned in topics 6, 13, 14 or 25
[BLOCK II - HISTORY OF THE APPROACHES]
This method (18th to 20th century), is also called the Classical method because it was
first used to teach classical languages (Greek and Latin).
(a)
[BLOCK II - HISTORY OF THE APPROACHES]
Theorists such as Charles Berlitz and Otto Jespersen (beginning of the 20th century) advocated for a new kind of FL instruction to compensate for what grammar-translation method was missing.
(a)
[BLOCK II - HISTORY OF THE APPROACHES]
The ... (the late 40s) is the application to FL teaching of the behaviourists' theories
of Skinner.
(a)
[BLOCK II - HISTORY OF THE APPROACHES]
The ... (a) employs a set of coloured blocks (so-called Cuisenaire rods) to avoid the
mother tongue.
[BLOCK II - HISTORY OF THE APPROACHES]
In the late 1960s, James J. Asher was convinced that the Rosetta Stone of language acquisition was in a choreography of language and body movements. It is named ... (a) ...
[BLOCK II - HISTORY OF THE APPROACHES]
In the early 1970s, another psychology professor by the name of Charles A. Curran
developed a new education model called counselling-learning.
(a)
[BLOCK II - HISTORY OF THE APPROACHES]
Who was the pioneer of using soft Baroque music to foster concentration in the lessons?
(a)
[BLOCK II - HISTORY OF THE APPROACHES]
... ... ... is a learner-centred expansive and overall approach rather than a specific method which is largely explained in topic 14.
(a)
[BLOCK II - HISTORY OF THE APPROACHES]
Over the last two decades, a new approach to bilingual education has been adopted around Europe, mainly as a response to the European Union’s linguistic policy of 1 + 2 (L1 plus ability to communicate in two FL).
(a)
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 6
Language acquisition can be considered as a jigsaw, each piece provides useful insights, but only a partial explanation. Thus, to understand it as a whole, its main 5 theories are examined:
Behaviourism, Transformational-generative grammar, Krashen's hypothesis, The Cognitive theory, and Third generation
Behaviourism, Transformational-generational grammar, Krashen's hypotheses, The Cognitive theory, and Third generation
Behaviourism, Transformational-generative grammar, Krashen's hypotheses, The Cognitive theory, and Third generation
Behaviourism, Transformational-generative grammar, Krashen's hypotheses, The Cognitive theory, and Second generation
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 6
L1 and L2 conditions for their relative acquisition for their learning are not the same. Explain why:
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 6
Even though their differences are noticeable, there are similar features such as...
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 13
What are the 5 modern approaches you must discuss in the topic 13?
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 13
What are the 5 modern approaches you must discuss in the topic 13?
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 13
In the 1980s, ... developed the Functional-Notional approach which emphasises dividing a language syllabus into units of analysis in terms of the communicative situation in which language is issued.
Krashen and Tracy Terrell
Gary Finocchiaro and Christopher Brumfit
Mary Finocchiaro and Christopher Brumfit
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 13
How many current approaches are described after the modern ones?
4
5
6
7
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 14
In 1963, ... dispelled terminological confusions -through concentric circles- differentiating an approach which entails a method throughout techniques are included as well.
Edward Anthony
Richards and Rodgers
Wilkins
William Littlewood
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 14
After that, Richards and Rodgers (1982) found it convenient to modify Anthony's terminology and use “method” as an umbrella term that combines...
Approach, structure, technique
Approach, structure, procedure
Approach, design, technique
Approach, design, procedure
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 14
One of the very first communicative syllabuses was proposed by ... as notional syllabus which specified the semantic-grammatical and communicative functions categories. Moreover, the Council of Europe (1975) designed a language syllabus called “Threshold Level English”.
Wilkins (1981)
Wilkins (1976)
Littlewood (1981)
Littlewood (1976)
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 14
Besides the method, the procedures are explained through Littlewood (1981) who distinguished...
Functional communication tasks and social interaction
Functional communicative tasks and social interaction
Communicative tasks and social interactions
Functional communication tasks and interaction
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 14
Krashen and Tracy Terrell in the early 1980s established the Natural approach based on four principles.
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 25
Which is NOT a characteristic of LEARNER-CENTRED EDUCATION?
It is not based on learning a rigid content-based curriculum
Collaborative interactions between students and teachers are lacking
It is focused on balancing canons, culture and context
It gives more control to learners
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 25
Who established the 3rd generation of Vytgosky’s Activity Theory?
Saphir
Engeström
Mora
Schweisfurth
[BLOCK II - HISTORY OF THE APPROACHES] TOPIC 25
According to Hector Ruiz Martín, students need to be intrinsically motivated to work without constant intervention. What are the two main factors he establishes?
The subjective value and the desires
The expectations and the desire
The instrumental value and the outcome
The subjective value and the expectations
