WorksheetsCURRICULO II FINAL 5S
Total questions: 26
Worksheet time: 13mins
For the first grade EGB - preparatory sub-level, in relation to the integral curriculum, the time load is ………, which correspond to ….……………………… and not ……….
a) 40 hours, 5 curricular threads, Topics
b) 25 hours, the development of learning experiences, subjects
c) 30 hours, evaluation criteria, content
d) 20 hours, skills with performance criteria, title
Wich of the following statements is NOT an area of development and learning in the preparatory level:
Identity and autonomy
Logical mathematical relationships
Comprehension and expression artistic
Learning through the arts
In the preparatory sublevel of education, which three of the following are considered learning areas?
a. Identity and autonomy
b. Coexistence
c. Body expression
d. Personal and social development
In the Preparatory General Basic Education curriculum, the areas of development and learning are derived from three axes that integrate a set of processes for children's education. Which of the following options belongs to these axes?
a) Personal and social development
b) Scientific and technological development
c)Expression and communication
d)Critical thinking development
In the Preparatory General Basic Education curriculum how is progress in logical-mathematical skills evaluated?
a) Through written tests
b) Observation and recording of activities
c) Oral evaluations
d) Through participation in mathematical competitions
How are language skills integrated into other areas of the curriculum in the preparatory General Basic Education?
a) Through interdisciplinary projects
b) With individual tasks
c) By memorizing grammatical rules
d) Separate language classes
How is identity recognition addressed in the High School curriculum? **
a) Through research projects
b) By exploring emotions and feelings
c) Through history classes
d) Through computer games
In preparatory general basic education, which of these activities helps to develop autonomy and self-confidence?
a) Collaborating on group projects
b) Following instructions without asking questions
c) Copying others' work without thinking
d) Avoiding participation in class discussions
In preparatory general basic education, which of these activities helps students become aware of their body and its care?
a) Following strict exercise routines without question
b) Copying others' dance moves without understanding
c) Avoiding participation in physical activities
d) Playing spontaneous and safe group games
Circle the correct answer to complete the paragraph about the main role of the EFL in the sub-level EGB Elemental: Set the foundation for forming ________, autonomous, and ________ readers, speakers, and writers, people who are able to use a range of tools in order to _________ ideas, learn to learn, and deepen and enrich their ________ base.
Competent - critical - communicate - knowledge
Students - critical - say - ideas
Typical - lazy - bring - knowledge
Capable - critical - tell - cognitive
Choose the 2 correct answers: In the sub-level EGB Elemental learners are able to...
relate to familiar contexts what they learn.
adapt activities to teacher's interests.
be encouraged to experience the English language in a variety of ways.
be a guide in the classroom.
Choose the correct answer: One of the skills and performance descriptors to be evaluated for the Curricular thread 2: Oral communication (listening and speaking) can be:
EFL.2.2.6. Enjoy extensive listening in English. (Example: listen to stories, watch short movies, experience song lyrics or poetry, etc.)
EFL.2.3.1. Demonstrate basic reading comprehension skills by identifying the meaning of individual words, phrases, and sentences, including simple written instructions.
EFL.2.4.4. Write simple words, phrases, and sentences for controlled practice of language items.
EFL.2.5.3. Use audio, video, and pictures to respond to a variety of literary texts through online or in-class ICT activities
Read the following objectives and select which of them DOES NOT correspond to curricular thread 3 (READING)
A) Imitate individual English language sounds, especially those phonemes which do not exist in the student's own L1, both in isolation and within key vocabulary items. (Example: /ŋ/ /ð/ /ʌ/ /i:/ and in words like singing, these, up, sea, etc.)
B) Demonstrate basic reading comprehension skills by identifying the meaning of individual words, phrases, and sentences, including simple written instructions.
C) Show the ability to use a simple learning resource. (Example: a small set of flashcards, a picture-based dictionary (online or print), or a simple word list).
D) Understand the content in simple short written environmental print text types, using artwork, symbols and layout for support. (Example: price tags, signs, notices (No eating, etc.), candy wrappers, etc.)
Read the evaluation criteria and associate it with a methodological orientation.
CE.EFL.2.1. Differentiate between different living situations in a variety of surroundings and express curiosity about the world through simple questions.
a) Creating a poster of things that can be recycled.
b) Drawing a map of a neighborhood.
c) Writing short weekly journal entries.
d) Choosing pictures of or drawing the scenes of a literary text.
Choose the skill with performance criteria corresponding to the following evaluation criteria: CE.EFL.2.9. Production - Fluency: Utterances are sometimes produced slowly but use appropriate words and phrases to express basic ideas, initiate conversations and respond to questions, including some chunks of language and short sentences.
A. EFL.2.2.8. Imitate individual English language sounds, especially those phonemes which do not exist in the student's own L1, both in isolation and within key vocabulary items.
B. EFL.2.2.11. Produce simple, mainly isolated utterances using very short phrases and sometimes individual words, possibly with slow and/or hesitant delivery.
C. EFL.2.2.10 Clap, move, chant, or sing along with short authentic English language rhymes or songs, approximating English rhythm and intonation once familiar with the text.
Indicate the competence that best relates to Curricular Thread 4: Writing in the Elemental Curriculum
a) EFL 2.5.5. Apply ICT and/or other resources to communicate simple thoughts in small groups.
b) EFL 2.4.8. Complete a basic survey or a questionnaire by providing personal details.
c) EFL 2.2.6 Enjoy extensive listening in English. (Example: listen to stories, watch short movies, experience song lyrics or poetry, etc.)
d) EFL 2.3.3. Understand most of the details of the content of a short simple text (online or print).
What methodological orientation does NOT correspond to the following Evaluation Criteria:
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar vocabulary and are set in everyday contexts. Identify key items of information within the text, and record or act upon them.
Listening to very short (spoken or recorded) descriptions of scenes, and writing, coloring, or drawing items within them.
Listening to a short text and demonstrating understanding of it using an accompanying graphic organizer.
Producing an audio clip stating the student’s daily routine.
Listening to short, staged instructions and carrying them out.
According to Curricular Thread 2 : Oral communication in EGB Media sublevel, what are effective ways to encourage children to imitate and reproduce language ?
Songs, chants and poems.
Reproduce complex texts.
Recite long sonnets.
None of the above.
Which of the following is a priority in the EGB Media threads to promote the integral development of students ?
Encourage memorization of specific content.
Develop critical thinking and problem solving skills.
Emphasize competence in sports and physical activities.
Prioritize the learning of foreign languages over the mother tongue.
At the EGB medium sublevel, in Curricular Thread 3: Reading, what type of help is important to use to identify the meaning of specific words and phrases according to the content?
Visual support
Hearing support
Classmate Support
Translation support
According to the Curriculum of the Middle Sublevel of General Basic Education to the General Objectives of the Subject Area : What is the principal responsibility of the English as a foreign language (EFL) curriculum at the EGB Media Sublevel?
To develop students who can communicate basic needs and information in English.
To create students with advanced A2 level in communication
Incorporate students to learn a second language
Prepare students to communicate in L2 with L1 support
According to the Communication and Cultural Awareness thread in the EGB Media sublevel curriculum, how can learning English contribute to intercultural awareness?
a) By memorizing vocabulary lists related to specific cultures.
b) By focusing solely on mastering English grammar rules.
c) By avoiding any discussion of cultural differences.
d) By using English as a tool to understand oneself and other cultures.
Which of the following competencies are 5th, 6th, and 7th grade students expected to develop within the "Oral Communication" curricular thread?
a) Develop active listening skills and understanding simple instructions.
b) Read and comprehend literary and non-literary texts in English.
c) Create artistic projects using English as a medium of communication.
d) Analyze and synthesize information from various sources in English.
In the “Communication and Cultural Awareness” curricular thread, what are 5th, 6th, and 7th grade students expected to achieve?
Write essays and reports on scientific topics in English.
Understand and use elements of English in diverse cultural contexts.
Participate in academic debates and discussions in English.
Interpret and perform songs and plays in English.
According to Curricular Thread 4, learners’ writing skills in EGB Media will always be more advanced than their speaking and listening skills.
T
F
According to the curriculum to subnivel medio, why is it important for learners to develop cultural awareness ?
a)To learn multiple languages simultaneously.
b)To prepare for living in a diverse world.
c)To focus solely on vocabulary acquisition.
d)To avoid learning about different customs and ways of life.
