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CLIL and Educational Terminology — Worksheet Extraction

Total questions: 150

Worksheet time: 1hrs 15mins

Name
Class
Date
1.

A normal input activity, vital for language learning.

a)

listening

b)

reading

c)

speaking

d)

writing

e)

comprehensibility

2.

Using meaningful material, is the major source of input.

a)

reading

b)

writing

c)

comprehensibility

d)

speaking

e)

listening

3.

Focuses on fluency. Accuracy is seen as subordinate.

a)

speaking

b)

reading

c)

listening

d)

writing

e)

comprehensibility

4.

Lexical exercises designed to review grammar.

a)

writing

b)

reading

c)

listening

d)

writing

e)

comprehensibility

5.

CLIL is not a real word, it is a(n)

a)

acronym

b)

synonym

c)

pseudonym

d)

antonym

e)

homonym

6.

CLIL is a(n) … approach to teaching and learning.

a)

old-new

b)

old

c)

modern

d)

state-of-the-art

e)

ancient

7.

CLIL has a … focus.

a)

dual

b)

sharp

c)

old

d)

new

e)

single

8.

David Marsh is a(n) … -born educator and researcher.

a)

australian

b)

austrian

c)

english

d)

french

e)

american

9.

How would you describe England linguistically after the Norman Conquest?

a)

bilingual

b)

latin speaking

c)

english-speaking

d)

german-speaking

e)

spanish-speaking

10.

In the 19th century many wealthy families used the services of tutors and …

a)

governesses

b)

teachers

c)

governors

d)

instructors

e)

builders

11.

Modern CLIL emerged in 1965 in

a)

canada

b)

spain

c)

australia

d)

the united states

e)

wales

12.

CLIL teaching is best done as … work.

a)

team

b)

individual

c)

group

d)

pair

e)

class

13.

It is the recommendation of the … that every European citizen should speak two foreign languages in addition to their mother tongue.

a)

european commission

b)

council of europe

c)

ministry of education

d)

unesco

e)

british council

14.

What does Eurydice provide information on regarding EU countries?

a)

education systems

b)

language teaching

c)

clil

d)

projects

e)

bilingualism

15.

What does MLE means

a)

modern learning environment

b)

modern learning equipment

c)

modern linguistic expertise

d)

multi-level language education

e)

modern linguistic experience

16.

The key word to CLIL is

a)

motivation

b)

reflective practice

c)

emergence of student voice

d)

modern technology

e)

modern linguistic expertise

17.

In CLIL students have to be taught

a)

autonomous learning and self-assessment

b)

assessment

c)

implementation and planning

d)

planning and assessment

e)

planning

18.

The teachers provide the glue to the learning process means

a)

they are coordinators

b)

they build teams

c)

they give coherent material

d)

they are leaders

e)

they build groups

19.

When designing teaching material teachers offer … sources of knowledge for learners.

a)

multiple

b)

academic

c)

external

d)

own

e)

linguistic

20.

To gather information, then arrange it in a particular order, e.g. when ordering data on a computer spreadsheet.

a)

collate verb

b)

combine verb

c)

compare and contrast verbs

d)

compose verb

e)

divide verb

21.

To put things together, e.g. combine these liquids to make a different solution.

a)

combine verb

b)

compare and contrast verbs

c)

compose verb

d)

divide verb

e)

collate verb

22.

What is the term for looking for similarities and differences between two or more things?

a)

compare and contrast verbs

b)

compose verb

c)

divide verb

d)

collate verb

e)

combine verb

23.

To create something such as a piece of music, art or writing.

a)

compose verb

b)

divide verb

c)

collate verb

d)

combine verb

e)

compare and contrast verbs

24.

Thinking skills used for determining the accuracy or authenticity of something and the ability to look for reasons and alternatives and then evaluate them. Associated verbs: analyse, examine, explain, give reasons, justify.

a)

critical thinking noun

b)

culture noun

c)

curriculum fit noun

d)

differentiation noun

e)

display question noun

25.

What is the term for separating a larger group into smaller ones, for example, for a classroom activity?

a)

divide verb

b)

collate verb

c)

combine verb

d)

compare and contrast verbs

e)

compose verb

26.

To give an approximate answer or to guess the amount of something, e.g. the size of an angle, the temperature of a liquid.

a)

estimate verb

b)

collate verb

c)

combine verb

d)

compare and contrast verbs

e)

compose verb

27.

What is it called when you add more information to a very short answer, especially to provide an explanation?

a)

expand verb

b)

estimate verb

c)

collate verb

d)

combine verb

e)

compare and contrast verbs

28.

To state something which is often but not always true, e.g. We can generalise from the data that most rain falls in early spring.

a)

generalise verb

b)

expand verb

c)

estimate verb

d)

collate verb

e)

combine verb

29.

Talk which encourages learners to respond constructively to each other's ideas, giving reasons and alternatives as they discuss topics. This type of talk helps develop learners' communicative and cognitive skills in subjects from across the curriculum.

a)

exploratory talk noun

b)

culture noun

c)

curriculum fit noun

d)

differentiation noun

e)

display question noun

30.

Based on the examples, what is the term for data, facts, or information that demonstrates the truth of a statement?

a)

evidence noun

b)

exploratory talk noun

c)

culture noun

d)

curriculum fit noun

e)

differentiation noun

31.

The results of an investigation, e.g. What are your findings from your investigation of the historical sources?

a)

findings noun

b)

evidence noun

c)

exploratory talk noun

d)

culture noun

e)

curriculum fit noun

32.

Language used to express the purpose of the communication. Examples are expressing ability; certainty; deduction; obligation; permission; preference; possibility; probability; prohibition; speculation.

a)

functional language noun

b)

genres noun

c)

glossary noun

d)

findings noun

e)

evidence noun

33.

A series of mimes a teacher or learner does to represent stages in a story.

a)

freeze frame noun

b)

functional language noun

c)

genres noun

d)

glossary noun

e)

findings noun

34.

Which type of vocabulary is most frequently used in general English and is also applicable across different curricular subjects?

a)

high and medium frequency words phrase

b)

information processing phrase

c)

fair test phrase

d)

dual language texts phrase

e)

data handling phrase

35.

Collecting, recording and interpreting information, often on a computer or similar electronic device.

a)

data handling phrase

b)

high and medium frequency words phrase

c)

information processing phrase

d)

fair test phrase

e)

dual language texts phrase

36.

Texts written in both the target language and the first language. The two texts usually appear one below the other or on opposite pages of a book.

a)

dual language texts phrase

b)

data handling phrase

c)

high and medium frequency words phrase

d)

information processing phrase

e)

fair test phrase

37.

The most commonly used vocabulary in general English and which may be used in curricular subjects.

a)

high and medium frequency words phrase

b)

information processing phrase

c)

fair test phrase

d)

dual language texts phrase

e)

data handling phrase

38.

Thinking skills such as identifying and organising information (the what, when, where, which, who and how many questions).

a)

information processing phrase

b)

fair test phrase

c)

dual language texts phrase

d)

data handling phrase

e)

high and medium frequency words phrase

39.

Sometimes referred to as 'soft CLIL'. This approach is often used in ELT course books when topics from the curriculum are presented within a language unit and the language used for the CLIL topic is graded according to the language syllabus.

a)

language-led clil phrase

b)

fair test phrase

c)

dual language texts phrase

d)

data handling phrase

e)

high and medium frequency words phrase

40.

What do we call the various forms of support that help students understand input and communicate their own ideas in a subject?

a)

language support noun

b)

learning out comes noun

c)

learning skills noun

d)

linegraph noun

e)

loop or domino game noun

41.

What most learners will be able to know and understand, to do and be aware of by the end of a lesson, a unit or course. Sometimes also referred to as learning objectives.

a)

learning out comes noun

b)

learning skills noun

c)

linegraph noun

d)

loop or domino game noun

e)

language support noun

42.

What is the educational term for a wide range of competencies that are not subject-specific and are essential for self-directed learning?

a)

learning skills noun

b)

linegraph noun

c)

loop or domino game noun

d)

language support noun

e)

learning outcomes noun

43.

What is a common classroom game that reinforces vocabulary through listening, speaking, reading, or writing?

a)

loop or domino game noun

b)

language support noun

c)

learning outcomes noun

d)

learning skills noun

e)

line graph noun

44.

To make links between objects, people, places, dates, e.g. wood, cotton wool and stone and are all natural materials.

a)

make associations phrase

b)

fair test phrase

c)

dual language texts phrase

d)

data handling phrase

e)

high and medium frequency words phrase

45.

A question which is used to control and organise the class. They have a similar function to commands. Examples include: Could you stop talking please? Can you work in pairs now?

a)

management question noun

b)

meta cognition noun

c)

learning outcomes noun

d)

learning skills noun

e)

line graph noun

46.

Thinking about how we think, how we build knowledge; how we learn; how we use strategies to learn.

a)

meta cognition noun

b)

learning outcomes noun

c)

learning skills noun

d)

line graph noun

e)

management question noun

47.

Part of a school or college course. It may be made up of a unit or several units of work.

a)

module noun

b)

learning outcomes noun

c)

learning skills noun

d)

line graph noun

e)

management question noun

48.

A type of assessment which relates to what learners want to learn, usually done at the start of a course and mid-way. It can be in the form of an interview or a questionnaire.

a)

needs analysis noun

b)

module noun

c)

learning outcomes noun

d)

learning skills noun

e)

line graph noun

49.

When subject teachers guide learners to become aware of how particular grammatical structures or particular vocabulary is used in subject-specific contexts.

a)

noticing language phrase

b)

fair test phrase

c)

dual language texts phrase

d)

data handling phrase

e)

high and medium frequency words phrase

50.

Which Prime Minister demonstrated a responsible approach in the talks on the peace process?

a)

evaluating

b)

reasoning

c)

reading

d)

writing

e)

creative thinking

51.

The idea of content-language integrated learning (CLIL)…

a)

can be referred to when disciplines or specific topics within these disciplines are taught in a foreign language

b)

seen as a core skill which allows students to develop communicative skills at a high level

c)

is crucial considering the changes taking place in education and in society due to the rapid development of internet technologies and the process of globalization

d)

the need to study the content of the discipline motivates students to improve their foreign language skills

e)

immersion in the language environment and an awareness of the importance of one's own achievements in the learning process

52.

What is one of the objectives of Content-language integrated learning (CLIL)?

a)

learning the content of the discipline

b)

the integration of specific content

c)

foreign language learning objectives

d)

the simultaneous teaching of subject matter

e)

foreign language skills

53.

What is the role of the foreign language in a CLIL classroom?

a)

a core skill which allows students to develop communicative skills at a high level

b)

is crucial considering the changes taking place in education and in society due to the rapid development of internet technologies and the process of globalization

c)

immersion in the language environment and an awareness of the importance of one's own achievements in the learning process

d)

the need to study the content of the discipline motivates students to improve their foreign language skills

e)

a minor skill which allows students to develop communicative skills at a high level

54.

Why does the idea of integrating a foreign language with the subject content of the discipline have a higher motivating potential than others?

a)

the need to study the content of the discipline motivates students to improve their foreign language skills

b)

immersion in the language environment and an awareness of the importance of one's own achievements in the learning process

c)

the integration creates meaningful learning situations where language is used as a tool, not just a subject

d)

the content of the subject matter serves as an illustration of the language structures to be learned

e)

crucial considering the changes taking place in education

55.

The content of the subject matter is…

a)

of particular importance, whereas in other foreign language teaching methods, the content of the subject matter serves as an illustration of the language structures to be learned

b)

the integration of specific content and foreign language learning objectives

c)

learning the foreign language at the same time

d)

the integration of language and subject matter content has a long history

e)

teaching conducted entirely or partially in a second (foreign) language

56.

The most popular immersion and the first programmes of CLIL was in…

a)

Canada, in the mid-1960s

b)

the US, in the end-1970s

c)

India, in 1950s

d)

China, in the mid-1980s

e)

France, in 1978

57.

Before the 1980s, which three aspects formed the basis for assessing the effectiveness of integrated content and language learning?

a)

learning content, development of skills in the mother tongue and progress in the foreign language

b)

development of secondary personality, learning non-native language, progress in specific subjects

c)

using non-native language, development communication skills, learning content

d)

progress in intercultural communication, learning specific subjects, development of skills in non-native language

e)

development of multicultural personality, progress in the non-native languages, teaching content

58.

What is one of the objectives of Content-language integrated learning (CLIL)?

a)

learning the foreign language at the same time

b)

the integration of specific content and foreign language learning objective

c)

the need to study the content of the discipline motivates students to improve their foreign language skills

d)

foreign language skills

e)

the simultaneous teaching of subject matter

59.

What principles or events formed the foundation for bilingual education in the United States?

a)

the integration of language and subject matter content has a long history

b)

the European Commission report on language teaching program

c)

bilingual and partial immersion programmes

d)

learning the foreign language at the same time

e)

teaching conducted entirely or partially in a second (foreign) language

60.

Content-based instruction (CBI) is…

a)

the integration of specific content and foreign language learning objectives, the simultaneous teaching of subject matter and foreign language skills

b)

teaching conducted entirely or partially in a second (foreign) language, aimed at developing skills and competences in the second language

c)

a constructive process with a high degree of activity, where the key to understanding language acquisition lies

d)

interdisciplinary and is an umbrella term for a number of sciences: cognitive linguistics, cognitive psychology, philosophical theory of cognition, theory of artificial intelligence, logic analysis of language

e)

a view, according to which a person should be studied as an information processing system, and human behaviour should be described

61.

Bilingual education is defined as…

a)

"teaching conducted entirely or partially in a second (foreign) language, aimed at developing skills and competences in the second language as well as forming and developing linguistic competence in the mother tongue, while at the same time providing a full education"

b)

the integration of specific content and foreign language learning objectives, the simultaneous teaching of subject matter and foreign language skills

c)

a constructive process with a high degree of activity, where the key to understanding language acquisition lies

d)

a view, according to which a person should be studied as an information processing system, and human behaviour should be described

e)

interdisciplinary and is an umbrella term for a number of sciences: cognitive linguistics, cognitive psychology, philosophical theory of cognition, theory of artificial intelligence, logic analysis of language

62.

According to the 1995 European Commission White Paper, what is stated about knowledge of three European languages?

a)

a priority

b)

a high degree of activity

c)

a minority

d)

theory of cognition

e)

a majority

63.

What does the 2005 European Commission Report state is the most effective way to learn a foreign language?

a)

to use the foreign language with a purpose; in this way a foreign language becomes a tool rather than an end in itself

b)

to use two languages (by teachers or learners or both) for different pedagogical or social purposes

c)

to use the national languages of English learners as the language of instruction

d)

to study subjects/disciplines in a foreign language

e)

to use one or the other with comparable efficiency in all circumstances

64.

The most comprehensive studies in investigating effective bilingual education programmes have been conducted by…

a)

A. Willig, J. Greene, L. Wong-Fillmore and C. Valadez

b)

D. Marsh, T. Naves, C. Munoz

c)

N. A. Almazova, N. I. Batrova, I. V. Batunova

d)

S. P. Firsov, L. P. Khalyapin, E. A. Tsimerm

e)

V. Pavon, T. Ting, G. Wesheffot

65.

What did A. Willig's research investigate?

a)

analysed 23 studies on bilingual learning and compared their results with other programme types

b)

develops the theory of constructivism in pedagogy

c)

analyzed one of the main principles of constructivism in application to the learning process

d)

identified and assess the degree of learning motives expression in master students

e)

established 4 teaching modules of CLIL

66.

What is the language of instruction in bilingual and partial immersion programs in the USA?

a)

the students' mother tongue

b)

opportunity to look at the studied academic discipline from different perspectives

c)

learning the content of the discipline

d)

the students' second language

e)

person's non-native language

67.

How many groups did T. Naves divide the criteria for the effectiveness of CLIL programmes into?

a)

10

b)

15

c)

12

d)

7

e)

4

68.

The most effective bilingual and immersion programmes share three characteristics. Point out one of those.

a)

they are optional but do not separate students from the mainstream

b)

successfully tested teaching material is already structured and will not get lost in the mass of teaching and learning material

c)

it becomes possible to get a review or feedback from an outside observer

d)

an emphasis on the education category

e)

continuous and sustained learning, i.e. activating the long-term memory of the students

69.

Name the scholar who gives six reasons according to which it is necessary to use integrated subject-linguistic approach in academic and professional environment.

a)

Wolff

b)

Professor M. Baynham

c)

D. Marsh

d)

A. Willig

e)

N. A. Almazova

70.

Which of Wolff’s six reasons for integration do you consider most relevant for higher education or the workplace?

a)

opportunity to look at the studied academic discipline from different perspectives

b)

introducing a cultural component to the subject content, which allows all kinds of topics to be viewed from different cultural perspectives

c)

improving teachers' proficiency in a foreign language and the basics of the disciplines taught in higher education institution

d)

they are optional but do not separate students from the mainstream

e)

it becomes possible to get a review or feedback from an outside observer

71.

Point out the scholar who distinguishes three main directions which present certain difficulties for researchers and educators within the framework of integration of subject content and foreign language (ICL).

a)

Professor M. Baynham

b)

Wolff

c)

D. Marsh

d)

A. Willig

e)

N. A. Almazova

72.

Why does content-language integration have a higher motivating potential compared to traditional language teaching methods?

a)

a lexical approach is used, through which students notice and analyse linguistic structures and lexical units, for example, while reading a text

b)

opportunity to look at the studied academic discipline from different perspectives

c)

improving teachers' proficiency in a foreign language and the basics of the disciplines taught in higher education institution

d)

it becomes possible to get a review or feedback from an outside observer

e)

introducing a cultural component to the subject content, which allows all kinds of topics to be viewed from different cultural perspectives

73.

Which three key aspects of content-language integration does Baynham identify as particularly problematic for researchers and practitioners?

a)

theoretical, methodological and contextual

b)

linguistic, conceptual and typological

c)

firstly, secondary and tertiary

d)

analytical, synthesis, practical

e)

methodological, conceptual and typological

74.

From a theoretical point of view by Professor M. Baynham, ICL…

a)

develops the idea of the role of language in the construction of knowledge, and from a methodological point of view,

b)

an important element in the context of learning clil as it explains the mechanisms of human perception (understanding) and cognition

c)

a constructive process with a high degree of activity, where the key to understanding language acquisition lies

d)

the principle of learning motivation through inclusion of students in search, research and solution of significant problems, primarily problems of their surrounding reality

e)

integration realized through interdisciplinary links

75.

Complete D. Marsh's statement: When a subject is studied in a foreign language, the two pursued objectives are...

a)

learning the content of the discipline and simultaneously learning a foreign language.

b)

to try to isolate characteristic uses and functions of language and rhetoric rather than advance normative or prescriptive rules and patterns.

c)

to explore the unknown and unlock new possibilities

d)

have a fundamental understanding of the basic nature, branches and history of linguistic inquiry

e)

to use the national languages of English learners as the language of instruction

76.

Constructivism as a theory of cognition and knowledge development is…

a)

an important element in the context of learning clil as it explains the mechanisms of human perception (understanding) and cognition

b)

a constructive process with a high degree of activity, where the key to understanding language acquisition lies

c)

the principle of learning motivation through inclusion of students in search, research and solution of significant problems, primarily problems of their surrounding reality

d)

immersion in the language environment and an awareness of the importance of one's own achievements in the learning process

e)

the principle of learning motivation through inclusion of students in search, research and solution of significant problems

77.

Choose the correct objective reason why the idea of integrating a foreign language with the subject content of the discipline has a higher motivating potential than others?

a)

immersion in the language environment and an awareness of the importance of one's own achievements in the learning process

b)

introducing a cultural component to the subject content, which allows all kinds of topics to be viewed from different cultural perspectives

c)

improving teachers' proficiency in a foreign language and the basics of the disciplines taught in higher education institution

d)

they are optional but do not separate students from the mainstream

e)

it becomes possible to get a review or feedback from an outside observer

78.

In social constructivism theory the key moment of creation and perception process is…

a)

"taken" out of brain/consciousness of perceiving person into external social environment, where interaction (communication) process takes place.

b)

educational approach in which disciplines or individual sections of disciplines are taught

c)

a constructive creative process with a high degree of activity, where the key to understanding language acquisition lies

d)

to study subjects/disciplines in a foreign language

e)

to use one or the other with comparable efficiency in all circumstances

79.

Clark developed a model of individual communication in which he defined communicative interaction as…

a)

"joint action built on individual actions"

b)

"taken" out of brain/consciousness of perceiving process

c)

“educational approach” in which disciplines or individual sections of disciplines are taught

d)

“a constructive (creative process)” with a high degree of activity

e)

the learning process

80.

Perception is…

a)

a constructive (creative process with a high degree of activity, where the key to understanding language acquisition lies

b)

the knowledge, skills and attitudes for learning across the curriculum.

c)

finishing words, sentences, diagrams, tables etc by adding missing information.

d)

thinking skills such as those used for imagination, to solve problems and to think of new ideas.

e)

thinking skills used for commenting on and assessing the value of a piece of work or an idea according to a set of criteria

81.

Which thinkers are considered the founders or major contributors to constructivist learning theory?

a)

L. S. Vygotsky, J. Dewey, J. J. Piaget. G. Gardner

b)

D. Marsh, T.Naves, C.Munoz

c)

N.A. Almazova, N.I.Batrova, I.V. Batunova

d)

S. P. Firsov, L. P. Khalyapin, E. A. Tsimerm

e)

V. Pavon, T. Ting, G. Westhoff

82.

According to M.A. Choshanov, one of the main principles of constructivism in application to the CLIL learning process is

a)

the principle of learning motivation through inclusion of students in search, research and solution of significant problems, primarily problems of their surrounding reality

b)

to use two languages (by teachers or learners or both) for different pedagogical or social purposes

c)

to use the national languages of english learners as the language of instruction

d)

to study subjects/disciplines in a foreign language

e)

to use one or the other with comparable efficiency in all circumstances

83.

According to M. Siguan and W.F. Mackie a bilingual is…

a)

a person who is competent in another language in addition to his or her first language, able to use one or the other with comparable efficiency in all circumstances

b)

a specific person with his consciousness, free will, complex inner life and individual attitude toward social surroundings including humans.

c)

a part of a person's identity, or their self-conception and self-perception, and is related to nationality, ethnicity, religion

d)

someone who is learning a language they did not learn to speak as a child

e)

a person who has to study a subject in a second language

84.

What kind of major problem do most bilingual learners face?

a)

they have to study a subject in a second language

b)

they must study the second language as a main subject in parallel to the subject

c)

they have to study a subject in another place

d)

they must motivate themselves to study a subject through non-native language

e)

they do not have to study a subject in a second language

85.

Can you name a key figure in the development and promotion of the CLIL approach?

a)

d. marsh

b)

professor m. baynham

c)

wolff

d)

a. willig

e)

n.a. almazova

86.

According to D. Marsh’s definition, CLIL is…

a)

"an educational approach in which disciplines or individual sections of disciplines are taught in a foreign language, thus pursuing a twofold goal: learning the content of the discipline and simultaneously learning a foreign language"

b)

the language development for studying curricular subjects

c)

those skills needed for everyday conversational talk

d)

a way for learning content through an additional language (foreign or second or language through some specific content, thus teaching the subject via the language

e)

"interdisciplinary and is an umbrella term" for a number of sciences: cognitive linguistics, cognitive psychology, philosophical theory of cognition, theory of artificial intelligence, logic analysis of language

87.

What is the most important concept for grasping the essence of CLIL?

a)

to recognise that every student or learner is an intelligent and educated individual

b)

to try to isolate characteristic uses and functions of language and rhetoric rather than advance normative or prescriptive rules and patterns

c)

to explore the unknown and unlock new possibilities

d)

have a fundamental understanding of the basic nature, branches and history of linguistic inquiry

e)

to use the national languages of english learners as the language of instruction

88.

Subject content in the CLIL model can be…

a)

thematic, cross-curricular or interdisciplinary

b)

theoretical, methodological and contextual

c)

linguistic, conceptual and typological

d)

firstly, secondary and tertiary

e)

analytical, synthesis, practical

89.

L.S. Vygotsky coined the term "zone of proximal development" to describe…

a)

the learning process

b)

"joint action built on individual actions"

c)

"taken" out of brain/consciousness of perceiving process

d)

“educational approach” in which disciplines or individual sections of disciplines are taught

e)

“a constructive (creative process)” with a high degree of activity

90.

What are the essential factors a CLIL teacher must take into account?

a)

how to engage students or learners in managing their own learning

b)

how to take into account not only the students' level of knowledge and academic preparation

c)

how to use a foreign or non-native language to learn subject content, not grammar

d)

how to integrate realized through interdisciplinary links

e)

how to recognize that every student or learner is an intelligent and educated individual

91.

In order to organize effective learning in CLIL, it is necessary…

a)

to take into account not only the students' level of knowledge and academic preparation

b)

to use a foreign or non-native language to learn subject content, not grammar

c)

to try to isolate characteristic uses and functions of language and rhetoric rather than advance normative or prescriptive rules and patterns

d)

to study a subject in another place

e)

to the use of two languages (by teachers or learners or both) for different pedagogical or social purposes

92.

In 2001, A. Anderson and Cratwall updated Bloom's "cognitive process dimension" to…

a)

"knowledge dimension"

b)

“cognitive dimension”

c)

“content dimension”

d)

“learning process dimension”

e)

“educational dimension”

93.

What should students be able to do in a CLIL classroom?

a)

to use a foreign or non-native language to learn subject content, not grammar

b)

to take into account not only the students' level of knowledge and academic preparation

c)

to motivate themselves to study a subject through non-native language

d)

to study subjects/disciplines in a foreign language

e)

to use one or the other with comparable efficiency in all circumstances

94.

The main concept of the methodology of Content and Language Integrated Learning (CLIL) is…

a)

integration realized through interdisciplinary links

b)

opportunity to look at the studied academic discipline from different perspectives

c)

improving teachers' proficiency in a foreign language and the basics of the disciplines taught in higher education institution

d)

it becomes possible to get a review or feedback from an outside observer

e)

introducing a cultural component to the subject content, which allows all kinds of topics to be viewed from different cultural perspectives

95.

What is cognitive science according to E.S. Kubryakova

a)

"interdisciplinary and is an umbrella term" for a number of sciences: cognitive linguistics, cognitive psychology, philosophical theory of cognition, theory of artificial intelligence, logic analysis of language

b)

"a view, according to which a person should be studied as an information processing system, and human behaviour should be described and explained in terms of internal human states. these states are manifested physically, they are observable and interpreted as receiving, processing, storing and mobilizing information to solve problems"

c)

“the main topic in cognitive science, acting as the main means of expression of thought, and, therefore, the study of language is an indirect study of cognition”

d)

"cognitivism bids for a method of serial, 'industrial' solution of problems of human thought"

e)

studies language "as a cognitive mechanism that plays a role in coding and transforming information"

96.

What is cognitivism according to V.Z. Demyankov

a)

"a view, according to which a person should be studied as an information processing system, and human behaviour should be described and explained in terms of internal human states. these states are manifested physically, they are observable and interpreted as receiving, processing, storing and mobilizing information to solve problems"

b)

"interdisciplinary and is an umbrella term" for a number of sciences: cognitive linguistics, cognitive psychology, philosophical theory of cognition, theory of artificial intelligence, logic analysis of language

c)

“the main topic in cognitive science, acting as the main means of expression of thought, and, therefore, the study of language is an indirect study of cognition”

d)

"cognitivism bids for a method of serial, 'industrial' solution of problems of human thought"

e)

studies language "as a cognitive mechanism that plays a role in coding and transforming information"

97.

Language, according to G. Hartman is…

a)

the main topic in cognitive science, acting as the main means of expression of thought, and, therefore, the study of language is an indirect study of cognition

b)

is a system of arbitrary vocal sounds through a social group that cooperates

c)

an arbitrary system of signs constituted of the signifier and signified

d)

the expression of ideas by means of speech-sounds combined into words

e)

the instrument conveying to us things useful to be known

98.

Choose the purpose of cognitive science.

a)

to describe systems of knowledge representation and processes of processing and reprocessing of information

b)

to take into account not only the students' level of knowledge and academic preparation

c)

to motivate themselves to study a subject through non-native language

d)

to study subjects/disciplines in a foreign language

e)

to use one or the other with comparable efficiency in all circumstances

99.

Considering cognitivism's innovative contribution to the development of sciences, V.Z. Demyankov emphasises…

a)

"cognitivism bids for a method of serial, 'industrial' solution of problems of human thought"

b)

“the main topic in cognitive science, acting as the main means of expression of thought, and, therefore, the study of language is an indirect study of cognition”

c)

"interdisciplinary and is an umbrella term" for a number of sciences: cognitive linguistics, cognitive psychology, philosophical theory of cognition, theory of artificial intelligence, logic analysis of language

d)

"as a cognitive mechanism that plays a role in coding and transforming information"

e)

"a view, according to which a person should be studied as an information processing system, and human behaviour should be described and explained in terms of internal human states”

100.

How can the potential of cognitive theory be further developed or applied in modern learning contexts?

a)

a programme of research on the human "thinking mechanism"

b)

an important element in the context of learning clil as it explains the mechanisms of human perception (understanding) and cognition

c)

the european commission report on language teaching program

d)

bilingual and partial immersion programmes

e)

a programme of research on the human "communication skills"

101.

According to V.Z. Demyankov, cognitive linguistics

a)

studies language "as a cognitive mechanism that plays a role in coding and transforming information"

b)

seen as a core skill which allows students to develop communicative skills at a high level

c)

is crucial considering the changes taking place in education and in society due to the rapid development of internet technologies and the process of globalization

d)

the need to study the content of the discipline motivates students to improve their foreign language skills

e)

immersion in the language environment and an awareness of the importance of one's own achievements in the learning process

102.

Choose the definition of a concept offered by E. C. Kubryakova.

a)

"a concept is an operative unit of memory, mental lexicon, conceptual system and brain language, the whole picture of the world, a quantum of knowledge. the most important concepts are expressed in language"

b)

“ordinary ideas or general notions that occur in the mind, in speech, or in thought”

c)

“an idea or thought, esp. a generalized idea of a thing or class of things; abstract notion”

d)

“having an experimental or strikingly different design, especially to test or demonstrate new features”

e)

“an understanding retained in the mind, from experience, reasoning and/or imagination; a generalization (generic, basic form), or abstraction (mental impression), of a particular set of instances or occurrences (specific, though different, recorded manifestations of the concept)”

103.

V.I. Karasik characterizes concepts as…

a)

"mental formations which are meaningful conscious typified fragments of experience stored in human memory"

b)

"a concept is an operative unit of memory, mental lexicon, conceptual system and brain language, the whole picture of the world, a quantum of knowledge. the most important concepts are expressed in language"

c)

“an idea or thought, esp. a generalized idea of a thing or class of things; abstract notion”

d)

“having an experimental or strikingly different design, especially to test or demonstrate new features”

e)

“an understanding retained in the mind, from experience, reasoning and/or imagination; a generalization (generic, basic form), or abstraction (mental impression), of a particular set of instances or occurrences (specific, though different, recorded manifestations of the concept)”

104.

Scholar M.V. Pimenova notes that concept…

a)

"a concept is a representation of a fragment of the world"

b)

“an idea or thought, esp. a generalized idea of a thing or class of things; abstract notion”

c)

"mental formations which are meaningful conscious typified fragments of experience stored in human memory"

d)

a programme of research on the human "thinking mechanism"

e)

a programme of research on the human "communication skills"

105.

Is analysis primarily a qualitative, quantitative, or mixed method?

a)

the process of dividing an object into its constituent parts and studying its individual parts, examining the object from different sides

b)

the discovery of similarities and differences between objects, for example, differences in lexical units between russian and english

c)

combining objects according to a certain feature

d)

application of a common feature to a specific object, the discovery of properties of the common in concrete things

e)

a general pedagogical, subject-independent, individually oriented educational technology

106.

Choose the right definition of comparison.

a)

the discovery of similarities and differences between objects, for example, differences in lexical units between russian and english

b)

the process of dividing an object into its constituent parts and studying its individual parts, examining the object from different sides

c)

combining objects according to a certain feature

d)

using first language and the target language together while communicating

e)

application of a common feature to a specific object, the discovery of properties of the common in concrete things

107.

Generalization is…

a)

combining objects according to a certain feature

b)

the discovery of similarities and differences between objects, for example, differences in lexical units between russian and english

c)

application of a common feature to a specific object, the discovery of properties of the common in concrete things

d)

the process of dividing an object into its constituent parts and studying its individual parts, examining the object from different sides

e)

a general pedagogical, subject-independent, individually oriented educational technology

108.

Which is the correct definition of concretization?

a)

application of a common feature to a specific object, the discovery of properties of the common in concrete things

b)

combining objects according to a certain feature

c)

the discovery of similarities and differences between objects, for example, differences in lexical units between russian and english

d)

a general pedagogical, subject-independent, individually oriented educational technology

e)

the process of dividing an object into its constituent parts and studying its individual parts, examining the object from different sides

109.

Which scholar's theory of meaningful learning is the technology of forming critical thinking through reading and writing based on?

a)

L.S.Vygotsky's

b)

Professor M. Baynham’s

c)

Wolff’s

d)

A. Willig’s

e)

N.A. Almazova’s

110.

Cognitive educational technology is…

a)

a general pedagogical, subject-independent, individually oriented educational technology

b)

the vocabulary, grammatical structures and functions learners need to study specific curricular subjects

c)

technology such as digital cameras, cd-roms, data-projectors and interactive whiteboards (iwbs)

d)

the less formal, more everyday language learners need for studying curricular subjects

e)

the combined use of computer hardware, software, and educational theory and practice to facilitate learning

111.

The main task of cognitive technology is…

a)

to create conditions for each student to understand the perceived information.

b)

to take into account not only the students' level of knowledge and academic preparation

c)

to motivate themselves to study a subject through non-native language

d)

to study subjects/disciplines in a foreign language

e)

to use one or the other with comparable efficiency in all circumstances

112.

When was the term "Content and Language Integrated Learning (CLIL)" coined?

a)

1998

b)

1989

c)

1990

d)

1991

e)

1978

113.

An approach to bilingual education in which the second/foreign language is used for teaching and learning both subject content and the language itself…

a)

subject and language integrated teaching

b)

foreign language teaching methodology

c)

psychology of teaching

d)

didactical approaches of teaching

e)

cognitive academic language proficiency

114.

Who is the author of the term "subject-linguistic integrated learning"

a)

D. Marsh

b)

L.S.Vygotsky

c)

Wolff

d)

A. Willig

e)

N.A. Almazova

115.

An important feature of content-language integrated teaching is

a)

the adaptability of the approach

b)

lack of theory

c)

the lack of practice

d)

the existence of a single model of behavior

e)

implementation without regard to the local environment

116.

What is the key idea of constructivism?

a)

knowledge cannot be imparted to the learner in a 'ready-made' form

b)

knowledge can be passed on to the learner in a 'ready-made' form

c)

knowledge does not require practice

d)

knowledge does not require theory

e)

knowledge is a passive process

117.

One of the founders of constructivism is considered to be...

a)

Jean Piaget

b)

Bernard Comrie

c)

Steven Krashen

d)

Lyle Campbell

e)

Edward Sapir

118.

The methodological basis for the content-language integrated learning is?

a)

constructivism

b)

rationalism

c)

futurism

d)

symbolism

e)

cubism

119.

The form of perception and representation of information in thinking and memory.

a)

modality

b)

reduction

c)

homonymy

d)

constructivism

e)

cubism

120.

Non-authentic texts are...

a)

texts written specifically for learners of a foreign language as a non-native speaker

b)

texts which were not originally intended for learning purposes

c)

extracts from fiction

d)

illustrated texts

e)

texts from a suitable language level

121.

What is the fundamental principle of foreign language teaching in CLIL?.

a)

the principle of authenticity

b)

principle of multiculturalism

c)

principle of development

d)

principle of active involvement

e)

principle of activity

122.

Thomas's Theorem, widely known among sociologists, states…

a)

the situation we perceive as real becomes real in its consequences

b)

the same situation can be interpreted in different ways

c)

history repeats itself, only it looks more humble

d)

texts which were not originally intended for learning purposes

e)

implementation without regard to the local environment

123.

Who developed scheme 4 "C" to characterize the essence of CLIL?

a)

D. Coyle

b)

Jean Piaget

c)

Steven Krashen

d)

Lyle Campbell

e)

Edward Sapir

124.

The essence of the cognitive approach in linguodidactics by I.Yu. Mangus, A.N. Shamov, E.Yu. Severinova

a)

cognitive component approach

b)

procedural and cognitive approach

c)

cognitive activity approach

d)

communicative and motivational approach

e)

communication and cognitive approach

125.

How does N.I. Almazova define the core principle of the cognitive approach in language teaching methodology?

a)

cognitive activity approach

b)

procedural and cognitive approach

c)

cognitive component approach

d)

communication and cognitive approach

e)

communicative and motivational approach

126.

One of the first works analyzing the results of the use and development prospects of CLIL in Europe was…

a)

the book “CLIL / EMILE: The European Dimension: Actions, Trends and Foresight Potential”

b)

the book “Discourse in Content and Language Integrated Learning (CLIL) Classrooms”

c)

the book “Putting CLIL into Practice (Oxford Handbooks for Language Teachers)”

d)

the book “Assessment and Learning in Content and Language Integrated Learning (CLIL) Classrooms: Approaches and Conceptualisations”

e)

the book “Beyond CLIL: Pluriliteracies Teaching for Deeper Learning”

127.

What have been the main focal points of CLIL research over the past ten years?

a)

the linguistic aspects of the methodology

b)

the integration of specific content and foreign language learning objective

c)

the need to study the content of the discipline motivates students to improve their foreign language skills

d)

foreign language skills

e)

the simultaneous teaching of subject matter

128.

Point out our domestic researchers dealing with the problems of methodological substantiation of the introduction of subject-language integrated learning in the educational process of higher educational institutions.

a)

N. A. Almazova, N. I. Batrova, I. V. Batunova

b)

Ph. Ball, M. Baynham, K. Bentley

c)

V. Pavon, T. Ting, G. Westhoff

d)

L. K. Salnaya, T. V. Sidorenko

e)

S. P. Firsov, L. P. Khlayapin, E. A. Tsimerm

129.

In pedagogy, the integrative approach determines…

a)

the content and organization of the educational process that allow you to combine all its elements into a holistic semantic space

b)

the subject of development, goals, objectives, topics and expected learning outcomes

c)

skills needed for everyday, conversational situations

d)

the analysis of the features of the professional activity of an engineering and technical specialist

e)

the cognitive "theory of two thresholds"

130.

According to ideas of P. Toukomaa, T. Skutnabb-Kangas and J. Cummins, the relationship between cognitive ability and individual bilingualism is…

a)

manifested through overcoming two thresholds, which represent a certain level of linguistic competence

b)

the conceptual framework of subject-language integrated learning

c)

the subject of development, goals, objectives, topics and expected learning outcomes

d)

a teacher of a foreign language studies the main theoretical and practical components of the content of a professional discipline

e)

the language development for studying curricular subjects

131.

Which theoretical frameworks underpin the design of CLIL instruction?

a)

the cognitive "theory of two thresholds" developed by P. Toukoumaa, T. Skutnabb-Kangas and J. Cummins

b)

three level model of learning process by L. K. Salnaya, T. V. Sidorenko

c)

Three C Module of CLIL by Ph. Ball, M. Baynham, K. Bentley

d)

the linguistic-cognitive “theory of three C” by N. A. Almazova, N. I. Batrova, I. V. Batunova

e)

“the communicative theory of learning foreign language” by Bernard Comrie

132.

What is the timeline for the development of the theoretical pillars of CLIL?

a)

1976–1977

b)

1975

c)

1967–1968

d)

1995

e)

1991

133.

What is the 4 "C" model - Content, Communication, Cognition, Culture / Citizenship (content, communicative, cognitive and cultural components), developed by Professor D. Coyle.

a)

the conceptual framework of subject-language integrated learning

b)

the subject of development, goals, objectives, topics and expected learning outcomes

c)

statements used to describe the assessment criteria for both summative and formative assessment especially in European CLIL contexts

d)

the knowledge, skills and attitudes for learning across the curriculum

e)

manifested through overcoming two thresholds, which represent a certain level of linguistic competence

134.

Schematically model 4 "C" by D. Coyle depicted in the form of…

a)

a pyramid

b)

a triangle

c)

a cube

d)

a cone

e)

a diagram

135.

The content component by D. Coyle defines…

a)

the subject of development, goals, objectives, topics and expected learning outcomes

b)

the knowledge, skills and attitudes for learning across the curriculum

c)

curricular subjects apart from languages can be taught through the target language

d)

the vocabulary, grammatical structures and functions learners need to study specific curricular subjects

e)

thinking skills such as those used for imagination, to solve problems and to think of new ideas

136.

What kind of language ability does the term BICS refer to? Provide an example.

a)

skills needed for everyday, conversational situations

b)

the knowledge, skills and attitudes for learning across the curriculum

c)

thinking skills such as those used for imagination, to solve problems and to think of new ideas

d)

the cognitive abilities of students, relying on the interaction and influence of three languages: native (Russian / Tatar), foreign (English) and the language of mathematics

e)

thinking skills such as those used for asking questions about problems and for planning what and how to do research (the ‘what and how’ questions)

137.

Name one of the three main features of CLIL by S. Loannou-Georgiou and P. Pavlov.

a)

the study of a foreign language, integrated into the content of the subject itself, such as economics, history, geography

b)

the need to study the content of the discipline motivates students to improve their foreign language skills

c)

improving teachers' proficiency in a foreign language and the basics of the disciplines taught in higher education institution

d)

they are optional but do not separate students from the mainstream

e)

it becomes possible to get a review or feedback from an outside observer

138.

What are the main types or models of CLIL, based on how much subject content is integrated?

a)

hard ("hard") CLIL and soft ("soft") CLIL

b)

low CLIL and high CLIL

c)

Prior (“the main”) CLIL and minor (“optional”) CLIL

d)

up CLIL and down CLIL

e)

the first level CLIL and the second level CLIL

139.

What is Hard (or Strong) CLIL?

a)

CLIL where the teaching and learning is focused primarily on the subject content and so is content-driven

b)

CLIL is applied in various socio-linguistic and political contexts, using any language

c)

the content of a non-linguistic discipline

d)

one in which the teaching and learning is focused primarily on language and so is language driven

e)

CLIL which involves the development of social, cultural, mental, linguistic, academic and other learning skills

140.

In hard CLIL, the main goal of training is…

a)

the content of a non-linguistic discipline

b)

one in which the teaching and learning is focused primarily on language and so is language driven

c)

the analysis of the features of the professional activity of an engineering and technical specialist

d)

the content of educational materials is formed by the teacher independently on the basis of the received subject knowledge

e)

cross-curricular work during a language course

141.

According to S. Loannou-Georgiou and P. Pavlov, what is one of the three main features of CLIL?.

a)

CLIL is applied in various socio-linguistic and political contexts, using any language

b)

the need to study the content of the discipline motivates students to improve their foreign language skills

c)

improving teachers' proficiency in a foreign language and the basics of the disciplines taught in higher education institution

d)

they are optional but do not separate students from the mainstream

e)

it becomes possible to get a review or feedback from an outside observer

142.

What is Soft (or Weak) CLIL?

a)

one in which the teaching and learning is focused primarily on language and so is language driven

b)

skills needed for everyday, conversational situations

c)

the knowledge, skills and attitudes for learning across the curriculum

d)

the cognitive abilities of students, relying on the interaction and influence of three languages: native (Russian / Tatar), foreign (English) and the language of mathematics

e)

thinking skills such as those used for asking questions about problems and for planning what and how to do research (the ‘what and how’ questions)

143.

Point out the main goal of soft (or Weak) CLIL.

a)

the main emphasis is on learning a foreign language

b)

the content of a non-linguistic discipline

c)

the analysis of the features of the professional activity of an engineering and technical specialist

d)

the content of educational materials is formed by the teacher independently on the basis of the received subject knowledge

e)

cross-curricular work during a language course

144.

Which of three models of Professor D. Coyle is used in universities of a certain specialization?

a)

C1 Model

b)

C2 Model

c)

C3 Model

d)

C1 and C2 Model

e)

C1 and C3 Model

145.

Name one of the three main features of CLIL by S. Loannou-Georgiou and P. Pavlov.

a)

CLIL involves the development of social, cultural, mental, linguistic, academic and other learning skills

b)

the need to study the content of the discipline motivates students to improve their foreign language skills

c)

improving teachers' proficiency in a foreign language and the basics of the disciplines taught in higher education institution

d)

they are optional but do not separate students from the mainstream

e)

it becomes possible to get a review or feedback from an outside observer

146.

L. L. Salekhova uses an integrated subject-language approach to develop

a)

the cognitive abilities of students, relying on the interaction and influence of three languages: native (Russian / Tatar), foreign (English) and the language of mathematics

b)

subject-oriented teaching materials, and language textbooks

c)

the analysis of the features of the professional activity of an engineering and technical specialist

d)

the content of educational materials is formed by the teacher independently on the basis of the received subject knowledge

e)

a teacher of a foreign language studies the main theoretical and practical components of the content of a professional discipline

147.

Give the definition to the term “language showers”.

a)

regular, short, continuous exposure to CLIL delivered in the target language for 15 or 30 minutes several times a week

b)

an approach designed to develop learning through systematic gathering of observation and investigation

c)

identifying parts of a sentence or text e.g. underlining opposites

d)

language used to express the purpose of the communication such as: ability; certainty; deduction; obligation; permission; preference; possibility; probability; prohibition; speculation

e)

a process approach to reading and writing which helps learners develop an awareness of how vocabulary and grammatical forms are used in different text types

148.

Cognitive Academic Language Proficiency (CALP) is…

a)

the language development for studying curricular subjects

b)

forms of support given in order to help learners meet the language demands of the lesson

c)

a matching game using words and pictures or words and definitions

d)

questions which are used to control and organize the class

e)

a subject from the curriculum which is not a foreign language

149.

Choose the right definition of the notion “Language-led CLIL”.

a)

when topics from the curriculum are presented in language course books or when teachers do cross-curricular work during a language course

b)

a subject from the curriculum which is not a foreign language

c)

when curricular subjects are learned through a non-native language

d)

the language development for studying curricular subjects

e)

language development for studying curricular subjects

150.

Point out the purpose of visual organizer “Bar chart”.

a)

to show frequency using rectangles which are the same width

b)

to classify information according two sets of different criteria

c)

to show a series of events which happen again and again in the same order

d)

to represent information to show the steps in a process or in making a decision

e)

to show facts about specific people, places, objects or events

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