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Revision of teaching approaches and grammar structures. For TESL 5710

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Yass

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Froggy Jumps RevisionVersión en línea Revision of teaching approaches and grammar structures. For TESL 5710 por Yass 1 Choose the letter (А, В or С) of the activity which is NOT an example of Interaction. a The learner listened to a recording and wrote down the words he didn't know. b A learner discussed with his teacher why his answer was correct. c A group of learners designed a poster together. 2 Choose the letter (А, В or С) of the activity which is NOT an example of Focus on form. a The learners had to decide if certain verbs are followed by the gerund or the infinitive. b The learners matched words to explanations of their meanings to complete an exercise. c The learners ticked which word they heard in sets of minimal pairs. 3 Choose the letter (А, В or С) of the activity which is NOT an example of Exposure. a The class invited an outside speaker to speak to them about the life of young people in her country. b The learners listened to their teacher read them a detective story. c The teacher gave her students an example of the target language. 4 Choose the letter (А, В or С) of the activity which is NOT an example of paraphrasing. a The learners read one another's emails and underlined and corrected the mistakes. b Using prompts to write new sentences with the same meaning but different words. c The learner summarised the contents of his recent presentation for his classmates. 5 Choose the activity (А, В or С) which matches the kinaesthetic learner characteristic. a The learners in groups tell a story based on a series of pictures they look at. b The learners go round the class reading posters made by the other groups. c The learners listen to a recording about an athlete and fill in a table. 6 Choose the letter (A, В or С) of the statement which does NOT match the Total Physical Response (TPR) TPR approach. a Students hear dialogues then repeat them. b Students focus on understanding before speaking. c Students move round the classroom to carry out instructions. 7 Choose the letter (A, В or С) of the statement which does NOT match the Content and Language Integrated Learning (CLIL) approach. 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. 8 Choose the letter (A, В or С) of the statement which does NOT match the 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. 9 Choose the letter (A, В or С) of the statement which does NOT match the Presentation, Practice and Production (PPP) approach. 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. 10 Choose the letter (A, В or С) of the statement which does NOT match the Grammar-Translation approach. 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. 11 Choose the letter (A, В or С) of the statement which does NOT match the Task-based Learning (TBL) approach. 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. 12 Choose the option which does NOT have the same grammatical function: She told us it was very cold there. a she b it c there 13 Choose the option which does NOT have the same grammatical function: Nobody understood his spoken French because his accent was so ‘strong’. a understood b spoken c was 14 Choose the option which does NOT have the same grammatical function: He studied IT for his job but he made very slow progress so he gave up. a for b but c so 15 Choose the option which does NOT have the same grammatical function: They took off their coats and went to the table near the window. a off b to c near 16 Choose the option which does NOT have the same grammatical function: She found it really hard to concentrate as it was so noisy there. a really b so c noisy 17 Choose the option which does NOT have the same grammatical function: The young cat ran too fast for the dog to catch it easily. a young b fast c easily 18 Choose the best option to complete each statement about the uses of the grammatical structures underlined in the sentences: Не stopped driving as he was worried about pollution. Here "as" is used to: a introduce a comparison. b introduce a reason. c introduce a time period. 19 Choose the best option to complete each statement about the uses of the grammatical structures underlined in the sentences: I don't know if he's coming. Here "if" is used to: a talk about a condition. b discuss a doubt. c introduce a reported question.

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Revision

Froggy Jumps

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Froggy Jumps

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Froggy Jumps

RevisionVersión en línea

por Yass

Choose the letter (А, В or С) of the activity which is NOT an example of Interaction.

Choose the letter (А, В or С) of the activity which is NOT an example of Focus on form.

Choose the letter (А, В or С) of the activity which is NOT an example of Exposure.

Choose the letter (А, В or С) of the activity which is NOT an example of paraphrasing.

Choose the activity (А, В or С) which matches the kinaesthetic learner characteristic.

Choose the letter (A, В or С) of the statement which does NOT match the Total Physical Response (TPR) TPR approach.

Choose the letter (A, В or С) of the statement which does NOT match the Content and Language Integrated Learning (CLIL) approach.

Choose the letter (A, В or С) of the statement which does NOT match the Lexical Approach.

Choose the letter (A, В or С) of the statement which does NOT match the Presentation, Practice and Production (PPP) approach.

Choose the letter (A, В or С) of the statement which does NOT match the Grammar-Translation approach.

Choose the letter (A, В or С) of the statement which does NOT match the Task-based Learning (TBL) approach.

Choose the option which does NOT have the same grammatical function: She told us it was very cold there.

Choose the option which does NOT have the same grammatical function: Nobody understood his spoken French because his accent was so ‘strong’.

Choose the option which does NOT have the same grammatical function: He studied IT for his job but he made very slow progress so he gave up.

Choose the option which does NOT have the same grammatical function: They took off their coats and went to the table near the window.

Choose the option which does NOT have the same grammatical function: She found it really hard to concentrate as it was so noisy there.

Choose the option which does NOT have the same grammatical function: The young cat ran too fast for the dog to catch it easily.

Choose the best option to complete each statement about the uses of the grammatical structures underlined in the sentences: Не stopped driving as he was worried about pollution. Here "as" is used to:

Choose the best option to complete each statement about the uses of the grammatical structures underlined in the sentences: I don't know if he's coming. Here "if" is used to: