Ingliz tili javoblar!!! 1 Find the components of Problem-based learning the culminating project, self-directed learning

INGLIZ TILI JAVOBLAR!!!
1 Find the components of Problem-based learning. the culminating project, self-directed learning
2. Which of the following is not a component of Problem-based learning? Individual work
3. What does PBL stand for? Problem-based learning
4. These are the components of _______________ : essential question, self-directed learning, group work, culminating project, constant teacher support. Problem-based learning
5. PBL has _______________ at its core. The teacher poses _______________ to the students that doesn't necessarily have a right or wrong answer. An essential question
6. Which component of PBL is the statement about? “The essential question encourages the students working in small groups to investigate and research the answer” self-directed learning
7. Which component of PBL is the statement about? “They brainstorm, discuss, research, analyze, construct, and deconstruct information in order to get to the bottom of it. Students drive their own learning. They seek guidance from experts and their teachers when needed. Students gather as much information and data as possible” self-directed learning о about? “A continual review and actionable feedback along the way are absolutely mandatory for the learners to keep progressing on their path until they arrive at the logical project conclusion. Constant teacher support
10.__________is a pedagogical method in which students working as a team to solve complicated, ill-structured problems rooted in the real world. Problem-based learning
11. What is the role of a teacher in Problem-based learning? A facilitator, a manager
12. In a ___________ lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. Task-based
13. Find a line with consecutive stages of a lesson in Task-based Learning. Pre-task, task, planning, report, analysis, practice
14. Which stage of a Task-based learning lesson is the statement about? “The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. This stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task. Pre-task
15. Which stage of a Task-based learning lesson is the statement about? “The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.” task
16. Which stage of a Task-based learning lesson is the statement about? “Students prepare a short oral or written report to tell the class what happened during their task. They then practise what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.” planning
17. Which stage of a Task-based learning lesson is the statement about? “Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.” report
18. Which stage of a Task-based learning lesson is the statement about? “The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.” analysis
19. Which stage of a Task-based learning lesson is the statement about? “the teacher selects language areas to practice based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.” practice
20. Find the advantage of Task-based learning. The language explored arises from the students needs. This need dictates what will be covered in the lesson rather than a decision…
21. Find an INCORRECT sentence about Task-based learning. Tasks often mimic imaginative tasks and situations
22. Complete the sentence with a suitable word. Task-based learning usually starts with ________ from reading or listening. The learners are then required to complete the task through speaking or writing input
23. Task-based learning usually starts with input from reading or listening. The learners are then required to complete the task through _______________ speaking and writing
24. Which method is it? “Writing Telephone Messages. Work in pairs. Listen to the following phone messages left on the answering machine for your English-speaking guest. You can listen as many times as you like. Write a note to your guest summarizing the messages and highlighting any actions he/she needs to take. Task-based language teaching
25. Which method is it? Applying for a job. Work in groups of three. One of you will be applying for a job. Choose who it is and discuss the kind of job he/she would like. Look through the job advertisements in the newspaper. Find a job to suit your jobhunter. Write a letter applying for the job. Task-based language teaching
26. Which method is it? Conducting and reporting on class research Work in pairs. Choose a subject that you want to do class research on e.g., favourite music, family, ambitions etc. Write a questionnaire with 4 questions and give it to 10 classmates to fill in. Read the completed questionnaires and write a short report of your findings. Task-based language teaching
27. Which method is it? Replying to an email with recommendations on what to do in your town. Work in groups of four. Read the email from Giorgio who is going to spend the day in your town with his family. Look at the interests and needs described in the email and discuss the most suitable places for the family to visit. Write an email making recommendations to Giorgio and his family. Task-based language teaching
28. Which method is really motivating for students mainly because the tasks are real, interactive and require them to work in groups, which they prefer. It can also appeal to different learning styles and is often cross-curricular. Task-based language teaching
29. Which method is the statement about? “Students can work individually or in groups. Teacher defines the problem. Teacher identifies action steps. Students create a product” project based learning
30. Which method is the statement about? “Students work in groups and define the problem. Students identify the action steps and create a solution.” Problem-based learning
31. Find an activity for Task-based language teaching. Creating a presentation; writing a piece of text, such as a newsletter article
32. Find an activity for Task-based language teaching. Making a video or short movie; acting out a skit
33. Which is NOT a technique for Task-based language teaching? Gap-filling
34. When should a teacher correct errors in Task-based language teaching? At the end of the lesson
35. An example of a _______activity could be to have each student draw a comic picture and explain the content and the inspiration behind it to the group. They then have to collaborate to put together a comic strip that includes each student’s picture, which is the main task (to create an original comic strip) task-based
36. Find a technique for task-based language teaching information gap; jigsaw
37. What types of activities does Sensory Play learning through senses include? Textured/scented/coloured/play-dough
38. What types of activities does Exploratory Play Learning by finding out include? Numbers and pattern sizes
39.What types of activities does Manipulative Play Learning by touch/feel/handle include? Blocks, Lego, duplo
40. What types of activities does Dramatic Play Learning by role-taking/pretending include? Pretending to be people/animal
41. What types of activities does Creative Play Learning by creating include? Drawing ,Paintings ,Collages
42. How does the stage of the play is called when the child does not play, but just observes? Unoccupied play
43. This type of play is common in children aged 2-3 years , when the child watches others at play , but does not engage in it, they may talk about the play but they do not join in. Onlooker play
44. The child plays alone, focused on their own activity, unaware and uninterested in what others are doing. Most common in children aged under three. Solitary play
45. At this stage of the play the child plays separately but close to others mimicking their actions, and it is often seen as the beginning of more complex social play. Most common in children aged 2-4 years parallel play
46. How do we call the stage of the play when the child is interested in playing with others and interacts with others during play, but the activity is not organized or coordinated? Associative play
47. The child is interested both in the people playing and in the activity. The activity is organized and participants have assigned roles. This is the beginning of “team work”. Most common in children aged 2-6 years. What stage of the play is defined here? Cooperative play
48. Which stage of gamification assumes Identifying the main goal based on what learner`s experience will be evaluated . What will indicate that the program has delivered results? 100% employee participation or 60% improvement in employee engagement? Setting The Main Success Criteria
49. Which stage of gamification assumes sending notifications or an internal newsletter to make sure that everybody knows about the new launch and how exciting it will be? Launching the style
50. Which technique of gamification assumes keeping in mind the importance of the gamified online course that helps learners achieve the required knowledge and skills. Keeping the learning objectives close
51. When we are talking about gamification techniques we are also talking about interaction between learners. They will be motivated by the team spirit and being better than the others or helping others to be just as better. They can also share their experiences and this way you can create content generated by your users. A place where all the community can share could be a forum or blog. Building a community
52. What does the mechanics of gamification include? Visual storytelling, visual cues, response objects, social feedback
53. What does the measurement of gamification include? Quantity, reputation, time
54. What does the behaviour of gamification include? Loyalty, mastery, quality, engagement
55. How do we call the usage of game elements and game design techniques in non-game contexts? Gamification
56. How do we call the specific set of learning recommendations derived from Suggestology, which Lozanov describes as a “science . . . concerned with the systematic study of the nonrational and/or nonconscious influences” that human beings are constantly responding to Suggestopedia
57. Who was the method Suggestopedia developed by? Georgia Loanov
58. Which method`s conspicuous characteristics are the decoration, furniture, and arrangement of the classroom, the use of music, and the authoritative behavior of the teacher? Suggestopedia
59. Which Learning activities used in Suggestopedia according to Stevick are not activities “that other language teachers would consider to be out of the ordinary” (Stevick 1976: 157). Imitation, question and answer, and role play
60. The type of activities that are more original to Suggestopedia are: listening activities

61. Having acknowledged that “there are techniques and procedures in Suggestopedy that may prove useful in a foreign language classroom,” this linguist notes that Lozanov is unequivocally opposed to any eclectic use of the techniques outside of the full panoply of suggestopedic science. Scovel 1979

62. Which of the methods assume that learners are not told to do any homework on the lesson they have just had except for reading it cursorily once before going to bed and again before getting up in the morning. Suggestopedia
63. The third part - the one by which Suggestopedia is best known, since this constitutes the heart of the method. How is the third part of the method called? The seance or concert session
64. At the beginning of the session, all conversation stops for a minute or two, and the teacher listens to the music coming from a tape-recorder. He waits and listens to several passages in order to enter into the mood of the music and then begins to read or recite the new text, his voice modulated in harmony with the musical phrases. The students follow the text in their textbooks where each lesson is translated into the mother tongue. Between the first and second part of the concert, there are several minutes of solemn silence. In some cases, even longer pauses can be given to permit the students to stir a little. Before the beginning of the second part of the concert, there are again several minutes of silence and some phrases of the music are heard again. Which part of Suggestopedia class is described here? The seance or concert session
65. Bancroft notes that this section of Suggestopedia is typically conducted in the target language, although student questions or comments will be in whatever language the student feels he or she can handle. Students are led to view the experience of dealing with the new material as interesting and undemanding of any special effort or anxiety. The teacher’s attitude and authority are considered critical to preparing students for success in the learning to come. The pattern of learning and use is noted (i.e., fixation, reproduction, and new creative production), so that students will know what is expected. The second part of the class
66. Define the stage of Suggestopedia lesson. Previously learned material is used as the basis for discussion by the teacher and twelve students in the class. All participants sit in a circle in their specially designed chairs, and the discussion proceeds like a seminar. This session may involve what are called micro-studies and macro-studies. In micro-studies specific attention is given to grammar, vocabulary, and precise questions and answers. A question from a micro-study might be, “What should one do in a hotel room if the bathroom taps are not working?” In the macro-studies, emphasis is on role playing and wider-ranging, innovative language constructions. Oral review section
67. Materials consist of direct support materials, primarily text and tape, and indirect support materials, including ………… and…………….. Define indirect support materials that are used during implementing Suggestopedia method. Fixtures \music
68. In which method the primary role of the teacher is to create situations when the learner is most suggestible and then to present linguistic material in a way most likely to encourage positive reception and retention by the learner? Suggestopedia
69. The objectives of Suggestopedia are to deliver advanced ……………….. proficiency quickly Conversational
70. What aspects in Suggestopedia are coordinated with a musical background according to Lozanov? Intonation and rhythm
71. In Suggestopedia ………………. helps to induce a relaxed attitude, which Lozanov refers to as concert pseudo-passiveness. This state is felt to be optimal for learning, in that anxieties and tension are relieved and power of concentration for new material is raised. Musical background
72. Varying the ……………. and ……….. of presented material helps both to avoid boredom through monotony of repetition and to dramatize, emotionalize, and give meaning to linguistic material Tone \rhythm
73. According to Bancroft what is used to suggest a teacher–student relation like that of parent to child. In the child’s role the learner takes part in role playing, games, songs, and gymnastic exercises that help “the older student regain the self-confidence, spontaneity and receptivity of the child” (Bancroft 1972: 19). Authority
74. In describing course work and text organization Lozanov refers most often to the language to be learned as “……………… ” (e.g., “The new ………………. that is to be learned is read or recited by a well-trained teacher”) (Lozanov 1978: 270) Material
75. How do we call the application of typical elements of game playing to other areas of activity, typically as an online marketing technique to encourage engagement with a product or service? Gamification
76. Which method is a pedagogic system of teaching, which is the combination of pedagogy, psychology and artistic approaches. Suggestopedia
77. Often considered to be the strangest of the so-called "humanistic approaches", suggestopedia was originally developed in …….. by the Bulgarian educator Georgi Lozanov. 1970
78. Which method matches the following description. The suggested information is acquired spontaneously, joyfully and with a relaxing effect. A lot of music and classical art are incorporated in the learning process, which bring a great deal of positive experience and inspiration for learners. Suggestopedia
79. Gaston (1968) defines three functions of …………….. in therapy: to facilitate the establishment and maintenance of personal relations; to bring about increased self esteem through increased self-satisfaction in musical performance; and to use the unique potential of rhythm to energize and bring order Music
80. The core text or the main textbook used in a specific class is a student's…… coursebook

81. Equipment, supplies, supplementary materials etc. that teachers take to a class can be called…. teaching aids

82. Teachers use supplementary materials _______ a textbook or coursebook. in addition to

83. Authentic materials used in a classroom are materials taken from…. the real world

84. Which can be called an "authentic text"? a newspaper article

85. What do we call objects from the real world that make a classroom feel more like a real-life setting for practicing language skills? realia

86. Supplementary materials for learners such as books, handouts, audio-lingual or AV files, apps etc. are found in a school's self-access center

87. Materials centered around certain skills such as reading, listening, pronunciation etc. are called _______ materials. skills-based

88. Four key component in designing materials for writing are input, content focus, language focus and task. What do we mean by task? culminating communicative activity and writing assignment

89. What do we mean by materials development? refers to all the processes made use of be learning practitioners who produce and/or use materials for language learning

90. What is the importance of materials development for language learning? materials development contributes to teacher and students’ growth

91. Materials designed for learners to use independently, without access to a teacher or a classroom. They are normally used by the learner at home or in a library……. self-access materials

92. Materials which are often available on a CD-ROM or DVD which makes use of print, graphics, video and sound. Usually, such materials are interactive and enable the learner to receive feedback on the written or spoken language which they produce. multi-media materials

93. Making changes to materials in order to improve them or to make them more suitable for a particular type of learner. This process can include reducing, adding, omitting, modifying and supplementing. materials adaptation

94. The systematic appraisal of the value of materials in relation to their objectives and to the objectives of the learners using them. This process can be pre-use and therefore focused on predictions of potential value. It can be whilst-use and therefore focused on awareness and description of what the learners are actually doing whilst the materials are being used. And it can also be post-use and therefore focused on analysis of what happened as a result of using the materials. materials evaluation

95. Anything which presents or informs about the language being learned. It can be in the form of a textbook, a workbook, a cassette, a CD-ROM, a video, a photocopied handout, a newspaper, a paragraph written on a whiteboard. materials

96. Material evaluation is a procedure that involves measuring the value (or potential value) of a set of learning materials. It involves making judgements about the effect of the materials on the people using them.” true

97. Using “realia” in the language class means bringing…………………… real objects as teaching aids

98. A video is …………an audio-visual aid

99. A teacher brings a newspaper to her class VIII students and asks them to find some advertisements. She then asks them to list out how advertisements are designed and what an advertisement contains. What does the newspaper have? materials for language learning

100. The instructor’s road map what students need to learn and how it will be done effectively during the class time. Lesson plan

101. What is it? Definition: the most important aim, e.g. the teacher’s main aim could be to teach the present perfect or develop listening skills. main aim

102. What is it? Definition: what the teacher would like to improve on in his/her teaching, e.g. To reduce the time I spend writing on the whiteboard. personal aim

103. What is it? Definition: the details of exactly what is going to happen in each stage of a lesson, e.g. students practice the language of complaints in a role-paly in pairs. procedures

104. What is it? Definition: a section of a lesson. Lessons work through different steps such as lead-in, presentation, controlled practice, etc. stage

105. What is it? Definition: when teachers plan lessons, they think about how long each activity will take and they usually write this on their plan. timing

106. What is it? Definition: the things that a teacher uses in a class, e.g. handouts, pictures, flashcards. When teachers plan lessons they think about what things they will need. aids/materials

107. What is it? Definition: when teachers are planning a lesson, they think about what their students might find difficult about the language of skills in the lesson so that they can help them learn more effectively at certain points in the lesson. anticipated problems and solutions

108. What is it? Definition: the different ways students and teachers work together in class, e.g. student to student, in pairs or groups, or teacher to student, in open class. interaction pattern

109. What is it? Definition: when teachers think about what they believe their students will know or how they will behave in a particular lesson. assumptions

110. What is it? Definition: how a lesson fits logically into a sequence of lessons; what goes before a particular lesson how a lesson links to and helps students with, the following lesson. timetable fit

111. What is it? Definition: the secondary focus of the lesson, is less important than the main aim. It could be the language or skills learners must be able to use in order to achieve the main aim. subsidiary aim

112. Brief statements that describe what students will be expected to learn by the end of a lesson, a set of lessons, a school year. earning objectives

113. What do we call texts which are taken from real sources and which have not been specially created for teaching purposes? authentic texts

114. An introduction to the topic of the lesson plus, sometimes, activities focusing on the new language. lead-in

115. A stage where learners do controlled practice of the target language. restricted use

116. __________ will give us a general direction for planning our teaching. coursebook

117. ___________ are books and other materials we can use in addition to the coursebook. supplementary materials

118. ____________ means using language in a logical order. sequencing

119. __________provide suggestions about how to use the material in the coursebook. teacher’s books

120. Relevance, interesting topics, cultural appropriateness, the level of difficulty of the language in relation to the ability of the target group, cognitive demands are possible criteria for the selection of authentic texts. True

121. TV shows, documentaries, podcasts, radio broadcasts, advertisements, magazines, news articles, blogs, and social media posts are all examples of authentic materials. True

122. The teacher explains action verbs by using body language. What method is it? TPR

123. This method was created by American psychologist Dr. James Asher and is based on the experience of how humans learn their first language. TPR
124. Students play the game “Simon says” by showing body parts. What method is it? Total Physical Response
125. The teacher says and performs an action which students repeat. The last student to react is out. Which method is it? Total Physical Response
126. The teacher tells the story and uses body language to show action verbs. What method is it? Total Physical Response
127. Children sing a song “Head, shoulders, knees and toes” and show these body parts. What method is it? Total Physical Response
128. Students play the game “Crocodile” by showing words from a particular category e.g. Kitchen(knife, fork, toaster) in a limited time. A person who gets more correct guesses wins. What method is it? Total Physical Response
129. Originally developed by James Asher, an American professor of psychology, in the 1960s, ______is based on the theory that the memory is enhanced through association with physical movement TPR
130. The teacher explains the word “household chores” by showing gestures of washing dishes, mopping the floor, cleaning the windows, etc. What method is it? TPR
131. The teacher explains classroom language by showing such activities “open the book, close the door, etc.” miming them. What method is it? TPR
132. The teacher explains Present Simple by miming actions such as wake up, brush teeth, have breakfast and telling that it is repeated every day. What method is it? TPR
133. The teacher explains the word hungry by rubbing her stomach. What method is it? TPR
134. In TPR, what does the teacher use in order to evaluate students? Students’ action
135. Which of the following is the disadvantage of TPR? Can be a challenge for introverted students
136. Which of the following is the advantage of using TPR? It lifts the students mood
137. The grammar translation method focuses on: All of the above
138. Which two elements are NOT associated with GTM? fluency and communication

139. Which of these methods is teacher-centered? GTM

140. Translation from English to mother tongue and vice versa is adopted in.. Grammar translation method
141. Grammar Translation Method is derived from the classical method of teaching Latin and Greek
142. Who created the framework for the Grammar Translation Method? Karl Plotz
143. Students read the text and translate it into their mother tongue. What method is it? Grammar translation method
144. A teacher explains the rule of Present Simple in L1 and students do exercise. Grammar translation method
145. The goal of this method may be to read literature in its original form or simply to be a form of intellectual development. Grammar translation method
146. The teacher asks students words in their L1 and they tell the words in English. Grammar translation method
147. In GTM, ______is taught with extensive explanations in the native language. grammar
148. What is the disadvantage of GTM? Students learn the language in unnatural way
149. What is an advantage of GTM? Students are comfortable with it as they understand easily in the native language
150. GTM was in practice in Europe from ____ till 1940s 1840s
151. GTM emphasizes the study of grammar through deduction
152. For which kind of classrooms GTM might be useful? larger classrooms
153. GTM emphasizes accuracy
154. which teaching method focuses mainly on reading and writing? GTM
155. Students read the lyrics of the song and translate them into their mother tongue. Which method is it? GTM
156. Which method is considered to be convenient and time-saving? GTN
157. No importance is given to intonation, pronunciation and speaking in GTM
158. In GTM grammar is learnt deductively
159. Teacher tells students to jump and they show it in the classroom. What method is it TPR
160. Which language teaching method builds vocabulary, gives clarity and reduces the chances of vagueness? GTM
161. What is/are drawbacks of GTM? all of these
162. In this method grammar rules are memorized by heart, first language is used for explanation of vocabulary and textbook plays an important role GTM
163. The teacher explained the rule of “used to” and gave 100 sentences in L1 to translate into the target language. Which teaching method is it? GTM
164. Why does modern methodology avoid using GTM? It’s not natural
165. What is GTM? Grammar Translation Method
166. What is TPR? Total Physical Response
167. What does CLIL stand for? Content and Language Integrated Learning
168. Fill in the gap. “________is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language.” CLIL

169. Fill in the gap. “________ integrates both Content Learning and Language Learning.” CLIL

170. Which approach is characterized by Learning an additional language integrated into content subjects such as science, history or geography? Content and Language Integrated Learning

171. Which approach involves the development of social, cultural, cognitive, linguistic, academic and other learning skills, which in turn facilitate achievements in both content and language. Content and Language Integrated Learning

172. “BICS and CALP are terms introduced by Jim Cummins (1979).” What does BICS mean? Basic Interpersonal Communication Skills

173. “BICS and CALP are terms introduced by Jim Cummins (1979).” What does CALP mean? Cognitive Academic Language Proficiency

174. When teachers are planning a CLIL lesson, there are five things(5Cs) to think about. What are these 5 Cs? Content, Communication, Competence, Community and Cognition

175. Students almost always begin with some basic knowledge of the content and of the language that they will learn. In geography, for example, most learners will know that Antarctica is an icy land far away, where penguins live - but they might need to be taught that Antarctica is a continent at the South Pole, covered by ice over 1.6 Km deep. In the same way, they might know how to say that Antarctica is big and cold and far away - but they might need to be taught how to say that it is bigger than Europe, is the southernmost continent on earth, and is where the coldest ever temperature was recorded. Which approach is used in the classroom? Content and Language Integrated Learning

176. Fill in the gaps. In each CLIL lesson, new ……………. and new …………….. are introduced to build on the foundation the students already have. content/language

177. It takes many forms in CLIL lessons. For example, in listening tasks, we might help a learner grasp meaning by focusing their attention on the form of a particular tense used; in reading, the questions the teacher asks about a particular text can guide the reader to a clear understanding; writing skills can be developed through model texts, or the use of graphic organizers to help organize ideas. What does “It” refer to in the first sentence? scaffolding

178. Who created the teaching methodology "CLIL"? David Marsh

179. Language teachers in a CLIL classroom need to be experts on the content of the subject class. Is it True or False? False

180. What is the main aim of CLIL? To teach content and some language

181. Why CLIL is described as a dual-focused approach? Because it focuses on language and content

182. What is “Soft CLIL” used to describe? Soft CLIL is used to describe the broad linguistic aims that the teacher brings into the classroom

183. What are the three dimensions of CLIL? concept, procedure and language

184. There are two types of knowledge discussed by CLIL experts: “declarative knowledge” and ”functioning knowledge”. What is “declarative knowledge”? second hand knowledge which can be retold to someone

185. There are two types of knowledge discussed by CLIL experts: “declarative knowledge” and ”functioning knowledge”. What is “functioning knowledge”? putting knowledge to work, making it function

186. We offer a five-step approach to activating general academic language:1. Find a content text 2. Highlight key “concepts” 3. Identify general academic language 4. Decide what the “procedure” of the lesson will be 5. Embed general academic language into activities. Which approach offers these 5 steps? CLIL

187. Fill in the gap. Cummins’s view of BICS and CALP is helpful here. ________refers to the informal language of social interaction which takes place in the classrooms, corridors, playgrounds and other social areas and contexts of school. BICS

188. Fill in the gap. Cummins’s view of BICS and CALP is helpful here. ________reportedly takes a minimum of 5years to acquire. ______ is the language of learning, but it is also the language of exams and evaluation. CALP/CALP

189. What does input content mean in CLIL lessons? It is a subject content which is the focus of a lesson, especially relating to listening and reading activities

190. What does output content mean in CLIL lessons? It is a subject content which is the focus of the lesson, especially relating to speaking and writing activities

191. What does scaffolding mean? scaffolding is an explicit form of language support

192. Match the classroom activity with the main aim of CLIL. Learners discuss in groups how they set up their science experiments. to develop communication skills

193. Match the classroom activity with the main aim of CLIL. The teacher highlights the parts of a river from a geography text that the learners have just read. to focus on content vocabulary

194. Match the classroom activity with the main aim of CLIL. Learners classify plants according to several criteria/Learners predict the outcome of an electricity experiment. to develop cognitive skills

195. Match the language problems a teacher can face when writing a CLIL test with the possible support strategies. Learners may not understand what they need to do in answering the math problems. Paraphrase parts of the instructions.

196. Match the language problems a teacher can face when writing a CLIL test with the possible support strategies. Learners often take longer to process both content and target language when reading 80 several long history texts. Allow learners more time

197. Match the language problems a teacher can face when writing a CLIL test with the possible support strategies. Learners may not have enough English to write full sentences for the economics questions. Let learners use some L1.

198. Match the science activities in the CLIL lesson with the examples of activity types: Put the materials into the correct column. classifying

199. Match the science activities in the CLIL lesson with the examples of activity types: Look at the description again. Number the stages as they occur in the design process. ordering

200. Match the science activities in the CLIL lesson with the examples of activity types: Listen to the recording about planets and complete the table in your coursebook. information transfer

201. What is CLIL? An extra language is utilized to teach and acquire both content and language as part of a dual-focused educational approach.

202. What is authentic text? Real-life text written by native speakers.

203. What is ”brainstorming”? A problem-solving technique where members of a group quickly and spontaneously share ideas and solutions, without judgment.

204. What does CLT mean? Communicative Language Teaching

205. Find a CLT principle: authentic language input, multiple skill use, critical thinking, fluency over accuracy
206. Find a communicative task: jigsaw task
207. Find a communicative task: role play, debate, survey, simulation, chain story, information gap activities, letter writing
208. Find NOT a communicative task: reading texts aloud
209. Find a CLT principle: Interactive mode of work
210. Find a CLT principle: natural use of language,
211. Find a CLT principle: authentic tasks
212. Find a CLT principle: meaningful communication
213. Communication includes ……...listening, speaking, reading, writing
214. In ………….. students learn how to use language in an appropriate context. Communicative Language Teaching
215. In CLT focus is on …………… meaning
216. In CLT the focus is on ………. integration of skills
217. Find NOT a communicative task: repeating words after the teacher
218. Find NOT a communicative task: learning a dialogue by heart
219. Find NOT a communicative task: learning and retelling a dialogue
220. Find NOT a communicative task: converting direct speech into indirect
221. “Meaning has primacy over form”- which approach is it? CLT
222. Information gap activities are …….. .CLT activities
223. Interactive modes of work (group work, pair work) are NOT used in irGrammar translation method ork)
224. Find a non CLT task: learning grammar rules by heart
225. Find a non CLT task: finding translation of new words
226. In CLT........... is more important than mastery of structures communicative proficiency
227. What is the goal of CLT? To become communicatively competent
228. What is the goal of CLT? To use the language appropriately for a given social context
229. Is it allowed to use L1 in CLT? Yes, but the target language should be used whenever possible
230. What is the advantage of CLT? it uses authentic materials
231. What benefit does CLT offer? language is personalized to the learners’ needs
232. What is the teacher’s role in CLT? facilitator
233. What materials are used in CLT? all answers are correct
234. What can be described as a “vehicle for communication” in CLT? language
235. Which method is described: “students share information which others do not know”? CLT
236. What is NOT an example of interaction? reading a text aloud
237. Interaction involves communication
238. What activity is it: students work in groups and prepare a mini-performance; they need to show their acting skills. role play
239. What activity is it: students make a story by telling sentences one by one. chain story
240. Text-based approach is also known as Genre-based approach
241. Text-based approach is based on Four key elements
242. Guided practice develop language skills for Meaningful communication
243. We use storytelling in the class Enhance critical thinking
244. After retelling the story students Summarize, edit, develop
245. Storytelling has five components Character, setting, plot, conflict, theme
246. Storytelling preparation includes Theatrics, props, rehearsals, script
247. Teachers can help develop critical thinking by asking questions
248. Typito is designed for making video slideshows
249.How to create a video with text Upload, add text, download
250. How do you add audio to an animation? Select File > import > import to stage and select the audio file that you want to import >drag and drop the audio file to the stage/timeline.
251. What is audio in animation? Consists of sound effects, music and dialogues
252. Does animation have a video? Animations include both audio and video content, or text
253. Why is audio used? It engages audience
254. What is the importance of using audio and video? Improves communication by student’s sight and hearing
255. Can a PDF be an e-book? A PDF is not a true e-book
256. How many pages should an eBook be? 20-50

257.What does e-book stand for? To be read on an e -reader

258.How does Flipgrid work? Teachers create groups for their class (a group is a shared virtual space), then invite students to join.

259.What assessment tools are implementing Flipgrid in your classroom? Observation, self-reporting, testing; anecdotal records, check lists, rating scale.

260.What is the most effective assessment tool using Flipgrid? Formative assessment
261.Flipgrid is a response system that allows students to explain or show their learning using video

262.Can students collaborate on FlipGrid? Students can share each other’s' screens through the call platform, allowing for everyone to share

263.Storyline online is A collection of videos of well-known actors reading quality children’s literature aloud
264. Storyline online are designed to Increase literacy and share excitement for reading