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PREGUNTAS TEMA 5: WRITTING.  The learners will be more motivated if: a) They write for readers other than the teacher. b) They write for an only reader, the teacher. c) They write for the teacher and for readers other than the teacher.  In the free-writing approach: a) The emphasis is on quantity rather than quality, on content and fluency rather than on form. b) The student must pay attention and revise to the grammar. c) Both options are correct.  In the controlled-to-free approach: a) The emphasis is on accuracy, paying particular attention to grammar, syntax and mechanics. b) The emphasis is on quantity rather than quality, on content and fluency rather than on form. c) Both options are correct.  One example of Social Writing is: a) Faxes b) Curriculum Vitae c) Invitations  Choose the correct option a) Pincas establishes the following stages: a) Familiarisation, b) controlled writing, c) guided writing and d) free writing. b) Piaget establishes the following stages: a) Familiarisation, b) controlled writing, c) guided writing and d) free writing. c) Pincas establishes the following stages: a) Familiarisation, b) controlled writing.  Controlled writing is: a) The learner begins to produce written sentences following the models provided by the teacher. b) Expressive writing or Writing for Fluency c) The teacher offers the pupil linguistic material to be used following precise guidelines, thus controlling the pupil’s production and reducing the possibility of mistakes.


 Guided writing is: a) The teacher offers the pupil linguistic material to be used following precise guidelines, thus controlling the pupil’s production and reducing the possibility of mistakes. b) The learner begins to produce written sentences following the models provided by the teacher. c) Expressive writing or Writing for Fluency  Free writing is: a) Also known as Creative, Expressive writing or Writing for Fluency. b) The learner begins to produce written sentences following the models provided by the teacher. c) The teacher offers the pupil linguistic material to be used following precise guidelines, thus controlling the pupil’s production and reducing the possibility of mistakes.  Marking written text can be: a) a simple task for the student in the early stages of learning English. b) A task difficult and stressful for the student, especially in the early stages of learning English. c) A simple task that requires little time.  Teacher correction: Written comments can be effective and should be…: a) Personal b) Group c) Written comments should not be performed.  Peer correction may have several advantages. In the following notes which is incorrect: a) Pupils often learn from each other's mistakes b) Pupils become more involved in the teaching-learning process. c) The student is confused by the errors of their peers.  Self correction can be done: a) When the teacher provides the correct answer, Ex: on the board. b) When the teacher does not give solutions. c) Students have to find solutions  How can we support children? a- Privide resources and opportunities b- Act a literacy models c- a and b


 Some Teaching Aids are: a-Slotboard, Flascards, Displaying Charts, Word displays, Games, ... b-Puzzles, Visual Material, Roll Sentences, Frames, Shoes, ... c- Activity Books, Computers, Slotboard, Shoes, ...  Dominoes, is a teaching aids: a- Workbooks and worksheets are widely used in our Education System. b- These are of great help with spelling and the sound-graphic relationship. c- the children write sentences in strips which can be rotated around a cardboard tube to make new sentences.

 The general objectives of the Spanish Ministry of Education (MEC) regarding foreign languages in Primary Education include the following objective related directly to this skill: a- Produce oral and written texts in the foreign language which are short and simple, in real or simulated communication situations which are related to the pupil’s experiential world. b- Produce oral, sign language and written texts in the foreign language which are short and simple, in real or simulated communication situations which are related to the pupil’s experiential world. c- Produce only oral texts in the foreign language which are short and simple, in real or simulated communication situations which are related to the pupil’s experiential world.  a. b. c.

Which of the following characteristics are typical of written discourse: Informal and permanent Permanent and formal Deliberate and informal

 a. b. c.

Which of the following characteristics are typical of spoken discourse: Informal and permanent Permanent and formal Spontaneous and informal

 a. b. c.

content in the writing process is ... what you are writing for. who you are writing to or for. why you are writing


 a. b. c.

writing that can be read by a third person is ... personal writing personal and public writing public writing

 Is the writing process a/an: a- Active / Productive linguistic skill? b- Pasive / Receptive linguistic skill? c- Visual linguistic skill?  About specific skills linked to writing: the ability rhetorical it Refers to: a- Spelling, punctuation and layout. b- Ability to select the appropriate most meaning in a range of styles and registers. c-the ability to use linguistic cohesive devices in order to join the parts of a text related sequences.  what is the order in which the four skill must be presented, according to the Audiolingual method ? a- Speaking, listening, reading and writing. b- listening, speaking, reading and writing. c- Reading, writing, speaking, listening.  Writing and other skill are closely related: a- Listening and writing. b- Speaking and writing. c- Reading and writing.

preguntas didactica II (tema 5)  

preguntas y respuestas tipo test de didactica en ingles

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