KEYS
GENERAL QUIZ
Certificat de capacitació en Anglés.
Preguntes de triple opció: escollir la resposta correcta.
Preguntes de vertader o fals: escollir la resposta correcta.
Bloom's thinking skills are divived into two main groups, which are:
a) Higher and lower order thinking skills
b) Special knowledge theories
c) Analysis or synthesis of knowledge
How many thinking skills did Bloom create to classify the acquisition of knowledge?
a) 5
b) 6
c) 2
A person who likes to read and is happy among books and written assignments is likely to belong to
this type of itelligence:
a) Verbal-Linguistic Intelligence
b) Mathematical-Logical Intelligence
c) Intrapersonal Intelligence
What is the ultimate object of scaffolding in Vygotsky's view?
a) To become an independent and self-regulating learner.
b) To help the student every time he needs it.
c) To show him that there's always some one to help.
What is generally challenging for children who are egaged in CLIL lessons?
a) Abstract content # Well done!
b) The lack of linguistic resources
c) Both the lack of fluency in L2 and the difficulty to draw up conclusions from
abstract ideas.
What is more difficult for children involved in CLIL lessons?
a) To hypothesize
b) To write conclusions after an experiment
c) To compare two different results
Should minority languages be learnt at school?
a) Yes, because well-implemented bilingual programs in a minority language do
not have any negative effects on children’s development in the majority
language.
b) No, it is a waste of time.
c) It is not clear, because although it would raise his self-esteem at the beginning, it
would make things more confusing for the child in the end.
"The common frog is an animal which has webbed hind feet to move quickly in water." This
classification and explanation of the common frog requires high order thinking skills to be able to
understand it or define it. FALSE
Communities of practice are limited by formal structures. FALSE
To disseminate the results of Comenius projects properly and successfully, it is extremely important
to clearly consider the target group or groups that should be addressed. TRUE
Just developing a web site is enough as a Comenius dissemination channel. FALSE
Having properly reflected on the context of dissemination, project partners ought to generate a
structure or a plan of dissemination activities to be carried out. It is best to do this from the very
start, when formulating the project proposal. TRUE
The first applications of communities of practice have been in teacher training and in providing
isolated administrators with access to colleagues. TRUE
A community of practice is not merely a club of friends or a network of connections between
people. It has an identity defined by a shared domain of interest TRUE
A ______________ is a kind of training about a subject among peers which can be supervised by
one or two experts in addition to the coordinator.
a) course
b) seminar
c) workshop
Choose the most accurate definition of CLIL:
a) CLIL is a dual-focused educational approach in which an additional language is used for the
learning and teaching of both content and language, even though the languages are never
assessed in the content subjects.
b) CLIL is a dual-focused educational approach in which an additional language is used
for the learning and teaching of both content and language with the objective of
promoting both content and language mastery to pre-defined levels
c) CLIL is an integration of communicative methodolgies in which additional languages are
integrated and used for the teaching and learning of these languages only in content
subjects, even though theses languages are present as subjects in the curriculum.
Identify the different acronyms used in European education systems for Content and Language
Integrated Learning:
a) CLIL, EMILE, AICLE, TILC
b) CLIL, CIT, AICLE
c) CLIL, CLIL, EMILE
The following elements can be said to be the triad driving the CLIL model:
a) Community, language, scaffolding
b) Content, language, learning skills
c) Content, communication, competence
A safe and enriching learning environment, as a core feature of the CLIL methodology,
involves .......... access to authentic learning materials and environments:
a) restricting
b) guiding
c) avoiding
Authenticity, as a core feature of the CLIL methodology, involves.:
a) obliging the students to ask for the language help they need.
b) only paying attention to students' interests.
c) using current materials from the media and other sources.
Active learning, as a core feature of the CLIL methodology, does not involve.:
a) students communicating more than the teacher.
b) always teaching and learning through routines.
c) teachers acting as facilitators.
Dimensions are the reasons for doing CLIL. One of them is the Language Dimension (LANTIX).
Identify the strategy which does not have to do with the Language Dimension:
a) Improving general competence in the target or CLIL language
b) Developing only writing skills
c) Deepening awareness of both mother tongue and target language.
The 4Cs apply to:
a) Culture, Collaboration, Cognition, Content
b) Communication, Culture, Civilization, Cognition
c) Content, Communication, Culture, Cognition
Choose the CLIL dimension emphasized in a school programme in which CLIL is carried out
focusing on its impact on language development in general, mother tongue and any additional
languages:
a) Language dimension
b) Content dimension
c) Learning dimension
An oral interview, writing a report, summarizing an article or comparing the evolution of two
events, all of them are activities which help to improve __________ skills.:
a) Oral
b) Reading
c) Productive
Read this task and decide which of the 4 Cs is enhanced in it : How big is the Sun and how far
away? Draw a circle with a diameter of 4 mm on a piece of paper. This is the Earth. Now draw a
circle with a diameter of 44 cm on another piece of paper. This is the Sun. Work in pairs. One is the
Sun, one is the Earth. The Sun needs to be 50m from the Earth. Now you can see the relationship
between size and distance between the Earth and the Sun.
a) Communication
b) Culture
c) Cognition
Abiotic factors, aquatic system, barometric pressure, universal solvent, are examples of :
a) Content-compatible language
b) Content-obligatory language special expressions
c) Content-obligatory language: multiple meanings of words.
Which of the teaching strategies below is not appropriate to support language learning in content
classes?
a) Provide students with a wide range of opportunities to interact among themselves in L2.
b) Avoid the use of other languages in the school environment.
c) Try to use the CLIL language permanently
Choose the right sentence:
a) EMILE focuses on several languages in contact, whereas CLIL puts the stress on the
acquisition of contents.
b) CLIL, AICLE, EMILE, TILC are acronyms which refer to the same concept.
c) AICLE and CLIL are synonymous: the former is the English term and the latter the
Spanish.
Choose the CLIL dimension emphasized in a CLIL programme which puts the stress on activities
suitable for trans-national ICT projects, student mobility (virtual and/or physical), and exchange
(teachers or students):
a) Language dimension
b) Content dimension
c) Environment dimension
Choose the correct statement :
a) In a CLIL programme the design of the activities does not have to be modified,
b) To achieve more language learning in a CLIL programme the process must be focused on
direct language teaching.
c) Students in a CLIL programme are required to make more of an effort as they have to
concentrate on the content and understand the foreign language at the same time.
Read this task and decide which of the 4 Cs is enhanced in it.: Students, in groups of four, imagine
they are chatting with friends from several places: London, Canberra, Spain and Guatemala.They
are required to perform a conversation among themselves, taking into account the time difference.
They can look at a copy of the Time Zones.
a) Culture
b) Cognition
c) Content
System, factor, level, are examples of:
a) Content-obligatory language: technical vocabulary
b) Content-compatible language
c) Content-obligatory language: multiple meanings of words.
Which of the teaching strategies below is not appropriate to support content learning in language
classes?
a) Collaborate with the content teacher in the design of project work
b) Provide students with content-compatible language
c) Strictly follow the language contents in the syllabus to achieve students' language
proficiency
What’s inquiry-oriented instruction? Read the following definitions and choose the right one:
a) It is an instructional model that can be only implemented in science instruction, where
students develop knowledge, understanding, skills and attitudes.
b) It engages students in investigations across a learning process in order to fulfil their
curiosities.
c) It is guided instruction through research. But it may have negative results when students
acquire misconceptions or incomplete or disorganized knowledge.
Oliver Meyer suggests the “CLIL-Pyramid” as a systematic sequence for planning CLIL units and
materials. Here you have three sequences for the “CLIL-Pyramid”. Which one is the right sequence:
a) Choice of Media – Topic Selection – Task Design – CLIL Workout.
b) Topic Selection - Choice of Media – Task Design – CLIL Workout.
c) Topic Selection - Task Design - Choice of Media – CLIL Workout.
Read the following definition and choose the right concept according to the text presented:
“… information and knowledge that are represented in a variety of media and formats, and that
support achievement of intended learning outcomes.”
a) Learning intentions
b) Learning materials
c) Learning skills
Peter Mehisto suggests ten criteria for creating CLIL-specific materials. Here you have three ideas
of the ten criteria presented by Peter Mehisto. Two of them are right and one is false. Choose the
wrong one
a) CLIL material that develops in the student the ability to take charge of one's learning.
b) CLIL specific material where teachers transmit knowledge and no learning abilities.
c) CLIL material that encourages students in successful strategies in which small teams work
together.
Peter Mehisto suggests ten criteria for creating CLIL-specific materials. Here you have three ideas
of the ten criteria presented by Peter Mehisto. Two of them are right and one is false. Choose the
wrong one
a) CLIL material that presents a learning process where the content, language and learning
skills are evident and clearly seen by students.
b) CLIL specific material that encourages students to be more focused on content than
on learning skills. Material where language has no relevant role.
c) CLIL specific material that supports and sustains three interrelated components in the
learning process, content, language and learning skills.
Oliver Mayer suggests a systematic sequence for planning CLIL units and materials. In this
sequence, activities should take into account flexibility forming different types of groups. Because
these activities should be designed to improve language interaction and …
a) language assessment.
b) higher order thinking skills.
c) language resources to activate language awareness.
Oliver Mayer suggests a systematic sequence for planning CLIL units and materials. In this
sequence, the selection and use of multiple sources and materials to be used and distributed
throughout the unit is important. Keeping in mind that this variety of multitype input generates, in
the students, various different learning styles and activates different …
a) teaching styles.
b) language skills.
c) CLIL approaches.
Materials and resources have different purposes in the CLIL classroom. If we use “kinaesthetic
activities to demonstrate vocabulary, expressions or procedures” and “real objects, instruments and
manipulatives”; What kind of materials are we talking about?
a) Materials to develop language and foster communication skills.
b) Material for input and input-scaffolding.
c) Materials to develop and scaffolding cognition and problem solving.
Materials and resources have different purposes in the CLIL classroom. If we use “Classroom
displays with key expressions and language for each unit” and “Videos, songs that help children
understand vocabulary”; What kind of materials are we talking about?
a) Material for input and input-scaffolding.
b) Materials to develop language and foster communication skills.
c) Materials to develop and scaffolding cognition and problem solving.
Materials and resources have different purposes in the CLIL classroom. If we use “graphic
organizers” and “on-line games for thinking skills and strategies ”; What kind of materials are we
talking about?
a) Material for input and input-scaffolding.
b) Materials to develop and scaffolding cognition and problem solving.
c) Materials to develop language and foster communication skills.
Choose the right materials and resources in the CLIL classroom for Input and input-scaffolding.
a) Graphic organizers.
b) Vocabulary presentation through multisensory media: video, songs, picture flashcards,
word flashcards, etc.
c) Thinking games.
Materials and resources are a great help for CLIL classrooms. ICT has a special role. Read the
following statement and choose the right possibility:
“ICT is moving ahead at a great pace and developments mean that more and more possibilities are
opening up to support learning…”
a) the use of chalk in IWBs.
b) the use of wireless equipment.
c) the development of new ideas for training students as future CLIL teachers.
Tim Rudder quotes the three levels in the adoption of new technologies (levels taken from Burden,
K and Gibson’s work). Here you have one of these levels. Which one is this level?
“Where technology is used to “add value” to the whole learning process, where learners become
centrally involved in its use and where they actively construct knowledge through interaction.
a) Infusion
b) Transformation
c) Integration
Tim Rudder quotes the three levels in the adoption of new technologies (levels taken from Burden,
K and Gibson’s work). Here you have one of these levels. Which one is this level?
“The technology becomes embedded in the curriculum, adding new ways in which it can be used.
The emphasis tends to be on looking to find ways in which computers can help teachers to do better
what they are already doing.
a) Infusion
b) Integration
c) Transformation
Tim Rudder quotes the three levels in the adoption of new technologies (levels taken from Burden,
K and Gibson’s work). Here you have one of these levels. Which one is this level?
“The spread of use into more and more classrooms, the new technology simply serves to reinforce
existing practice. It is an inevitable stage of development through which schools must move, and is
not in itself detrimental, unless that is, it is viewed as an end in itself. Technology by itself does not
change practice – people do.
a) Integration
b) Infusion
c) Transformation
What is the original purpose of the Internet according to Tim Berners-Lee?
a) Access to information was the original purpose but then, a new emphasis on
communication appeared.
b) Communication was the initial idea, then information got a relevant role in the
internet. But now we are moving towards the creation of new ways of collaboration.
c) the interaction and recreation of military bases was the original purpose.
Most of the websites visited by teachers were those offering resources such as worksheets and
lesson plans, but looking more deeply, some of these visits were for inspiration, information, pupil
resources and ideas rather than simply tailor-made lesson plans. TRUE
ICT is a tool that can be harnessed by children to find information, explore and revise ideas as well
as to represent their learning in ways that are difficult and complex. There fore ICT should be
considered precautiously in CLIL classrooms. FALSE
Regarding to materials and resources, can we say? Children learn more motivated and normally
even more effective, when they are involved in first-hand experiences. TRUE
Materials and resources have different purposes in the CLIL classroom. Can we consider “real
objects, instruments and manipulatives”” and “IWB presentations with key vocabulary” as
Materials to develop and scaffolding cognition and problem solving. FALSE
Choose the most accurate statement about assessment and evaluation:
a) Assessment aims to measure only the correctness of the response
b) Evaluation deals with systems, materials, procedures and their values
c) Evaluation more often relates to individual students' achievements
Assessment is a process of .......... and interpreting evidence for
some purpose
a) collecting
b) choosing
c) judging
Content language should be assessed
a) in the student's native language
b) using the simplest format of language which is appropriate for that purpose
c) using the more complex format of language which is appropriate for that purpose
Assessment...
a) always implies a written document
b) can be either formal or informal
c) always takes place at the end of the lesson
There are three categories on assessment:
a) Preliminary, Formative and Summative Assessment
b) Preliminary, Diagnostic and Additive Assessment
c) Diagnostic, Formative and Summative Assessment
Diagnostic assessment:
a) is assessment of learning
b) establishes a baseline from which to observe growth
c) involves children in assessing their performance and deciding their next steps
Formative assessment
a) establishes a baseline from which to observe growth
b) involves children in assessing their performance and deciding their next steps
c) is assessment of learning
We can assess language through a variety of approaches:
a) Grammar, Spelling and Phonics
b) Selected-response, wide-response and neutral-response
c) Selected-response, constructed-response and personal-response
According to Bloom's Taxonomy, at analysis level of learning a student can:
a) see patterns
b) predict consequences
c) compare and discriminate between ideas
.......... assessment involves children in assessing their
performance and deciding their next steps.
a) Diagnostic
b) Summative
c) Formative
Self and also peer-assessment ...
a) gives the teacher specific information about when and how to proceed with instruction
b) could impoverish a CLIL classroom
c) increase student responsibility and autonomy
In CLIL, language and subject ...
a) are assessed at the same time and through different tasks and activities
b) are assessed at the same time and through the same tasks and activities
c) are always assessed by the teacher
Which of the answers below is not an advantage of peer-assessment?
a) It focuses on the development of student's judgment skills
b) Students will have a tendency to award everyone the same mark
c) Provides more relevant feedback to students as it is generated by their peers
Choose the right sentence:
a) Traditional tests are the most suitable assessment tools in CLIL lessons
b) Portfolios, classroom diaries and observation grids are some examples of assessment
tools in CLIL lessons
c) Assessment shouldn't be planned
Choose the right sentence:
a) Agreed marking criteria means there can be much confusion about assignment outcomes
and expectations
b) Assessment is not a major area of teacher uncertainty in CLIL contexts
c) Clear learning objectives are needed before an assessment focus can be chosen
Which of the following activities can be used in the Selected-response approach when assessing
language?
a) conference, portfolio, essay writing, oral reports, self- and peer-assessment, interviews
b) fill-in, short answers, performance assessments
c) true/false, matching, multiple choice
The goal of formative assessment is ...
a) to improve instruction and student learning
b) to evaluate student learning at the end of an instructional unit by comparing it against some
standard
c) to give the teachers specific information about when and how to proceed with instruction
Labelling can be very useful at elementary level, or in the introduction-phase of the lesson. TRUE
We shouldn't familiarize the learners with the assessment measures and success criteria. FALSE
If the assessment is orally based, "wait time" is crucial, as in CLIL contexts we ask students to
think. TRUE
Communities of practice are groups of people who share a concern or a passion for something they
do and learn how to do it better as they interact regularly TRUE
The three characteristics which are crucial in a community of practice are the domain, the
community and the experience FALSE
Problem solving, seeking experience and discussing developments are some of the activities
through which communities develop their practice TRUE
The practice of a community is not dynamic and does not involve learning on the part of everyone
FALSE
The Erasmus+ programme provides opportunities for the development of partnerships with schools
and organisations across Europe to improve standards and the quality of teaching and learning
TRUE
The promotion of language learning and linguistic diversity is one of the specific objectives of the
Erasmus+ Programme TRUE
To effectively disseminate a project results, an appropriate process at the end of the project needs to
be designed FALSE
For Erasmus+ exploitation means maximising the potential of the funded activities, so that the
results are used beyond the lifetime of the project TRUE
Materials, events and websites should not be the type of results of a European activity or project
funded FALSE
The Erasmus+ Programme implements two Key Actions in order to achieve its objectives FALSE
The “Harvard style” is a generic author-date style for citing and referencing information used
TRUE
A community of practice is not merely a club of friends or a network of connections between
people. It has an identity defined by a shared domain of interest TRUE
In a community of practice
a) The domain is not necessarily something recognized as "expertise" outside the
community
b) The domain is necessarily something recognized as "expertise" outside the community
c) The domain is necessarily something recognized as "expertise” by other communities
Cooperation for innovation and the exchange of good practices is
a) a dissemination activity
b) one of the Erasmus+ Programme Actions
c) an international programme
During the exploitation of the Erasmus+ project, the results
a) should be developed in such a way that they can be tailored to the needs of others and
transferred to new areas
b) should not be used beyond the lifetime of the project
c) should not be used to influence future policy and practice
A work group is a training modality in which
a) a group of teachers meets to share good practices but they do not have to elaborate any
materials
b) a group of teachers meets to develop a work project and elaborate materials in an
independent way
c) a group of teachers from the same centre meets to exchange different ideas about new
pedagogical knowledge
The Erasmus+ Dissemination Platform
a) is meant to be a project database as well as showroom for best practices
b) is meant to be a tool for learning foreign languages
c) is meant to be a tool to measure the importance of the different project activities
In terms of the Erasmus+ Programme dissemination envolves
a) spreading the word about the project successes and outcomes as far as possible
b) spreading the word about the project successes and outcomes during the project’s lifetime
c) spreading the word about the project successes and outcomes at the very beginning of the
project
Members of a community of practice are
a) practitioners
b) a club of friends
c) social scientists
Communities of practice
a) are called that in all organizations
b) are known under various names, such as learning networks, thematic groups, or tech
clubs
c) are known under various names, such as learning networks, formal structures or websites