EXAMEN TOPICS INGLÉS 1-13 (Parte A)Online version
Elige entre Verdadero ó Falso
1
According to Kaplun, language and culture no longer go together, due to the influence of globalisation.
2
The only aim of the English language to be reached, according to the European Union, will be to develop linguistic diversity within our students.
3
The implementation of English at early stages has made it necessary to establish objectives and methodologies far from the formal and traditional ones, typical from other times, like the Educommunication Approach, being based on vertical and one-way communicative models that lead to a passive coexistence of obedience and submission.
4
Language should not be considered as an aim, but rather as a useful tool to communicate, feeling the need to achieve a methodological revolution if wishing to change the current Educative System in which students take an active part within the classroom
5
Displacement, arbitrariness, productivity, cultural transmission, discreteness, reciprocity and rapid fading correspond to some examples of the aspects that considered Hymes regarding the notion of Communicative Competence.
6
Communication can be understood as an act of exchange, sharing, reciprocity, being based on dialogue, community, horizontality, solidarity, participation and democracy, based on the model Sender-Message-Receiver.
7
We are currently emerged within the Information and Knowledge Society, which corresponds to the Web 3.0, proposing language as a means of communication and fostering critical-analytical thinking, establishing feed-feed and multidirectional communication, in which the teacher has no role to be played within the classroom, with the students producing knowledge.
8
According to Sapir (1921), 'language is a purely human and non-instinctive method of communicating ideas, emotions and desires by means of voluntarily produced symbols'.
9
According to Kaplun (1988), the main purpose of the Mathematical Theory is to persuade, control and manipulate the receiver’s behavior. In fact, Aparici (2010) calls this communicative model as "false democracy", as that feedback is confused with participation.
10
Educommunication perceives communication as an essential element from the Teaching and Learning Process, as the construction of knowledge is linked to the communication practice.
11
Connectivism considers the use of the digital media and ICT, with the main aim of creating digital expert students.
12
We should only rely on the usage of verbal communication, with the ultimate goal being the development of the students' communicative competence.
13
According to Harmer, the linguistic skills can be classified according to the medium and the activity of the speaker, being divided into productive medium and receptive medium.
14
According to the Communicative Approach, the four skills must be worked on and integrated at the same time and to the same extent.
15
The written word comes after the oral word, in order not to interfere and have a negative influence on pronunciation. Especially at the beginning of Primary Education, reading and writing should not be dealt, as students have not mastered yet those skills in their mother tongue.
16
Hearing can be defined as the ability to understand and respond to spoken language, being the first skill to be developed when learning a language. Hearing is more than just listening, being the ability to relate signals received by our ears to the phonological and grammatical system of the language.
17
Identifying the topic, predicting and guessing information using their prior knowledge, inferring the meaning from context or deducing the opinion and attitude of the speaker correspond to some strategies that students can put into practice regarding the listening skill.
18
Intensive listening “skimming”: encourages global understanding, with students matching pictures, sequencing a story, answering questions, gap-filling, following instructions, etc.
19
A language is the expression of a whole culture, being a way of understanding the world and organising the relationships among people. Our perception of the world affects the language we speak, as language arises from our needs and the cultural environment that we live in. That would explain why languages are, to some extent, not allowing us to communicate due to linguistic and cultural differences.
20
The FL Curriculum for Primary Education states as one of the general objectives the value of the foreign language and languages in general as a vehicle of communication and understanding among people from different origins and cultures.
21
Being able to communicate in English will allow our students to reduce those barriers and frontiers that have existed for such a long time among different countries, developing an auxiliary or artificial language understood by everyone, known as lingua franca.
22
Learning a foreign language promotes understanding, tolerance and respect towards cultural identity, developing not only cognitive skills, but also social skills, improving above all the communicative competence of our students.
23
All in all, the purpose of modern language teaching is to teach a FL, rather than to teach how to communicate through its use.
24
The terms culture and communication are inseparable. In fact, nobody can learn a language without some exposure to its culture. Through the learning of a language and its culture our students will be taught to avoid stereotypes and negative prejudices, encouraging tolerance, respect and empathy among others.
25
The United Kingdom of Great Britain and Northern Ireland (usually shortened to the United Kingdom, the UK or Britain) is a political union made up of three countries: England, Scotland and Northern Ireland.
26
Regarding geography, it is important to distinguish between British Isles, Great Britain and United Kingdom. The British Isles are a group of about 5000 islands in the north-west coast of Europe. The largest island among them is Great Britain, which consists of England, Wales and Scotland.
27
At the beginning of the 20th century, Britain was the greatest world power, but by the end of the 1970s it had lost it all.
28
Regarding methodology, new ways of teaching a language and its culture have appeared within the Knowledge and Information Society, especially stressing special emphasis on grammar.
29
The development of cultural awareness is not an easy task. At Primary level, students are easily bad influenced towards foreign cultures. In that way, our main goal as teachers will be that of ambassador.
30
In many occasions it is the textbook the most recommendable resource in order to expose our students to the foreign language and its culture, if wishing to follow the curriculum established within our region.
31
Traditional Foreign Language Teaching (TFLT) was mainly focused on teaching items of language in isolation with the main aim of improving the oral skills texts.
32
In Krashen's terms, in relation to Traditional Foreign Language Teaching, it could be stated that students learnt about the language in a contextualised way, paying special attention to the development of tasks and projects.
33
Grammar describes the aspects of language, being interested in what is said, rather than what should be said, with no rules or correctness, emphasizing fluency over accuracy, with students acquiring the foreign language in a free and natural way.
34
Phonology is concerned with how sounds are produced, transmitted and perceived, whereas phonetics is concerned with how speech sounds function in relation to each other in a particular language, which could be divided into segmental phonemes and suprasegmental phonemes.
35
The element of linguistics interested in utterances and the context of conversations is pragmatics, being the ability of native speakers to communicate more than what is explicitly stated.
36
Chomsky supposes a radical change regarding the study of the language in regard to Generativism, challenging Structuralism and being opposed to the behaviourist theory, trying to explain how a human being is able to form sentences never heard before, studying the psychological factors that enable humans to acquire, use and understand a language.
37
In order to achieve a proper learning, it is convenient to take into account some methodological principles regarding oral language, so that children learn in a natural way: input before output, realism, variety and establishing a relaxed atmosphere.
38
With regard to the historical attitudes, written and oral language have always been given the same relevance.
39
Currently, linguists no longer consider one means of communication to be better than the other, as they are usually said to be reciprocal, complementing each other.
40
The while-listening stage is a preparatory phase to make sure that students will be able to understand the listening.
41
Speaking does not only involve using words, but also segmental and suprasegmental phonemes, as well as verbal and non-verbal means of communication.
42
Regarding the concept of communicative competence, Dell Hymes (1971) stated that, in order to learn a language, a native speaker does not only need to utter grammatically correct forms (as Chomsky thought), but he also has to know the rules of use.
43
Jolly Phonics is the ability to read and write and use numeracy in an adequate level so as to reach written communication, being able to handle with information, express ideas and opinions, make decisions and solve problems.
44
Along the initial reading stage (ages 7-8): children decode words with fluency, acquiring orthographic rules and recognising patterns of words (practice and immersion are necessary).
45
Four stages involved in the learning to write process would be preparation, consolidation, differentiation and integration.
46
Reading comprehension is a productive skill and therefore shares common features with listening. The main common feature is that reading is a passive process in which the meaning of graphs should be encoded.
47
When starting to teach reading, it is advisable to teach the way in which letters sound, rather than the names of the letters. We are referring to “Look and say” Approach.
48
All in all, the Teaching Learning Process should be focused on the process, rather than the product.
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