Opos 2027 (Repaso Topics 18 & 19)

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Rocío López

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Opos 2027 (Repaso Topics 18 & 19)


Opos 2027 (Repaso Topics 18 & 19)Online version Review. by Rocío López 1 According to Hadfield (2013), a game is defined as: a A playful activity without a didactic purpose. b An activity with rules, a goal and an element of fun. c A competitive activity exclusively oral. d A digital interactive activity. 2 Among the affective functions of games, we can highlight: a Behaviour control. b Formal summative assessment. c The reduction of anxiety and the increase of motivation. d Exclusive grammar reinforcement. 3 What cognitive function do games promote? a Isolated mechanical memorisation. b Passive learning. c The development of attention and problem-solving skills. d Context-free repetition. 4 Communicative games are characterised by: a Focusing only on grammatical accuracy. b Being exclusively written. c Not requiring interaction. d Frequently being based on the information gap principle. 5 According to Lee (2008), games can be classified depending on the linguistic aspect they focus on. Which of the following is NOT included? a Pronunciation games. b Structure games. c Translation games. d Mime or role-play games. 6 Canale and Swain’s model of communicative competence includes: a Linguistic, sociolinguistic, discourse and strategic competence. b Only phonological and cultural competence. c Digital competence. d Artistic competence. 7 The fifth sub-competence added in the Spanish curriculum is: a Digital competence. b Sociocultural competence. c Mathematical competence. d Socioemotional competence. 8 An example of a listen-and-do game is: a Bingo. b STOP. c Simon says. d Hangman. 9 Which of the following best explains why games contribute to strategic competence development? a They prioritise written production over oral interaction. b They require learners to memorise fixed dialogues. c They encourage learners to use compensation strategies when communication breaks down. d They reduce spontaneous language use. 10 When integrating robotics (e.g., Bee-Bots or ScratchJr) into game-based FL learning, the main added value from a methodological standpoint is: a The integration of sequencing, prediction and authentic instructional language use. b The reinforcement of isolated grammar drills. c The replacement of oral interaction by digital commands. d The simplification of communicative tasks. 11 Animation and expression techniques are characterised by: a Prioritising individual memorisation. b Promoting communication through movement, gesture and voice. c Avoiding interaction. d Focusing only on reading. e 12 According to Bolton, drama in education: a Is an extracurricular activity without academic value. b Is a powerful cross-curricular learning tool. c Completely replaces the curriculum. d Only improves pronunciation. e 13 The dramatization of everyday situations allows students to: a Learn structures in isolation. b Practise communicative functions in meaningful contexts. c Eliminate body language. d Reduce oral interaction. e 14 The main difference between role-play and simulation is that: a In simulation, students act as fictional characters. b In role-play, students act as themselves. c There is no difference. d In simulation, students usually act as themselves in imaginary contexts. e 15 The use of puppets in Primary Education: a Increases anxiety. b Reduces participation. c Encourages participation by reducing direct exposure. d Is only useful in Secondary Education. e 16 In dramatization activities, error correction should: a Constantly interrupt the performance. b Focus only on grammatical accuracy. c Preferably be addressed after the activity if communication is not hindered. d Be completely eliminated. e 17 From a communicative-approach perspective, the main pedagogical advantage of dramatizing everyday life situations is that it: a Replaces explicit grammar instruction with improvisation. b Provides contextualised practice of language functions linked to real communicative purposes. c Prioritises acting skills over linguistic development. d Ensures total accuracy before oral production. e 18 The educational value of humour and simple jokes in the FL classroom lies mainly in their capacity to: a Replace structured oral practice. b Eliminate the need for vocabulary instruction. c Focus exclusively on phonological discrimination. d Promote pragmatic and intercultural awareness within authentic communication. e 19 In dramatization activities, prioritising process over final performance is methodologically justified because it: a Avoids public speaking entirely. b Reduces curricular demands. c Eliminates evaluation criteria. d Focuses on communicative development, confidence and strategy use rather than acting quality. e 20 In a Primary FL classroom, which of the following situations best reflects an appropriate balance between communicative focus and linguistic scaffolding in a dramatization activity? a The teacher provides sentence starters and visual prompts, then gradually withdraws support as pupils gain confidence. b Pupils perform a completely improvised scene without prior language support. c Pupils memorise a scripted dialogue and reproduce it exactly as written. d The teacher interrupts the performance to correct each grammatical mistake. e

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Opos 2027 (Repaso Topics 18 & 19)

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Opos 2027 (Repaso Topics 18 & 19)Online version

by Rocío López

According to Hadfield (2013), a game is defined as:

Among the affective functions of games, we can highlight:

What cognitive function do games promote?

Communicative games are characterised by:

According to Lee (2008), games can be classified depending on the linguistic aspect they focus on. Which of the following is NOT included?

Canale and Swain’s model of communicative competence includes:

The fifth sub-competence added in the Spanish curriculum is:

An example of a listen-and-do game is:

Which of the following best explains why games contribute to strategic competence development?

When integrating robotics (e.g., Bee-Bots or ScratchJr) into game-based FL learning, the main added value from a methodological standpoint is:

Animation and expression techniques are characterised by:

According to Bolton, drama in education:

The dramatization of everyday situations allows students to:

The main difference between role-play and simulation is that:

The use of puppets in Primary Education:

In dramatization activities, error correction should:

From a communicative-approach perspective, the main pedagogical advantage of dramatizing everyday life situations is that it:

The educational value of humour and simple jokes in the FL classroom lies mainly in their capacity to:

In dramatization activities, prioritising process over final performance is methodologically justified because it:

In a Primary FL classroom, which of the following situations best reflects an appropriate balance between communicative focus and linguistic scaffolding in a dramatization activity?