English Theory Match Quiz

Froggy Jumps

Played 8 %Accuracy 61 Average time 34:09

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About this activity

Short cases: which theory fits?

Created by

Yessika Paola Bolanos Montero

Colombia

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Top 10 results

#	Player	Accuracy	time
1	Luz September 2, 2026	% 100	34:09
2	Lau September 2, 2026	% 90	34:09
3	Jose Urán September 2, 2026	% 80	34:09
4	Sandra Lorena September 2, 2026	% 70	34:09
5	celeste September 2, 2026	% 60	34:09
6	nia September 2, 2026	% 50	34:09
7	Vale September 2, 2026	% 30	34:09
8	Alberto September 2, 2026	% 10	34:09

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English Theory Match Quiz


Froggy Jumps English Theory Match QuizOnline version Short cases: which theory fits? by Yessika Paola Bolanos Montero 1 A student learns English by repeating sentences after the teacher. Every time she produces a correct sentence, the teacher praises her. After several repetitions, she starts using the structure automatically. a Krashen Input Hypothesis b Behaviorism c Innatisim 2 A child begins to produce English sentences that she has never heard before. Her teacher notices that the child seems to have an internal capacity that helps her understand and create grammatical structures. a Innatisim b Interactionism c Usage-based approaches 3 A beginner watches simple videos in English. The language is slightly more difficult than what he currently understands, but he can understand the general meaning because of pictures and context. Over time, his English improves. a Behaviorism b Innatisim c Krashen’s Input Hypothesis 4 Two students are practicing English together. One student asks, “What does this word mean?” The other explains it, and they negotiate the meaning until both understand the message. a Interactionism b Behaviorism c Krashen Input Hypothesis 5 An English learner works with a more experienced classmate. The classmate gives hints, asks questions, and helps the learner complete a speaking task. Gradually, the learner becomes able to perform the task independently. a Sociocultural Theory b Behaviorism c Innatisim 6 A student frequently hears and uses the expression “How are you doing?” in different conversations. After hearing it many times, she begins to recognize and use the expression naturally without consciously studying its grammar. a Innatisim b Krashen Input Hypothesis c Usage-Based Approach 7 A teacher asks students to repeat the pronunciation of the word “three.” Students receive positive feedback when they pronounce it correctly and practice it several times until they develop the correct pronunciation. a Behaviorism b Interactionism c Innatisim 8 A learner understands English better when the teacher uses gestures, pictures, simple vocabulary, and examples. The teacher does not translate every word but provides understandable English. a Behaviorism b Interactionism c Krashen’s Input Hypothesis 9 A student learns English while participating in a group project. Her classmates help her express ideas, correct misunderstandings, and provide language support. Through collaboration, she develops new language skills. a Innatisim b Behaviorism c Sociocultural Theory 10 Learners intuit rules from patterns and usage in authentic communication. a Usage-Based Approach b Behaviorism c Innatisim

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English Theory Match Quiz

Froggy Jumps

About this activity

Created by

Download the paper version to play

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English Theory Match QuizOnline version

by Yessika Paola Bolanos Montero

A student learns English by repeating sentences after the teacher. Every time she produces a correct sentence, the teacher praises her. After several repetitions, she starts using the structure automatically.

A child begins to produce English sentences that she has never heard before. Her teacher notices that the child seems to have an internal capacity that helps her understand and create grammatical structures.

A beginner watches simple videos in English. The language is slightly more difficult than what he currently understands, but he can understand the general meaning because of pictures and context. Over time, his English improves.

Two students are practicing English together. One student asks, “What does this word mean?” The other explains it, and they negotiate the meaning until both understand the message.

An English learner works with a more experienced classmate. The classmate gives hints, asks questions, and helps the learner complete a speaking task. Gradually, the learner becomes able to perform the task independently.

A student frequently hears and uses the expression “How are you doing?” in different conversations. After hearing it many times, she begins to recognize and use the expression naturally without consciously studying its grammar.

A teacher asks students to repeat the pronunciation of the word “three.” Students receive positive feedback when they pronounce it correctly and practice it several times until they develop the correct pronunciation.

A learner understands English better when the teacher uses gestures, pictures, simple vocabulary, and examples. The teacher does not translate every word but provides understandable English.

A student learns English while participating in a group project. Her classmates help her express ideas, correct misunderstandings, and provide language support. Through collaboration, she develops new language skills.

Learners intuit rules from patterns and usage in authentic communication.