Module 2, Task 6: Quiz 2

• Due No due date
 
• Points 10
 
• Questions 10
 
• Time Limit None
 
• Allowed Attempts Unlimited

Instructions

This is a REQUIRED task. (20 minutes)

This quiz will test your understanding of core concepts related to grammar practice. You can take this quiz as many times as you like. Be sure to read the feedback after you submit your answers. Please note that you must score at least 7/10 to move on in the module.

Good luck!

 

 

Module 2 Page 9 of 16
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Attempt History

	Attempt	Time	Score
KEPT	Attempt 2	1 minute	10 out of 10
LATEST	Attempt 2	1 minute	10 out of 10
	Attempt 1	9 minutes	9 out of 10

 Correct answers are hidden.

Score for this attempt: 10 out of 10

Submitted Mar 17 at 2:41am

This attempt took 1 minute.

 

For questions 1-6, look at the following terms related to grammar practice activities and three possible descriptions of the terms. Choose the correct option.

 

Question 1

1 / 1 pts

 Students speak fluently when they

  

speak easily, well and without many pauses.

 

That's right! Fluency is about speaking speed and ease of delivery.

  

speak without making mistakes.

 

  

speak without considering the listener.

 

 

Question 2

1 / 1 pts

Students speak accurately when they

  

speak correctly.

 

Yes! Accuracy refers to using the correct grammar.

  

speak quickly.

 

  

can correctly pronounce individual sounds.

 

 

Question 3

1 / 1 pts

Restructuring is

  

when students do practice activities, realize what they don’t know, and after practice manage to incorporate new knowledge into old.

 

Correct! Restructuring is the process of incorporating the new grammar with the grammar the learner already knows and uses.

  

when students forget what they have learned and make mistakes.

 

  

when students repeat difficult grammar structures in order to learn them.

 

 

Question 4

1 / 1 pts

When planning for practice, teachers should

  

consider the nature of learning challenge and then select appropriate practice activities.

 

Yes! We generally move from less challenging to more challenging in a sequence of practice activities. The practice should force the students to think, but not so difficult that they can't accomplish the task.

  

include an equal number of activities focusing on form, meaning and use.

 

  

focus on form first, and leave meaning and use for a subsequent lesson.

 

 

Question 5

1 / 1 pts

If the students’ learning challenge is form,

  

meaningful repetition is useful.

 

Yes! Repetition can help students internalize grammar structures. The key word is "meaningful." Provide the repetition at the right time with relevant examples.

  

activities asking students to make a choice are useful.

 

  

linking meaning and form together is useful.

 

 

Question 6

1 / 1 pts

If the students’ learning challenge is use,

  

activities asking students to make a choice are useful.

 

Correct! Students will have to choose between different grammar patterns to answer in an appropriate way.

  

meaningful repetition is useful.

 

  

linking meaning and form together is useful.

 

 

For questions 7-10, look at the stages and aims from a lesson plan about giving advice. Two of the aims in each stage are appropriate. One of the aims is NOT appropriate.

Mark the aim which is NOT appropriate.

 

Question 7

1 / 1 pts

Language focus

The teacher hands out a text containing a dialogue in which one friend gives advice to the other.

The teacher guides the students to identify the language of giving advice (perhaps you should, why don’t you …, if I were you, I’d ….). The aim of this stage is NOT

  

to give students practice in reading for gist.

 

Correct! Identifying specific language is a different skill than reading for general meaning/gist.

  

to focus students' attention on the target language.

 

  

to provide students with a record of language in context.

 

 

Question 8

1 / 1 pts

Controlled or restricted practice

The teacher puts the target language on the board.

Students try to say the phrases.

The teacher gives feedback, correcting and providing explanations where necessary. The aim of this stage is NOT

  

to allow students to personalize the target language.

 

Correct. In this example, student do not add any information but are merely practicing making the correct sounds in the correct order. This task has a lower cognitive load and this allows students to really focus on form.

  

to allow students to use the target language in a controlled way.

 

  

to build students' self-confidence in pronouncing the target language.

 

 

Question 9

1 / 1 pts

Preparation for freer practice

Students study their role cards: Student A has a huge problem and asks for advice, student B gives advice. The aim of this stage is NOT

  

to develop reading comprehension.

 

Not an aim. Hopefully, the role cards are written simply enough that the students' attention is fully on how they are going to speak, not interpreting the meaning of the task.

  

to give students time to think of ideas to use in the role-play.

 

  

to allow students to check with the teacher what they have to do.

 

 

Question 10

1 / 1 pts

Freer practice

Students create and perform role play skits about the topic taught.

The aim of this stage is NOT

  

to focus on the form of the target language.

 

Correct, this is not an aim! In freer practice activities, students should be thinking about the message they are conveying, not the grammar. The controlled practice earlier was hopefully scaffolded in such a way that the students have some level of confidence with the target grammar.

  

to give less controlled practice of the target language.

 

  

to prepare students for real communication.