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1. TEMA 3
1. Language activities can include receptive, productive and/or interaction
TRUE. This is what is recommended by the CEFRL
2. The most important competences are those suggested by the Council of Europe (2001)
FALSE. Teachers must also consider national and regioonal competences set out by the
law.
3. Writing a curriculum means the teachers must ... gather information, check out the
second language content requirements (these are laws set out by the national and
regional laws) and consider the knowledge and competences for the curriculum (this
goes through the concepts: procedural knowledge, existential competence and learning to
learn).
4. The syllabus provides information about ... the sequencing (the order of the units), the
contents (what will be taught), the activities (what the content will be taught through)
5. Product oriented syllabuses focus on the goal; this is a reflection of THE BEHAVIOURIST
MODEL
6. Structural-Grammatical and notional-functional syllabuses focus on accuracy through
grammar. FALSE
7. The difference between Procedural and Task-based syllabuses are... students are
involved in the learning process (NO, they have this in common), one focuses on form
whereas the other doesn´t (Yes, procedural doesn´t focus on form where task-based
does), use of tasks (NO, true, they both use a variation of the same cycle), task selection
(procedural is based on students´ performance, whereas the task-based is based on the
needs analysis)
8. Procedural tasks are generally information-gap and reasoning-gap activities. FALSE, they
can also include opinion-gap activities.
9. Task-based syllabuses do not account for speaking activities. FALSE, this is incorporated
into the task itself
10. Lesson plans are general outlines of what a teacher does after the lesson is complete.
FALSE, although a teacher may take notes on the effectiveness of a lesson plan, they are
written beforehand