BTT - WRITTEN PHASE | Super Survey Maker

A classroom scene depicting a teacher guiding students through a Written Phase in language learning, with books and materials prominently displayed on desks.

Understanding the Written Phase Quiz

Test your knowledge of the Written Phase in language learning with this comprehensive quiz. Designed for educators and students alike, you'll explore key concepts and practices crucial for improving language acquisition.

By participating in this quiz, you will:

Learn about essential steps and procedures in the Written Phase.
Evaluate your understanding of reading and grammar strategies.
Enhance your teaching or learning tactics effectively.

10 Questions2 MinutesCreated by EngagingTeach24

What books will students use during the Written Phase?

Grammar, Text Book, and Listening Comprehension Practice.

Text Book, Call Workbook, and Listening Comprehension Practice.

Written Correction Practice, Listening Comprehension Practice, and Oral Correction Practice.

What are the 4 steps present in the Written Phase?

Review, Grammar, Drill Practice, and Repetition.

Reading, Grammar, Written Exercises, and Listening Comprehension Practice.

Written Exercises, Reading, Grammar, and Extension.

About the Reading Step. Mark the correct alternative:

The Reading Step is a natural link between the work done in the Oral Phase.

The Reading Step helps prepare students for the Repetition step.

The texts used in the Reading Step are the ones students have already internalized during the work in the Oral Phase.

What is the procedure in the reading step? Mark the correct answers:

The teacher plays the reading text twice without stopping while students read along silently in their TBs.

The teacher chooses one student to read the whole text. A second student reads the first half.

The students read the text or grammar aloud in unison.

The teacher chooses one student to read approximately half the text. A second student reads the second half; a third one reads the first half, and so on, with the majority of students reading (all of the students if time permits).

As a variation, when the reading text is a dialogue, the teacher can assign roles and have different students read the lines of different characters.

The teacher should never correct students' pronunciation and intonation when they make mistakes.

Mark the correct sentences according to Recommendations for correcting students' pronunciation and intonation - Reading Step:

The teacher should use his or her own voice and correct a student's mistakes at the most appropriate moment.

The teacher should interrupt a student in the middle of a sentence.

The teacher should let him or her finish the sentence and then make the necessary corrections.

The Grammar section in the TB can appear under the following titles:

The Grammar You Need, Tools for Communication, or Rules of Thumb.

Written Correction Practice (WCP), For Your Information(FYI), or The Grammar.

The Grammar You Need, For Your Information (FYI), or Rules of Grammar.

Identify what is being described in the sentence: "It is extremely important that the teacher carefully explain the grammar points of the lesson during this step because mastery of grammar increases students' confidence in using the language."

Explanation Step.

Grammar Step.

Reading Step.

About the Oral Correction Practice (OCP), consider the affirmatives below. The teacher should use the following procedure for each sentence presented:

I. Have students look at the sentence with an error.

II. Have students identify the error

III. Have students listen to the correct form of the sentence. Then students will immediately repeat the correct form of the sentence in chorus.

IV. In some cases, this sentence will be followed by a brief explanation of the targeted grammar point. When there is an explanation, students will listen to the correct form of the sentence a second time after having heard the explanation, and only then repeat it in chorus.

During the Grammar Step, the teacher should ask students to make up sentences illustrating each grammar point that was just explained. What can the teacher do to help students build confidence?

It is a good idea for the teacher to write the incorrect examples students come up with to let them know that they have not contributed to this activity.

It is a good idea for the teacher to write on the board the correct examples students come up with in order to let them know that they have contributed to this activity with their own original grammatically correct sentences.

If a student comes up with an example that is grammatically incorrect, the teacher should explain why it is not correct and what the correct form is and then should get this same student to come up with another example that correctly illustrates the grammar point.

If a student comes up with an example that is grammatically incorrect, the teacher should explain why it is not correct and what the correct form is and then should get another student to come up with a different example that correctly illustrates the grammar point.

BTT - WRITTEN PHASE

Understanding the Written Phase Quiz

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