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Comprehension questions - listening
Quiz by Daniela Niño
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Why didn't Laura move to New York?
Because she was afraid to leave her family
Because she wanted to study medicine
Because she didn't like the job offer
Because she preferred engineering
What would Marcos be doing if he had studied medicine?
He would live in New York
He would be saving more money
He would be working as a doctor
He would be exercising more
Why didn't Laura move to New York?
What would Marcos be doing if he had studied medicine?
What is Sofia's main problem?
What would Sofia have been able to buy this year if she had saved money last year?
What lesson does the narrator learn from the conversation?
Day 13 - Friends: Joey finds out. (Listening comprehension) Questions on the video. https://www.youtube.com/watch?v=XZVHmRvfDHMTeaching English Introduction to the course: Language learning and teaching A 2 Characteristics of the language learners: Studying a system that aligns with international standards. A3 Cognitive factors in language learning: Addressing questions and obtaining necessary information regarding phenomena such as transfer, interference, and generalization; A4 Inductive and deductive language learning: ability and intelligence; and the phenomenon of systematic forgetting A5 Language learning methods and strategies: Familiarizing with foreign language learning methods, strategies for learning foreign languages, and communication strategies A6 International Assessment System of language skills in CEFR, IELTS, TOEFL: effective methods and strategies used to improve language skills (listening, reading, writing, speaking) A7 Psychological factors in language learning: Exploring various psychological factors such as self-esteem, shyness, risk-taking, anxiety, attitude, and motivation A8 The effectiveness of authentic materials during the learning process: The role of tasks and games in teaching foreign languages A9 Errors in language learning: Discussing types of errors, identifying and describing errors, causes of errors, and fossilized errors A10 Error correction or error analysis approaches: developing students' ability to apply their knowledge in practicing error correction A11 Age-related factors in language learning: Exploring types of comparisonand contrast, focusing on topics such as the age hypothesis and bilingualism, and providing a detailed explanation of these concepts A12 Teaching grammar: Studying grammar teaching methods; deductive and inductive approaches in grammar teaching; A13 Teaching grammar through context: linguistic intuition; language phenomena; using grammatical dictionaries; analyzing grammatical tasks; and designing exercises, tasks, and tests through completing grammarbased activities. A14 Teaching vocabulary. Seeking answers to questions such as 'What is a word?' and 'What does it mean to learn a word?' A15 Teaching vocabulary in context: teaching lexical units/phrases/collocations; introducing new vocabulary; using corpus data for pedagogical purposes; developing students' vocabulary learning strategies A16 Assessing vocabulary tasks: designing vocabulary tasks, exercises, and tests. In international assessment systems such as CEFR, IELTS, and TOEFL, grammar accuracy and lexical resource A 17 Teaching pronunciation: Understanding the importance of pronunciation for successful communication; teaching stress; teaching intonation A18 Modern technologies in teaching pronunciation A19 Error correction methods: watching to various experiences in this area and analyzing video lessons from international experts in the field A20 Analysis of skill integration in language learning: Understanding the stages of developing skill integration; integration of the four language skills; task-based integration; and project-based integration. A21 Teaching listening comprehension A22 Modern technologies in teaching listening comprehension A23 Teaching Speaking A24 Modern technologies in teaching Speaking A25 Teaching Reading A26 Modern technologies in teaching Reading A27 Teaching Writing A28 Modern technologies in teaching Writing A29 The role and importance of translation in teaching a foreign language A30 Module 2. International standards for teaching and assessment Classroom Language: The teacher's actions; the teacher's voice; the teacher's intonation; using the foreign language in the classroom A31 Foreign language environment: asking questions in the foreign language, giving instructions in the foreign language, providing oral explanations in the foreign language, and issues related to the use of the native language in the foreign language class. A 32 Designing curriculum: Studying, analyzing, and working with curricula designed for schools, lyceums, and colleges. A33 Planning lessons and the structure of lesson plans: determining thesequence of lessons, objectives, tasks, and expected outcomes; choosing the lesson structure for planning A34 Designing tasks for different stages of the lesson: Starting the lesson; concluding the lesson; connecting tasks within the lesson A35 Time management: allocating appropriate time for tasks during the lesson; and providing homework assignments A36 Educational materials and resources: Effective use of existing educational materials and resources; anticipating and addressing potential issues Planning and adapting materials: to the situation during teaching and working on lesson planning for groups of students with different abilities. A37 Classroom research: Stages of classroom research, data collection, analysis, and planning; creating/preparing the materials needed for data collection; distinguishing between the positive and negative aspects of the research A38 Data analysis: creating/preparing the materials needed for data collection; distinguishing between the positive and negative aspects of the research. A39 Peer lesson observation: Observing lessons; conducting interviews; questionnaires for teachers and students; maintaining a daily record; discussing problematic situations/events; notes and other aspects; the process of lesson observation: stages of observation; presenting observation results both orally and in writing. A40 Educational materials and national values: important tool for implementing and promoting educational standards, as well as national values. A41 Differences between methods of teaching foreign languages: practical application of modern methods in language teaching; foreign experiences in language teaching: the grammar-translation method; the method of conducting lessons entirely in the foreign language; the audio-linguistic method; and communicative methods. A42 Methods used in the local environment and their analysis: Discussion of the positive and negative aspects of various methods; language and culture; teaching/learning processes; the role of the native language in learning a foreign language; and the psychological foundations of foreign language teaching. A43 Teaching a foreign language through computer technologies A44 Types of independent work and its implementation A45 Principles of Assessment in foreign language teaching А46 Issues in Language Assessment А47 Alternatives in Assessment А48 Test methods. Methods and criteria for assessing language aspects: written expression, reading, listening comprehension, speaking, А49 integrating language skills: vocabulary; grammar; alternative forms of assessment; planning assessment; critical analysis; principles for designingtest tasks: scientific rigor, consistency, conciseness, clarity, informality, logical sequence, and systematic approach. А50 Foreign language for ESP. Studying and analyzing needs; setting objectives for teaching a foreign language in a specific field or professional area; defining teaching approaches in curriculum development; and discussing topics related to these areas. А51 Selecting textbooks, materials and resources А52 Content-based Instruction (CBI) А53 Strategies-based Instruction А54 Lifelong Learning: Teacher development, PreSETT, InSETT А55 The Role of Teaching Practice A56 Organization and implementation of compulsory and non-compulsory course process in foreign language teaching A57 Organization in and outclass activities A58 Defining the goals and content of foreign language teaching at various levels of the education system in the Republic of Uzbekistan: evaluating educational materials; adapting educational materials; creating educational materials; and discussing the role of the foreign language teacher in specialized fields to gain relevant information. A59 The role of independent study skills: foreign language focused on reading, research and study skills; make revision questions. incclude mcq question. answer the question. true falseComprehension questionsComprehension questions multiple choice for 5th grade English as a second language learners in hong kong on this text " My name is Humpty Dumpty this was my favorite spot high up on the wall I know it's an odd place for an egg to be but I loved being so close to the birds then one day I fell I'm sort of famous for that part folks called it the great fall which sounds a little grand it was just an accident but it changed my life fortunately all the king's men managed to put me back together well most of me there were some parts that couldn't be healed with bandages and glue after that day I became afraid of heights I was so scared that it kept me from enjoying some of my favorite things I walked past the wall every day I would think about climbing that ladder again I really missed the birds and being high above the city but I could never do it again because I knew that accidents can happen I eventually settled for watching the birds from the ground it wasn't the same but it was better than nothing then one day an idea flew by making planes was harder than I thought it was easy to get cuts and scratches but day after day I kept trying and trying until I got it just right my plane was perfect and it flew like nothing could stop it I hadn't felt that happy in a long time it wasn't the same as being up in the sky with the birds but it was close enough unfortunately accidents happen they always do I almost walked away again but then I thought about all the times I'd spent working on my plane and all the other things I'd missed I decided I was going to climb that wall but higher I got the more nervous I felt I didn't want to admit it I was terrified I didn't look up I didn't look down I just kept climbing one step at a time until I was no longer afraid maybe now you won't think of me as that egg who was famous for falling hopefully you'll remember me as the egg who got back up and learned how to fly life begins when you get back up"Comprehension questions for chapters 1-21 of The House On Mango StreetComprehension questions for Fish in a TreeComprehension questions about "Seventh Grade" by Gary SotoComprehension questions multiple choice for 4th grade English as a second language learners in hong kong on this text " My name is Humpty Dumpty this was my favorite spot high up on the wall I know it's an odd place for an egg to be but I loved being so close to the birds then one day I fell I'm sort of famous for that part folks called it the great fall which sounds a little grand it was just an accident but it changed my life fortunately all the king's men managed to put me back together well most of me there were some parts that couldn't be healed with bandages and glue after that day I became afraid of heights I was so scared that it kept me from enjoying some of my favorite things I walked past the wall every day I would think about climbing that ladder again I really missed the birds and being high above the city but I could never do it again because I knew that accidents can happen I eventually settled for watching the birds from the ground it wasn't the same but it was better than nothing then one day an idea flew by making planes was harder than I thought it was easy to get cuts and scratches but day after day I kept trying and trying until I got it just right my plane was perfect and it flew like nothing could stop it I hadn't felt that happy in a long time it wasn't the same as being up in the sky with the birds but it was close enough unfortunately accidents happen they always do I almost walked away again but then I thought about all the times I'd spent working on my plane and all the other things I'd missed I decided I was going to climb that wall but higher I got the more nervous I felt I didn't want to admit it I was terrified I didn't look up I didn't look down I just kept climbing one step at a time until I was no longer afraid maybe now you won't think of me as that egg who was famous for falling hopefully you'll remember me as the egg who got back up and learned how to fly life begins when you get back up"