TKT | Baamboozle - Baamboozle | The Most Fun Classroom Games!

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Correction techniques: The teacher put students into groups and asked them to comment on each other's summaries. The aim is... (A. to encourage peer correction. B. to encourage self-correction. C. to focus students on connected speech.)

A. to encourage peer correction.

Correction techniques: The teacher decided to ignore the mistakes in the role-plays. The teacher's aim is... (A. to focus on pronunciation. B. to focus on fluency and give encouragement. C. to encourage self-correction.)

B. to focus on fluency and give encouragement.

Choose the comment which matches: Now let's see. The family live in a... A. Your prompting worked this time. The students remembered the word "flat". B. Remember it's important to get attention before giving instructions. C. Praise more.

A. Your prompting worked this time. The students remembered the word "flat".

Choose the comment which matches: Who can help Bernardo with the answer? A. You could ignore his answer. B. Can you think of another way of checking understanding? C.That was a good example of eliciting help from peers.

C.That was a good example of eliciting help from peers.

Choose the letter which does NOT complete the statement correctly: A phonemic chart can be useful for... (A. oral fluency practice. B. improving students' pronunciation. C. highlighting contrasting sounds.)

A. oral fluency practice.

Choose the letter which does NOT complete the statement correctly: Flashcards can be useful for...(A. checking knowledge of vocabulary. B. telling the class a story. C. practising scanning.)

C. practising scanning.

Choose the letter which does NOT complete the statement correctly: If the grammar revision in the book isn't enough, we can... (A. write some extra material. B. change the interaction patterns. C. adapt exercises from earlier units.)

B. Change the interaction patterns.

Choose the letter which does NOT complete the statement correctly: If the material is too young for the learners, we can... (A. replace cartoons with photos. B. find more motivating texts. C.introduce more kinaesthetic activities)

C. introduce more kinaesthetic activities.

Which activity does NOT develop listening for gist? A. L.to choose a title for a text. B. L. to decide how many speakers there are. C. L. to draw a route on a map.

C. Listening to draw a route on a map.

Which activities do NOT develop interactive speaking skills? A. Role-plays. B. Information-gap. C. Substitution drills.

C. Substittion drills.

Choose the letter which does NOT match the approach: Task-based Learning (TBL): A. Tasks must be done after practice. B. The teacher doesn't control the language that students use in tasks. C. Tasks aim to show students what they need.

A. Tasks must be done after practice.

Choose the letter which does NOT match the approach: PPP: A. Teachers need to focus attention on new target language. B. Students need opportunities to get language right before they experiment. C. Students learn new things by doing a task.

C. Students learn new things by doing a task.

Choose the letter which does NOT match the approach: Lexical approach: A. Grammar is less important than vocabulary. B. Each vocabulary item must be learned by heart. C. Students need to become aware of chunks of vocabulary.

B. Each vocabulary item must be learnt by heart.

Bernardo's grammar and vocabulary are good but he speaks very hesitantly. He needs...( A. Pronunciation practice. B. Fluency activities. C. Sentence transformation exercises.)

B. Fluency activities.

Bernardo keeps quiet most of the time because he hates making mistakes. He needs...( A. Accuracy practice. B. Paraphrasing techniques. C. Confidence building.)

C. Confidence building.

Aspects of listening: a teacher's comment: Some listening texts in the coursebook are extracts from real conversations. They're challenging but useful. (A. L.for detail. B. Dealing with connected speech. C. Working with authentic texts.)

C. Working with authentic texts.

Aspects of listening: a teacher's comment: Students only need to recognise words like numbers and names to practise this subskill. (A. L. for detail. B. L. for gist. C. L. for specific information.)

C. Listening for specific information.

Aspects of listening: a teacher's comment: My students find it hard to recognise the pronunciation of individual words and sounds when they hear people speak in the street. (A.L. for gist. B.Dealing with connected speech. C.L. for detail)

B. Dealing with connected speech.

Ways of reading: I had to sign a contract last week so I made sure I understood completely every sentence in it. (A. Reading for detail. B. Predicting. C. Deducing meaning from context. D. Intensive reading.)

A. Reading for detail.

Ways of reading: Looking at words around a word you don't understand can help you guess its meaning. (A. Reading for detail. B. Intensive reading. C. Predicting. D. Deducing meaning from context.)

C. Deducing meaning from context.

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