Good practice exchange - European Commission

M-Lang project, agreement number 2014-1-NO01-KA200-000425 Deliverable O4-A3

Good practice exchange

Case studies and good examples

Funded by the European Commission under the

Erasmus+ programme as a strategic partnership in

vocational education.

M-Lang project, agreement number 2014-1-NO01-KA200-000425: Deliverable O4-A3

The European Commission support for the production of this publication does not constitute an endorsement of the contents which reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

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Good practice exchange

Case studies and good examples

Abstract This document contains a collection of scenarios and activities that can be used. The scenarios are

organized in categories according to the one2act tool that is to be used in each of them. Respectively

we have scenarios that leverage the opportunities created by one2act SRS, one2act PeLe and one2act

Eval. Some of them have extended examples that one could consult in the Appendixes.

Sammendrag (Norwegian) Dette dokumentet inneholder en samling av scenarier og aktiviteter som kan brukes I språkopplæring.

Scenariene er organisert i kategorier i henhold til one2act verktøyene som skal brukes i hver av dem.

Henholdsvis har vi scenarier som utnytte mulighetene som skapes av one2act SRS, one2act PeLe og

one2act Eval. Noen av dem har utvidede eksempler som en kan finne mer informasjon om i

appendiksene.

Abstrakt (Swedish) Detta dokument innehåller en samling av scenarier och verksamheter som kan användas. Scenarierna

är organiserade i kategorier beroende på one2acts verktyg som ska användas i var och en av dem. Vi

har scenarier som utnyttjar de möjligheter som one2act SRS, one2act Pelé, och one2act Eval erbjuder.

Några av dem har givit flera exempel som att man kan hitta i Bilagorna.

Sommario (Italian) Questo documento include una raccolta di scenari e attività che possono essere utilizzate. Gli scenari

sono organizzati in categorie in base allo strumento one2act che deve essere utilizzato in ciascuno di

essi. Rispettivamente abbiamo scenari che sfruttano le opportunità create dal one2act SRS, one2act

PeLe e one2act Eval. Alcuni scenari includono esempi che possono essere consultati nell’Appendice.



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Sommaire (French) Ce document comporte une sélection de scénarios et d’activités qui peuvent être réutilisés. Les

scénarios sont organisés en catégories, en fonction des outils one2act utilisés pour chacun. Cela

permet de présenter des scénarios créés à partir de SRS, PELE et EVAL. Certains d’entre eux sont

présentés à travers des exemples concrets que l’on pourra consulter dans les annexes.

Περίληψη (Greek) Αυτό το έγγραφο περιέχει μία συλλογή σεναρίων και δραστηριοτήτων οι οποίες μπορούν να

χρησιμοποιηθούν. Τα σενάρια έχουν οργανωθεί ανά κατηγορίες ανάλογα με το one2one εργαλείο που

αξιοποιεί καθεμία από αυτές. Κατ’ αναλογίαν, έχουμε και σενάρια που αναπτύσσουν τις ευκαιρίες που

δημιουργήθηκαν από τα one2act SRS, one2act PeLe και one2act Eval. Ορισμένα από αυτά έχουν

εκτεταμένα παραδείγματα, τα οποία θα μπορούσε να συμβουλευτεί κανείς από τα Παραρτήματα.



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One2act SRS scenarios and activities

Scenario 1 - Learn about new words/phrases/expression

Aim Vocabulary - Learn about new words/phrases/expression

Activity SRS

Pick out “vocabulary of the week”, for instance a phrase brought up in previous class for a check Question: Do you remember the definition of the word x?

Method 3-5 alternatives in keywords. Each student may think for 20 sec. Voting. Short verification by teacher.

Subject Language

License cc, open for teacher to revise, remix

Scenario 2 - News online

Aim News online - Introduce a sensitive/delicate societal issue, open up for personal views but must build on knowledge rather than ungrounded feelings

Activity SRS

Teacher selects a current piece of news for a debate, with a question that is provocative/causing debate Teacher selects (a) statement/s and students answer anonymously Thematic collaborative work, mapping of pros and cons in media Statements can be reused after in-depth student group work

Method

Statements (agree/disagree). Each student think for 30 sec. Voting. Students discuss in groups of 2-3 students. Revoting. Teacher displays both results. In class discussion to conclude.

Subject Language, media education


Scenario 3 - Matching text and image

Aim Matching text and image/photo - Show understanding of a text: to match a text and its content to a representative photo/image

Activity SRS

Teacher presents images/photos in a PP Students to match each image/photo with a representative text - on her/his own in a first quiz Discuss with peer (pairs, small groups) Students can do the quiz a second time after collaboration and peer feedback



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Teacher can present results from both quizzes and discuss with class about the process

Method Quiz taken twice. Teacher collects response before teaching starts. Then he/she teaches for a period. After that, students submit their votes once more. Teacher may display changes, and document learning. Verification by teacher, explaining why the correct alternative is correct, and why the incorrect alternatives are incorrect.

Subject Language


Scenario 4 - Matching text and image

Aim Oral comprehension Preparing oral comprehension of a video document.

Activity SRS

Teacher selects a questions that is causing reflection, debate (example: handwritten writing is going to disappear. Teacher selects (a) statement/s (example: never, maybe, it is sure) and students answer anonymously Discussion after the vote. Oral comprehension activity afterwards.

Method Each student thinks for 30 sec. Voting. General discussion on the theme. vocabulary review to prepare the following oral comprehension.

Subject Language


Example French, oral comprehension (level A2): see (Appendix 1)

Scenario 5 - Grammar - Revision and evaluation

Aim Grammar - Revision and evaluation

Activity SRS

Pick out “point of grammar of the week” for revision. Question: How do you spell … How do you complete this sentence?

Method 3-5 alternatives in keywords. Each student may think for 20 sec. Voting. Short verification by teacher. Written corrections distributed afterwards. Duration of the activity: 30 minutes

Subject Language



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Example French grammar (level A1): (see Appendix 2)

Scenario 6 - Revision of vocabulary, oral comprehension

Aim

Revision of vocabulary, oral comprehension Matching audio and image/photo - Show understanding of an audio document: to match an audio and its content to a representative photo/image

Activity SRS

Teacher presents 3 images/photos directly taken from the method used (digital method used on the whiteboard). Students listen to the audio. Students to match the audio with the corresponding image. After the first vote, if the good answer was found by less than 30% of the learners: methodological discussion. What were the comprehension difficulties of the students (vocabulary, speed, general theme, understanding of the instructions?). Students can listen the audio a second time and do the quiz a second time after reflecting on their difficulties. Teacher presents results from both quizzes and discuss with class about the process. Teacher shows the good image and points out the elements that enable the students to find the right answer.

Method Quiz taken twice. Verification by teacher, explaining why the correct alternative is correct, and why the incorrect alternatives are incorrect.

Subject Language


Example (see Appendix 3)

Scenario 7 – Poll. Revision of vocabulary

Aim Poll. Revision of vocabulary and reflexive activity on alimentation. Revision of the partitive articles. Learners make their own poll on alimentation (groups of two) and submit it to the class.

Activity SRS

Teacher presents the theme and an example of question. Learners (group of two) make a question and choose 4 options and then submit them to the class. After the vote, the group gives a feedback about their answers and about the question asked. Interpretation of the results (example: in our class,



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the majority drinks chocolate for breakfast). The teacher may explain the mistakes (grammar, vocabulary) if needed but the idea of the activity is that the learners be the first to do so. At the end, the questions and the answers are written in the notebook to make an “alimentation profile” of the class.

Method Each quiz is taken once. Verification by the class. The class analyses the responses. The teacher adds explanation if needed. Comparison with alimentary habits in France.

Subject Language, culture



Scenario 8 – Evaluation of a learning activity

Aim Evaluation of a learning activity

Activity SRS

Teacher gives a short SRS questionnaire in order to detect students’ opinion about the effectiveness of a learning activity that was held in the class

Method YES-NO questions

Subject Language, other


Scenario 9 – Self- Evaluation

Aim Self- Evaluation

Activity SRS

Teacher gives an SRS questionnaire with yes-no phrases in order for the students to self-evaluate their progress and performance. This way the teacher checks if they are aware of their mistakes, and lack of knowledge, but students gain awareness and metacognitive skills. .



License cc, open for teacher to revise



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Scenario 10 – Develop Meta-cognitive skills

Aim Develop Meta-cognitive skills in listening comprehension (or any other skill)

Activity SRS

Teacher gives a check list after the listening activity in order to enhance students’ meta-cognitive skills and help them realize their attitude and learning strategies on listening comprehension




Scenario 11 – Final evaluation of a class

Aim Final evaluation of a class ; discovery of French idiomatic expressions

Activity SRS

Teacher gives an SRS questionnaire with 4 answers. The question is: how do you feel after this class ? A. I feel lost (je broie du noir) B. I feel tired (je suis lessivé) C. I feel satisfied (j’ai la frite) D. I feel I have learnt something (on a éclairé ma lanterne)

Method After checking if the students understand the expressions, the vote is done and concludes the class.

Subject Language, evaluation


Scenario 12 – Creativity, written production

Aim Creativity, written production Learners invent together a story with a picture as a starting point.

Activity SRS

Teacher presents a photo asking Who are they, where are they ? Learners work by team and imagine the situation. The teacher writes down the situations that were imagined. Students vote for the 4 situations imagined. The story begins with the decision of the majority. After the vote, the teacher asks another question to continue the story and each step is validated by a vote.

Method The vote is done once for each part of the story. At the end, the story is written down

Subject Language



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Example (see Appendix 5) https://drive.google.com/open?id=1idPaglvXgiuwc4YmrbX1FQlhPrCTkr3ahPM0jpMYdCQ

One2act PeLe scenarios and activities

Scenario 1 – Student as agents - Learn about new words

Aim Vocabulary: Student as agents - Learn about new words/phrases/expressions in media

Activity PeLe

Each student finds a new vocabulary in the media to bring to class with 3-5 definitions. Teacher collects the results and uploads them into PeLe for usage on next lesson. Hand out/Present online student-created questions as a mini test. Students discuss meaning of vocabulary in pairs/small groups Respond to multiple choice test with all student vocabulary

Method Multiple choice, 3-5 alternatives in each question (one correct and the others incorrect). Voting. Teacher goes through each question. Spends most time on the problematic areas. Only provides a short verification to questions where 90% answers correct. If 90% answers wrong on a question the teacher must provide an in depth explanation. Students that finish the questionnaires early, should work on task xx.

Subject Language


Scenario 2 – Feedback on teacher presentation

Aim Feedback on teacher presentation - Collaboration, discussion of items/issues in need of further explanation

Activity PeLe

Statements built on teacher’s presentation, responded to by students Results presented in class to give an overview of development of understanding Teacher can pick up difficulties/misunderstandings directly in class

Method

Multiple choice. Teacher may immediately provide targeted feedback to the most problematic areas. Questions that are answered correctly by 30-70% of the students are good candidates for peer learning activities. Students discuss in groups and make a revolting. Teacher displays changes in the results,

https://drive.google.com/open?id=1idPaglvXgiuwc4YmrbX1FQlhPrCTkr3ahPM0jpMYdCQ

https://drive.google.com/open?id=1idPaglvXgiuwc4YmrbX1FQlhPrCTkr3ahPM0jpMYdCQ



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and thus the effect of the peer learning phase.

Subject Language


Scenario 3 – Pre-test for targeted activities. Identifying gaps/misconceptions

Aim Pre-test for targeted activities, identifying gaps/misconceptions - Teacher to identify issues/gaps/misconceptions that need to be focused

Activity PeLe

Preparing/Introducing an area/theme worked Teacher presents examples to students to react upon for the teacher to identify gaps/problems Mobile activity, responded to outside school frames for teacher to prepare for class

Method Correct/Incorrect answers. Teacher shows the result to the class, and comments on areas where the class needs to work or learn more. Presents new learning activities to the class. May work individually, or in small groups.

Subject Language


Scenario 4 – Presentation of a text

Aim Presentation of a text

Activity PeLe

Teacher may give a PeLe word list to students before teaching a new text. The questions refer to the basic unknown words of the text and their meaning is given in multiple choice questions. This way the key words of the text are explained and / or used, so that students are introduced smoothly into the new text. Variation: questions referring to knowledge areas of the text are given, in order to prompt an introductory discussion before teaching the text.

Method Multiple choice

Subject Language




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Scenario 5 – Intercultural activities

Aim Intercultural activities

Activity PeLe

Before the lesson, teacher asks the students to answer to a group of questions which have cultural interest e.g. the three bigger cities of your country or other geographical components, important personalities, famous national fests, customs etc. Preferably should refer to not very famous and well known cultural information. Afterwards the teacher creates a quiz with fun intercultural information about different countries where the students are from, in order to check the cultural awareness of students in respect to their different cultures. They discuss the results in the class.

Method Multiple choice, correct-incorrect

Subject Language


Scenario 6 – Reading

Aim PELE - SECONDARY SCHOOL EDUCATION

Assess the level of comprehension in an A2 level class of 13-14 year-old pupils.

Enhance reading/comprehension and Oral skills and practise

Activity

PeLe

After a careful reading of the passage shown in their tablet/laptop, the pupils

answer the questions given in the exercise through PeLe.

Method Multiple choice: 4 alternatives in each question (one correct and the others

wrong). Voting. The teacher may/may not go through each question depending

on the moment of the lesson: whether practise or assessment test.

The teacher provides a check of all those questions where 50% answers is

wrong then comes back to explain the part related to that topic and provides an

in-depth explanation.

Alternative: those pupils who answered correctly explain to the others the right

answer.

Subject English language and culture

Licence CC, open for teachers to revise, remix




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Scenario 7 – Grammar


Enhance the use of grammar and Oral skills and practise level A1-A2

Activity PeLe

Pupils have studied the regular/irregular verbs (Present Tense, Past Simple, Present Perfect) in the previous lessons and through practical exercises (homework and classwork). The questions given through Pele deal with the use of general grammar and verbs, according to the meaning of each sentence.

Method Multiple choice: 5 alternatives in each question (one correct and the others wrong). Voting. Teacher goes through each question. Teacher provides a verification to all those questions where answers are wrong: the teacher comes back to explain the part related to that topic and provide an in-depth explanation. Alternative: those pupils who answered correctly explain to the others the right answer.

Subject English language and grammar



Scenario 8 - Cultural awareness


Pre-columbian cultures: Learn about Pre-Columbian civilizations, the aboriginal

American Indian cultures that evolved in Meso-America (part of Mexico and

Central America) and the Andean region (western South America), prior to

Spanish exploration and conquest in the 16th century.

Activity

PeLe

After some lessons about the above mentioned topic, questions referring to

Pre-columbian civilizations are given to students.


wrong). Voting. Teacher goes through each question. Teacher provides a

verification to all those questions where 50% answers is wrong: the teacher

comes back to explain the part related to that topic and provide an in-depth

explanation.


answer.



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Subject Spanish language and culture


Scenario 9 – Grammar


Spanish verbs conjugation: Present Tense, Past Simple, Present Perfect

Activity

PeLe

Pupils have learned how to conjugate spanish regular/irregular verbs (Present

Tense, Past Simple, Present Perfect) in the previous lessons and through

practical exercises (by means of homework and classwork. Questions given

deal with conjugation of verbs, according to the subject of each sentence.


wrong). Voting. Teacher goes through each question. Teacher provides a

verification to all those questions where answers are wrong: the teacher comes

back to explain the part related to that topic and provide an in-depth

explanation.


answer.

Subject Spanish language and grammar

Licence Pupils have learned how to conjugate spanish regular/irregular verbs (Present

Tense, Past Simple, Present Perfect) in the previous lessons and through

practical exercises (by means of homework and classwork. Questions given

deal with conjugation of verbs, according to the subject of each sentence.

Scenario 10 – Cultural awareness


Peer evaluation/formative evaluation

Activity

PeLe

Learn about discovery of the brand new continent (America).

Method Test is based on PELE platform with multiple choice answer (4

answers per each question): If answers are correctly answered by 50%

of the students, I can consider that my student group is ready for peer



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learning activities.

Before introducing and explaining the new topic (discovery of America),

I would like to test how much my students already know about it, so I

want them to answer the question by means of the Test prepared by

means of PELE

After having described the discovery of America as brand new

continent (1 hour classroom), I would like to check how much my

students have learnt about it. So, I provide my students with the same

test again.

At the end of the activity, students can discuss in groups about their

answers and share their knowledge, while I can check how much they

improve their personal knowledge comparing before and after

answered test results.

Test will be provided by means of slide presentation.

Teachers can have a first idea about how much students already know about

the new topic (first test, anonymous). Teacher can check if students still have

gaps that need to be better focused (second test, not anonymous). Some of the

answers In the test are grammatically incorrect: it allows to have feedback

about grammar skills of the students.

Subject Spanish language, Historical scenario, Writing comprehension


Scenario 11 – Evaluation - Business English A2/B1

Aim CORPORATE TRAINING – VET

Formative evaluation

Activity

PeLe

Business English A2/B1


answers per each question): the objective is to evaluate English

language competences to plan the training programme of a 60-hours

business English course (not anonymous).



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Participants in courses receive an email message asking them to fill

out the test in order to check their English competences for the

realization of training courses. For filling, participants were

recommended not to use dictionaries, books or other teaching aids

because the test was aimed at detecting the actual knowledge of the

English language by each corporate employee.

Participants had at disposal three days for realizing the test.

At the end of the activity, teachers could have a first idea about how

much students already know about English language. Teacher could

check if future students have gaps that need to be better focused, and

how was the best composition of classes.

Subject English language, Writing comprehension



Scenario 12 – Evaluation Business English A2/B1

Aim CORPORATE TRAINING – VET

Summative evaluation

Activity

PeLe

Business English A2/B1


answers per each question): the objective is to evaluate English

language competences to plan the training programme of a 60-hours

business English course (not anonymous).

Participants in courses receive the link of a questionnaire (15 questions

with 3 alternatives each, related to the competences to be developed

during the course).

Participants have to fill the questionnaire in an hour in the classroom,

with the presence of their teachers.

At the end of the activity, teachers could evaluate – as a final exam – if

the participant have completed successfully the course or not. Then,

after teacher’s correction, students can discuss together the answer



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they gave, so to clarify any possible doubt about course contents,

Subject English languag



Eval scenarios and activities

Scenario 1 - Pre-test - grammar construction

Aim Pre-test - grammar construction - Learn about specific grammar rules, their definition and how they can be analyzed in specific examples

Activity EVAL

Pre-test: Students are expected to explain the grammar rule in an existing piece of text. Students can work in groups and compare answers first in pairs, and then the results given in EVAL, to be discussed in class with the teacher

Method

Open questions

Subject Language


Scenario 2 - Evaluation of own learning in collaborative work

Aim Evaluation of own learning in collaborative work - Meta-cognition on own learning and group learning

Activity EVAL

Evaluating own effort in project work. Each student evaluates her/his own work efforts, and contribution. To be discussed in groups regarding what roles were taken

Method

Rating alternatives of own effort and contribution

Subject Subject


Scenario 3 - Post-test



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Aim Post-test - Check understanding of grammar rules after training

Activity EVAL

Check the learning of grammar rules Teacher can display the results of the training and discuss with class Teacher can offer targeted grammar sessions

Method 3-5 alternatives (multiple choice, correct/incorrect)

Subject Language


Scenario 4 - Warm up activity before a debate

Aim Warm up activity before a debate

Activity EVAL

Teacher may give an EVAL opinion / attitude questionnaire to students before the discussion of a topic in the class. This questionnaire is organized in a way that students revise a basic vocabulary useful for the discussion and some basic ideas and axes used as a frame which will help the students, especially the ones who do not initiate speaking and need more guided activities. After completion, the students divide in two groups and realize the debate.

Method Multiple choice, correct-incorrect

Subject Language


Scenario 5 - Warm up for a text

Aim Warm up for a text

Activity EVAL

Teacher may give the title of the new text and the subtitle, if it exists, and asks students to guess what the text is about. Answers are presented to the class. After that, the teacher asks all students to vote who has guessed right, according to their opinion.

Method Open text

Subject Language


Scenario 6 - Evaluation of the course

Aim Evaluation of the course



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Activity EVAL

Teacher gives an EVAL (interim or final) questionnaire in order to detect students’ opinion about the effectiveness of the whole course

Method Multiple choice, Likert scale





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APPENDIXES

1. Discussion, preparing watching a video

2. Grammar revision conjugation and spelling

3. Revision of vocabulary, oral comprehension

4. Poll. Revision of vocabulary

5. Creativity, written production

6. Reading (PeLe)

7. Grammar (PeLe)

8. Evaluation (PeLe)




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1. Discussion, preparing watching a video

LANGUAGE/LANGUE : french LEVEL/NIVEAU : A2-2

TOOL /OUTIL : SRS, PeLe, Eval TARGET GROUP : Adultes

OBJECTIVES/OBJECTIFS : déclencher

une discussion, préparer le visionnement

d’une vidéo

AUTHORS/AUTEURS : Agnès

VIncis- Institut Français d’Espagne

KEY WORDS/MOTS-CLÉS : CO VERSIONS :french/français, anglais,

suédois, norvégien, italien, grec

SESSION CODE : IAJON LICENCE : Creative Commons -

remix

Method/description of the activity and of the different steps

Duration of the activity: 20 minutes

Teacher selects a question that is causing reflection, debate (example: handwritten

writing is going to disappear.

Teacher selects (a) statement/s (example: never, maybe, it is sure) and students

answer anonymously.

There is a discussion after the vote.

Afterwards, an oral comprehension activity must be conducted.

Each student thinks for 30 sec. Voting. General discussion on the theme. vocabulary

review to prepare the following oral comprehension.

Objectif : préparer la CO d’une vidéo de 7 jours sur la planète : « L’écriture

manuscrite est-elle en voie de disparition ? »

Questions

Au tableau, le professeur écrit :

1- La poste va disparaître.

A. Jamais de la vie !

B. Peut-être.

C. C’est sûr.

Les élèves votent (SRS 3 options)

Discussion. Pourquoi la poste peut disparaitre, au profit de quoi ? Quelles

conséquences cela peut avoir ?



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2- L’écriture manuscrite / à la main va disparaître.

A. Jamais de la vie !

B. Peut-être.

C. C’est sûr.

Les élèves votent (SRS 3 options)

Discussion. Vous écrivez plus à la main ? à l’ordinateur ? Dans quelles

circonstances ? Quelles sont les différences ?

3- Activité de CO de 7 jours sur la planète : visionnement de la vidéo + fiche

Teachers’s feedback

English:

This is a dynamic way to start a discussion and prepare oral comprehension.

Technical problems: for each vote, a student could not participate because the options

were appearing very slowly.

French:

Retour : manière dynamique et ludique de lancer une discussion et de préparer à la

compréhension orale.

Problème technique : dans chaque vote, un élève n’a pas pu voter parce que les

options ont été trop lentes à apparaître.



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2. Grammar revision conjugation and spelling

LANGUAGE/LANGUE : French LEVEL/NIVEAU : A1

TOOL /OUTIL : SRS PUBLIC : 10 Adolescents (11-15 ans)

OBJECTIVES/OBJECTIFS : Révision de la conjugaison de : appeler, être et avoir (grammaire)

AUTHORS/AUTEURS : Marie-Neige Lobera, Institut Français d’Espagne

KEY WORDS/MOTS-CLÉS : conjugaison-orthographe-appeler- être-avoir-présent-indicatif

VERSIONS : French/français

SESSION CODE : SEPEJ LICENCE : Creative Commons

Method/description of the activity and of the different steps

3-5 alternatives (conjugated verbs). Each student may think for 20 seconds. Voting.

Short verification by teacher. Written corrections distributed afterwards. Duration of

the activity: 30 minutes

3- 5 choix (verbes conjugués). Chaque étudiant réfléchit à la question pendant 20

secondes. Vote. Courte vérification par le professeur. Corrections distribuées par écrit

en fin d’activité. Durée de l’activité: 30 minutes

Questions

1 ère étape: les votes

Comment ça s’écrit ?

1. Le verbe s’appeler à la première personne du singulier du présent de l’indicatif :

a. je m’appelle

b. j’ai m’appelle



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c. je m’appele

2. Le verbe s’appeler à la première personne du pluriel du présent de l’indicatif :

a. nous appelons

b. nous nous appellons

c. nous nous appelons

3. Le verbe s’appeler à la troisième personne du pluriel du présent de l’indicatif :

a. ils ou elles s’appelent

b. ils ou elles s’appellent

c. ils ou elles appellent

4. L’auxiliaire être à la première personne du pluriel du présent de l’indicatif :

a. nous êtons

b. nous some

c. nous sommes

5. L’auxiliaire être à la troisième personne du pluriel du présent de l’indicatif :

a. ils ou elles ont

b. ils ou elles sont

c. ils ou elles êtent

6. L’auxiliaire être à la deuxième personne du singulier du présent de l’indicatif :

a. tu es

b. tu est

c. tu êtes

7. L’auxiliaire être à la deuxième personne du pluriel du présent de l’indicatif :

a. vous êtez

b. vous sommez



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c. vous êtes

8. L’auxiliaire avoir à la première personne du singulier du présent de l’indicatif :

a. je ai

b. j’avoire

c. j’ai

9. L’auxiliaire avoir à la troisième personne du pluriel du présent de l’indicatif :

a. ils ou elles ont


c. ils ou elles avent

10. L’auxiliaire avoir à la troisième personne du singulier du présent de l’indicatif :

a. il ou elle as

b. il ou elle a

c. il ou elle at

2ème étape : remise de la correction sur support papier

Comment ça s’écrit ?

1. Le verbe s’appeler à la première personne du singulier du présent de

l’indicatif :

a. je m’appelle



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b. j’ai m’appelle

c. je m’appele

2. Le verbe s’appeler à la première personne du pluriel du présent de

l’indicatif :

a. nous appelons

b. nous nous appellons

c. nous nous appelons

3. Le verbe s’appeler à la troisième personne du pluriel du présent de

l’indicatif :

a. ils ou elles s’appelent

b. ils ou elles s’appellent

c. ils ou elles appellent

4. L’auxiliaire être à la première personne du pluriel du présent de l’indicatif :

a. nous êtons

b. nous some

c. nous sommes

5. L’auxiliaire être à la troisième personne du pluriel du présent de l’indicatif :

a. ils ou elles ont


c. ils ou elles êtent

6. L’auxiliaire être à la deuxième personne du singulier du présent de

l’indicatif :

a. tu es

b. tu est

c. tu êtes



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7. L’auxiliaire être à la deuxième personne du pluriel du présent de l’indicatif :

a. vous êtez

b. vous sommez

c. vous êtes

8. L’auxiliaire avoir à la première personne du singulier du présent de l’indicatif :

a. je ai

b. j’avoire

c. j’ai

9. L’auxiliaire avoir à la troisième personne du pluriel du présent de l’indicatif :

a. ils ou elles ont


c. ils ou elles avent

10. L’auxiliaire avoir à la troisième personne du singulier du présent de

l’indicatif :

a. il ou elle as

b. il ou elle a

c. il ou elle at

Teachers’ feedback

English:

Students were eager to do SRS again (it was the second time).

The activity was longer than I have planned (about 30 minutes) because of the bad

internet connection. So I had to stop manually the countdown so that students could

connect.

This time I did not give them a written sheet at the beginning with the questions

(during the first activity they lost time writing the answers) but I gave them the

written correction afterwards. Next time I will spend less time with prepared activities

and try improvised questions to see how they react.

French:

Il était intéressant de voir comment les élèves étaient demandeurs d’une activité SRS.



26

Cette fois-ci, j’ai donc attendu l’arrivée de tous les élèves avant de faire cette activité.

Cela dit, la durée de l’activité a été encore plus longue que prévue (environ 30

minutes) en raison de la mauvaise qualité de la connexion Internet (salle 211). J’ai

encore une fois dû arrêter, de temps en temps, manuellement, le compte à rebours

pour permettre aux élèves qui venaient de perdre la connexion de pouvoir participer.

Par ailleurs, j’ai su configurer correctement l’activité : les résultats des votes ne se

sont affichés qu’après la fin des votes.

Pour finir, contrairement au vendredi 6 novembre, je n’ai pas remis l’activité sur

support papier au début de l’activité (car certains d’entre eux perdaient trop de temps

à écrire la réponse et n’étaient pas toujours prêts à temps pour la question suivante).

En revanche, je leur ai remis la correction sur support papier une fois l’activité

terminée.

Action corrective : réduire la durée de l’activité SRS planifiée afin d’avoir le temps de

faire des activités SRS spontanées pendant le même cours. En effet, pour la deuxième

fois consécutive, je n’en ai pas eu le temps malheureusement.



27

3. Revision of vocabulary, oral comprehension

LANGUAGE/LANGUE : French LEVEL/NIVEAU : A1

TOOL /OUTIL : SRS TARGET GROUP : 10 Adolescents (11-15 ans)

OBJECTIVES/OBJECTIFS : Compréhension orale-Révision vocabulaire (fournitures+chiffres)

AUTHORS/AUTEURS : Marie-Neige LOBERA

KEY WORDS/MOTS-CLÉS : écoute-retrouve-sac-Léa VERSIONS : French/français

SESSION CODE : UEWIW LICENCE : Creative Commons - remix

Méthode - Descriptif de l’activité et de ses étapes

Improvized activity

Objective: Revision of vocabulary ; learning comprehension

Learners see a picture with three backpacks (Lea’s backpack).

They listen to the audio document which describe Lea’s Backpack and choose the one

which corresponds to what is said.

Activité spontanée

Les élèves ont une photo avec 3 sacs à dos. Il s’agit du sac de Léa.

Le sac A a : 2 livres, 1 cahier, 3 stylos et 1 clé (avec un porte-clé).

Le sac B a : 2 livres, 3 stylos, 2 clés (avec un porte-clés), une gomme et 1 calculatrice.

Enfin, le sac C a : 2 livres, 1 cahier, 2 stylos, 1 clé (avec un porte-clé) et 1 calculatrice.

Les élèves écoutent un document sonore décrivant le sac de Léa puis doivent dire quel est

son sac : le A, le B ou le C.

Questions/Consignes

Listen and find Lea’s backpack.

Écoute et retrouve le sac de Léa.



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After viewing the results the teacher asks for the difficulties encountered with the

understanding of the audio document. A second listening is proposed with a

second vote after having answered the questions of the pupils.

Remarques, commentaires après réalisation de l’activité

English

The anonymous aspect of the activity reassure the learners who do not feel bothered

a possible problem of comprehension.

It helps the teacher to verify if the vocabulary that has been studied during the unity

is mastered.

Technical problems: the wifi connexion is sometimes a problem (learners don’t

connect in time)

French

Général : bon accueil de l’activité grâce notamment à l’anonymat des votes.

Pédagogie : permet aux professeurs de s’assurer que tous les élèves comprennent

bien ce qui a été vu pendant l’unité, notamment le vocabulaire concernant les

fournitures scolaires.

Technique : perte de temps en raison des connexions Wifi, parfois défaillantes.



29

4. Poll. Revision of vocabulary

LANGUAGE/LANGUE : french LEVEL/NIVEAU : A2

TOOL /OUTIL : SRS, PeLe, Eval PUBLIC : adolescents

OBJECTIVES/OBJECTIFS : vocabulaire des aliments. Formulation des questions.

AUTHORS/AUTEURS : Lionel Bertholon, Institut Français d’Espagne

KEY WORDS/MOTS-CLÉS : aliments / partitif VERSIONS : french/français, anglais, suédois, norvégien, italien, grec

SESSION CODE : DATE : 20/10/15

LICENCE : Creative Commons - remix

Méthode - Descriptif de l’activité et de ses étapes

Learners elaborate a quiz about alimentation to revize vocabulary. It is also reflexive

activity on what they have retained from the class and how they formulate a question.

ACTIVITÉ : faire élaborer par les apprenants un sondage sur l'alimentation

➔ Objectifs : connaître les habitudes alimentaires de la classe, comparer avec les habitudes

en France ; revoir le vocabulaire sur les aliments étudié en classe ; travailler les articles

partitifs ; pratiquer la forme interrogative

Questions/Consignes

Learners work in pairs and create a questionnaire on the theme of alimentation. An example

is given to them at the beginning. Afterwards they submit the poll to the whole class and

the results are commented afterwards in the group. An “alimentary profile” of the class is

made.

1.Par équipe de deux, les apprenants élaborent un questionnaire à choix multiple portant

sur l'alimentation. Exemple de question :

Pour le petit-déjeuner, tu bois :

A - Du café.

B - Du lait.

C - Du thé.

D – Du jus de fruit.

Pour chaque question, les apprenants votent et analysent les réponses, s'il y a lieu.



30

Remarques, commentaires après réalisation de l’activité

English : The objectives are reached. The adolescents appreciate this type of

activity which they find playful and motivating.

Disadvantage: they do not all possess a smartphone. Their cultural reflection and

interpretation of the results remain quite limited.

Points positifs: les objectifs sont atteints. Le public adolescent apprécie ce type de logiciel.

Points négatifs : les apprenants, jeunes adolescents, n'ont pas tous des portables. L'analyse

des résultats par les apprenants reste limitée, du fait du niveau et de l'âge.



31

5. Creativity, written production

LANGUAGE/LANGUE : french LEVEL/NIVEAU : à partir de B1

TOOL /OUTIL : SRS PUBLIC : Adultes

OBJECTIVES/OBJECTIFS : raconter une histoire

AUTHORS/AUTEURS : Lionel Bertholon- Institut Français d’Espagne

KEY WORDS/MOTS-CLÉS : CO VERSIONS : french/français

SESSION CODE : activité non testée

Objectif : créer une histoire en commun à partir d’une photo.

Le professeur propose une photo comme par exemple celle-ci :

Il est alors demandé aux apprenants regroupés par équipe (entre trois et cinq) de proposer

une lecture / interprétation de l’image, en déterminant, par exemple, pour commencer

l’identité ou la profession des personnages. Afin de préserver l'aspect amusant et créatif de

l'exercice, il est recommandé de demander aux apprenants de faire des propositions

originales et pas nécessairement rationnelles.

Le professeur peut commencer par poser la question suivante :

1. Dans quel pays se trouvent ces personnes et quelle est leur profession ?

Les membres de chaque équipe se concertent pour offrir une proposition aux autres

groupes. Cette proposition peut donner lieu à une justification des choix qui ont été faits.

Ainsi, on pourrait obtenir les propositions suivantes :

Ces personnes sont...

A- des espionnes bulgares en mission en Colombie.

B- des contorsionnistes slovènes parties à la plage à l'occasion d'un jour de repos

pendant une longue tournée mondiale.

C- des policières islandaises ayant pris pour couverture l'identité de touristes

hollandaises visitant le Mexique.



32

D- un couple de jeunes femmes, l'une dentiste belge, l'autre architecte italienne, en

vacances avec leur fille sur la Côte d'Azur.

À partir de ces propositions qui doivent créer un débat entre chaque équipe, le professeur

fait procéder à un vote afin de choisir la proposition qui tiendra lieu de base pour l'histoire.

Si du vote émerge une majorité pour, par exemple, la proposition B, alors les apprenants

sont amenés à poursuivre leurs réflexions en prenant en compte cette hypothèse de départ.

En fonction des points que le professeur voudra faire travailler (les temps verbaux - le passé

composé, le futur, le conditionnel – le lexique, les connecteurs logiques, etc.), il pourra poser

les questions qui lui semblent les plus opportunes.

Par exemple, pour travailler le passé composé, le professeur pourra demander quelles sont

les activités auxquelles se sont adonnées ces « contorsionnistes slovènes » durant les douze

dernières heures.

Ainsi, il sera demandé aux apprenants de voter lors de chaque « embranchement » du récit.

Les apprenants sont conduits à faire des choix qui les conditionnent pour effectuer d'autres

choix.

La progression suivra donc ce modèle où chaque embranchement représente un vote :

Les avantages de cet exercice sont multiples. On peut citer pêle-mêle :

stimuler l'imagination et d'ainsi donner la satisfaction aux apprenants de pouvoir créer

une histoire originale et pleine de rebondissements dans une langue étrangère,

mobiliser du lexique ainsi que des structures grammaticales variés et contextualisés,

créer un ambiance saine de collaboration entre les apprenants.

Les inconvénients peuvent être liés au manque d'imagination de certains étudiants et aux

recours trop nombreux au vote.



33

6. Reading (PeLe)

COMPREHENSION TEST

THE DEATH OF SIR CHARLES BASKERVILLE

(From “The Hound of the Baskervilles”, A.C. Doyle)

1) What did Dr. Mortimer show to Sherlock Holmes?

a. An article

b. A letter

c. Some evidence

d. A picture

2) Why did S. H. look interested?

a. Mortimer brought him a newspaper

b. He wanted to hear about Sir Charles Baskerville’s death



34

c. Charles Baskerville was murdered

d. He could read the story himself

3) The official report of Sir Charles Baskerville’s death

a. Is not complete

b. Is clear enough

c. Is fully detailed

d. Lacks explanations

4) According to the official report

a. Charles Baskerville was assassinated

b. C. B. died after an illness

c. C. B. died accidentally

d. C. B. died naturally

5) Sir C. B. used to

a. Go for a walk on the moor every Sunday evening

b. Go for a walk on the moor before going to bed

c. Smoke a cigar every evening before going to bed

d. Smoke a cigar while thinking every morning

6) On the night of 4th June, Barrymore was worried because

a. Sir Charles did not come back from his usual walk

b. It was raining and Sir Charles had gone out for a walk

c. Sir Charles was going to London the next day

d. Sir Charles left the door of the Hall open till 12 o’clock

7) How was Barrymore able to see the footprints clearly?

a. Sir Charles had big feet

b. Sir Charles was wearing special shoes, easy to distinguish

c. That night Sir Charles went for a walk after the rain

d. It rained during the day so the footprints were clearly visible

8) What was interesting about the footprints?

a. They were the same from the gate to the moor

b. They disappeared right after the gate

c. They became smaller right before the gate

d. They changed completely right after the gate



35

9) What does Dr. Mortimer want to suggest to Sherlock Holmes?

a. Sir Charles has been killed by an animal

b. Sir Charles has been murdered with violence

c. Sir Charles probably knew his murderer

d. Sir Charles was afraid of going on the moor

10) What kind of text is this?

a. Fantasy

b. Sci-fi

c. Detective

d. Romance



36

7. Grammar (PeLe)

GRAMMAR TEST

1) Paula is talking to Susan. Paula is talking to……

a. Her husband

b. Her

c. Them

d. Susan’s friend

2) Complete the sentence:

I usually……….to work by bus, but now I………….by car.

a. Go/go

b. Am going/am going

c. Am going/go

d. Go/am going

3) What is the negative form?

a. There aren’t any oranges

b. There aren’t a lot of oranges

c. There aren’t some oranges

d. There aren’t no oranges

4) Does she come from Spain?

a. Yes, she comes

b. Yes

c. Yes, she does

d. Yes, she does come

5) Tom, we’re going to the cinema. Why don’t you come with…..?

a. We

b. Me

c. Us

d. Our

6) Where did you go on holiday?

a. I have been to Greece

b. I did go to Greece

c. I went to Greek

d. I went to Greece

7) Complete the question:



37

“……………your homework yesterday?”

a. Did you

b. You did

c. Did you do

d. Do you did

8) Which group is wrong?

a. Speak-spoke-spoken

b. Keep-keept-keep

c. Choose-chose-chosen

d. Hit-hit-hit

9) Complete the question:

“………….is Georgetown? It’s 20 miles from here.

a. How big

b. How long

c. How far

d. How wide

10) ………………………….? I drank water.

a. What did you drank

b. What have you drunk

c. What you drank

d. What did you drink

11) They ………. in London since 2006

a. Live

b. Have lived

c. Lived

d. lives



38


Progetto BIMAL - Test Inglese

Vi chiediamo gentilmente di compilare il test sotto riportato, al fine di verificare il vostro livello di

inglese per la realizzazione dei corsi di aggiornamento. Per la compilazione, raccomandiamo di

non usare dizionari, libri o altri sussidi didattici in quanto è necessario che il test rilevi la reale

conoscenza della lingua inglese da parte di ciascun dipendente aziendale.

* Required

…………. in Milan? *

Mark only one oval.

o A Lives she

o B Does she lives

o C Does she live

o D Do she live

We live in London. …………. house isn’t very big *

Mark only one oval.

o A our

o B his

o C my

o D their

He …………. lunch at home on Wednesdays. *

Mark only one oval.

o A not has

o B doesn’t have

o C doesn’t has

o D don’t have

……………… bag is this? - It’s my bag. *

Mark only one oval.

o A Whose

o B What’s

o C Who’s

o D Who

My favourite painters are Monet and Renoir but Joe doesn’t like ………… at all. *

Mark only one oval.



39

o A they

o B them

o C it

o D some

There aren’t ………… people here today. *

Mark only one oval.

o A many

o B much

o C lot

o D the many

He ……………… to London tomorrow. *

Mark only one oval.

o A goes

o B is going

o C went

o C went

There ……………… a lot of children in the park yesterday. *

Mark only one oval.

o A is

o B was

o C are

o D were

Where ……………… that horrible bag? *

Mark only one oval.

o A did she bought

o B did buy she

o C did she buy

o D bought she

Joe: “……………… do you see her?” Mary: “Once a week. On Saturdays.” *

Mark only one oval.

o A How often

o B How

o C How often times

o D What time



40

Sorry, you can’t speak to him. He ……………… a shower at the moment. *

Mark only one oval.

o A having

o B have

o C has

o D is having

They haven’t got ……………… children. *

Mark only one oval.

o A much

o B some

o C a

o D any

Where would you like ………………? *

Mark only one oval.

o A to going

o B going

o C to go

o D go

She ……………to the cinema last Saturday. *

Mark only one oval.

o A went

o B did go

o C is going

o D goes

Where’s Mary? – She …………… over there *

Mark only one oval.

o A stands

o B is standing

o C stand

o D standing

Motor racing is one of ……………… sports in the world. *

Mark only one oval.

o A dangerous



41

o B more dangerous

o C most dangerous

o D the most dangerous

When ……………… to the USA? – Last year. *

Mark only one oval.

o A were you

o B did you go

o C do you go

o D were you gone

The phone’s ringing. – ……………… it. *

Mark only one oval.

o A I’m answering

o B I’ll answer

o C I answer

o D I’d answer

He …………… while he ………… the window. *

Mark only one oval.

o A was falling / cleaned

o B fell / was cleaning

o C was falling / was cleaning

o D fell / has cleaned

She’s lived there ……………… ten years. *

Mark only one oval.

o A for

o B since

o C from

o D in

Let’s go out. There’s ……noise in this room *

Mark only one oval.

o A too many

o B enough

o C too much

o D too



42

I don’t know why he didn’t come to the party. He ……………… an invitation. *

Mark only one oval.

o A sent

o B was sent

o C was sending

o D is sent

If you ……………… her, ……………… her I’m looking for her? *

Mark only one oval.

o A will see / will you tell

o B will see / you are telling

o C see / will you tell

o D see / you tell

You’re a friend of Jim’s, aren’t you? How long ……………… him? *

Mark only one oval.

o A have you known

o B do you know

o C have you been knowing

o D did you know

They usually …………… at home but today they ……………… lunch in a restaurant. *

Mark only one oval.

o A are eating / have

o B eat / have

o C eat / are having

o D are eating / are having

I don’t like tea ……………… coffee. *

Mark only one oval.

o A as more

o B as much

o C as much as

o D as much than

I knew I ……………… him before but I couldn’t remember his name *

Mark only one oval.

o A was meeting



43

o B have met

o C had been meeting

o D had met

You ……………… open the door before the train stops. *

Mark only one oval.

o A must

o B mustn’t

o C should

o D don’t have to

I ……………… alone at night if I …………you. *

Mark only one oval.

o A wouldn’t walk / were

o B won’t walk / am

o C didn’t walk / would be

o D wouldn’t walk / was in

When he arrived, a crowd ……………… for hours to see him. *

Mark only one oval.

o A has been waiting

o B has waited

o C had been waiting

o D was waiting

When she ………………, tell her to phone me. *

Mark only one oval.

o A will arrive

o B is arriving

o C arrives

o D would arrive

It’s the best film I ……………… *

Mark only one oval.

o A have ever seen

o B never saw

o C have never seen

o D already saw



44

I haven’t heard from him for ages. I wonder ……………… *

Mark only one oval.

o A how is he

o B what he’s like

o C how he is

o D how does he

He ……………… tired. Has he been working hard? *

Mark only one oval.

o A looks like

o B looks

o C look likes

o D is like

Your hands are dirty. What ………………? *

Mark only one oval.

o A do you do

o B had you done

o C have you been doing

o D did you do

I’m not sure but I ……………… be late for work tomorrow. *

Mark only one oval.

o A will

o B must

o C may

o D have to

She ……………… by a firm of decorators. *

Mark only one oval.

o A has painted her house

o B has had her house painted

o C painted her house

o D made painted her house

If you ……………… more careful, the accident ……………… *

Mark only one oval.

o A would / didn’t happen



45

o B would be / hadn’t happened

o C had been / wouldn’t have happened

o D would have been / hadn’t happened

He can’t get used ……………… late at night *

Mark only one oval.

o A to work

o B working

o C work

o D to working

The roof ………………, there’s a big hole in it. *

Mark only one oval.

o A needs to mend

o B needs mending

o C has to mend

o D has to be mend

She was late because her car ……………… on the way. *

Mark only one oval.

o A broke down

o B broke up

o C broke

o D broke into

It’s much too expensive. We can’t possibly …………… it. *

Mark only one oval.

o A pay

o B cost

o C afford

o D achieve

Now he wishes he ……………… down the offer they made. *

Mark only one oval.

o A hadn’t turned

o B didn’t turn

o C hasn’t turned

o D wasn’t turned



46

That egg smells disgusting. It’s gone ……………… *

Mark only one oval.

o A away

o B Down

o C up

o D off

It’s high time he ……………… a place of his own. *

Mark only one oval.

o A finds

o B found

o C had found

o D has found

Despite ………………, he managed to get through university without difficulty. *

Mark only one oval.

o A being blind

o B he was blind

o C that he is blind

o D to be blind

You ……………… Sheila yesterday. She left for the USA last week and she’s not

coming back for three months *

Mark only one oval.

o A can’t see

o B mustn’t have seen

o C can’t have seen

o D didn’t have to see

He accused her ……………… their son. *

Mark only one oval.

o A of spoiling

o B to spoil

o C that she had spoilt

o D she was spoiling

Unless he ……………… his ways, he’ll end up in prison. *

Mark only one oval.



47

o A will mend

o B doesn’t mend

o C mends

o D won’t mend

I’d rather you ……………… your cigar in the kitchen. *

Mark only one oval.

o A wouldn’t smoke

o B didn’t smoke

o C don’t smoke

o D won’t smoke

At this rate, he’ll be a millionaire by the time he ……………… thirty. *

Mark only one oval.

o A will be

o B will have been

o C has been

o D is

She ……………… her husband’s job for his ill health. *

Mark only one oval.

o A accused

o B claimed

o C blamed

o D caused

Just think, this time next month he ……………… on a sunny beach in Australia. *

Mark only one oval.

o A is lying

o B will be lying

o C has been lying

o D will have been lying

It’s years ……………… a good holiday. *

Mark only one oval.

o A since I didn’t have

o B ago I have had

o C since I had

o D ago I had



48

No sooner ……………… in than she started shouting at him *

Mark only one oval.

o A had he come

o B he came

o C he was coming

o D was he coming

Were you ……………… the lottery, would you give me some money? *

Mark only one oval.

o A won

o B winning

o C to win

o D going to win

He was slow to catch ………… but, when he did, he couldn’t help laughing at the joke.

*

Mark only one oval.

o A up

o B on

o C off

o D out

I supposed, as ……………… we all, that the meeting would be put off. *

Mark only one oval.

o A would

o B did

o C equally

o D just

I think he’s ……………… for the same trick that I did.

Mark only one oval.

o A looked

o B done

o C fallen

o D made

We’ll have to make a detour. The main road ……………… today. *

Mark only one oval.



49

o A is surfaced

o B is being surfaced

o C surfaces

o D is surfacing

………………, she’s never satisfied. *

Mark only one oval.

o A How he tries hard

o B Even hard he tries

o C Even if hard he tries

o D However hard he tries

Did you manage ……………… in the end? *

Mark only one oval.

o A to have fixed the bath tap

o B to get the bath tap fixed

o C getting the bath tap fixed

o D fixing the bath tap

I ……………… his wife had run off with his business partner! I really put my foot in it by

asking where she was. *

Mark only one oval.

o A might have been told

o B could be told

o C can have been told

o D may have told

She used so much jargon that I hadn’t a ……………… what she was talking about. *

Mark only one oval.

o A hint

o B suggestion

o C clue

o D thought

Inserire nome e cognome del dipendente *



50


ENGLISH TEST – BUSINESS ENGLISH

Read the following questions carefully and choose the correct answer:

1. CIF stands for……

a. Cost, insurance and factory

b. Charge, insurance and freight

c. Cost, insurance and freight

d. Charge, insurance and factory

2.The document that specifies where the goods were made is ….

a. the certificate of origin

b. the pro-forma invoice

c. the advice of dispatch

d. the invoice

3. Shareholders……

a. have unlimited liability

b. can’t control the business

c. can’t elect the directors

d. are given dividends

4. A franchisor….

a. is the person receiving a franchise

b. is the person giving a franchise

c. pays an initial investment

d. is expected to conform to the conditions of the franchise

5. Advertising…..

a. is not part of marketing

b. is a synonym for competition

c. encourages people to buy

d. d, doesn’t develop demand

6. Transport by rail….

a. is suitable for bulk goods

b. is more expensive than air transport

c. has no size limits

d. is slower than sea transport



51

7. Documents sent by a costumer may include….

a. orders, replies to offers, reminders

b. replies to enquiries, complaints, invoices.

c. enquiries, orders, replies to reminders.

d. confirmations of orders, enquiries, advices of dispatch

8. Documents sent by a seller may include…

a. unsolicited offers, invoices, reminders

b. statements of account, replies to enquiries, orders

c. replies to reminders, bank drafts, offers

d. bills of ladings, offers, complaints

9.The person in a transaction who doesn’t receive any money is the…

a. payee

b. seller

c. supplier

d. purchaser

10. A seller doesn’t have any risks in a contract where the Incoterm is called…

a. FAS

b. EXW

c. CIF

d. FOB

11. A card which is not linked to a bank account is a …

a. pre-paid card

b. credit card

c. cash card

d. debit card

12.A letter of credit does not require a …

a. D/P

b. D/A

c. delivery note

d. bill of exchange

13.Yesterday’s meeting was postponed

a. The meeting was rescheduled

b. The meeting took place yesterday

c. Yesterday’s meeting started late

d. The meeting didn’t start on time



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14.This is to inform you that we have credited your account.

a. You now have more money in your bank account.

b. You now have less money in your bank account.

c. You no longer have a bank account.

d. You don’t have money in your bank account.

15.The earliest delivery date is the 3rd of January

a. The order will be shipped on the 3rd of January.

b. The order will be completed on the 3rd of January.

c. The order will be received on the 3rd of January.

d. The order won’t be completed on the 3rd of January.

The answers:

1.c 2.a 3.d 4.b 5.c 6.a 7.c 8.a 9.d 10.b 11.a 12.c 13.a 14.a

15.c