The insurmountable quiz answers how to#
The insurmountable quiz answers movie#

The insurmountable quiz answers movie#

Random guys who get killed in the Terminator movie series never get cried over! The least expected answer, therefore it is. I counted one in real life out of boredom.

Without an 'eye', which is how you say the letter 'i', this is how 'fish' is said!Ī personal question with personal meaning. It's typically a name but it has meaning.Ĭlick 'fish' in the question text, on mouse-over it will change to 'fsh'. It's a strange word once you look closer at it.īecause leaving the question will stop the bomb.Ĭlick the 'i' in Tetris in the question text.Ī capital i looks like the line piece from Tetris. It tells you the answer right there in the question. In the United Kingdom there is a newspaper called 'The Sun'. How can a relative Universe render a particular time for anything? Ask the fast processors some of the questions and have the class listen to what they say.Because people play it every time they die and begin the quiz from scratch. Once the quizzes are done and marked, you can also use these for PQA if you have a few minutes at the end of class. I went to the movies.” Then you say three more Spanish sentences which they all copy and translate. Fui al cine” and the kids write that down, and then they write “No, I didn’t work. ¿trabajaste anoche? and the kids write it down in Spanish, and then translate it: “did you work last night?” Your next sentence is 2. Just have one sentence be the question and the next the answer. I don’t want to play “gotcha” and I want people to succeed, so I’ll focus listening around what they can understand and easily do.īy the way, I think we can totally use questions for exit quizzes, provided we do not ask for output answers. If we know that acquisition goes at different speeds for different students, does asking for output not penalise Max for something he cannot control?Ĭ) In my view– and I thank James Hosler for this insight– assessment should basically just be another excuse to deliver input to the kids. he can’t say or write them) yet, while Samba and Rorie have. Max (average), Samba (fast processor) and Rorie (insanely fast) all understand the new structures fui and trabajé that were in our story. Say I tell my kids five sentences in Spanish, one sentence at a time. If we ask for output, we may be forcing kids to “do” something they havn’t acquired yet. Our kids– and we teachers– always recognise more words in any language than we can produce. Basically, the less they have to “do” with a chunk of language, the more processing power they have for each chunk.ī) We also know that comprehension always and massively outpaces production. This is a lot of mental work, and Bill VanPatten reminds us that what we might call “mental bandwidth overload” is an inevitable and insurmountable fact. We also know that all we need for acquisition is comprehensible input, so again responses don’t help. We know output (writing or speaking) does not aid acquisition, so no point with that. Why? The problems with comprehension questions are as followsĪ) especially with beginners, the “mental load” involved in comp questions is super high, because kids have to do three things : Sometimes I collect the marks, sometimes not.ĭo I do “comprehension questions”? By this, Sonya (I think) means, Do I ask the kids comprehension questions based on the story we have read/asked without them looking at/hearing the story at the time of the quiz? I.e., do they have to remember and then answer? If not, I delivered bad/too little input, or they weren’t listening, and so we need to do more work around those sentences. If 80% of class got 4 or 5 out of 5, I am happy. I get a show of hands: Put your hand up if you got either 4/5 or 5/5.

The kids return the marked papers to each other.

The kids trade papers and we mark (the Spanish writing doesn’t matter much– it’s comprehension we are after).

They write Spanish then translate into English.

I tell the kids, “write down what you hear in Spanish, then translate into English.”.

If they are not from the story, they have to be stand-alone meaningful. These sentences contain the vocab from the story we are working on, or are sentences directly from that story.

Based on what we did in class, I read five sentences aloud.

OK, today’s question, how can we do exit quizzes? Do you do translations only? If so, are you starting in Spanish always with all levels? Do you ever use comprehension questions (of the story you just asked) at this time? Are these your main listening assessments?”

The insurmountable quiz answers how to#

powerhouse teacher Sonya ONeill writes “Exit quizzes…could you post an example?–I’m a bit confused about how to do these well.