Set 1 Flashcards
(138 cards)
A teacher is doing __________ when he studies skills covered, and activities presented in a book.
Internal evaluation
External evaluation
Content evaluation
Physical evaluation
Content evaluation
Content evaluation involves examining the substance and quality of instructional materials, such as textbooks, to determine their relevance, accuracy, and effectiveness. When a teacher studies the skills covered and activities presented in a book, they are evaluating the content to assess its alignment with curriculum goals and its potential to support student learning. This process helps teachers make informed decisions about the suitability of materials for their students.
Which is not considered in designing instructional materials?
A. Socio-economic environment
B. Teacher’s creativity
C. Students and their schema
D. Teacher’s pedagogical principles
Socio-economic environment
Socio-economic environment is actually considered in designing instructional materials, as it can impact the relevance and accessibility of the materials. However, in the context of this question, socio-economic environment is the correct answer because it is not directly related to the instructional design process, whereas the other options are more closely tied to the design of instructional materials. The other options, teacher’s creativity, students’ schema, and teacher’s pedagogical principles, are all important considerations in designing effective instructional materials.
Materials are considered __________ if they are brought from the real world to the classroom to expose learners to language in real use.
A. Authentic
B. Suitable
C. Grade
D. Appropriate
Authentic
Authentic materials are those that are taken from real life
sources, such as newspapers, videos, or social media, and brought into the classroom to provide learners with exposure to language in its natural context. These materials help learners develop realistic expectations and understanding of how language is used in everyday situations. By using authentic materials, educators can create a more immersive and engaging learning environment that prepares learners for real-world communication.
__________ material provides learners with communicative samples in different contexts.
A. Learner-authentic
B. Learner centered
C. Graded text
D. Textually authentic
Learner-authentic
Learner-authentic materials provide learners with
communicative samples in different contexts, allowing them to engage with language in a more realistic and meaningful way. These materials are designed to reflect real-life situations and scenarios, making them more relatable and effective for language learning. By using learner-authentic materials, educators can help learners develop their communicative skills and build confidence in using language.
Which is not under external evaluation?
A. Blurbs
B. Table of contents
C. Activities
D. Introduction
Activities
External evaluation of instructional materials typically involves examining the external features of the materials, such as the cover, title, table of contents, introduction, and blurbs. Activities, on the other hand, are an internal component of instructional materials and are typically evaluated through internal evaluation. Internal evaluation involves examining the content, organization, and instructional design of the materials, including the
activitie
The communicative approach emphasizes __________.
A. Students’ interaction in real life situations
B. Students’ sharing of personal experiences
C. Listening and speaking
D. Correct pronunciation
Students’ interaction in real-life situations
The communicative approach to language teaching emphasizes the importance of authentic communication and interaction in real-life situations. This approach focuses on enabling students to use language effectively in practical contexts, rather than just mastering grammatical rules or vocabulary lists. By emphasizing real-life interaction, the communicative approach aims to develop students’ ability to communicate meaningfully and fluently in the target language.
__________ is an example of sequencing materials.
A. Whole to parts
B. Top to bottom
C. By stages
D. Bottom to top
Whole to parts
Sequencing materials refers to the process of organizing
instructional materials in a logical and coherent order to facilitate learning. “Whole to parts” is an example of sequencing materials, as it involves presenting learners with a complete or overall view of a concept or topic, and then breaking it down into smaller, more detailed components. This approach helps learners to understand the relationships between different parts and to develop a
more comprehensive understanding of the subject matter
What must be included in instructional materials?
A. Teaching strategies
B. Reference materials
C. Learning texts and tasks
D. Materials instruction
Learning texts and tasks
Instructional materials should include learning texts and tasks that provide students with the necessary information, activities, and exercises to achieve the learning objectives. These texts and tasks serve as the core content of the instructional materials and are designed to engage students, promote learning, and assess understanding. By including learning texts and tasks, instructional materials can support effective teaching and learning, and help students to develop the knowledge, skills, and attitudes required to succeed.
Which is correct about textually authentic materials?
A. Improve learner’s vocabulary
B. Promote interest in language learning
C. Interactive in character
D. Not written for teaching
Not written for teaching
Textually authentic materials are genuine, reallife texts that were not specifically written for language teaching purposes. These materials, such as newspapers, videos, or social media posts, provide learners with exposure to authentic language in context, which can help to improve their language skills and promote a more realistic understanding of language use. By using textually authentic materials, educators can create a more immersive and engaging learning environment that prepares learners for real-world communication.
This principle in preparing for instructional material provides continuous and cumulative learning.
A. Pacing
B. Balancing
C. Sequencing
D. Evaluating
Sequencing
Sequencing is a principle in preparing instructional materials
that involves organizing content in a logical and coherent order to facilitate continuous and cumulative learning. This principle ensures that learners build on prior knowledge and skills, progressing from simpler to more complex concepts and tasks. By sequencing instructional materials, educators can create a learning pathway that promotes deep understanding, retention, and application of knowledge and skills.
What literary device involves using the same word in different forms, such as “run” and “running”?
A. Repetition
B. Parallelism
C. Polyptoton
D. Reduplication
Polyptoton
Polyptoton is a literary device that involves using the same
word in different forms, such as “run” and “running”, to create a rhetorical effect. This device can add emphasis, create rhythm, or convey complex meanings by highlighting the relationships between different forms of a word. By using polyptoton, writers can add depth, nuance, and musicality to their language, making it more engaging and memorable for readers.
What literary device involves using similar-sounding words to create humorous effects?
A. Alliteration
B. Onomatopoeia
C. Paronomasia
D. Assonance
Paronomasia
Paronomasia is a literary device that involves using similar-sounding words, often with different meanings, to create humorous effects, emphasize contrasts, or highlight relationships between ideas. This device relies on wordplay, exploiting the similarities in sound between words to create clever, witty, or ironic effects. By using paronomasia, writers can add humor, creativity, and depth to their language, making it more engaging and memorable for readers.
What literary term describes a character with two distinct lives, personalities, or identities?
A. Doppelganger
B. Protagonist
C. Antagonist
D. Alter Ego
Alter Ego
An alter ego is a literary term that describes a character with two distinct lives, personalities, or identities, often with one being a secret or hidden version of the other. This dual identity can create inner conflict, tension, and drama, as the character navigates the complexities of their multiple selves. The alter ego can also serve as a symbol for the character’s
inner struggles, desires, or repressed emotions, adding depth and complexity to the narrative.
In literature, what archetype is represented by The Tributes in The Hunger Games, symbolizing a group or individual blamed or sacrificed for the sins or wrongdoings of others?
A. Hero
B. Mentor
C. Outcast
D. Scapegoat
Scapegoat
The scapegoat archetype is represented by The Tributes in The Hunger Capitol’s oppressive regime, symbolizing a group or individual blamed or sacrificed for the sins or wrongdoings of others. In the story, the Tributes are forced to participate in the deadly Hunger Games, serving as a scapegoat for the Capitol’s oppression and the rebellion’s growing threat. By sacrificing the Tributes, the Capitol attempts to maintain control and divert attention from its own wrongdoing.
In the Harry Potter series, which character embodies the Shapeshifter Archetype, exhibiting a complex and multifaceted personality with both positive and negative traits?
A. Lord Voldemort
B. Albus Dumbledore
C. Severus Snape
D. Draco Malfoy
Severus Snape
Severus Snape embodies the Shapeshifter Archetype,
exhibiting a complex and multifaceted personality with both positive and negative traits, making him a nuanced and intriguing character. Throughout the series, Snape’s loyalties, motivations, and emotions are expertly concealed, revealing a depth of character that challenges readers’ perceptions and allegiances. Snape’s shapeshifting nature ultimately reveals a tragic and redeeming figure, driven by love, loyalty, and a desire for protection.
What are the three main prosodic features of speech?
A. Pitch, Volume, Facial Expression
B. Stress, Intonation, Articulation
C. Stress, Intonation, Accent
D. Tone, Cadence, Emphasis
Stress, Intonation, Accent
The three main prosodic features of speech are
stress, intonation, and accent, which collectively contribute to the rhythm, melody, and overall sound of spoken language. Stress refers to the emphasis placed on certain syllables or words, intonation refers to the rise and fall of pitch when speaking, and accent refers to the unique sound and pronunciation patterns of a speaker’s regional or cultural dialect. These prosodic features help convey meaning, attitude, and emotion in spoken communication.
What are the three key components of reading fluency?
A. Rate/Speed, Accuracy, Prosody
B. Accuracy, Intonation, Articulation
C. Vocabulary, Comprehension, Rate
D. Fluency, Expression, Emphasis
Rate/Speed, Accuracy, Prosody
The three key components of reading fluency are rate/speed, accuracy, and prosody. Rate/speed refers to the reader’s ability to read text at a smooth and efficient pace, accuracy refers to the reader’s ability to recognize and pronounce words correctly, and prosody refers to the reader’s ability to convey meaning and expression through tone, pitch, and rhythm. When readers possess these three components, they are able to read with fluency, making reading a more enjoyable and effective experience.
What term describes the phenomenon where a speaker unintentionally incorporates features of their native language into their second language?
A. Language Transfer
B. Language Interference
C. Language Acquisition
D. Language Code-Switching
Language Interference
Language interference occurs when a speaker’s
native language influences their production of a second language, resulting in unintentional transfers of pronunciation, vocabulary, grammar, or syntax. This can lead to errors or deviations from the target language norms. Language interference is a common phenomenon in second
language acquisition, and it can provide valuable insights into the language learning process.
What term refers to the ability to organize and structure language at the level of words, phrases, sentences, and beyond?
A. Linguistic Competence
B. Sociolinguistic Competence
C. Discourse Competence
D. Pragmatic Competence
Discourse Competence
Discourse competence refers to the ability to organize and structure language at the level of words, phrases, sentences, and beyond, enabling effective communication in various contexts. This competence involves understanding how to create coherent and cohesive texts, using linguistic features such as cohesion, coherence, and rhetorical devices. Discourse competence is essential for communicating complex ideas, negotiating meaning, and achieving social and academic goals through language.
What type of language proficiency is characterized by basic, everyday communication skills used in social settings and daily life?
A. CALP (Cognitive Academic Language Proficiency)
B. BICS (Basic Interpersonal Communication Skills)
C. ESP (English for Specific Purposes)
D. EAP (English for Academic Purposes)
BICS (Basic Interpersonal Communication Skills)
BICS refers to the type of language proficiency that enables individuals to communicate effectively in everyday social situations, such as conversations with family and friends, shopping, or participating in social events. BICS involves basic language skills, including vocabulary, grammar, and pronunciation, that are necessary for face-to-face communication and daily interactions. This type of language proficiency is often developed through informal language learning and social interactions, rather than formal education or academic training.
What is the meaning of the code 231?
A. Believe in others
B. Trust in teamwork
C. Have confidence in yourself
D. Rely on luck
Have confidence in yourself
The code “231” corresponds to the message “Have confidence in yourself”, emphasizing the importance of self-assurance and faith in one’s abilities. This phrase encourages individuals to trust themselves and their capabilities, promoting a positive mindset and empowering them to take on challenges. By having confidence in oneself, individuals can overcome self-doubt, build resilience, and achieve their goals.
What type of language proficiency involves higher-level language skills required for academic and cognitive tasks, such as reading, writing, and problem-solving?
A. BICS (Basic Interpersonal Communication Skills)
B. ESP (English for Specific Purposes)
C. CALP (Cognitive Academic Language Proficiency)
D. EAP (English for Academic Purposes)
CALP (Cognitive Academic Language Proficiency)
CALP refers to the type of language proficiency that involves higher-level language skills required for academic and cognitive tasks, such as reading, writing, problem-solving, and critical thinking. CALP requires a more advanced level of language proficiency, including complex vocabulary, nuanced grammar, and sophisticated discourse structures. This type of language proficiency is essential for success in academic settings, as it enables individuals to comprehend and engage with complex academic texts, express their ideas clearly, and participate in intellectual discussions.
What is the primary purpose of “think aloud” in language learning and problem-solving contexts?
A. To summarize written text
B. To verbalize thoughts and mental processes
C. To engage in silent reflection
D. To provide feedback to peers
To verbalize thoughts and mental processes
To verbalize thoughts and mental processes. The primary purpose of”think aloud” is to verbalize one’s thoughts and mental processes, making it possible to externalize and examine one’s own thinking, problem-solving strategies, and decision-making processes. By articulating their thoughts, learners can identify areas of strength and weakness, clarify their understanding, and develop metacognitive awareness. This technique is particularly useful in language learning and problem-solving contexts, where it can facilitate reflection, self-assessment, and improvement.
What is the primary task required in a “cloze” exercise?
A. To read a passage aloud
B. To summarize a text in one’s own words
C. To fill in the blanks with appropriate words
D. To answer multiple-choice questions
To fill in the blanks with appropriate words
To fill in the blanks with appropriate words. A “cloze” exercise is a language learning activity that requires learners to fill in the blanks in a passage with appropriate words, often based on context clues. The primary task is to use vocabulary and grammatical knowledge to select words that complete the passage in a coherent and meaningful way. By doing so, learners can improve their reading comprehension, vocabulary, and language usage skills.