Chapter 1
True and false :
They document course content is one of purposes of lesson plan (T)
The teacher can get immediate feedback for the success only of his teaching (F)
Establish learning outcomes based on the subject, the learners, and the learning environment (F)
Professionals shouldn't be consulted or additional reading done if further understanding is
needed (F)
Develop confidence is one of the importance of a good lesson plan (T)
Time allotted for lesson is one of head parts (T)
Materials and resources is one of head parts (F)
Warming up is one of body parts (T)
Evaluation and presentation are of body parts (T)
Each lesson should begin with a presentation (F)
Students' involvement in practicing the concepts taught is an example of practice section (T)
Introduction part is an example of presentation (F)
One of the behavioral objectives is the psychomotor domain (T)
Cognitive domain refers to emotions and value system of a person (F)
Cognitive domain refers to intellectual learning and problem solving (T)
Affective levels of learning include receiving and responding (T)
Psychomotor domain refers to physical movement characteristics and motor skill capabilities (T)
Delivering instructions is much more easier than planing them (T)
Experienced teacher find detailed lesson plan indispensable (F)
Psychomotor levels include perception and mechanism (T)
Tips on writing consists of four components (F)
New teacher often reduce lesson plan to a mental map or short outline (F)
One of the tips on writing is an attainable verb (T)
A measurable verb is also known as performance (T)
The teacher should prepare a careful but flexible plan (T)
Intervention along can help teacher to learn what struggling with S's
( T)
The teacher must organize the materials in a merely logical fashion rather than psychological (F)
One of the characteristics of a good lesson plan is selection of appropriate teaching aids (T)
Check for understanding or make time to assess Ss learning is the third step in planing
lesson (F)
*finalll*
Chapter 3
Proper use of teaching aids helps to retain more concept permanently (T)
Students can learn better when they are motivated properly through similar teaching aids (F)
Teaching aids helps to decrease the vocabulary of the student (F)
Teaching aids provide indirect experience to the students (F)
Couragement of cramming is one of the importance of teaching aids (F)
Teaching aids make the classroom live and active (T)
Avoids dullness is one of the importance of teaching aids (T)
There are two types of teaching aids (F)
The aids which use sense of vision are called audio aids (F)
One of the examples audio aids are tape recorder and gramophone (T)
The aids which involve the sense of vision as well as hearing are called audio – visual aids (T)
Teaching aids should be available for the students all the time (F)
Teaching aids must be readable , legible and visible to all (T)
Teaching aids must be consistent with local protocols (T)
Chapter 4
The computer teaches students new language through tester (F)
The computer provides students with the information they need to perform a particular task
through data source (T)
There are several uses of computers in teaching (T)
The language laboratory is an audio installation only (F)
The language laboratory is an audio or audio- visual installation used as an aid in traditional
language teaching (F)
Video can be used as a listening tool (T)
Video can enhance the listening experience for learners especially those native EFL learners (F)
Video decreases learners' motivation (F)
Video increases the target language output (F)
Video is an instructional medium that generates excitement (T)
Before assigning learners to view a video , the teacher should discuss about the video from its title
and practice pronouncing words (T)
While watching the video , the students can focus on details e.g signs and vehicles (T)
Before assigning learners to view a video , the students can identify and take notes the general
topic of each time (F)
After viewing the video , learners can describe the scenes, people, and objects (T)
While watching the video , learners can write a summary , journalist's report , and critic's review
(F)
Before and after viewing the video , teachers and learners can predict the events (T)
Before using videos in the English classroom, teachers should preview it first and watch it several
times (T)
Chapter 5
Evaluation is a systematic determination of a subject's merit, worth and significance using
criteria governed by a set of standards (T)
Evaluation can be formative and ssumptive (T)
Formative evaluation takes place during the lesson / the development of a concept or proposal,
project or organization (T)
Ssumptive evaluation takes place after the lesson / drawing lessons from a completed action or
project at a later point in time or circumstance (T)
In multiple choice exams, the questions should clue the students to the correct answer (F)
In multiple choice exams, teachers should avoid negative words (T)
If the questions included any negative word should be capitalized, underlined, and bolded (T)
Using multiple choice questions when other question formats are more appropriate (F)
Multiple choice has limited effectiveness in assessing skills like
problem-solving and creativity
(T)
The stem of a question shouldn't generally be written as a question, not as an incomplete sentence
(F)
In creating the options, use all of the above/ none of the above (F)
In creating the options, use two ideas (F)
In creating the options , use only plausible distracters (T)
A Question should present only one idea, which can be judged as true or false (T)
In true and false questions, the truth of a question should be based on a minor point in the
question (F)
Matching questions should be homogeneous categories and keep it unequal (T)
Short answer questions should be limit responses and keep it short (T)
Chapter 7
Teaching reading
Good readers should be read extensively (T)
Good readers are rely on similar skills interacting e.g perceptual processing (F)
Discourse competence is one of reader knowledge , skills, and strategies (T)
Linguistic competence is the ability to recognize the elements of the writing system like
knowledge of vocabulary (T)
The ability to use top-down and bottom- up strategies is strategic competence (T)
Before reading has also known as plan for the reading task (T)
During reading, the teacher should set a purpose or decide in advance what to read for (F)
During reading , learners reread to check comprehension (T)
After reading, the teacher should evaluate overall progress in reading and in particular types of
reading tasks (T)
There are one way to use reading aloud productively in the language classroom (F)
One way of reading aloud is read aloud to your students as they follow along silently/ modeling
(T)
The second way of reading aloud is use the read and look up technique (T)
One of the reading strategies is guessing from text (T)
Skimming and scanning is using a quick survey of the text to get the main idea (T)
Paraphrasing is stopping at the end of a section to check comprehension by restating the
information and ideas in the text (T)
One of the pre-reading activities is warming-up (T)
When reading for pleasure, students need to ask themselves, have I obtained the information I
was looking for ? (F)
Many language textbooks emphasize product, over process, and providing little or no contextual
information (T)
Teaching writing
Prewritting process can include reading, taking notes, brainstorming, and categorizing
information (T)
In writing process, the student transfers the information they have gathered and organized into
modern format (F)
Critiquing one's own writing can easily create tension and frustration (T)
Revising process can include adding, deleting, and rearranging (T)
Proofreading is a chance for the writer to scan his/her paper for mistakes in grammar,
punctuation,and spelling (T)
Brainstorming is an individual activity for getting thoughts from your head on to paper (F)
Cluster mapping also called idea webbing, is a great way to show relationships between ideas (T)
Flow charting is different to cluster mapping (F)
Cluster mapping is most effective when examining cause and effect relationships (F)
Double/ triple entry is another focused brainstorming activity (T)
Double / triple entry is especially useful when comparing and contrasting one topic (F)
In double/ triple entry, each column should have a topic which focuses the idea generation (T)
Teaching listening
Top-down strategies are text based (F)
Top-down is the main idea (T)
Bottom-up are listener based (F)
Bottom-up strategies include listening for the main idea and predicting (F)
Bottom-up is that the listener relies on the language in the message ,that is the combination of
sounds and words (T)
One of the sample while- listening activities is filling in graphs and charts (T)
One of the sample while- listening activities is distinguishing between formal and informal
registers (T)
Teaching vocabulary
One of the teaching vocabulary steps is synonyms and antonyms (F)
One of the teaching vocabulary steps is moduling and repeating (T)
One of the teaching vocabulary techniques is real thing / realia (T)
One of the teaching vocabulary techniques is showing the meaning (F)
Both flashcards and charts are steps of teaching vocabulary (F)
Spelling and writing the word is one of the teaching vocabulary steps (T)
Series, scales, and systems are techniques of teaching vocabulary (T)
Shift of attention and practice from meaning to expression are steps of teaching vocabulary (T)
Teaching grammar
There are two ways of assessing grammar proficiency (T)
Authentic assessment is an evaluation must reflect real-life uses of grammar in context (T)
Mechanical tests do serve two purposes (F)
Mechanical tests motivate students to memorize (T)
The first step in deductive way is giving examples (F)
The first step in inductive way is focus on the form (F)
If I have a rule / grammar that has a lot of abnormalities, I wouldn't use the inductive method (T)
In particular, deductive and inductive methods depending on the student level (T)
Teaching literature
When encouraging your students to read literature, start with your students where they are (T)
Once they are comfortable with one of those categories of writing, move to a more easy level of
the written word (F)
Antagonist is a literary technique that uses the same sound at the beginning of a set of words (F)
Genre is the class of literature to which a piece belongs (T)
Plagiarism is use of another person's words or ideas without proper citation (T)
Resolution is the completion or correction of the conflict in a story (T)
There are four ways the teacher is used all in the class to teaching literature (T)
The teacher should be discuss the genre and main characters all in the class to teaching literature
(T)
To cultivate controversy, the teacher should divide your class into groups and ask them to discuss
how they feel about banning books (T)