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Q 1/17
Score 0
The aim of this part of the curriculum design
process is to choose the teaching and learning
techniques and design the lesson plans.
60
Format and presentation
Needs analysis
Principles
Goals, content and sequence
Q 2/17
Score 0
Using the four strands means.....
60
There should be substantial
quantities of interesting comprehensible receptive activity in
both listening and reading.
The learners should be pushed to produce the
language in both speaking and writing over a range of discourse
types.
The learners should be
interested and excited about learning the language
A course should include a roughly even balance
of meaning-focused input, language-focused learning, meaning focused
output and fluency activities.
17 questions
Q.
The aim of this part of the curriculum design
process is to choose the teaching and learning
techniques and design the lesson plans.
1
60 sec
Q.
Using the four strands means.....
2
60 sec
Q.
Motivation means ...
3
60 sec
Q.
Meaning-focused input is ....
4
60 sec
Q.
Language focused learning is ....
5
60 sec
Q.
Using Integrative motivation in teaching means ...
6
60 sec
Q.
The conditions for the fluency development strand are: (1) easy, familiar material, (2) a focus on communicating messages, 3) some pressure to perform at a faster speed, and (4) plenty of opportunities
for practice.
7
60 sec
Q.
Game like activities .....
8
60 sec
Q.
Guided activities involve the learners doing already partly completed
tasks. For example, completion activities, substitution activities, matching
activities, etc
9
60 sec
Q.
They provide a break from
teacher-led activity and have several advantages, such as allowing negotiated
meaning-focused communication, keeping all learners active, and
providing substantial quantity of language input and output.
10
60 sec
Q.
They try to keep as much as possible of the knowledge
needed to perform the activity within the learners’ previous experience.
11
60 sec
Q.
The learners are assessed at the beginning of
a course to see what level of the course they should be in.
12
60 sec
Q.
In order to plan a programme, it is useful to
know where learners’ strengths and weaknesses lie and where there are
gaps in their knowledge.
13
60 sec
Q.
It tries to measure a learner’s language knowledge in
relation to other learners who may have studied different courses, or in
relation to areas of language knowledge that are based upon an analysis
of the language.
14
60 sec
Q.
A test gives results that are not greatly upset by conditions that the test
is not intended to measure.
15
60 sec
Q.
it is examined by looking at (1) the cost involved in administering and scoring
the test, (2) the time taken to administer and sit the test, (3) the time taken to
mark the test, (4) the number of people needed to administer and mark the
test, and (5) the ease in interpreting and applying the results of the test.
16
60 sec
Q.
The aim of this part of the curriculum design process is to decide how to check if the
course is successful and where it needs to be improved.
