Test #2 Diseño de programas y cursos en inglés
Quiz by Erika Marcela Restrepo Bolivar
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20 questions
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- Q1You have just gotten your first job as an English teacher in a third graders' class at a private school. The academic coordinator tells you they do not have a course plan and that you must design one. According to what you learned in this course, the first thing you are expected to do is to...conduct an environment and a needs analysis.look for goals established by the Ministry of Education.look for the English books they have in the library.select appropriate activities according to students' age.120s
- Q2When designing a course for language teaching, the teacher started by making decisions about the topics for each class. Then he looked for resources on some websites and chose instructional activities based on the resources and topics; finally, he proposed some specific activities to assess students' understandings. This process is associated to the...Central Design ApproachForward Design ApproachMixed Design ApproachBackward Design Approach120s
- Q3When designing a course for language teaching, the teacher started by considering the activities and teaching procedures he will use. For him, the most important thing was to determine what he wants his learners to do during the lessons. This idea is associated to the...Mixed Design ApproachBackward Design ApproachForward Design ApproachCentral Design Approach120s
- Q4When designing a course for language teaching, the teacher started by listing the expected outcomes, around which he proposed evidence of students' learning to be gathered along the course and organized the teaching activities. This process is associated to the ...Forward Design ApproachBackward Design ApproachCentral Design ApproachMixed Design Approach120s
- Q5No matter the design approach, course plans are always built around these three aspects...Transfer, meaning and acquisition goals.Desired results, evidence and learning plan.Forward, Central and Backward designs.Syllabus, methodology, and learning outcomes.120s
- Q6All of the following can be part of transfer goals in a language course, except for...Write arguments to support claims , using valid reasoning and relevant and sufficient evidence.Critically appraise and make personal connections based on the interpretation of different types of texts.Use the correct form of regular and irregular verbs to write affirmative statements in the simple past tense.Explain their preferences for aspects of texts using other texts as comparisons.120s
- Q7All the understandings below are suitbale to be part of the meaning goals in a language course, except for...Students will understand that good readers employ strategies to help them understand text.Students will understand that writers must make choices about how to structure their writing based on its intended purpose.Students will understand that cultures develop unique traditions and norms.Students will understand that the forms "will" and "going to" are different and their use is shaped by the purpose, context and situation.120s
- Q8They constitute the knowledge and skills that the student will obtain to master the understandings and transfer goals.Acquisition goalsMeaning goalsEssential questionsEstablished goals120s
- Q9While revising an English course he has just designed, the teacher asks himself if it covers lexical items and grammatical structures which are commonly used. In this way, he makes sure this principle is applied.FrequencyLanguage systemInputLearning burden120s
- Q10While revising an English course he has just designed, the teacher asks himself if it teaches students how to learn the language in an independent and effective way. In this way, he makes sure this principle is applied.TeachabilityLearning styleLearning burdenStrategies and autonomy120s
- Q11While revising an English course he has just designed, the teacher asks himself if it provides repeated opportunities for learners to focus on items in a variety of contexts. In this way, he makes sure this principle is applied.InterferenceDeliberate learningSpaced retrievalTime on task120s
- Q12While revising an English course he has just designed, the teacher asks himself if it promotes learners’ command of generalizable features of the target language so they can use it creatively. In this way, he makes sure this principle is applied.MotivationLanguage systemTime on taskDeliberate learning120s
- Q13While revising an English course he has just designed, the teacher asks himself if it covers useful language items, skills and strategies progressively. In this way, he makes sure this principle is applied.InterferenceKeep moving forwardSpaced retrievalThe four strands120s
- Q14While revising an English course he has just designed, the teacher asks himself if it provides activities for learners to use what they already know spontaneously. In this way, he makes sure this principle is applied.OutputLearning burdenKeep moving forwardTeachability120s
- Q15While revising an English course he has just designed, the teacher asks himself if it encourages learners’ oral and written production through different discourse types. In this way, he makes sure this principle is applied.Learning styleFeedbackOutputThe four strands120s