ENGLISH MAJORSHIP Parallel Session part 3

ENGLISH MAJORSHIP Parallel Session part 3

By Jessa Joyce Tamiok

PREPARATION AND EVALUATION OF MATERIALS

Multiple Choice

The type of instructional material that reinforces the teaching points with many drills and exercises just like those that contains an A-Z or practical suggestions for teaching.

• Worktext

• Teacher's Manual

• Workbook

• Module

Multiple Choice

This type of instructional material is the main reference of a course. It is usually chosen by the school. It reflects the minimum learning competencies of a specific course.

• Worktext

• Textbook

• Workbook

• Module

Multiple Choice

What is the best instructional material for this group?

• Picture book

• Story book

• Film

• Newspaper Articles

Multiple Choice

What instructional materials will be best be used for the summer program of Barangay Sta. Cruz?

• Modules

• textbooks

• Work text

• Workbook

Multiple Choice

It is an expression of opinion on the nature of language; it acts as a guide for both teacher and learner by providing some goals to be attained.

• Modules

• Textbooks

• Syllabus

• Workbook

types of instructional materials

​textbook

• ​Main reference for the entire course

• Usually chosen by the school

• ​Reflects the minimum learning competencies for specific levels

Preparation and Evaluation of Materials

types of instructional materials

​workbook

• Usually accompanies the textbook

• Provides exercises and drills on specific skills in listening, speaking, reading, and writing

• Presents reinforcement and remedial activities to support lessons in the textbooks

Preparation and Evaluation of Materials

types of instructional materials

​teacher's manual

• ​Contains a detailed rationale for  textbook

• Explain the scope and the sequence for the lessons

• Includes introductory notes on how to use the textbooks, specific objectives for each lessons and suggested strategies for teaching the lessons

Preparation and Evaluation of Materials

types of instructional materials

work texts

• ​Combines the features of the textbooks and workbooks

• Provides teaching points like those in the textbook

• Reinforces the teaching points with many drills and exercises just like those that contain an A-Z or practical suggestions for teaching

Preparation and Evaluation of Materials

types of instructional materials

Modules

• ​More interactive than the other types of written IMs that appear in the workbook 

• Develops independent study through self-paced instruction

• Contains post-test, pre-test, lesson inputs, exercises and drills – provisions for self-paced learning

Preparation and Evaluation of Materials

types of instructional materials

reference books

• ​Provides general information on various topics

• Includes encyclopedia, dictionary, atlas, manuals, etc.

Preparation and Evaluation of Materials

types of instructional materials

multimedia instructional materials

• ​Audio and Visual materials accessible through various media like radio, television and the computer

• Also includes interactive courseware on various topics

Preparation and Evaluation of Materials

Multiple Choice

The primary purpose of this syllabus is to learn specific language skills. The content of the language teaching is a collection of specific abilities that may play a part in using the language.

• Situational Syllabus

• Functional Syllabus

• Skill based Syllabus

• Task-based Syllabus

types of syllabus

structural syllabus

• ​The content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught.

• Examples include nouns, verbs, adjectives, statements, questions, subordinate clauses, and so on.

• Focuses on one aspect of language: GRAMMAR​

Preparation and Evaluation of Materials

types of syllabus

functional syllabus

• ​The content of the language teaching is a collection of the functions that are  performed when language is used, or of the notions that a language is used to express

• Examples of the functions includes: informing, agreeing, apologizing, requesting; examples of notions includes age, size, color, comparison, time, and so on.

• ​More complex to grade

Preparation and Evaluation of Materials

types of syllabus

situational syllabus

• The content of the language teaching is a collection of real or imaginary situations in which language occurs or is used. A situation usually involves several participants who are engaged in some activity in a specific meeting.

Preparation and Evaluation of Materials

types of syllabus

skill based syllabus

• The content of the language teaching is a collection of specific abilities that may play a part using language.

• ​The primary purpose of the skill-based instruction is to learn specific language skills. (reading, writing, speaking, listening)

Preparation and Evaluation of Materials

types of syllabus

task based syllabus

• Task-based teaching differs from situation-based teaching in that while situational teaching has the goal of teaching the specific language content that occurs in the situation (pre-defined products), task-based teaching has the goal of teaching students to draw on resources to complete some piece of work (a process). The students draw on a variety of language forms, functions, and skills often in an individual and unpredictable way, in completing the tasks.

Preparation and Evaluation of Materials

types of syllabus

task based syllabus

• ​Tasks can be used for language learning are, generally, tasks that the learners actually have to perform in real life. Examples include: Applying for a job, talking with a social worker, getting housing information over the telephone, and so on.

Preparation and Evaluation of Materials

Multiple Choice

At which point of literature learning is comparing beginnings and writing chapter applicable?

• First Encounters

• Maintaining Momentum

• Exploiting Highlights

• Endings

Multiple Choice

At which point of literature learning is question worksheet leading to pair work in class applicable?

• First Encounters

• Maintaining Momentum

• Exploiting Highlights

• Endings

Multiple Choice

Joey is currently writing an essay on her learning on one literary text that her teacher taught him. What point of literature learning is he on?

• First Encounters

• Maintaining Momentum

• Exploiting Highlights

• Endings

stages of literature learning in the classroom

first encounter

• try and draw the learners quickly “into” the text, so that they find it interesting and want to continue reading it on their own. Next, students need to be convinced that the task ahead is not an impossible task. 

Preparation and Evaluation of Materials

stages of literature learning in the classroom

maintaining momentum

•  can be used at any point in a literary work and can be applied to various genres. This part of literary learning allows the students to understand, enjoy and appreciate the literary work. It is in this situation that a mixture of class activities and home reading can be used. 

Preparation and Evaluation of Materials

stages of literature learning in the classroom

exploiting highlights

• The activities for this part of the literary discussion in the classroom will help encourage the students to explore and express their own response to the literary work. 

Preparation and Evaluation of Materials

stages of literature learning in the classroom

endings

• This part of classroom literary learning keeps each students’ own sense of the literary work alive. 

Preparation and Evaluation of Materials

Multiple Choice

The phase in the curriculum cycle where designers plan changes in the curriculum.

• Curriculum Planning

• Curriculum Implementation

• Curriculum Evaluation

• Curriculum Revision

Multiple Choice

When a teacher tries to think about the number of hours spent on a specific topic. What factor in writing instructional materials is he/she trying to consider?

• Balancing

• Clarifying

• Pacing

• Reviewing

factors to consider in writing materials

Understanding

• requires matching the materials to the learners’ abilities and prior knowledge.

Preparation and Evaluation of Materials

factors to consider in writing materials

clarifying

• involves organizing the material so that it is clear to the students

Preparation and Evaluation of Materials

factors to consider in writing materials

sequencing

• refers to the arrangement of the materials to provide for continuous and cumulative learning where complex concepts are taken only after prerequisite skills and concepts have been mastered.

Preparation and Evaluation of Materials

factors to consider in writing materials

balancing

• balance materials require establishing vertical and horizontal balance or relationships.

Preparation and Evaluation of Materials

factors to consider in writing materials

explaining

• refers to the way headings, terms, illustrations, and summary exercises are integrated with the content

Preparation and Evaluation of Materials

factors to consider in writing materials

pacing

• refers to how much and how quickly the lessons in the textbooks are presented

Preparation and Evaluation of Materials

factors to consider in writing materials

reviewing

• refers to the extent to which the material allows students to link new ideas to old concepts in the form of a review.

Preparation and Evaluation of Materials

factors to consider in writing materials

elaborating

• idea is to provide in the textbook opportunities for students to transform information to one form to another, and to apply new information to new knowledge – by using various techniques

Preparation and Evaluation of Materials

factors to consider in writing materials

transfer of learning

•  maybe concept-related, inquiry-related, learner or utilization-related.

Preparation and Evaluation of Materials

Multiple Choice

What could be a possible criticism against using an authentic material?

• It can have a negative effect on learner motivation.

• It can often contain difficult language and unneeded vocabulary.

• It does not relate closely to the learners’ needs.

• It does not support a creative approach to teaching.

Multiple Choice

Teacher conducted a survey on the concerns of the learners regarding the subject. This survey also contains the identification of the interest, problems, and needs of the group. What guideline for developing materials did she follow?

• deciding on the format

• needs assessment

• selection of theme

• setting up objectives

Multiple Choice

The following are considerations on the formulation of the format in the Guidelines for Developing Materials, EXCEPT:

• age group

• content mastery

• literacy level of students

• location in which the IM is used

guidelines for developing materials

• ​Needs Assesment

• Development of Curriculum Grid

• Selection of Themes

• Setting up Objectives

• Deciding on the Format

• Selection and Arrangement of Content

Preparation and Evaluation of Materials

• ​Titles and Captions

• Script Writing ​

• Illustrations

• Editing​

Multiple Choice

This is the type of materials evaluation that aims to examine the organization of the material as stated explicitly by the author of the publisher.

• External

• Internal

• Overall

• Superficial

Multiple Choice

Ms. Mae makes an in-depth investigation of the textbook she’s planning to use in her class. She investigates objectives, principles, lesson design, and assessment procedures of the textbook. She analyzes the extent to which claims in the introduction and blurbs match up with the internal consistency and organization of the materials.

• External

• Internal

• Overall

• Superficial

Materials evaluation

external evaluation

• aims to examine the organization of the material as stated explicitly by the author of the publisher

Preparation and Evaluation of Materials

Materials evaluation

internal evaluation

•  the evaluator analyzes the extent to which claims in the introduction and blurbs actually match up with the internal consistency and organization of the materials

Preparation and Evaluation of Materials

Materials evaluation

overall evaluation

• analyzes the value of the material in relation to its usability, generalizability, adaptability and flexibility

Preparation and Evaluation of Materials

Multiple Choice

The following are principles and procedures for adapting materials, EXCEPT:

• fragmenting

• individualizing

• localizing

• personalizing

principles and procedures for adapting materials

Personalizing

• materials refers to increasing the relevance of content in relation to learners’ interest and their academic, educational or professional needs.

Preparation and Evaluation of Materials

individualizing

• ​addresses the learning styles of both the individuals and of the members of a class working together.

principles and procedures for adapting materials

LOCALIZING

• takes into account the international geography of English language teaching and recognizes that what may work well in one region may work in another.

Preparation and Evaluation of Materials

Multiple Choice

Ms. Janet modifies her content by making the instructions more communicative to her audience. What type of modification of her content is she applying?

• re-writing

• re-organzing

• re-structuring

• subtracting

modifying content

re-writing

• done when some linguistic content needs modification.

Preparation and Evaluation of Materials

re-structuring

• applies to classroom management

Multiple Choice

The following are reasons why a teacher should consider inclusivity in materials preparation and evaluation. EXCEPT:

• Language determines thought and behavior patterns of people

• Language reflects values of a society

• Practices segregation among people who have differences to avoid comparison

• Practices that propagate marginalization

Multiple Choice

The following are reasons to teach literature in a language classroom, EXCEPT:

• its relevance moves with the passing of time

• literature is “authentic” material

• Strong, personal, and positive reaction are needed in the classroom

• literature provides language enrichment

15 minute break

LANGUAGE AND LITERATURE ASSESSMENT

Multiple Choice

What concept refers to the act of collecting information and making judgments about a learner’s knowledge of a language and the ability to use it?

• Assessment

• Testing

• Measurement

• Evaluation

Multiple Choice

What concept refers to the culminating act of interpreting the information gathered for the purpose of making decisions or judgments about student’s learning and needs, often at a reporting time?

• Assessment

• Testing

• Measurement

• Evaluation

key conceptS

assessment

• act of gathering information on a daily basis in order to understand individual student’s learning and needs

Language and Literaure Assessment

testing

• ​​practice and study of evaluating the proficiency of an individual in using a particular language effectively

key conceptS

measurement

• more broadly includes testing andother types of measurement as well as other types ofinformation that result in quantitative data

Language and Literaure Assessment

evaluation

• the culminating act of interpreting the information gathered for the purpose of makingdecisions or judgments about student’s learning and

  needs, often at a reporting time

Multiple Choice

Which of the following is the correct order of the listening comprehension process?

• Monitoring, Goal Setting, Visual Input, Audition, Pattern Synthesizer

• Goal Setting, Visual Input, Audition, Pattern Synthesizer, Monitoring

• Goal Setting, Audition, Visual Input, Pattern Synthesizer, Monitoring

• Goal Setting, Pattern Synthesizer, Audition, Visual Input, Monitoring

Multiple Choice

This is the act of hearing and identifying sounds.

• audition

• goal setting

• monitoring

• visual input

Listening comprehension process (strategic competence)

goal setting

Language and Literaure Assessment

visual input

audition

assessing the situation taking stock of conditions surrounding a languagetask

external input into the listening comprehension process is an acoustic signal

The act of hearing and identifying sounds

Listening comprehension process (strategic competence)

Language and Literaure Assessment

pattern synthesizer

​focuses attention on and then processes acoustic/visual input in short-term memory and stores a representation of the discourse as either linguisticpropositions or more likely as mental images of the content described in the discoursewhich are continuously updated by new information

Listening comprehension process (strategic competence)

Language and Literaure Assessment

monitoring

engaging in tasks to check the effectiveness of the takers performance

Multiple Choice

This is the understanding of a particular socio-cultural settings, and interpreting utterances in terms of the context of situation.

• Discoursal Knowledge

• Functional Knowledge

• Grammatical Knowledge

• Sociolinguistic Knowledge

Listening comprehension process (language knowledge)

grammatical knowledge

Language and Literaure Assessment

Understanding short utterances on a literal semantic level. This includes phonology, stress, intonation, spoken vocabulary, spoken syntax

discoursal knowledge

understanding longer utterances or interactive discoursebetween two or more speakers

Listening comprehension process (language knowledge)

functional knowledge

Language and Literaure Assessment

Understanding the function or illocutionary force of anutterance or longer text, and interpreting the intended meaning in terms of that

sociolinguistic knowledge

Understanding language of a particular socio-culturalsettings, and interpreting utterances in terms of the context of situation

Listening comprehension process (language knowledge)

context knowledge

Language and Literaure Assessment

internaL knowledge

prior knowledge of topical or cultural content

externaL knowledge

Knowledge provided in the task

Multiple Choice

All the statements are textual and psychological aspects in listening, EXCEPT:

• All physical features of spoken language that are not reflected in written language.

• Linguistic features that are not common in spoken language.

• Psychological features unique to listening.

• Colloquial vocabulary and more indexical expression are common in the spoken language.

Multiple Choice

All the statements are textual and psychological aspects in listening, EXCEPT:

• All physical features of spoken language that are not reflected in written language.

• Linguistic features that are not common in spoken language.

• Psychological features unique to listening.

• Colloquial vocabulary and more indexical expression are common in the spoken language.

Multiple Choice

This type of listening comprehension aims to listen for gist and main idea. It involves recalling of important details.

• Direct Meaning Comprehension

• Inferred Meaning Comprehension

• Contributory Meaning Comprehension

• Listening and Writing

Multiple Choice

Alan can extract salient points to summarize what the teacher has discussed by creating an outline. What type of listening comprehension is he able to employ?

• Direct Meaning Comprehension

• Inferred Meaning Comprehension

• Contributory Meaning Comprehension

• Listening and Writing

Multiple Choice

Which of the following is a contributory meaning comprehension skill?

• Listen for Gist

• Understand discourse markers

• Make inferences and deductions

• Ability to extract salient points to summarize

checklist of operations on listening

direct meaning comprehension

• listening for gist

• Listening for specifics

• Determining speaker's attitude or intentions on the topic​

Language and Literaure Assessment

inferred meaning comprehension

• making inferences and deductions

• relating utterances to the social and situational context​

Performance Conditions:

purpose of task for listener

Number of Speakers​

Nature of the texts​

Organizational​

illocutionary​

Language and Literaure Assessment

Propositional:

• lexical range

• topic

• status of speaker to listener

• relationship of content and listener

• ​type of information

Multiple Choice

The following are performance conditions when conducting a listening comprehension test, EXCEPT:

• Disposition of the Listener

• Number of Speakers

• Nature of the Texts

• Speaker-related Variables

Multiple Choice

The following are the considerations of Propositional Conditions, EXCEPT:

• Context

• Comprehension

• Grammar

• Fluency

Multiple Choice

Which of the following is an example of testing of intensive listening?

• Short-answer questions

• information transfer techniques

• dictation

• essay test

format for testing listening

direct tests (extensive listening)

• Short-Answer Questions

• Information Transfer Techniques​

Language and Literaure Assessment

indirect tests(intensive listening)

• Dictation

• Listening Recall​

Multiple Choice

The following are components of oral production tests, EXCEPT

• Pronunciation

• Grammar

• Context Knowledge

• Fluency

Multiple Choice

This type of oral production test looks into the pronunciation, grammar, vocabulary, fluency and comprehension.

• Speech Samples

• Scored Interviews

• Essay Tests

• Gap filling Testing

Multiple Choice

Which of the following is true on testing literature?

• Test items should only emphasize on comprehension questions.

• Use actual, authentic tests.

• Provide no linguistic support as it only promotes dependence on the learners.

• Test items should meet the teacher’s expectation.

Multiple Choice

Which of the following forms of testing literature is difficult to design but easy to mark?

• Essay Test

• Gap-filling

• Multiple Choice

• Oral Test

Multiple Choice

Which of the following forms of testing literature may be difficult to create HOTS questions?

• Essay Test

• True or False

• Multiple Choice

• Gap-filling

Multiple Choice

Which of the following type of tests will a teacher use if he/she would like to encourage reading of the texts?

• Knowledge Question

• Gap-Filling

• Multiple Choice

• Oral Test

Multiple Choice

Which of the following type of tests where the kind of rapport that a student and a teacher is contributory to the score of the student?

• Essay Test

• Gap-Filling

• Multiple Choice

• Oral Test

types of test

multiple choice

• Difficult to design but easy to mark

• Exclusively examines knowledge

• Knowledge is limited to options provided

• Encourages guessing

• More than one option may be possible

Language and Literaure Assessment

types of test

true or false

• Does not demonstrate broader knowledge

• Difficult to construct in higher levels

• ​Encourages guessing due to 50/50 chance

• Difficult to test attitudes toward learningo

Language and Literaure Assessment

types of test

gap filling

• They must have a broader context

• More than one option may be possible (unless tester provides limited options or first letter)

• Tests can focus on content words

• Production is tested unless options are provided

• Focus should be on the aspect assessed

Language and Literaure Assessment

types of test

Essay Test

• frequently essay questions in literature course are based on subject matter discussed in class.

• requires the students to organize their thoughts and substantiate their interpretations.

• a highly valid test form

Language and Literaure Assessment

types of test

knowledge question

• encourages reading of the texts

• they are authentic and communicative

• a highly valid test form

Language and Literaure Assessment

types of test

Oral Test

• permit a broader sampling of the subject matter

• confront with more direct questions

• difficult too score with complete reliability

• Teacher and student rapport may tend to influence the best grade

Language and Literaure Assessment