TRY OUT BHS. INGGRIS
Authored by ayu lestari
English
12th Grade
Used 12+ times
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15 questions
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1.
MULTIPLE CHOICE QUESTION
5 mins • 1 pt
There have been a number of differences in the
way geography is now to be approached in
the National Curriculum. It was decided that
there would be a renewed emphasis on spatial
knowledge, as well as the human and
physical processes. This should cover some
technical procedures such as using grid
references. There should also be a renewed
commitment towards the concept of
fieldwork and the use of maps, as well as
written communication.
Dealing with geography, the National
Curriculum includes certain topics, but not
necessarily how they should be taught. For
example, the focus at key stage 1 is
developing knowledge about the United
Kingdom and the world. Students should
study certain fact such as the world‟s seven
continents and their locations. They should
be able to name and identify the four countries
and capital cities of the UK. Trips to
London may include extra-curricular education
that can aid students‟ understanding of
the United Kingdom. They also should be
able to identify seasonal weather patterns,
identify hot and cold areas of the world, and
use world maps and globes to identify the
UK and other countries and oceans.
As they progress to key stage 2, students
are expected to extend their knowledge to
include Europe, North, and South America
as well as significant human and physical
features. They should be able to identify the
position of latitude, longitude, the Equator
and other large features of the world such as
the Tropics of Cancer and Capricorn.
Students at key stage 2 should study
more physical geography including the
climate zones, biomes and features such as
volcanoes and earthquakes. Trips to
destinations such as Iceland could encourage
further learning about some of the world‟s
physical geography. There is a huge emphasis
on geographical skills at this stage. Students
should be able to use the eight points of a
compass, four and six-figure grid references
and keys on Ordinance Survey maps in order
to develop their knowledge.
- What is the topic of the passage?
(A) The art of teaching geography.
(B) The world‟s physical geography.
C) Topical approaches in teaching
geography.
(D) Different strategies in teaching
geography.
(E) The geographical topics in the national
curriculum.
2.
MULTIPLE SELECT QUESTION
5 mins • 1 pt
There have been a number of differences in the
way geography is now to be approached in
the National Curriculum. It was decided that
there would be a renewed emphasis on spatial
knowledge, as well as the human and
physical processes. This should cover some
technical procedures such as using grid
references. There should also be a renewed
commitment towards the concept of
fieldwork and the use of maps, as well as
written communication.
Dealing with geography, the National
Curriculum includes certain topics, but not
necessarily how they should be taught. For
example, the focus at key stage 1 is
developing knowledge about the United
Kingdom and the world. Students should
study certain fact such as the world‟s seven
continents and their locations. They should
be able to name and identify the four countries
and capital cities of the UK. Trips to
London may include extra-curricular education
that can aid students‟ understanding of
the United Kingdom. They also should be
able to identify seasonal weather patterns,
identify hot and cold areas of the world, and
use world maps and globes to identify the
UK and other countries and oceans.
As they progress to key stage 2, students
are expected to extend their knowledge to
include Europe, North, and South America
as well as significant human and physical
features. They should be able to identify the
position of latitude, longitude, the Equator
and other large features of the world such as
the Tropics of Cancer and Capricorn.
Students at key stage 2 should study
more physical geography including the
climate zones, biomes and features such as
volcanoes and earthquakes. Trips to
destinations such as Iceland could encourage
further learning about some of the world‟s
physical geography. There is a huge emphasis
on geographical skills at this stage. Students
should be able to use the eight points of a
compass, four and six-figure grid references
and keys on Ordinance Survey maps in order
to develop their knowledge.
The underlined word ‘seasonal’ in paragraph 2
means ….
(A) serial.
(B) cyclical.
(C) current.
(D) regular.
(E) situational.
3.
MULTIPLE SELECT QUESTION
5 mins • 1 pt
There have been a number of differences in the
way geography is now to be approached in
the National Curriculum. It was decided that
there would be a renewed emphasis on spatial
knowledge, as well as the human and
physical processes. This should cover some
technical procedures such as using grid
references. There should also be a renewed
commitment towards the concept of
fieldwork and the use of maps, as well as
written communication.
Dealing with geography, the National
Curriculum includes certain topics, but not
necessarily how they should be taught. For
example, the focus at key stage 1 is
developing knowledge about the United
Kingdom and the world. Students should
study certain fact such as the world‟s seven
continents and their locations. They should
be able to name and identify the four countries
and capital cities of the UK. Trips to
London may include extra-curricular education
that can aid students‟ understanding of
the United Kingdom. They also should be
able to identify seasonal weather patterns,
identify hot and cold areas of the world, and
use world maps and globes to identify the
UK and other countries and oceans.
As they progress to key stage 2, students
are expected to extend their knowledge to
include Europe, North, and South America
as well as significant human and physical
features. They should be able to identify the
position of latitude, longitude, the Equator
and other large features of the world such as
the Tropics of Cancer and Capricorn.
Students at key stage 2 should study
more physical geography including the
climate zones, biomes and features such as
volcanoes and earthquakes. Trips to
destinations such as Iceland could encourage
further learning about some of the world‟s
physical geography. There is a huge emphasis
on geographical skills at this stage. Students
should be able to use the eight points of a
compass, four and six-figure grid references
and keys on Ordinance Survey maps in order
to develop their knowledge.
According to the passage, key stage 2
focuses more on ….
(A) the Tropics of Cancer and Capricorn.
(B) broader geographical abilities.
(C) patterns of climate change.
(D) geographical physics.
(E) the trip to Iceland.
4.
MULTIPLE SELECT QUESTION
5 mins • 1 pt
Text 4 - 7
Over the last two decades. the use of ICT
has been an important topic in education.
On the one hand, studies have shown that
ICT can enhance teaching and learning outcomes.
For example, in science and mathematics
education, scholars have documented
that the use of ICT can improve students‟
conceptual understanding, problem solving,
and team working skills. Consequently, most
curriculum documents state the importance
of ICT and encourage school teachers to use
them. (A) However, teachers need to
specifically trained in order to integrate ICT
in their teaching.
Schools are known to be resistant to
innovation and change. However, the spread
of ICT is beginning to affect how teachers
teach. One of the current issues about
the use of ICT is how it is integrated
into the curriculum. The curriculum
document provide arguments for
introducing ICT in the school setting. Therefore,
schools expect that graduates from
teacher education programs have a reasonable
knowledge of how to use ICT. (B)
However, this may not be the case because
most current teachers‟ pre-service preparation,
and subsequent in-service courses were
designed by using traditional educational
technology and settings. Thus, the participants
in these courses are not familiar with
the processes, interaction patterns, features,
and possibilities of teaching learning
processes based on ICT.
This issue becomes complicated because
the students‟ thinking skills are often weak.
Also, they typically lack information literacy
skills although they were born in or after
1982. In addition, they belong to the “Net
Generation”. (C) Furthermore, they are
accustomed to operating in a digital environment
for communication, information
gathering, and analysis. The problem is that
students do not have to understand how
their use of technology affects their habits
of learning.
(D) Effective development of preservice
teachers‟ ICT proficiency does not
seem to be a direct process, but is the one
asking for a careful, complex approach.
First, a need assessment is important to find
out what ICT skills and knowledge teachers
need at schools. Second, designers of
teacher education programs should know
the pre-service teachers‟ perceptions of ICT
and their attitudes toward ICT integration
into curriculum. Third, teacher education
programs need to consider the two typical
arguments that support the ICT use in
schools.
With the statement „One of the current
issues about the use of ICT is how it is
integrated into the curriculum‟ in paragraph
2, the author intends to ….
(A) emphasize the need for teachers with
good literacy in technology.
(B) explore the reasons for including ICT in
the curriculum document.
(C) explain the curriculum documents for
ICT introduction in education.
(D) argue the current teachers already have
good knowledge of using ICT.
(E) show that teacher education programs
have been running expected ICT
curriculum.
5.
MULTIPLE SELECT QUESTION
5 mins • 1 pt
Text 4 - 7
Over the last two decades. the use of ICT
has been an important topic in education.
On the one hand, studies have shown that
ICT can enhance teaching and learning outcomes.
For example, in science and mathematics
education, scholars have documented
that the use of ICT can improve students‟
conceptual understanding, problem solving,
and team working skills. Consequently, most
curriculum documents state the importance
of ICT and encourage school teachers to use
them. (A) However, teachers need to
specifically trained in order to integrate ICT
in their teaching.
Schools are known to be resistant to
innovation and change. However, the spread
of ICT is beginning to affect how teachers
teach. One of the current issues about
the use of ICT is how it is integrated
into the curriculum. The curriculum
document provide arguments for
introducing ICT in the school setting. Therefore,
schools expect that graduates from
teacher education programs have a reasonable
knowledge of how to use ICT. (B)
However, this may not be the case because
most current teachers‟ pre-service preparation,
and subsequent in-service courses were
designed by using traditional educational
technology and settings. Thus, the participants
in these courses are not familiar with
the processes, interaction patterns, features,
and possibilities of teaching learning
processes based on ICT.
This issue becomes complicated because
the students‟ thinking skills are often weak.
Also, they typically lack information literacy
skills although they were born in or after
1982. In addition, they belong to the “Net
Generation”. (C) Furthermore, they are
accustomed to operating in a digital environment
for communication, information
gathering, and analysis. The problem is that
students do not have to understand how
their use of technology affects their habits
of learning.
(D) Effective development of preservice
teachers‟ ICT proficiency does not
seem to be a direct process, but is the one
asking for a careful, complex approach.
First, a need assessment is important to find
out what ICT skills and knowledge teachers
need at schools. Second, designers of
teacher education programs should know
the pre-service teachers‟ perceptions of ICT
and their attitudes toward ICT integration
into curriculum. Third, teacher education
programs need to consider the two typical
arguments that support the ICT use in
schools.
The author‟s idea of the relationship
between the use of ICT and learning
outcome is analogous with ….
(A) vitamin - health.
(B) speed - aeroplane.
(C) harvest - irrigation.
(D) cellphone - crime.
(E) books - intelligence.
6.
MULTIPLE SELECT QUESTION
5 mins • 1 pt
The assumption the author has about
teacher education programs is that ….
(A) the programs have introduced a
reasonable knowledge of how to use
ICT.
(B) the programs have found out what ICT
skills and knowledge the teachers need.
(C) the programs have given materials
related to the pre-service teachers
perceptions of ICT.
(D) the programs were still designed in
reference to traditional educational
technology and settings.
(E) the programs have participants who are
familiar with the processes of technology-
mediated educational transactions
7.
MULTIPLE SELECT QUESTION
5 mins • 1 pt
Which tines of the passage illustrate the
ideal ICT teacher education programs most
effectively?
(A) sentence(s) A in the passage
(B) sentence(s) B in the passage
(C) sentence(s) C in the passage
(D) sentence(s) D in the passage
(E) all the sentences in the last paragraph.
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