TOEIC

Choose 2 expressions of signposting for referring back.

• This leads me directly to the next part of my talk

• Let me summarize what I've said so far

• As I said earlier...

• Let me now come to what I said earlier

Tags

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.7.1

CCSS.RL.8.1

CCSS.RL.9-10.2

What 2 expressions can we use to add new ideas?

• To increase sales we need a new strategy plus more people

• Moreover, there are other interesting facts we should take a look at,

• I think we first need to identify the problem.

• There are a few problems regarding the qualilty

Tags

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.7.2

CCSS.RL.8.1

CCSS.RL.9-10.2

Choose 2 expressions of signposting for moving on to the next point.

• Let's now turn on to the next issue

• In this part of my presentation, I'd like to tell you about...

• This brings me to the end of my second point.

• This now leads us to my next point

Tags

CCSS.RI.8.2

CCSS.RL.11-12.2

CCSS.RL.7.1

CCSS.RL.8.1

CCSS.RL.9-10.2

Among the areas where our behavior can directly influence our students‟ motivation to continue participation in EFL classes is determining short-term goals which include the following EXCEPT ….

• the successful writing of an essay

• the ability to partake in a discussion

• the possibility of a better job in the future

• the learning of a small amount of new language

• the passing of the progress test at the end of the week

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RI.8.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

When putting syllabuses together, an EFL curriculum designer has to consider each item for inclusion in the syllabuses on the basis of the following criteria EXCEPT….

• Learnability

• Grading

• Usefulness

• Frequency

• Coverage

Tags

CCSS.RF.3.3B

CCSS.RF.3.3C

CCSS.RF.3.3D

CCSS.RF.4.3A

CCSS.RF.5.3A

To open a presentation, the usual steps are:

• welcome the audience, introduce yourself, explain why the audience will be interested, say the topic

• welcome the audience, say the topic, explain why the audience will be interested, introduce yourself

• welcome the audience, say the topic, introduce yourself, explain why the audience will be interested

• welcome the audience, introduce yourself, say the topic, explain why the audience will be interested

Tags

CCSS.RI.11-12.3

CCSS.RI.11-12.5

CCSS.RI.8.5

CCSS.RI.9-10.3

CCSS.RI.9-10.5

Sebelum memulai proses belajar-mengajar di dalam kelas, peserta didik terlebih dahulu diminta untuk mengobservasi suatu fenomena terlebih dahulu. Kemudian peserta didik diminta mencatat masalah-masalah yang muncul. Setelah itu guru merangsang peserta didik untuk berpikir kritis dalam memecahkan masalah yang ada. Guru mengarahkan peserta didik untuk bertanya, membuktikan asumsi, dan mendengarkan pendapat yang berbeda dari mereka. Memanfaatkan lingkungan peserta didik untuk memperoleh pengalaman belajar. Guru memberikan penugasan yang dapat dilakukan di berbagai konteks lingkungan peserta didik, antara lain di sekolah, keluarga dan masyarakat. Pembelajaran demikian merupakan salah satu contoh implementasi model pembelajaran berikut:

• Inkuiri

• PBM (Problem BasedLearning)

• PBL (Project BasedLearing)

• Discoverylearning

• Cooperativelearning

2. For the students in vocational high school, they use ... as their proficiency test

• TOEFL

• TOEIC

• IELTS

• Ujian Nasional

Tags

CCSS.RI.11-12.4

CCSS.RI.7.4

CCSS.RI.8.4

CCSS.RI.9-10.4

CCSS.RI.9-10.4

4. How many test sections in TOEFL?

• Only 1

• 2

• 3

• More than 3

Tags

CCSS.RI.11-12.3

CCSS.RI.11-12.5

CCSS.RI.8.5

CCSS.RI.9-10.3

CCSS.RI.9-10.5

Perhatikan beberapa komponen dari RPP untuk mata pelajaran bahasa Indonesia adalah sebagaiberikut ...... 1) Kompetensi dasar :Mengenal kegiatan bermusyawarah 2) Indikator : menyebutkan dua ciri kegiatan bermusyawarah 3) Tujuan Pembelajaran : setelah pelaksanaan pemilihan ketua kelas siswa dapat menyebutkan dua ciri kegiatan musyawarah dengan benar. Berdasarkan komoponen-komponen RPP tersebut prinsip digunakan adalah....

• Keterkaitan dan keterpaduan

• Memberikan umpan balik dan tindak lanjut

• Memperhatikan perbedaan individu peserta didik

• Mendorong partisipasi aktif peserta didik