Scribd Logo
Upload

Welcome to Scribd!

  • 234 views

    Teaching Method Quiz 2020 + Key

    Uploaded by

    Thanh Trân
    This document contains a quiz about teaching methodology with multiple choice and true/false questions about language teaching approaches, techniques, and activities. It addresses topics like rough tuning, extensive reading, inductive vs deductive approaches, and the roles of teachers in the classroom. The quiz sections cover language teaching methods over time, teaching specific language aspects, reading skills, reasons for teaching writing, and different teaching activities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Teaching Method Quiz 2020 + Key

    Uploaded by

    Thanh Trân
    234 views6 pages
    This document contains a quiz about teaching methodology with multiple choice and true/false questions about language teaching approaches, techniques, and activities. It addresses topics like rough tuning, extensive reading, inductive vs deductive approaches, and the roles of teachers in the classroom. The quiz sections cover language teaching methods over time, teaching specific language aspects, reading skills, reasons for teaching writing, and different teaching activities.

    Original Title

    TEACHING METHOD QUIZ 2020 + KEY

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    This document contains a quiz about teaching methodology with multiple choice and true/false questions about language teaching approaches, techniques, and activities. It addresses topics like rough tuning, extensive reading, inductive vs deductive approaches, and the roles of teachers in the classroom. The quiz sections cover language teaching methods over time, teaching specific language aspects, reading skills, reasons for teaching writing, and different teaching activities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    234 views6 pages

    Teaching Method Quiz 2020 + Key

    Uploaded by

    Thanh Trân
    This document contains a quiz about teaching methodology with multiple choice and true/false questions about language teaching approaches, techniques, and activities. It addresses topics like rough tuning, extensive reading, inductive vs deductive approaches, and the roles of teachers in the classroom. The quiz sections cover language teaching methods over time, teaching specific language aspects, reading skills, reasons for teaching writing, and different teaching activities.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 6

    TEACHING METHODOLOGY QUIZ (LINK:

    https://forms.gle/2JAvHuVu2C4hwimJ7)

    TRUE/FALSE STATEMENTS
    1. Rough-tuning is the simplification of language which teachers make in order to increase the chances of students’
    understanding.
    2. Both learning and acquisition include a conscious process where students learn and practice language.
    3. According to experts of eclecticism, using a variety of techniques and approaches is not encouraged.
    4. Extensive reading activities allow students’ reading for pleasure, often outside the classroom.
    5. In an inductive approach, students see examples of language and try to work out the rules.
    6. Students at the same age share the same learning styles and kinds of intelligence.
    7. Using word cards makes teaching more interesting to the learners, especially the advanced learners.
    8. Information gap exercises applied by communicative language teaching are not as motivating as drills.
    9. To present the sounds of a word, the teacher can model the word, write up the new word on the board, and
    indicate on what syllable the stress is placed.
    10. Follow-up activities of a reading session are normally not speaking activities designed for students to respond to
    the ideas found in that text.

    1 2 3 4 5 6 7 8 9 10

    T F F T T F F F T F

    WHO TEACHERS ARE IN CLASS


    ● Match the descriptions on the left with the teacher roles on the right.

    1
    11. Students make appointments to A. assessor
    talk to the teacher about their
    progress

    12. The teacher is explaining B. controller


    something to the class.

    13. The teacher is telling students C. prompter


    how correct (or incorrect) their
    language use is.

    14. The teacher makes herself D. resource


    available to answer any
    questions/supply information
    while students are working on a
    task in groups.

    15. The teacher wants to help the E. tutor


    students along during fluency
    activity (where their conversation
    is faltering a bit).

    11 12 13 14 15
    E B A D C

    DIFFERENT TIMES, DIFFERENT METHODS


    ● Which methods/approaches in the box are being described in the following statements

    2
    A. AUDIO-LINGUALISM
    B. COMMUNICATIVE LANGUAGE TEACHING (CLT)
    C. GRAMMAR-TRANSLATION
    D. PPP
    E. TASK-BASED LEARNING (TBL)
    F. THE LEXICAL APPROACH
    G. THE SILENT WAY
    H. TEACHING LANGUAGE FUNCTIONS
    I. DIRECT METHOD

    16 17 18 19 20 21 22 23 24

    D A F C B H E G I

    16. After students have been introduced to a situation which exemplifies the meaning and use of the new language
    (and had the language explained to them), they do some controlled practice before being asked to produce
    examples of the new language themselves.
    17. By repeated drilling of new language (coupled with appropriate rewards and encouragement), students learn
    correct language habits.
    18. Language consists of a number of lexical phrases (or chunks). These should form the basis of learning.
    19. Language learning is a process of working out the similarities and differences between the language you speak
    and the language you are learning.
    20. Students learn by being involved in communicating with each other.
    21. Students study how language is used - and what language to use to perform certain functions, such as requesting,
    agreeing, etc.
    22. The syllabus is organised into certain tasks; the students learn by trying to complete these tasks. e
    23. The teacher says almost nothing; the students have to listen to each other, think and correct themselves as far as
    possible.g

    3
    24. Learners are actively involved in using the target language in realistic, everyday situations and be encouraged to
    think in the target language.

    TEACHING SPECIFIC ASPECTS OF LANGUAGE


    ● Put A (for deductive/explain and practice) or B (for inductive/discovery activity) on the answer sheet
    25. The teacher models sentences using the present simple. Students repeat. A
    26. The students read a text and in their groups discuss the different ways the writer refers to past time. B
    27. Students watch a film of a job interview in preparation for-an interview role-play. They pay particular
    attention to the way questions are asked. B
    28. The students listen to a recorded dialogue. The teacher draws their attention to the invitation language
    being used, isolating parts of invitation models for the students’ attention. Students practise using the
    same language. B
    29. The teacher holds up flashcards with pictures of animals. For each one, he or she models the correct
    pronunciation and the students repeat. The teacher then holds up different flashcards for a cue-response
    drill and the students have to say the right words. A
    30. The teacher shows students the position of lips and teeth for the sounds /w/ and /v/ before getting them
    to say words with the two sounds. A
    25 26 27 28 29 30
    A B B A A A

    READING SKILLS
    A. Reading for detailed comprehension
    B. Reading for pleasure
    C. Scanning
    D. Skimming
    4
    31. You are an 18-year-old history student. In a school history magazine you see an article about reassessing
    the Cold War in terms of Third World politics. ……A…
    32. You are trying to decide what movie to take your 7-year- old niece to see. You check your local
    newspaper. ……C…
    33. When you are in the dentist’s waiting room, you see an article about your favourite singer in a magazine.
    ……B…
    34. You have heard about a singer/artist and you are mildly interested in their life. You look them up on the
    Internet when you don’t have much else to do. …D…
    REASONS FOR TEACHING WRITING
    ● Read the following task rubrics. Are the tasks designed for ‘writing-for-learning’ (L) or ‘writing- for-writing’ (W)? Write A
    (for L) or B (for W) in the spaces.
    35. Expand the following sentence using as many adjectives as you can. …B……
    36. Interview a colleague and write up the interview for inclusion in a class website. …A…
    37. Write a paragraph about a member of your family. Say who they are, what they do, what languages they speak
    and what their favourite hobbies are. …A…
    38. Write a paragraph with the title ‘Three things I would like to do before I’m thirty’. Use language from activities 32-
    35. …A……
    39. Write an essay with the title ‘Charity is not the responsibility of individuals, but of governments’. ……B…
    40. Write descriptions of the people in the photographs using the words in the box. ……A…..
    41. Write five sentences using the present perfect tense. ……A…
    42. Write your own blog; update it every week. ……B……

    TEACHING ACTIVITIES
    ● Which is the odd one out? Why?
    43. For a speaking period:
    A. a role-play
    B. discussion

    5
    C. drill
    D. communication game
    E. a questionnaire
    44.
    A. rehearsal
    B. feedback
    C. engagement
    D. enjoyment
    F. study
    45.
    A. A letter
    B. A speech
    C. A poem
    G. A grammar exercise
    D. A play extract

    You might also like