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State of art materials development article test

Daniela Gutierrez 10 questions

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Questions in this quiz (10)

  1. 1According to Tomilson and Masuhara (2007) what is the develop criteria for evaluating and selecting materials question model? Image for question 1
    1. Aa) Are the various stages in a teaching unit (what you would probably call presentation,
      practice and production) adequately developed?
      b)Is dogmatic ininsisting on the use of a Presentation Practice Production (PPP) approachImage for option A
    2. Ba)Does the writer use current everyday language, and sentence structures that follow normal
      word order?
      d) To what extent is the level of abstractness appropriate?
      Image for option B
    3. Ca) Is each question an evaluation question?
      b) Does each question only ask one question?
      c) Is each question answerable?
      d) Is each question free of dogma?
      e) Is each question reliable in the sense that other evaluators would interpret it in the same
      way?Image for option C
    4. Da)Are there any materials for testing?’
      b)Are the learning activities in the course
      c) Material likely to appeal to the learners?Image for option D
  2. 2
    Which ones are the categories proposed by Rubby (2003) about dynamic model of material evaluation?
    1. APsychological validity, pedagogical validity , process and content validity.
    2. BTeaching/learning situation, a neutral analysis, and a belief-driven evaluation .
    3. CTeaching/learning situation,psychological validity and neutral analysis.
    4. DA belief-driven evaluation, selection, and pedagogical validity
  3. 3 McGrath (2002) proposes ‘four evaluative adapting material processes´ They are :
    1.Teachers may select the material
    2. They have to reject either completely or partially sections
    3. Add extensions or further exploitation of the existing materials
    4.It should be learner centered.
    1. ATrue
    2. BFalse
  4. 4Saraceni (2003), advocates that, in order to involve
    learners in the process, materials should actually be written with learner
    adaptation in mind, aiming to be learner-centred, flexible, open-ended, relevant, universal
    and authentic, and giving choices to learners. She also stresses that offering provocative topics
    and aesthetic experience can facilitate learner adaptation.
    1. ATrue
    2. BFalse
  5. 5Which one of the option below is not a model of potential benefits in electronic materials?Image for question 5
    1. AFacilitating reading by making hidden information available, by providing on-the-spot help,
      by supporting comprehension with graphics, video and sound, and facilitating writing
      through modelling the genre, demonstrating the process, facilitating brainstorming and
      research, helping to draft and providing the potential for conferencing, editing and revision
      (Derewianka 2003aImage for option A
    2. BWhen thinking or writing about electronic materials it helps to distinguish between CALL
      materials, web sources of language experience, and ICT applications which can be made use of both to deliver materials and to facilitate interactionImage for option B
    3. COrganisational advantages such as easy access, convenient storage and retrieval, easy
      sharing and recycling and cost efficiency; pedagogical advantages such as authenticity,
      interaction and situated learning; learner advantages such as instant feedback, choice of
      route and sequence, monitoring of progress, control and empowerment (Reinders & White
      2010)Image for option C
    4. DLocalised adaptation of materials; free source of a variety of authentic texts; out-of-class
      opportunities for spoken interaction between learners; development of digital literacy
      through comparing and evaluating sources of similar information; choice of routes and
      activities when using teacher blog materials (Motteram 2011)Image for option D
  6. 6What CALL stands for?Image for question 6
    1. AA really important phone call.Image for option A
    2. BComputer Assisted Language Learning.Image for option B
    3. CCherries, apples, lemons and lamb.Image for option C
    4. DCoursebooks aimed to language learning.Image for option D
  7. 7´´When thinking or writing about electronic materials it helps to distinguish between CALL
    materials i.e. ELT materials available from [blank_start]websites[blank_end], computer software, courseware and [blank_start]onlinecourses[blank_end], web sources of language experience e.g. [blank_start]Google, YouTube, Facebook[blank_end] and ICT
    applications which can be made use of both to deliver materials and to facilitate interaction e.g. [blank_start]mobile phones[blank_end].´´    Image for question 7
    1. Awebsites
    2. Bonlinecourses
    3. CGoogle, YouTube, Facebook
    4. Dmobile phones
  8. 8Regarding pedagogic approaches used through the years for material development, the reading argues that:
    “In the sixties and early seventies they stressed they were teaching the language directly, without the use of [blank_start]translation[blank_end] or [blank_start]explanation[blank_end]: in the seventies they boasted that they were following a [blank_start]communicative approach[blank_end] which featured either the learning of functions or notions, or both. Subsequently, they have claimed to be following natural approaches based on topics, themes or tasks and many coursebooks nowadays stress that their syllabus is based on the ‘can do’ statements of the Common European Framework…´´
    Image for question 8
    1. Atranslation
    2. Bcoursebooks
    3. Cdictionaries
    4. Dexplanation
    5. Ecommunicative approach
    6. FPPP (Presentation,Practice,Production)
  9. 9According to Tomilson and its opinion about the need of published material, he sets:
    ..."My position is that most teachers and students welcome published materials and can
    gain from them. However, if a teacher has [blank_start]confidence, principled creativity[blank_end] and the respect
    of their learners, then a textbook-free course can actually be more facilitative in providing
    the [blank_start]personalised, relevant and engaging[blank_end] experience of language in use and opportunities
    for observing how the language is used and for meaningful [blank_start]communication[blank_end], which many
    textbook authors find it difficult to provide."
    1. Aconfidence, principled creativity
    2. BMoney and budget
    3. Ccontextualization, and exposure
    4. Dpersonalised, relevant and engaging
    5. Ecommunication
    6. Fteaching and learning process
  10. 10Amrani 2011 reports:
    I would like to see more [blank_start]localised[blank_end] textbooks and more [blank_start]global textbooks[blank_end] which are designed to be [blank_start]flexible[blank_end] and to
    offer teachers and students opportunities for localisation, personalisation and choice. In
    addition, publishers could produce web-based global ‘coursebooks’ which offer opportunities
    for [blank_start]choice[blank_end], [blank_start]modification[blank_end] and replacement and which facilitate ‘an ongoing process where
    materials are refined and even changed throughout the life of a product’
    1. Alocalised
    2. Bcontextualized
    3. Cinternational books
    4. Dglobal textbooks
    5. Eflexible
    6. Facademic
    7. Gchoice
    8. Htravelling
    9. Imodification
    10. Jtranslation

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Description
The test is composed by a set of ten different styles questions regarding the reading of "State of art materials development article" by Brian Tomilson.
Language
English
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