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    MC Elt 3 Midterm Exam

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    Angel Gomez Tatoy
    1. The document discusses factors to consider when writing instructional materials such as understanding, structuring, sequencing, balancing, explaining, pacing, reviewing, elaborating, and transfer of learning. 2. It also lists the four basic ways of sequencing materials: simple to complex, parts to whole, whole to parts, and chronological arrangements. 3. Typical elements of a syllabus are also enumerated such as the title page, contact information, course description and objectives, required materials, assignments, calendar, grading policies, and participation rubrics.

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    MC Elt 3 Midterm Exam

    Uploaded by

    Angel Gomez Tatoy
    42 views3 pages
    1. The document discusses factors to consider when writing instructional materials such as understanding, structuring, sequencing, balancing, explaining, pacing, reviewing, elaborating, and transfer of learning. 2. It also lists the four basic ways of sequencing materials: simple to complex, parts to whole, whole to parts, and chronological arrangements. 3. Typical elements of a syllabus are also enumerated such as the title page, contact information, course description and objectives, required materials, assignments, calendar, grading policies, and participation rubrics.

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    MC ELT 3-MIDTERM EXAMINATION

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    Mc Elt 3 Midterm Exam

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    1. The document discusses factors to consider when writing instructional materials such as understanding, structuring, sequencing, balancing, explaining, pacing, reviewing, elaborating, and transfer of learning. 2. It also lists the four basic ways of sequencing materials: simple to complex, parts to whole, whole to parts, and chronological arrangements. 3. Typical elements of a syllabus are also enumerated such as the title page, contact information, course description and objectives, required materials, assignments, calendar, grading policies, and participation rubrics.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    42 views3 pages

    MC Elt 3 Midterm Exam

    Uploaded by

    Angel Gomez Tatoy
    1. The document discusses factors to consider when writing instructional materials such as understanding, structuring, sequencing, balancing, explaining, pacing, reviewing, elaborating, and transfer of learning. 2. It also lists the four basic ways of sequencing materials: simple to complex, parts to whole, whole to parts, and chronological arrangements. 3. Typical elements of a syllabus are also enumerated such as the title page, contact information, course description and objectives, required materials, assignments, calendar, grading policies, and participation rubrics.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    Angelica G.

    Tatoy BSED ENGLISH-1


    Section: 2121 MIDTERM EXAMINATION
    Subject: MC ELT 2
    TEST I
    ENUMERATION
    Factors to consider in writing instructional materials
    1. Understanding 6. Pacing
    2. Structuring/Clarifying 7. Reviewing
    3. Sequencing 8. Elaborating
    4. Balancing 9. Transfer of Learning
    5. Explaining
    Four basic ways of sequencing a material
    1. Simple to complex
    2. Parts to whole
    3. Whole to parts
    4. Chronological arrangements
    Typical elements of a syllabus
    1. Title page
    2. Contact information
    3. Course pre-requisites, description, and objectives
    4. Required material
    5. Assigned work
    6. A calendar or events
    7. Grading policies
    8. Participation rubrics when appropriate
    9. Course policies and student/teacher expectations
    10.Additional comments or advice to students.
    TEST II
    TRUE OR FALSE
    Direction: Read each statement below carefully. Write “T” if the statement is
    true and if not, encircle the word or statement that made the statement
    incorrect and write the correct word or statement to make the statement true
    on the space provided.

    Specific 1. Situational syllabi group functions together into general


    settings of language use
    T 2. Materials require establishing vertical and horizontal balance or
    relationships.
    T 3. A syllabus is an expression of opinion on the nature of language
    and learning; it acts as a guide for both the teacher and the learner by
    providing some goals to be attained.
    Procedure 4. Design refers to the techniques and management of the
    classroom itself.
    T 5. Understanding requires matching the materials to the learners’
    abilities and prior knowledge.
    Should not overwhelm 6. In pacing, the volume or length of the materials
    should overwhelm students.
    T 7. The primary purpose of skill-based language teaching is concerned
    with information,
    while task-based language is concerned with communicative and
    cognitive processes.
    T 8. The teacher/writer must know whether the materials are suited to
    the level of the students and whether they will understand those.
    Variety of ways 9. Elaborating ensures that students learn better
    through a single way.
    T 10. Approach refers to the views and beliefs or theories of language
    and language learning on which planning is based.
    TEST 3
    In a 1 whole sheet of paper, discuss the types of syllabus through comparing and
    contrasting. (You can search on the internet for more content and important
    information)
    1. Compare and contrast skill-based syllabus and content-based syllabus.
    2. List the similarities between skill-based syllabus and tasked-based syllabus.

    task-based
    focuses on the approach and focuses on a type of
    unique. underlying content-based instruction in which the
    talents required approach is both primary goal is to teach
    for reading, of them have the material or information
    writing, listening, aim to increase to pupils using the
    and speaking in a students’ English language they are
    language. acquisition. learning.

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