88. The reason to list all of the preliminary (non-procedural) information in a lesson plan is to
A:be sure have considered each aspect.
B:keep good records for your future needs
C:be able to communicate clearly with administrators, other teachers, and students
D:All of the above
Answer D.
89. Which of the following is not an advantage of teaching grammar from authentic language rather than from a grammar rule?
A:It avoids teaching archaic or little-used structures.
B:It saves time for the teacher.
C:It can stress the function of language: its real use in the world
D:Students are engaged in discovering language patterns for themselves.
Answer D
90. A teacher wants to use a PPP lesson plan. In which section will he probably talk the most?
A:Presentation
B:Practice
C:Production
D:Equally in all phases
Answer A. Presentation
91. A teacher wants to use a PPP grammar lesson plan. In which section will students be most likely to write and perform a dialog with the target language?
A:Presentation
B:Practice
C:Production
D:Equally in all phases
Answer C
I agree with your answers.
89 is strangely worded -- one of those backwards-negatives that sometimes don't make very good sense!!
To get the answer to question 88, you need to understand the purpose of listing preliminary information in a lesson plan. The potential answers are A, B, C, or D.
A) To be sure you have considered each aspect: This is a possible reason for listing all of the preliminary information in a lesson plan. It ensures that you have thought about and included all necessary details.
B) To keep good records for your future needs: This is another possible reason for listing preliminary information. By documenting all important information, you can refer back to it in the future if needed.
C) To be able to communicate clearly with administrators, other teachers, and students: This is also a valid reason. Listing preliminary information allows for clear communication with all parties involved in the lesson.
D) All of the above: It is possible that all of the above reasons apply.
Based on the options given, the correct answer to question 88 is D. All of the above.
To get the answer to question 89, you need to understand the advantages of teaching grammar from authentic language rather than from a grammar rule. The potential answers are A, B, C, or D.
A) It avoids teaching archaic or little-used structures: This is an advantage of teaching grammar from authentic language because it focuses on current and practical language usage.
B) It saves time for the teacher: This is another advantage as teaching grammar from authentic language eliminates the need for extensive rule explanations, saving time for the teacher.
C) It can stress the function of language: its real use in the world: This is also a valid advantage. By teaching grammar through authentic language, students can better understand the practical applications and functions of the language.
D) Students are engaged in discovering language patterns for themselves: This is not an advantage of teaching grammar from authentic language. It seems to be more related to other teaching methods.
Based on the options given, the correct answer to question 89 is D. Students are engaged in discovering language patterns for themselves.
To get the answer to question 90, you need to understand the structure of a PPP (Presentation, Practice, Production) lesson plan and which section would require the most talking from the teacher. The potential answers are A, B, C, or D.
A) Presentation: This section typically involves the teacher introducing the new concept or language point, explaining its meaning, and providing examples. It often requires more speaking from the teacher.
B) Practice: This section usually involves the students practicing the newly learned concept or language point in controlled activities that require less teacher input.
C) Production: This section focuses on the students producing the language in more open-ended and authentic situations, such as role-plays or discussions. The teacher's role is more passive.
D) Equally in all phases: This is not likely in a PPP lesson plan as each phase has a different purpose and typically requires a different level of teacher involvement.
Based on the options given, the correct answer to question 90 is A. Presentation.
To get the answer to question 91, you need to understand the purpose of the different sections in a PPP grammar lesson plan and determine which section involves students writing and performing a dialogue with the target language. The potential answers are A, B, C, or D.
A) Presentation: This section typically focuses on introducing the new grammar concept and providing examples. It does not typically involve students writing and performing a dialogue.
B) Practice: This section involves students practicing the newly learned grammar concept in more controlled activities, such as completing cloze sentences or matching exercises. It does not typically involve writing and performing a dialogue.
C) Production: This section is where students have the opportunity to apply the newly learned grammar concept in more open-ended and authentic situations, such as role-plays or discussions. Writing and performing a dialogue with the target language is most likely to occur in this section.
D) Equally in all phases: This is not likely in a PPP grammar lesson plan as each phase has a different purpose and typically requires a different type of student activity.
Based on the options given, the correct answer to question 91 is C. Production.
92. What are the three stages of a PPP lesson plan?
The three stages of a PPP lesson plan are:
1. Presentation: In this stage, the teacher introduces the new language point to the students. The teacher may use various techniques such as visuals, real-life examples, or context to present the target language.
2. Practice: In this stage, the students engage in controlled practice activities to reinforce their understanding and use of the target language. The teacher provides structured exercises or drills to help students practice the language point.
3. Production: In this final stage, the students are given opportunities to use the target language in more realistic and free-flowing contexts. They may engage in activities such as role-plays, discussions, or creative writing to demonstrate their ability to use the language in real-life situations.
93. What is the purpose of the presentation stage in a PPP lesson?
The purpose of the presentation stage in a PPP lesson is to introduce the new language point to the students. The teacher aims to provide a clear and meaningful context for the target language and present it in a way that is easily understood by the students. This stage focuses on explaining the language point, clarifying its meaning, and demonstrating its form.
94. What is the purpose of the practice stage in a PPP lesson?
The purpose of the practice stage in a PPP lesson is to provide students with structured exercises or activities that allow them to practice and reinforce their understanding and use of the target language. This stage aims to help students internalize the language point and develop their accuracy and fluency in its use. The practice activities may involve controlled practice, such as filling in the blanks or completing sentence exercises, to more open-ended tasks like guided conversations or role-plays.
95. What is the purpose of the production stage in a PPP lesson?
The purpose of the production stage in a PPP lesson is to give students the opportunity to use the target language in meaningful and authentic contexts. This stage focuses on promoting students' fluency and creativity in using the language point by engaging them in activities that simulate real-life communication. Students may engage in activities like discussions, debates, presentations, or creative writing tasks. The production stage aims to assess students' ability to independently use the target language effectively.