Teach English Now! Lesson Design and Assessment Coursera Quiz Answers 2023 [💯% Correct Answer]

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About Teach English Now! Lesson Design and Assessment Course

Learners will be shown how to make lesson plans based on learning objectives, assessment plans, methods, materials, and learning activities, as well as general principles. Learners will find and make good teaching materials by carefully analyzing, adapting, and making their own professional resources. Learners will also think about how well lesson plans and teaching philosophies fit together.

Course Apply Link – Teach English Now! Lesson Design and Assessment

Teach English Now! Lesson Design and Assessment Quiz Answers

Week 1: Teach English Now! Lesson Design and Assessment Quiz Answers

Quiz 1: Checkpoint Quiz (5 Q’s)

Q1. According to the video, what are some of the roles a teacher
may play?

• Doctor
• Coach
• Lesson Planner
• Lawyer
• Psychologist

Q2. Which is the first event that Gagne recommends for a
lesson’s introduction?

• Inform students of the objectives
• Stimulate recall of prior learning
• Gain the attention and interest of the audience

Q3. Teacher 1 struggled with her lesson
introduction. Which two issues did she
have?

• She gave vague objectives.
• She didn’t mention any objectives.
• She spoke too loudly.
• She spoke too softly.

Q4. Teacher 2 struggled with some issues in his
introduction too. Which two weaknesses did his introduction contain?

• He spoke too softly.
• He gave vague objectives.
• He attempted to gain student’s attention by drawing attention to himself.
• He didn’t share details from past instruction which could’ve sparked the class’s interest.

Q5. Teacher 3 successfully delivered an effective
lesson introduction. What were two of her
strengths?

• She used a visual aid.
• She told a story about Australia.
• She showed a video to gain students’ attention.
• She asked students to raise their hands to answer simple questions.

Quiz 2: Checkpoint Quiz (5 Q’s)

Q1. What were Robert Gagne’s next three events discussed in the videos? Check all that apply.

• Present the content
• Stimulate recall of prior leaning
• Elicit Performance
• Provide “learner guidance”
• Inform students of the objectives.

Q2. What is the basis of the 80/20 rule?

• 80% of the lesson should be spent presenting information while the students practice the information for 20% of the lesson.
• 80% of the class time should be spent presenting information and 20% of the time should be spent eating cake.
• 80% of the class time should be focused on student practice while teachers should spend 20% of the time presenting information to the students.

Q3. Select all of Teacher 1’s strengths from Video 4.

• Stimulating recall of prior learning.
• Using diagrams and examples
• Asking questions throughout the instruction
• Modeling the instruction by using an example of something she wrote when she was younger
• Mentioning the objectives again to remind students they’d be required to do the same later.
• Mumbling her words and not speaking clearly.

Q4. While Teacher 2’s lesson has some strengths, which three issues did she have with her lesson?

• She moved too quickly from presenting content to providing learning guidance.
• She didn’t truly model exercises for students
• She didn’t use diagrams or examples
• She didn’t engage the students.
• She didn’t provide any listening activities.

Q5. Which were issues with Teacher 3’s lesson? Check all that apply.

• He didn’t offer to answer students’ questions.
• He didn’t provide clear instruction of the lesson.
• He didn’t use group or pair work.
• He didn’t model the information that he’d taught.

Quiz 3: Graded Checkpoint (10 Q’s)

Q1. What was the name of the man whose theories of instructional
design these videos focused on?

• Peter Elbow
• Robert Gagne
• Noam Chomsky
• B.F. Skinner

Q2. What is meant by “present by staying in the present?”

• Only use the present tense when telling stories.
• When you present content, be sure to do so in a lively, engaging manner that draws students in and motivates them to learn more.
• Give students presents for being present in class.
• Give vague explanations and do not engage the students in the lesson.

Q3. The providing “learner guidance” stage of instruction
encourages students to do which 4 activities?

• Work alone
• Interact with each other in order to acquire language
• Figure out how certain rules or words work
• Make mistakes
• Play with language
• Take tests

Q4. Benjamin Bloom, a learning theorist, suggested which 2 ideas?

• Storytelling is helpful to improve students’ speaking skills.
• Goldilocks should not have entered the house of the three bears.
• A good instructor is able to use many different methods to get students to interact with learning.
• A good instructor is able to motivate students to think and examine information critically.

Q5. Which three (3) activities are examples of eliciting performance?

• A group activity
• A test
• A presentation
• A statement of lesson objectives

Q6. What are three (3) activities that can be used for presenting content?

• Demonstrating and sharing
• Working with a partner
• Giving explicit information that will help learners understand material
• Testing students
• Speaking and presenting

Q7. This course will introduce you to which of the following principles?

• Lesson Design and Assessment
• Approaches of Language Acquisition
• Principles of Language Acquisition
• 100 TESOL Activities

Q8. Students do not need to share what they know and be engaged
in the learning process.

• False
• True

Q9. In the first video, Ms. Cinco mentioned that “Super smart people learn from
_ experiences” in the introduction video in hopes that participants in
this course can learn both the good and bad in the course. (Choose the missing words.)

• no one’s
• other teachers’
• other people’s
• their own

Q10. One of the most significant roles of a teacher is as a lesson
planner, which generally happens when students aren’t around.

• False
• True

Week 2: Teach English Now! Lesson Design and Assessment Quiz Answers

Quiz 1: Checkpoint (5 Q’s)

Q1. Which three things should a good warm up include?

• provide a blank slate for students’ to work on
• introduce new ideas
• connect past ideas to new information
• get students’ attention

Q2. What three things did Teacher 1 accomplish in his warm up?

• He paired vocabulary words to pictures.
• He involved all students by using pair work.
• He introduced the day’s lesson.
• He reviewed key vocabulary words.

Q3. What three things did Teacher 2 accomplish in her warm up?

• She introduced the topic for the lesson.
• She activated students’ prior knowledge about the vocabulary.
• She introduced new vocabulary words.
• She connected the day’s lesson to previous lessons.

Q4. Which three strategies will help to engage learners from the start?

• Connect lesson plans to each other.
• Stimulate recall of prior knowledge.
• Give students the answers at the beginning of class.
• Connect new information to prior knowledge.

Q5. Students who get an A on a vocabulary test generally retain that information and can apply those words to future lessons.

• True
• False

Quiz 2: Checkpoint (5 Q’s)

Q1. Which two things should a lesson plan objective include?

• A clear statement of the instructional goals for the lesson.
• Action words such as: identify, state or demonstrate
• All the activities that will take place in the lesson.
• Goals for multiple lessons.

Q2. A lesson plan objective should NOT include: (Choose all that apply)

• long term goals
• information that is not critically important to the lesson.
• a description of how the objective will be measured.
• words like comprehend, understand,feel, and learn.

Q3. Which word is the closest in meaning to “lesson plan objectives?”

• neurons
• activities
• corpus linguistics
• goals

Q4. What are the four (4) important features of good objective discussions?

• be at the beginning of a lesson
• discuss the importance of the objectives
• establish specifics
• clearly state the instructional objectives
• check for understanding
• elicit student participation

Q5. Teachers should generally use the objectives they find in books or on the Internet to make sure they have well-written objectives.

• False.
• True.

Quiz 3: Graded Checkpoint (10 Q’s)

Q1. Jerome Bruner, a cognitive learning theorist, suggests that curriculum should be built:

• in a column, from top to bottom.
• in a spiral, from simple to complex.
• in a random pattern to connect ideas.
• in a pyramid.

Q2. Which of the following are effective strategies to help students connect prior knowledge to new material? (Choose two)

• Ask students what they know about a topic in an objective discussion.
• Give frequent vocabulary quizzes.
• Include visuals, questions prompts or short videos in a warm up.
• Include idioms like “prime the pump.”

Q3. Which of the following ESL Activities is most likely to help students connect to previous knowledge?

• Dictation exercises
• Modified TPR (Total Physical Response) activities
• Cloze exercises
• Think, pair, square, share activities

Q4. What three things should a warm up lesson include?

• an “attention getter”
• a description of how learning will be measured
• long-term goals for the class
• introduction of new ideas

Q5. Knowing your objectives is important because: (select three answers)

• You will be able to clarify how and what you will instruct.
• You do not have to provide materials for your lesson.
• Students are more likely to succeed when they know their target goals.
• You will be better able to prioritize the content of your lesson.

Q6. Which two features should a lesson objective include?

• A way to measure or assess learning
• All the information that might be presented in the class
• long-term goals for the course
• Action words like “identify, complete, match, or write”

Q7. Blumenfeld and Krajcik’s theory says that objectives should result in a meaningful project. An example of this might be: (Select two answers)

• a TESOL Certificate
• A final class presentation
• a student portfolio
• A multiple-choice test

Q8. Which of the following is the best example of a strong lesson objective?

• Students will be able to use the simple past tense to write a paragraph describing an event in their childhood.
• Students will watch a video and then write a paragraph using the simple past tense.
• Students will learn the simple past tense.
• Students will understand how to use the simple past tense to discuss their past experiences..

Q9. Which of the following ESL Activities are good examples of measuring student understanding? (Select three answers)

• A choral reading of a new article or text.
• A journal reflecting on the day’s activities
• A jigsaw where students present different pieces of an article or story
• A Cloze exercise using the day’s vocabulary words

Q10. Which of the following are examples of objectives or content that matters?

• Including relevant examples of the 2000 most-used words in English in your course lesson.
• Including the future perfect tense in a lesson for beginning English speakers.
• Including necessary vocabulary to teach a specific unit theme that your lesson is based on.
• Including the most frequently-used verb tenses (simple present, simple past, present perfect) in English in your lesson.

We will Update These Answers Soon.

More About This Course

Learners will be shown how to make lesson plans based on learning objectives, assessment plans, methods, materials, and learning activities, as well as general principles. Learners will find and make good teaching materials by carefully analyzing, adapting, and making their own professional resources. Learners will also think about how well lesson plans and teaching philosophies fit together.

This course is part of a few different plans.
This course can be used for more than one Specialization or Professional Certificate.

If you finish this course, it will help you learn in any of the following programs:

Part 1 of the TESOL Certificate:

• Teach English Now! Specialization
• University of Arizona State Professional Certificate in TESOL

WHAT YOU’LL FIND OUT

• Lesson plans help you run your classroom.
• Explain the difference between learning from memory and learning facts.
• Use warm-up activities to get students excited.
• Learn about the idea of “stickiness” in content.

Conclusion

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