A. To gain confidence in using them.
B. To encourage viewers to be more focused.
C. To avoid potential problems that might occur while materials are in use.
D. To ensure appropriateness of the materials with the objectives and target audience.
A. Modify the available materials.
B. Teach the lesson the following day.
C. Change the objectives to match with the available materials.
D. Carry out the lesson s planned and use the materials at hand.
C. knowledge giver
D. source of information
A. videos and computer
B. books and periodicals
C. radio and audio materials
D. printed and verbal symbols
A. The limited exposure of teachers to new equipment.
B. Their incompatibility to diverse needs of the learners.
C. The difficulty in integrating technology in the community.
D. None of the above
A. Familiarize yourself with the object or model.
B. Allow passing of a single object around the class.
C. Encourage students’ participation through questioning.
D. Make sure that objects/models are large enough to be seen by the whole class.
A. print materials
A. The projected materials are readily available.
B. They more abstract than any other visuals.
C. Most projected visuals can be obtained at no cost.
D. She can easily prepare her own transparencies in advance.
A. When it promotes mastery the lesson.
B. When it makes viewing more interesting.
C. When it helps attain the objectives of the lesson.
D. When it induces alienation on the part of the learners.
A. It can enhance the teaching and learning process.
B. It can be used for interactive presentation.
C. It can be used for research activity.
D. It can be used for entertainment.
A. instructional tool
B. situating tool
C. utility tool
D. application tool
B. Drill and practice
D. instructional game
A. Darken the room
B. Use appropriate pacing
C. read directly from the slides
D. allow interaction with the learner