The present study aimed to explore the types of classroom questions which Jordanian English language teachers ask. The sample of the study consisted of 77 teachers who were randomly selected from different public and private schools in Amman-Jordan. A total of 1574 classroom questions were collected and analyzed using descriptive statistics, t test and analysis of variance. The results showed that 80% of teachers' questions were on low thinking levels; 77% were closed-ended questions; and 86% were display questions. The results also indicated that teachers used higher thinking questions, more referential questions, and more open-ended questions at upper basic stage and secondary stage. It was recommended that EFL teachers in Jordan ask different types of questions at each grade level.

This study aims to analyze the intended learning outcomes (ILOs) and learning activities in Action Pack textbooks for Jordan in light of the EFL curriculum objectives. in Jordan (delete "in Jordan", because it is redundant). The sample of the study consisted of Action Pack textbooks for three grade levels students ( delete "students" because it does not seem necessary to the meaning of the sentence) (grade 6, 10, 12) during the academic year 2014/2015. A specially prepared coding sheet was developed by the researcher to analyze the collected data based on a five-point Likert scale. Validity and inter-rater reliability were ensured prior to data analysis. Means and standard deviations in addition to One Way Analysis of Variance (ANOVA) were used to answer the questions of the study. The results showed that the outcomes and activities in Action Pack textbooks reflect the curriculum objectives to a certain extent. It was recommended that curricula expert, textbook authors and the Ministry of Education (MoE) in Jordan work more closely, so that a higher degree of match between curriculum objectives, textbooks outcomes and learning activities can be achieved.