Teaching large group learners

Froggy Jumps

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Créé par

Feruza Abdumajidova

Uzbekistan

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Teaching large group learners


Froggy Jumps Teaching large group learnersVersion en ligne Choose one par Feruza Abdumajidova 1 Which strategy best reduces students’ fear of speaking English? a Correcting every mistake immediately b Creating a supportive and non-judgmental atmosphere c Giving long grammar explanations 2 Why is teacher talk time (TTT) important when encouraging English use? a More TTT means more learning b Less TTT gives students more chances to speak c TTT helps students relax 3 Which classroom rule most effectively promotes English use? a Use English as much as you can” b Speak only if you are sure” c Translate everything” 4 What is the main benefit of pair and group work? a Easier classroom control b Less preparation for the teacher c Increased speaking opportunities 5 How can a teacher react when a student uses L1 (mother tongue)? a Stop the activity b Punish the student c Gently reformulate the idea in English 6 Which activity naturally encourages English communication? a Silent reading b Role-plays and simulations c Translation drills 7 Why are classroom routines in English effective? a They expose students to real, repeated English b They save time only c They confuse beginners 8 What is the role of praise in encouraging English use? a It discourages weak students b It motivates students to try speaking c It increases anxiety 9 Which teacher behavior encourages more English speaking? a Waiting patiently and giving thinking time b Focusing only on accuracy c Being honest while grading 10 A teacher wants students to speak more English but notices long silences. What is the MOST effective response? a Allow wait-time and scaffold with prompts b Switch to the students’ L1 c Fill the silence by speaking more 11 Which situation BEST justifies limited use of students’ L1? a Explaining simple classroom instructions b Managing discipline c Clarifying complex abstract concepts to prevent misunderstanding 12 Why does over-correction reduce students’ willingness to speak English? a It slows down the lesson b It shifts focus from meaning to fear of error c It improves accuracy too quickly 13 Which task design feature MOST strongly promotes spontaneous English use? a Information-gap tasks with personal choice b Grammar-controlled drills c Tasks requiring memorization 14 How does teacher modeling influence students’ English use? a It provides a realistic and achievable language example b It replaces student production c It only helps advanced learners 15 Why should tasks be meaningful and communicative? a Students focus only on grammar b Students use English with a real purpose c Teacher talks more

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Teaching large group learners

Froggy Jumps

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

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Teaching large group learnersVersion en ligne

par Feruza Abdumajidova

Which strategy best reduces students’ fear of speaking English?

Why is teacher talk time (TTT) important when encouraging English use?

Which classroom rule most effectively promotes English use?

What is the main benefit of pair and group work?

How can a teacher react when a student uses L1 (mother tongue)?

Which activity naturally encourages English communication?

Why are classroom routines in English effective?

What is the role of praise in encouraging English use?

Which teacher behavior encourages more English speaking?

A teacher wants students to speak more English but notices long silences. What is the MOST effective response?

Which situation BEST justifies limited use of students’ L1?

Why does over-correction reduce students’ willingness to speak English?

Which task design feature MOST strongly promotes spontaneous English use?

How does teacher modeling influence students’ English use?

Why should tasks be meaningful and communicative?