дина заг 100/75

Test

Parties jouées 2

Créer une copie

À propos de cette activité

Quiz on teaching aids and roles

Créé par

Smile Let

Kazakhstan

Téléchargez la version pour jouer sur papier

Top 10 résultats

#	Jeux	Précision	temps
1	Лаззат Селибай 3 Juin 2026	% 100	04:57

Voulez-vous apparaître dans le Top 10 de ce jeu? Connectez-vous pour vous identifier.

Créez votre propre jeu gratuite à partir de notre créateur de jeu

Affrontez vos amis pour voir qui obtient le meilleur score dans ce jeu

Créer un défi

UPS 5 Seeing Habits Quiz

Heather Bell

United States

(13)

Test your knowledge about the 5 seeing habits discussed in the text 'UPS 5 seeing habits'.
Practice Quiz - Punnett Square, Variation, and Mutations

Benjamin D Morgan

United States

(14)

Practice Quiz - Punnett Square, Variation, and Mutations
Photosynthesis vs Cellular Respiration - Practice Quiz

Benjamin D Morgan

United States

(39)

Photosynthesis vs Cellular Respiration - Practice Quiz
Spanish Alphabet Listening

Falkenberg Falkenberg

United States

(90)

Spanish alphabet, listening-based assessment
Tissues - Practice Quiz

Benjamin D Morgan

United States

(16)

Tissues - Practice Quiz

		%
	Anonyme	%
		%
		%

Imprimez votre jeu

дина заг 100/75


дина заг 100/75Version en ligne Quiz on teaching aids and roles par Smile Let 1 51.Identify examples of teaching aids. a b) Furniture only b e) Empty walls c a) Flashcards, realia, board, projector d d) Private phone chatting e c) Classroom weather 2 52.Select aids for presenting new vocabulary. a d) Random sound effects b c) Complex unrelated graphs c b) Silent word list reading d e) Dictionary only e a) Pictures, flashcards, real objects 3 53.Design creative whiteboard use. a) Organize vocabulary into mind maps b) Write long text for reading c) Leave board empty d) Erase learner contributions e) Single color only a d) Erase learner contributions b c) Leave board empty c e) Single color only d b) Write long text for reading e a) Organize vocabulary into mind maps 4 54.Evaluate video as teaching aid. a) Provides contextualized input for tasks b) Effective without tasks c) Never pause\/discuss d) Any video works e) Pictures better always a d) Any video works b e) Pictures better always c b) Effective without tasks d c) Never pause/discuss e a) Provides contextualized input for tasks 5 55.Adapt flashcards for communicative practice. a) Pair games: describe\/guess words b) Show once with translation c) Teacher-centered drilling d) Silent explanation only e) Storytelling ignored a b) Show once with translation b d) Silent explanation only c e) Storytelling ignored d a) Pair games: describe/guess words e c) Teacher-centered drilling 6 56.Prioritize criteria for digital teaching aids. a) Ease of use, relevance to objectives b) Novelty value only c) Complex interfaces d) Unused features count e) Shiny appearance a d) Unused features count b e) Shiny appearance c c) Complex interfaces d a) Ease of use, relevance to objectives e b) Novelty value only 7 57.Create low-resource aid for speaking. a) Hand-drawn prompt cards\/questions b) Expensive unavailable tech c) No visual support d) Teacher talk only e) Complex handouts a c) No visual support b a) Hand-drawn prompt cards/questions c d) Teacher talk only d b) Expensive unavailable tech e e) Complex handouts 8 58.Analyze problems with overusing technology aids. a) Technical failures disrupt flow b) Always guarantees thinking c) More screens = better learning d) No planning needed e) Focus stays on language a b) Always guarantees thinking b c) More screens = better learning c a) Technical failures disrupt flow d d) No planning needed e e) Focus stays on language 9 59.Evaluate impact of aids on engagement. a) Make input memorable, support styles b) Any aid improves always c) Only aid matters, not tasks d) Complex aids never distract e) Engagement aid-independent a c) Only aid matters, not tasks b e) Engagement aid-independent c d) Complex aids never distract d b) Any aid improves always e a) Make input memorable, support styles 10 60.Integrate aids into coherent lesson plan. a) Choose after clarifying aims\/procedures b) Add randomly to fill time c) Many aids without purpose d) Ignore connections to stages e) Use before planning aims a c) Many aids without purpose b e) Use before planning aims c b) Add randomly to fill time d d) Ignore connections to stages e a) Choose after clarifying aims/procedures 11 61.Define online teaching in ELT. a) Teaching delivered via digital platforms in real time (synchronous) b) Teaching only by sending textbooks by post c) Teaching that excludes face-to-face interaction completely d) Teaching without lesson planning e) Teaching using only offline materials a a) Teaching delivered via digital platforms in real time (synchronous) b e) Teaching using only offline materials c b) Teaching only by sending textbooks by post d d) Teaching without lesson planning e c) Teaching that excludes face-to-face interaction completely 12 62.Recall blended learning characteristics. a) Planned combination of face-to-face and online learning b) Online study with no teacher involvement c) Any technology use without design d) Complete replacement of classroom interaction e) Avoiding feedback entirely a e) Avoiding feedback entirely b b) Online study with no teacher involvement c c) Any technology use without design d a) Planned combination of face-to-face and online learning e d) Complete replacement of classroom interaction 13 63.Distinguish synchronous vs asynchronous learning. a) Synchronous happens real-time; asynchronous at different times b) Asynchronous means classroom meetings only c) Synchronous excludes learner interaction d) Both refer to face-to-face lessons e) Asynchronous has no deadlines a d) Both refer to face-to-face lessons b a) Synchronous happens real-time; asynchronous at different times c c) Synchronous excludes learner interaction d e) Asynchronous has no deadlines e b) Asynchronous means classroom meetings only 14 64.Evaluate benefits of blended learning. a) Offers flexibility in time\/place and personalization b) Always reduces teacher workload c) Guarantees higher test scores automatically d) Removes learning objectives e) Makes feedback unnecessary a a) Offers flexibility in time/place and personalization b d) Removes learning objectives c c) Guarantees higher test scores automatically d e) Makes feedback unnecessary e b) Always reduces teacher workload 15 65.Analyze online teaching challenges. a) Ensuring tech access and maintaining interaction b) Ignoring digital skills differences c) Avoiding structured schedules d) Assuming all self-motivated e) Refusing material adaptation a d) Assuming all self-motivated b e) Refusing material adaptation c a) Ensuring tech access and maintaining interaction d b) Ignoring digital skills differences e c) Avoiding structured schedules 16 66.Identify immediate correction timing. a) During activity, on the spot for accuracy b) Always in later feedback stage c) Only in writing form d) Interrupts fluency always e) Never during fluency tasks a d) Interrupts fluency always b e) Never during fluency tasks c a) During activity, on the spot for accuracy d b) Always in later feedback stage e c) Only in writing form 17 67.Explain deferred correction advantages. a) Protects fluency flow and confidence in speaking b) Learners never notice mistakes c) Shows accuracy unimportant d) Prevents form focus after tasks e) Replaces immediate correction always a c) Shows accuracy unimportant b e) Replaces immediate correction always c b) Learners never notice mistakes d a) Protects fluency flow and confidence in speaking e d) Prevents form focus after tasks 18 68.Compare correction strategies by task type. a) Immediate for controlled accuracy; deferred for fluency b) Interrupt every sentence in roleplay c) Correct only strongest students d) Avoid noting errors during tasks e) No examples of improvements a d) Avoid noting errors during tasks b a) Immediate for controlled accuracy; deferred for fluency c e) No examples of improvements d b) Interrupt every sentence in roleplay e c) Correct only strongest students 19 69.Apply correction to speaking lesson. a) More deferred in free speaking stages b) Immediate in all activities c) End without language feedback d) Only strongest students corrected e) Ignore fluency errors completely a d) Only strongest students corrected b a) More deferred in free speaking stages c e) Ignore fluency errors completely d c) End without language feedback e b) Immediate in all activities 20 70.Evaluate factors for correction decisions. a) Lesson aim, learner confidence, error type b) Teacher's mood that day c) Show authority to class d) Avoid planning effort e) Finish activity quickly a d) Avoid planning effort b a) Lesson aim, learner confidence, error type c b) Teacher's mood that day d c) Show authority to class e e) Finish activity quickly 21 71.Recall common teacher roles. a) Facilitator, controller, monitor b) Only policeman punishing mistakes c) Only lecturer giving monologues d) No learning responsibility e) Never allowing autonomy a c) Only lecturer giving monologues b b) Only policeman punishing mistakes c e) Never allowing autonomy d a) Facilitator, controller, monitor e d) No learning responsibility 22 72.Identify facilitator role timing. a) During pair\/group work interactions b) During controlled drills only c) During formal exams d) When no student interaction e) For yes\/no answers only a e) For yes/no answers only b d) When no student interaction c a) During pair/group work interactions d c) During formal exams e b) During controlled drills only 23 73.Evaluate assessor role functions. a) Fair evaluation informing future teaching b) Punish behavior with grades c) Hide criteria from learners d) Ignore progress evidence e) Single test basis only a e) Single test basis only b d) Ignore progress evidence c b) Punish behavior with grades d a) Fair evaluation informing future teaching e c) Hide criteria from learners 24 74.Distinguish controller vs resource roles. a) Controller manages procedures; resource gives language support b) Controller never explains c) Resource dominates interaction d) Both exclude independence e) Controller only for online a c) Resource dominates interaction b d) Both exclude independence c b) Controller never explains d e) Controller only for online e a) Controller manages procedures; resource gives language support 25 75.Design lesson with varied roles. a) Controller to start, facilitator during groups, feedback end b) Controller throughout only c) Avoid monitoring students d) Refuse learner questions e) Random role changes a c) Avoid monitoring students b d) Refuse learner questions c e) Random role changes d b) Controller throughout only e a) Controller to start, facilitator during groups, feedback end

дина заг 100/75

Test

À propos de cette activité

Créé par

Téléchargez la version pour jouer sur papier

Top Jeux

Test

UPS 5 Seeing Habits Quiz

Test

Practice Quiz - Punnett Square, Variation, and Mutations

Test

Photosynthesis vs Cellular Respiration - Practice Quiz

Test

Spanish Alphabet Listening

Test

Tissues - Practice Quiz

дина заг 100/75Version en ligne

par Smile Let

51.Identify examples of teaching aids.

52.Select aids for presenting new vocabulary.

53.Design creative whiteboard use. a) Organize vocabulary into mind maps b) Write long text for reading c) Leave board empty d) Erase learner contributions e) Single color only

54.Evaluate video as teaching aid. a) Provides contextualized input for tasks b) Effective without tasks c) Never pause\/discuss d) Any video works e) Pictures better always

55.Adapt flashcards for communicative practice. a) Pair games: describe\/guess words b) Show once with translation c) Teacher-centered drilling d) Silent explanation only e) Storytelling ignored

56.Prioritize criteria for digital teaching aids. a) Ease of use, relevance to objectives b) Novelty value only c) Complex interfaces d) Unused features count e) Shiny appearance

57.Create low-resource aid for speaking. a) Hand-drawn prompt cards\/questions b) Expensive unavailable tech c) No visual support d) Teacher talk only e) Complex handouts

58.Analyze problems with overusing technology aids. a) Technical failures disrupt flow b) Always guarantees thinking c) More screens = better learning d) No planning needed e) Focus stays on language

59.Evaluate impact of aids on engagement. a) Make input memorable, support styles b) Any aid improves always c) Only aid matters, not tasks d) Complex aids never distract e) Engagement aid-independent

60.Integrate aids into coherent lesson plan. a) Choose after clarifying aims\/procedures b) Add randomly to fill time c) Many aids without purpose d) Ignore connections to stages e) Use before planning aims

61.Define online teaching in ELT. a) Teaching delivered via digital platforms in real time (synchronous) b) Teaching only by sending textbooks by post c) Teaching that excludes face-to-face interaction completely d) Teaching without lesson planning e) Teaching using only offline materials

62.Recall blended learning characteristics. a) Planned combination of face-to-face and online learning b) Online study with no teacher involvement c) Any technology use without design d) Complete replacement of classroom interaction e) Avoiding feedback entirely

63.Distinguish synchronous vs asynchronous learning. a) Synchronous happens real-time; asynchronous at different times b) Asynchronous means classroom meetings only c) Synchronous excludes learner interaction d) Both refer to face-to-face lessons e) Asynchronous has no deadlines

64.Evaluate benefits of blended learning. a) Offers flexibility in time\/place and personalization b) Always reduces teacher workload c) Guarantees higher test scores automatically d) Removes learning objectives e) Makes feedback unnecessary

65.Analyze online teaching challenges. a) Ensuring tech access and maintaining interaction b) Ignoring digital skills differences c) Avoiding structured schedules d) Assuming all self-motivated e) Refusing material adaptation

66.Identify immediate correction timing. a) During activity, on the spot for accuracy b) Always in later feedback stage c) Only in writing form d) Interrupts fluency always e) Never during fluency tasks

67.Explain deferred correction advantages. a) Protects fluency flow and confidence in speaking b) Learners never notice mistakes c) Shows accuracy unimportant d) Prevents form focus after tasks e) Replaces immediate correction always

68.Compare correction strategies by task type. a) Immediate for controlled accuracy; deferred for fluency b) Interrupt every sentence in roleplay c) Correct only strongest students d) Avoid noting errors during tasks e) No examples of improvements

69.Apply correction to speaking lesson. a) More deferred in free speaking stages b) Immediate in all activities c) End without language feedback d) Only strongest students corrected e) Ignore fluency errors completely

70.Evaluate factors for correction decisions. a) Lesson aim, learner confidence, error type b) Teacher's mood that day c) Show authority to class d) Avoid planning effort e) Finish activity quickly

71.Recall common teacher roles. a) Facilitator, controller, monitor b) Only policeman punishing mistakes c) Only lecturer giving monologues d) No learning responsibility e) Never allowing autonomy

72.Identify facilitator role timing. a) During pair\/group work interactions b) During controlled drills only c) During formal exams d) When no student interaction e) For yes\/no answers only

73.Evaluate assessor role functions. a) Fair evaluation informing future teaching b) Punish behavior with grades c) Hide criteria from learners d) Ignore progress evidence e) Single test basis only

74.Distinguish controller vs resource roles. a) Controller manages procedures; resource gives language support b) Controller never explains c) Resource dominates interaction d) Both exclude independence e) Controller only for online

75.Design lesson with varied roles. a) Controller to start, facilitator during groups, feedback end b) Controller throughout only c) Avoid monitoring students d) Refuse learner questions e) Random role changes