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Principles of learner-centred teaching

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Lika

Kazakhstan

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дина г 75/100


дина г 75/100Online version Principles of learner-centred teaching by Lika 1 51. Apply a principle of learner-centred teaching. a C) Learners only listen b E) Learners memorize without practice c A) Learners actively participate in the learning process d D) The teacher makes all decisions without learners e B) The teacher does all the speaking 2 52. Identify the receptive language skills. a B) Speaking and Writing b D) Pronunciation and Speaking c A) Reading and Listening d C) Grammar and Vocabulary e E) Writing and Translation 3 53. Explain a key factor that can influence learner motivation. a E) Textbook color b A) Interest and relevance of the lesson content c C) Teacher’s age d D) School building size e B) Classroom furniture only 4 54. Interpret a statement that describes a communicative approach. a A) Language is learned through meaningful communication b E) Learners should not interact c B) Language is learned only through grammar rules d C) Translation is the main method e D) Memorization is enough 5 55. Apply your knowledge of controlled practice. Which activity is an example? a B) Open class debate b A) Gap-fill exercise using a target grammar structure c E) Role-play without language support d C) Free discussion e D) Storytelling 6 56. Analyse what is usually included in a lesson plan. a B) Only homework b A) Aims, procedures, materials, and timing c E) School regulations d D) Students’ grades e C) Only grammar rules 7 57. Distinguish a learner characteristic. a C) Textbook title b E) Lesson duration c B) Classroom furniture d D) School location e A) Learning style and language level 8 58. Evaluate an activity effective for developing speaking skills. a C) Silent reading b E) Copying sentences c D) Gap-fill exercise d B) Dictation e A) Role-play or discussion 9 59. Choose a strategy that encourages active learner participation. a D) Silent translation b E) Individual copying c B) Teacher monologue d C) Long lectures only e A) Pair work and group work 10 60. Identify the receptive skills used in this situation. a C) Grammar and Vocabulary b E) Writing and Translation c D) Pronunciation and Speaking d A) Reading and Listening e B) Speaking and Writing 11 61. Apply your knowledge of controlled practice: Learners complete a gap-fill exercise using the target tense. a A) Controlled practice b C) Revision stage c B) Free practice d D) Assessment e E) Warm-up 12 62. Distinguish the type of learner error. Learner says: “He go to school every day.” a A) Grammatical error b C) Spelling error c E) Lexical error d D) Listening error e B) Pronunciation error 13 63. Analyse the lesson stage. Learners work in pairs to compare answers after a listening task. a B) Presentation stage b C) Lead-in stage c A) Feedback/checking stage d E) Warm-up e D) Assessment stage 14 64. Distinguish the learner characteristic shown below. Some learners prefer diagrams; others learn better through movement. a D) Language proficiency b B) Age differences c E) Classroom management d C) Motivation levels e A) Learning styles/preferences 15 65. Evaluate the teacher’s feedback. After a speaking task, the teacher comments on common errors at the end of the lesson. a A) Delayed error correction b E) Diagnostic assessment c B) Immediate correction d D) Self-assessment e C) Peer assessment 16 66. Design an appropriate aim for this lesson. The lesson is based on listening to announcements at an airport. a D) To teach translation only b C) To improve handwriting c E) To memorize vocabulary lists d A) To develop learners’ ability to understand airport announcements e B) To teach essay writing 17 67. Choose a strategy to improve learner interaction. Learners are passive and rely too much on the teacher. a B) Increase teacher talking time b E) Use only individual tasks c D) Reduce communication d A) Increase pair and group work e C) Give more lectures 18 68. Recognise the classroom activity used. The teacher asks learners to repeat a model sentence and then practise it in pairs. a E) Project work b A) Drill (controlled oral practice) c C) Brainstorming d D) Skimming e B) Dictation 19 69. Explain the purpose of this stage of the lesson. Before listening, the teacher pre-teaches key vocabulary. a C) To finish the lesson b B) To assess learners c E) To avoid communication d D) To test grammar only e A) To prepare learners for the listening task 20 70. Analyse the teacher’s role. The teacher moves around the classroom, listens, and helps only when necessary. a C) Examiner b D) Controller only c A) Monitor/Facilitator d B) Lecturer e E) Translator 21 71. Explain why the teacher uses pictures before reading a text. a D) To assess writing b C) To replace reading c E) To teach pronunciation d B) To test grammar e A) To activate background knowledge and generate interest 22 72. Analyse how lesson aims influence the choice of classroom activities. a B) Activities are chosen randomly b C) Activities depend only on the textbook c A) Activities should help learners achieve the lesson aims d E) Activities replace aims e D) Aims are not important 23 73. Synthesise principles of effective vocabulary teaching. a C) Translation only b E) Writing only c B) Memorization only d D) Grammar only e A) Present meaning, pronunciation, form, and provide practice 24 74. Distinguish the characteristics of diagnostic assessment. a E) It focuses only on attendance b A) It identifies learners’ strengths and weaknesses before instruction c C) It measures end-of-course achievement d B) It gives final grades only e D) It replaces teaching 25 75. Justify the use of authentic listening materials with upper-intermediate learners. a D) They replace classroom interaction b B) They eliminate the need for teaching c A) They expose learners to real-life language and natural speech d E) They focus only on grammar e C) They are always easy

дина г 75/100

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дина г 75/100Online version

by Lika

51. Apply a principle of learner-centred teaching.

52. Identify the receptive language skills.

53. Explain a key factor that can influence learner motivation.

54. Interpret a statement that describes a communicative approach.

55. Apply your knowledge of controlled practice. Which activity is an example?

56. Analyse what is usually included in a lesson plan.

57. Distinguish a learner characteristic.

58. Evaluate an activity effective for developing speaking skills.

59. Choose a strategy that encourages active learner participation.

60. Identify the receptive skills used in this situation.

61. Apply your knowledge of controlled practice: Learners complete a gap-fill exercise using the target tense.

62. Distinguish the type of learner error. Learner says: “He go to school every day.”

63. Analyse the lesson stage. Learners work in pairs to compare answers after a listening task.

64. Distinguish the learner characteristic shown below. Some learners prefer diagrams; others learn better through movement.

65. Evaluate the teacher’s feedback. After a speaking task, the teacher comments on common errors at the end of the lesson.

66. Design an appropriate aim for this lesson. The lesson is based on listening to announcements at an airport.

67. Choose a strategy to improve learner interaction. Learners are passive and rely too much on the teacher.

68. Recognise the classroom activity used. The teacher asks learners to repeat a model sentence and then practise it in pairs.

69. Explain the purpose of this stage of the lesson. Before listening, the teacher pre-teaches key vocabulary.

70. Analyse the teacher’s role. The teacher moves around the classroom, listens, and helps only when necessary.

71. Explain why the teacher uses pictures before reading a text.

72. Analyse how lesson aims influence the choice of classroom activities.

73. Synthesise principles of effective vocabulary teaching.

74. Distinguish the characteristics of diagnostic assessment.

75. Justify the use of authentic listening materials with upper-intermediate learners.