TTC2-Session2

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TTC2-Session2

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Fateme

Iran

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TTC2-Session2


TTC2-Session2Online version TTC2-Session2 by Fateme 1 1. Why is activating background knowledge useful before a listening activity? a It helps students predict and understand the topic. b It helps students memorize the listening text. c It gives students all the new vocabulary. d It allows students to answer the questions before listening. 2 Why might a teacher ask students to describe a picture before listening? a To test their knowledge of grammar b To help them predict what they may hear c To make them translate the picture d To check their listening answers 3 Which new words should a teacher ideally teach before a listening task? a Every unfamiliar word in the audio b Only words that are important for understanding the task c Only difficult grammar structures d Words that students already know 4 What is the main reason for asking students to listen once with their books closed? a To help them focus on the main idea without depending on the text b To make the activity more difficult c To test their ability to remember every word d To prevent them from understanding the topic 5 A student understands the topic but misses several details during the first listening. What does this probably show? a The student failed the listening task. b The student may have successfully understood the gist. c The student needs to study more grammar. d The student should immediately read the transcript. 6 Why should students become familiar with the task before listening for details? a So they know what information they need to listen for b So they can predict every answer c So they don't need to listen carefully d So they can memorize the instructions 7 What is the best reason for allowing students to listen more than once? Choose one or more answers a Students should always listen to the same audio three times. b The second listening can help them confirm and complete information. c It gives students more time to copy the answers. d It makes listening automatically easier. 8 During pair checking, a student says, “I think the answer is B because I heard the speaker mention money.” What is the student practicing? a Translation b Reasoning c Memorization d Pronunciation 9 Two students have different answers. What should the teacher encourage them to do first? a Ask the teacher for the correct answer immediately b Choose the answer of the stronger student c Explain their reasons and use the listening evidence d Change both answers 10 Why is reasoning during answer checking valuable? a Students learn to support their answers with evidence from the listening. b Students can avoid listening again. c Students can finish the activity faster. d Students learn to memorize answers. 11 What is the main purpose of whole-class feedback after a listening task? a To identify answers and discuss important problems or misunderstandings b To give students another reading activity c To teach all the vocabulary in the textbook d To test students on unrelated grammar 12 Why does sentence-by-sentence repetition mainly focus on accuracy? a Students have a chance to copy the pronunciation and language carefully. b Students have to speak as quickly as possible. c Students can avoid listening to the speaker. d Students only focus on the meaning of the text. 13 What is the main difference between sentence-by-sentence repetition and simultaneous repetition? a The first is for reading, while the second is for writing. b The first is for vocabulary, while the second is for grammar. c There is no important difference between them. d The first focuses more on accuracy, while the second develops fluency. 14 Why can simultaneous repetition help students develop fluency? a It gives students more time to translate each sentence. b It focuses mainly on spelling. c It encourages students to produce language continuously and follow the speaker's rhythm. d It allows students to speak without listening. 15 What is one important benefit of the transcription phase? a It focuses only on learning new vocabulary. b It replaces the need for listening practice. c It teaches students to memorize the entire audio. d It helps students identify exactly what they can and cannot understand. 16 Which sequence best reflects the logic of an effective listening lesson? a Teach all vocabulary → transcription → first listening → feedback b Background preparation → gist listening → task familiarization → detailed listening → reasoning/feedback → transcription c Detailed listening → background knowledge → transcription → gist listening d Transcription → feedback → vocabulary → first listening

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TTC2-Session2

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About this activity

Created by

Download the paper version to play

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TTC2-Session2Online version

by Fateme

1. Why is activating background knowledge useful before a listening activity?

Why might a teacher ask students to describe a picture before listening?

Which new words should a teacher ideally teach before a listening task?

What is the main reason for asking students to listen once with their books closed?

A student understands the topic but misses several details during the first listening. What does this probably show?

Why should students become familiar with the task before listening for details?

What is the best reason for allowing students to listen more than once?

Choose one or more answers

During pair checking, a student says, “I think the answer is B because I heard the speaker mention money.” What is the student practicing?

Two students have different answers. What should the teacher encourage them to do first?

Why is reasoning during answer checking valuable?

What is the main purpose of whole-class feedback after a listening task?

Why does sentence-by-sentence repetition mainly focus on accuracy?

What is the main difference between sentence-by-sentence repetition and simultaneous repetition?

Why can simultaneous repetition help students develop fluency?

What is one important benefit of the transcription phase?

Which sequence best reflects the logic of an effective listening lesson?