Interaction patterns and activities

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Choose the correct interaction pattern(s) for each activity.

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Olena Chukhno

Ucrania

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Interaction patterns and activities


Interaction patterns and activitiesVersión en línea Choose the correct interaction pattern(s) for each activity. por Olena Chukhno 1 Learners swap the completed gap-filling activity and correct each other’s grammar mistakes. a whole class b pair work c group work d Ss on their own 2 Learners ask each other about their family and friends. Choose one or more answers a whole class b pair work c group work d Ss on their own 3 Students repeat the new words after the teacher. a whole class b pair work c group work d Ss on their own 4 The teacher gives feedback on a learner’s behavior. a whole class b pair work c group work d Ss on their own 5 Students complete a self-assessment checklist after an activity or lesson. a whole class b pair work c group work d Ss on their own 6 The teacher provides statements (e.g., “Find someone who has visited another country”), and students move around the room asking classmates questions to find someone who fits each statement. a whole class b pair work c group work d Ss on their own 7 Students sit back-to-back and ask each other questions, focusing solely on listening skills without relying on visual cues. a whole class b pair work c group work d Ss on their own 8 The class is divided into two sides, each arguing for or against a controversial topic. a whole class b pair work c group work d Ss on their own 9 Students write a journal entry on a given topic, reflecting on their own experiences, opinions, or emotions. a whole class b pair work c group work d Ss on their own 10 The teacher provides additional help to a student who feels shy to ask a question during the lesson. a whole class b pair work c group work d Ss on their own 11 Students listen to the instruction for the next activity in the lesson. a whole class b pair work c group work d Ss on their own 12 Each student reads half of a text and then teaches the content to the other student. a whole class b pair work c group work d Ss on their own 13 The teacher introduces the structure ‘to be going to’. a whole class b pair work c group work d Ss on their own 14 Students brainstorm the benefits and drawbacks of distance education. a whole class b pair work c group work d Ss on their own 15 Students are given a case study related to a real-life situation (e.g., a business dilemma) and must discuss and present their solutions. Choose one or more answers a whole class b pair work c group work d Ss on their own 16 One student describes a picture while the other draws it solely based on the description. Then they compare the drawing with the original picture. a whole class b pair work c group work d Ss on their own 17 Students keep their personal vocabulary logs where they record new words, meanings, example sentences, and personal associations. a whole class b pair work c group work d Ss on their own 18 The teacher begins a story, and each student adds a sentence, creating a narrative. a whole class b pair work c group work d Ss on their own 19 The teacher praises a learner for his/her progress. Choose one or more answers a whole class b pair work c group work d Ss on their own 20 Students vote for the hometask option. a whole class b pair work c group work d Ss on their own

Interaction patterns and activities

Test

Sobre esta actividad

Creada por

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Interaction patterns and activitiesVersión en línea

por Olena Chukhno

Learners swap the completed gap-filling activity and correct each other’s grammar mistakes.

Learners ask each other about their family and friends.

Students repeat the new words after the teacher.

The teacher gives feedback on a learner’s behavior.

Students complete a self-assessment checklist after an activity or lesson.

The teacher provides statements (e.g., “Find someone who has visited another country”), and students move around the room asking classmates questions to find someone who fits each statement.

Students sit back-to-back and ask each other questions, focusing solely on listening skills without relying on visual cues.

The class is divided into two sides, each arguing for or against a controversial topic.

Students write a journal entry on a given topic, reflecting on their own experiences, opinions, or emotions.

The teacher provides additional help to a student who feels shy to ask a question during the lesson.

Students listen to the instruction for the next activity in the lesson.

Each student reads half of a text and then teaches the content to the other student.

The teacher introduces the structure ‘to be going to’.

Students brainstorm the benefits and drawbacks of distance education.

Students are given a case study related to a real-life situation (e.g., a business dilemma) and must discuss and present their solutions.

One student describes a picture while the other draws it solely based on the description. Then they compare the drawing with the original picture.

Students keep their personal vocabulary logs where they record new words, meanings, example sentences, and personal associations.

The teacher begins a story, and each student adds a sentence, creating a narrative.

The teacher praises a learner for his/her progress.

Students vote for the hometask option.