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Group work, feedback & methods

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дина заг 100/100Versión en línea Group work, feedback & methods por Smile Let 1 76.Classify common grouping patterns. a b) Solo home work only b c) Teacher talk with silence c a) Whole-class, pairs, small groups d d) Random noisy no-task groups e e) One student while others watch 2 77.Evaluate pair/group work advantages. a d) Guarantees perfect accuracy b e) Removes teacher roles c b) Always reduces language quality d a) Increases speaking opportunities and lowers anxiety e c) Makes monitoring impossible 3 78.Analyze grouping factors. a d) Avoid planning effort b e) Teacher convenience alone c c) Fixed seating plans d a) Task type, levels, space, aims e b) Teacher's favorite students only 4 79.Design grouping for speaking tasks. a d) No time limits/instructions b b) Large group teacher-controlled c c) Allow opt-outs completely d a) Small groups/pairs maximize talk time e e) Strong students isolated 5 80.Propose group work solutions. a d) No instructions given b a) Clear roles, time limits, monitoring c b) Avoid language support d c) Never change composition e e) Stop when interactive 6 81.Define feedback in teaching. a a) Information helping learners improve performance b b) Random unrelated remarks c d) Final grades without explanation d c) Only mistake criticism e e) Casual task-unrelated talk 7 82.Distinguish formative vs summative feedback. a e) Formative final judgment b a) Formative during process; summative at end c c) Formative excludes praise d d) Both always written only e b) Summative in every lesson 8 83.Identify effective feedback traits. a c) Mistakes focus exclusively b b) Vague "Good/Bad" only c a) Specific, timely, balanced positive/areas d d) Long after learning event e e) Behavior control mainly 9 84.Design feedback for speaking activity. a d) Pronunciation only corrected b a) Note good language/errors, whole-class feedback c e) No task follow-up d b) Interrupt mid-sentence always e c) "OK, next" without comment 10 85.Analyze feedback for learner autonomy. a e) Final judgment only b d) No questions allowed c c) Ununderstandable feedback d b) Keep assessment secret e a) Encourage self-reflection and goal setting 11 86.Evaluate poor feedback effects. a a) Reduces confidence and motivation b c) No attitude impact c d) Guarantees test results d e) Builds independence auto e b) Always improves performance 12 87.Apply online interaction patterns. a d) Long monologues only b b) Camera off lecturing c a) Teacher input + breakout rooms + LMS tasks d c) Mute all students e e) No timing/staging 13 88.Compare error correction techniques. a b) Interrupt every roleplay sentence b d) Ignore all errors c e) Mid-speech word correction d c) Write "wrong" without explanation e a) Collect errors for board discussion post-task 14 89.Evaluate teacher roles in online. a b) Only lecturer role works b d) Resource role excluded c a) Same roles adapted: controller sets tasks, facilitator monitors d e) Fixed role throughout e c) No monitoring possible 15 90.Create feedback strategy for groups. a c) No error noting b d) Interrupt every group c b) Correct strongest only d a) Monitor groups, note patterns, whole-class + peer review e e) End without discussion 16 91.Synthesize a hybrid Grammar-Translation/Direct lesson for advanced exam prep. a d) Silent grammar rules memorization b b) Pure translation without speaking c e) Role-plays unrelated to texts d c) Only oral commands ignoring reading e a) Translation exercises followed by target-language discussions on texts 17 92.Evaluate post-method pedagogy's impact on mixed-ability TEFL classes. a h) Ignores cultural learner variances b i) Rejects theoretical foundations c f) Enables contextual adaptation beyond rigid methods d j) Limits flexibility to basics e g) Forces one-method adherence 18 93.Create a creative resource integration for TPR online blended lesson. a m) Offline books only b k) Digital flashcards with video commands + forum self-recorded responses c l) Static word lists emailed d n) No movement adaptation e o) Teacher monologue videos 19 94.Analyze why Grammar-Translation persists in some Asian TESL despite criticisms. a s) Replaces communicative needs b t) Ignores historical evolution c r) Avoids all cultural influences d q) Superior for oral fluency universally e p) Aligns with exam-heavy curricula emphasizing reading/accuracy 20 95.Design error correction matrix for blended fluency/accuracy speaking sequence. a v) Uniform interruption throughout b x) Teacher-only corrections c w) No feedback in online parts d y) Ignore error patterns e u) Immediate for drills, deferred peer-review for discussions, self-reflection via recordings 21 96.Evaluate coursebook adaptation ethics vs creativity in copyrighted materials. a dd) Avoid all published ideas b z) Transform core tasks substantially while crediting sources ethically c aa) Copy verbatim as creativity d cc) Title changes suffice originality e bb) Ignore intellectual property 22 97.Synthesize teacher roles shift in large online group dynamics. a ee) Controller setups → monitor pairs → facilitator debriefs → resource Q&A b ff) Static controller always c hh) Resource dominates groups d gg) No role fluidity e ii) Ignore breakout monitoring 23 98.Critique supplementary aids overuse in resource-poor blended contexts. a jj) Risks incoherence; prioritize syllabus-aligned low-tech extensions b mm) Ignore access equity c kk) More materials always enhance d nn) Digital-only superiority e ll) Replace corebooks entirely 24 99.Apply Bloom-integrated feedback for grouping in Direct Method immersion. a rr) Delay indefinitely b qq) Teacher monologue feedback c oo) Analyze peer errors → evaluate self-performances → create improved dialogues d pp) Praise-only no analysis e ss) Grade-focused summative only 25 100.Hypothesize historical evolution influence on modern TEFL methodology choice. a tt) From G-T form-focus to CLT communication via Direct/TPR bridges b uu) Static unchanged traditions c xx) Movement-only dominance d ww) Pure translation revival e vv) Ignore 19th-century foundations

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дина заг 100/100Versión en línea

por Smile Let

76.Classify common grouping patterns.

77.Evaluate pair/group work advantages.

78.Analyze grouping factors.

79.Design grouping for speaking tasks.

80.Propose group work solutions.

81.Define feedback in teaching.

82.Distinguish formative vs summative feedback.

83.Identify effective feedback traits.

84.Design feedback for speaking activity.

85.Analyze feedback for learner autonomy.

86.Evaluate poor feedback effects.

87.Apply online interaction patterns.

88.Compare error correction techniques.

89.Evaluate teacher roles in online.

90.Create feedback strategy for groups.

91.Synthesize a hybrid Grammar-Translation/Direct lesson for advanced exam prep.

92.Evaluate post-method pedagogy's impact on mixed-ability TEFL classes.

93.Create a creative resource integration for TPR online blended lesson.

94.Analyze why Grammar-Translation persists in some Asian TESL despite criticisms.

95.Design error correction matrix for blended fluency/accuracy speaking sequence.

96.Evaluate coursebook adaptation ethics vs creativity in copyrighted materials.

97.Synthesize teacher roles shift in large online group dynamics.

98.Critique supplementary aids overuse in resource-poor blended contexts.

99.Apply Bloom-integrated feedback for grouping in Direct Method immersion.

100.Hypothesize historical evolution influence on modern TEFL methodology choice.