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Quiz on teaching basics

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Lika

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дин г 50/100Versión en línea Quiz on teaching basics por Lika 1 26. Recognise the purpose of instructions in the classroom. a B) To test students b C) To assess pronunciation c E) To give homework d D) To teach grammar only e A) To explain clearly what learners need to do 2 27. Identify what CCQs (Concept Checking Questions) are used for. a C) To test pronunciation b D) To assess writing c E) To teach vocabulary d A) To check learners’ understanding of meaning e B) To check spelling 3 28. Choose the correct example of authentic material. a A) A newspaper article written for native speakers b C) A vocabulary test c E) A teacher-made dialogue d D) A textbook exercise e B) A grammar worksheet 4 29. Apply your knowledge: When is error correction most useful? a E) Only for advanced students b A) When it helps learners notice and improve mistakes c B) During every second of speaking d D) Never e C) Only in exams 5 30. Identify the main aim of a lesson plan. a D) To reduce interaction b A) To organize learning objectives, activities, and timing c E) To assess final grades d C) To replace the textbook e B) To entertain students 6 31. Identify the main purpose of using Concept Checking Questions (CCQs). a B) To test grammar rules b A) To confirm learners understand the target language meaning c C) To teach pronunciation d D) To assess writing e E) To give instructions 7 32. Analyze the teacher’s role during a controlled practice activity. a E) Translator b B) Passive observer only c D) Examiner only d C) Main speaker throughout the lesson e A) Facilitator and monitor of accurate language use 8 33. Apply your knowledge of receptive skills to identify an appropriate classroom technique. a A) Skimming a text for the main idea b D) Guided writing c E) Translation drill d B) Role-play e C) Debate 9 34. Distinguish between formative and summative assessment. a D) Formative only gives grades b B) Both are identical c A) Formative monitors progress; summative evaluates achievement at the end d C) Summative is done daily e E) Neither measures learning 10 35. Identify a feature of a good lesson aim. a B) Long and complicated b A) Clear, specific, and achievable c D) Impossible to assess d E) Unrelated to learners e C) Focused only on the teacher 11 36. Analyze a reason for using pair work in the classroom. a B) To reduce participation b C) To avoid communication c E) To prevent cooperation d A) To maximize student speaking opportunities e D) To increase teacher talking time 12 37. Apply a classroom management strategy for mixed-ability classes. a D) Teach only advanced students b E) Avoid pair work c A) Differentiate tasks according to learner needs d B) Give identical difficult tasks to everyone e C) Ignore weaker learners 13 38. Identify a characteristic of Communicative Language Teaching (CLT). a C) Translation only b A) Focus on meaningful communication c E) Teacher-centered lectures d D) Grammar drills only e B) Memorization only 14 39. Identify the purpose of scaffolding in language teaching. a D) To replace learning materials b B) To increase testing c E) To reduce participation d C) To avoid communication e A) To provide support that helps learners complete tasks successfully 15 40. Evaluate the effectiveness of using realia in language teaching. a B) It confuses learners b C) It replaces communication c A) It makes learning more meaningful and memorable d E) It reduces motivation e D) It prevents interaction 16 41. Distinguish between accuracy and fluency activities. a D) Fluency focuses on grammar only b E) Neither develops language c B) They are identical d A) Accuracy focuses on correctness; fluency focuses on communication e C) Accuracy focuses on speed only 17 42. Identify a purpose of eliciting language from students. a B) To give answers immediately b C) To reduce participation c D) To avoid thinking d A) To activate prior knowledge and involve learners e E) To test only grammar 18 43. Analyze a factor that influences lesson planning. a A) Learners’ needs and level b C) Teacher’s favorite sport c D) School location only d E) Weather conditions only e B) Classroom wall color 19 44. Apply knowledge of error correction techniques. a B) Correct every mistake immediately b C) Never correct errors c A) Use correction techniques appropriate to the activity and learner needs d D) Ignore all mistakes e E) Correct only written work 20 45. Identify a feature of a productive skills lesson. a E) No communication occurs b A) Learners produce language through speaking or writing c C) Learners only read d B) Learners only listen e D) Focus on translation only 21 46. Analyze the use of ICQs (Instruction Checking Questions). a E) To assess writing b B) To test vocabulary c D) To teach grammar d A) To check whether learners understand task instructions e C) To check pronunciation 22 47. Distinguish between intrinsic and extrinsic motivation. a E) Neither affects learning b A) Intrinsic comes from personal interest; extrinsic comes from external rewards c C) Extrinsic comes from interest only d B) They are the same e D) Intrinsic comes from grades only 23 48. Evaluate a reason for staging a lesson. a E) To avoid lesson aims b A) To create a logical sequence that supports learning c B) To confuse learners d D) To reduce practice e C) To increase homework 24 49. Identify an advantage of using authentic texts. a B) They eliminate the need for teaching b A) They expose learners to real-life language use c E) They reduce vocabulary learning d D) They replace communication e C) They are always easy 25 50. Analyze teacher talking time (TTT) in effective lessons. a B) The teacher should speak all the time b C) Students should never speak c E) TTT should always be 100% d A) It should be balanced to maximize student participation e D) TTT is unimportant

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дин г 50/100Versión en línea

por Lika

26. Recognise the purpose of instructions in the classroom.

27. Identify what CCQs (Concept Checking Questions) are used for.

28. Choose the correct example of authentic material.

29. Apply your knowledge: When is error correction most useful?

30. Identify the main aim of a lesson plan.

31. Identify the main purpose of using Concept Checking Questions (CCQs).

32. Analyze the teacher’s role during a controlled practice activity.

33. Apply your knowledge of receptive skills to identify an appropriate classroom technique.

34. Distinguish between formative and summative assessment.

35. Identify a feature of a good lesson aim.

36. Analyze a reason for using pair work in the classroom.

37. Apply a classroom management strategy for mixed-ability classes.

38. Identify a characteristic of Communicative Language Teaching (CLT).

39. Identify the purpose of scaffolding in language teaching.

40. Evaluate the effectiveness of using realia in language teaching.

41. Distinguish between accuracy and fluency activities.

42. Identify a purpose of eliciting language from students.

43. Analyze a factor that influences lesson planning.

44. Apply knowledge of error correction techniques.

45. Identify a feature of a productive skills lesson.

46. Analyze the use of ICQs (Instruction Checking Questions).

47. Distinguish between intrinsic and extrinsic motivation.

48. Evaluate a reason for staging a lesson.

49. Identify an advantage of using authentic texts.

50. Analyze teacher talking time (TTT) in effective lessons.