WARM-UP phase - PRACTICAL LESSON 1

What is the main cognitive risk when students are exposed to new input without teacher mediation?

• They may rely too much on context clues and overgeneralize structures.

• Without guidance, input might not be perceived as meaningful and will not transition to intake.

• Their working memory capacity increases, but retention decreases.

• They develop implicit knowledge but struggle with controlled practice.

A teacher presents a new structure by stating the rule first and then providing decontextualized example sentences. What is a potential drawback of this approach?

• Learners may struggle to process the form without first understanding its communicative purpose.

• It ensures that students focus on grammatical accuracy before engaging with meaning.

• It prioritizes perception over attention, which is more beneficial for long-term retention.

• It facilitates automaticity by forcing students to memorize the rule before using it.

Why should explanations in an EFL lesson be kept brief and structured?

• L2 learners process information in limited cognitive windows before disengaging.

• The more complex the explanation, the more effectively students will retain it.

• Lengthy explanations improve intake by reinforcing declarative knowledge.

• Comprehension only occurs when students receive full theoretical explanations before any examples.

A teacher introduces reported speech by giving a lecture on shifting tenses and pronouns without any examples or interactive elements. What is the most likely issue with this method?

• The lack of contextualization limits students’ ability to perceive and process the form effectively.

• Students will develop declarative knowledge, which is always a necessary first step in L2 learning.

• Without a contrastive analysis of L1 and L2, students will struggle with transfer errors.

• Explanations are only effective when followed by immediate production tasks.

What is the key function of short-term memory in lesson presentation?

• It temporarily stores linguistic input, allowing for consolidation through repeated exposure.

• It helps students recall explicit rules before attempting communicative tasks.

• It ensures that all input is converted into intake without the need for further processing.

• It functions as a long-term retention system for grammatical knowledge.

A teacher introduces new input by playing a short audio conversation before explaining the structure. What is the benefit of this approach?

• It allows learners to perceive the target structure in a natural context before formalizing their understanding.

• It reduces cognitive load by preventing students from focusing on meaning before form.

• It prevents over-reliance on the teacher's explanation.

• It guarantees that learners will internalize the structure without further explicit instruction.

What is one of the primary functions of eliciting responses during lesson presentation?

• It helps students activate prior knowledge, making new input more comprehensible.

• It forces learners to recall information independently before receiving explanations.

• It eliminates the need for explicit modeling.

• It ensures that students immediately produce correct structures before practice.

What is a key issue with delivering instructions after distributing materials for a group activity?

• Students may focus on the materials instead of the instructions, reducing comprehension.

• Once materials are distributed, students will naturally understand the task.

• Instructions should always be given while students are already working.

• Providing instructions at the end of an activity reinforces self-regulated learning.

Why is it important to link new material to prior knowledge during lesson presentation?

• It strengthens cognitive associations, facilitating retention and recall.

• It forces learners to identify gaps in their knowledge before receiving new input.

• It reduces the need for explicit instruction by allowing students to discover rules independently.

• It prevents students from experiencing cognitive overload, even if they don’t yet understand the new material.

A teacher notices that students are disengaged during the explanation phase of the lesson. What is the most effective immediate action?

• Introduce a multimodal approach (e.g., visuals, gestures, or interactive elements) to re-engage attention.

• Repeat the explanation using a slower, more deliberate pace.

• Assign individual silent reading before resuming the explanation.

• Continue the explanation, as attention lapses are part of natural learning variation.