"Why Do Teachers Fail?" - PRACTICAL 1 - MAES BLOQUE II

What is the biggest risk of skipping the presentation phase in a lesson?

• Students rely too much on the teacher.

• Students struggle to connect new knowledge to prior knowledge.

• Students become passive learners.

• The teacher cannot assess learning.

According to LOMLOE, what is a key characteristic of competence-based language teaching?

• Emphasizing grammatical accuracy before communication.

• Prioritizing meaningful use of language in real-world contexts.

• Focusing on teacher-led explanations of linguistic structures.

• Using only traditional assessment methods such as multiple-choice tests.

Why is excessive teacher talk problematic in an EFL lesson?

• It prevents students from developing autonomous learning strategies.

• It ensures students receive clear grammatical explanations.

• It maximizes the teacher’s control over the learning process.

• It allows students to memorize structures more effectively.

What is the most effective way to introduce a new grammar structure inductively?

• Presenting a rule and then giving students a gap-fill exercise.

• Providing real-life examples and guiding students to discover the pattern.

• Asking students to read a grammar explanation in their textbook.

• Having students write sentences with the new structure before any exposure.

Which of the following teacher actions aligns with LOMLOE’s approach to student engagement?

• Designing lessons where students actively process language input.

• Encouraging students to listen passively before they attempt production.

• Giving extensive theoretical explanations before allowing student interaction.

• Prioritizing memorization of grammatical rules over communicative practice.

What is a major flaw in direct grammar explanation without discovery activities?

• It is time-consuming.

• It does not foster deep cognitive engagement with the language.

• It only works for advanced students.

• It is not aligned with standardized testing requirements.

What is the primary goal of scaffolding in a discovery-based lesson?

• Ensuring students receive sufficient teacher explanation before practicing.

• Supporting students in making sense of language patterns independently.

• Providing students with ready-made grammatical explanations.

• Giving extra work to struggling students to reinforce learning.

What happens when a teacher fails to provide meaningful context for grammar?

• Students will understand the rule but struggle to use it in real communication.

• Students will rely too much on deductive reasoning.

• Students will apply the rule successfully in all situations.

• Students will become too dependent on group activities.

How should a teacher assess whether students truly understand a grammar point?

• Asking 'Do you understand?' and waiting for students to nod.

• Having students explain the rule in their own words and apply it in context.

• Giving students a multiple-choice test immediately after the explanation.

• Observing students completing mechanical drills with minimal errors.

What is the best way to correct a student’s grammar mistake in a communicative activity?

• Interrupt immediately and provide the correct form.

• Take note and address common errors after the activity.

• Ignore the mistake to maintain fluency at all costs.

• Ask another student to correct them on the spot.