NEW
Font size
WorksheetsPractice of ELT & Peer Teaching - 3: Class management
Total questions: 17
Worksheet time: 17mins
Choose the best planning solution to the following problem:
Some adult learners are having a discussion. But one is very quiet while the others talk a lot.
Plan extra activities for different abilities in the class.
Make sure learners understand the rules of behavior in the classroom.
Organize groups so that learners who work well together are in the same group.
Plan an activity which is more suitable for the learner’s needs.
Choose the best planning solution to the following problem: The learners are doing a ten-minute individual reading task. Some learners finish after six minutes, other learners take 15 minutes.
Use routines to set up activities.
Plan extra activities for different abilities in the class.
Plan an activity which is more suitable for the learner’s needs.
Make sure learners understand the rules of behavior in the classroom.
Choose the best planning solution to the following problem:
Some learners start walking around the class, pointing and laughing at each other’s work.
Plan extra activities for different abilities in the class.
Plan how to make feedback interesting.
Organize groups so that learners who work well together are in the same group.
Make sure learners understand the rules of behavior in the classroom.
Choose the best planning solution to the following problem:
Eight-year- old learners are working in pairs, doing role-plays of job interviews. They are having problems with thinking of what to ask and answer.
Plan an activity which is more suitable for the learner’s needs.
Plan how to make feedback interesting.
Make sure learners understand the rules of behavior in the classroom.
Use routines to set up activities.
Choose the best planning solution to the following problem:
A class of 30 learners has just done a listening activity. As the teacher is checking the answers of every learner in the class in turn, the learners are getting bored.
Plan extra activities for different abilities in the class.
Organize groups so that learners who work well together are in the same group.
Plan an activity which is more suitable for the learner’s needs.
Plan how to make feedback interesting.
Look at the supplementary materials for elementary learners and three possible ideas for exploiting them. Choose the idea which is NOT appropriate (the odd one out).
The material is useful for practicing:
present simple questions
reported speech
prepositions of time
Look at the supplementary materials for elementary learners and three possible ideas for exploiting them. Choose the idea which is NOT appropriate (the odd one out). The activity would probably work well with:
teenagers
young children
young adults
Look at the supplementary materials for elementary learners and three possible ideas for exploiting them. Choose the idea which is NOT appropriate (the odd one out). The context would revise the vocabulary of:
places in town
free time activities
train travel
Look at the supplementary materials for elementary learners and three possible ideas for exploiting them. Choose the idea which is NOT appropriate (the odd one out).
The material would be suitable for practicing:
requesting
making plans
giving permission
Look at the supplementary materials for elementary learners and three possible ideas for exploiting them. Choose the idea which is NOT appropriate (the odd one out).
The material would give practice in:
reading for gist
reading for specific information
reading for detail
Look at the supplementary materials for elementary learners and three possible ideas for exploiting them. Choose the idea which is NOT appropriate (the odd one out). The activity would require the following interaction patterns:
pair-work
class mingle
individual work
Look at the supplementary materials for elementary learners and three possible ideas for exploiting them. Choose the idea which is NOT appropriate (the odd one out). Useful pre-teaching for this task could include:
expressing ability
telling the time
giving directions
What is the observation criterion that requires the following features to consider?
§ well-structured and well-sequenced,
§ demonstrated, rather than explained
§ examples were given instead of lengthy explanation
§ elicitation questions were asked to check comprehension(CCQs)
Were the instructions clear?
Was there an interesting and useful warm-up?
Was the time well managed?
Did the teacher use L2 appropriate to the level?
What is the observation criterion that requires the following features to consider?
§ aroused students' curiosity and interest
& engaged students via elicitation techniques
§ used audio-visual, audio, or visual materials
§ provided relevance to the topic of the lesson
§ linked with students’ life outside the class
Did the teacher's language represent a model for communication?
Did the teacher manage instructional technology well?
Did the teacher promote critical thinking and the other higher order thinking skills?
Did the teacher present an effective warm-up?
What is the observation criterion that requires the following features to consider?
§ arranged audio-visuals (i.e. YouTube link)
§ designed a PowerPoint presentation
§ designed a detailed lesson plan (MS Word)
§ stated measurable learning objectives
§ anticipated problems and provided solutions
Did the teacher prepare well for the lesson?
Did the teacher demonstrate an exemplary model for speaking in L2?
Did the teacher provide a smooth transition between stages of the lesson?
Did the teacher manage feedback successfully?
Which option is NOT an acceptable teacher action while evaluating students’ responses?
Praising students for providing correct answers
Relating to students’ answers
Praising students’ effort even if provided answers may not be entirely correct
Saying a straightforward “no, not correct” to students’ incorrect answers
Which one is NOT expected from the teacher when there is a text to develop reading comprehension?
Before asking students to read the text silently, give the students a reason for reading it.
Ask students to read the text aloud one by one when the text is presented.
Ask students to read quickly and silently first to identify the context
Show the questions before they begin to read the text.
