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Teaching Large Classes
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Question 1
Marks: 1
A large class has an advantage over a small class because in a large class it is easier to:
Choose one answer.
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a. Adapt the lesson to each student’s individual level. |
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b. Spot the students who are quiet and reluctant to participate. |
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c. Vary student groupings and, in that way, bring variety into lessons. |
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d. Hold full class debates and discussions. |
Question 2
Marks: 1
What advice would you give to a teacher who is struggling to remember all the students’ names in a large class?
Choose one answer.
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a. Get the students to put their names on badges and, over the next several weeks, practise using various techniques to memorise their names. |
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b. Get all the students to introduce themselves at the beginning of each lesson. |
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c. Relax – it is not important to know their names; the students will understand that you cannot remember all the names in a large class, so simply point to someone when asking a question. |
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d. Put the students into groups and remember one name from each group. |
Question 3
Marks: 1
John is having serious trouble controlling discipline in his large class. What is one likely reason for this?
Choose one answer.
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a. He set some rules for the class instead of letting the students set all rules for themselves. |
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b. He sometimes allowed the students to check their own progress. |
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c. He is a very quiet person. |
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d. He was not consistent in implementing the rules. |
Question 4
Marks: 1
If you haven’t got a course book, what will contribute the most to reducing preparation time?
Choose one answer.
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a. Only doing speaking activities. |
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b. Using photocopiable materials. |
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c. Being organised and re-using materials. |
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d. Not giving homework. |
Question 5
Marks: 1
What is the school administration likely to value most?
Choose one answer.
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a. The teacher plans well. |
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b. The teacher submits paperwork on time. |
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c. The teacher sets a lot of homework. |
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d. The teacher has good grammar knowledge. |
Question 6
Marks: 1
The school you work for puts students through a multiple-choice English test before they enroll in a course. Jose, one of your new students, has just taken such a test and has been classified as intermediate. What else would help you to make a definitive assessment of Jose’s level?
Choose one answer.
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a. Put him through a multiple choice test of your own making. |
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b. Ask him some open questions to be answered orally and in writing. |
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c. Get him to formulate some key grammar rules for you. |
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d. Wait and see how he gets on in class. |
Question 7
Marks: 1
At which level do EFL learners often discover that their progress is not as rapid as it used to be, so it takes more time for them to progress to the next level?
Choose one answer.
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a. elementary |
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b. pre-intermediate |
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c. upper intermediate |
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d. intermediate |
Question 8
Marks: 1
What is an effective strategy when teaching multi-level classes?
Choose one answer.
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a. Keeping all students challenged, but not frustrated or bored, by preparing worksheets suitable for their level. |
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b. Providing everyone with a worksheet related to the topic of the lesson, but not necessarily adapted to their level. |
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c. Teaching students how to adapt a standard worksheet to their level by themselves. |
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d. Giving out different levels of worksheets on different days of the week. |
Question 9
Marks: 1
Which of the following should a good worksheet contain: speech patterns, tasks, abstract nouns?
Choose one answer.
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a. All of these. |
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b. Only the first two. |
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c. Only the last two. |
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d. None of these. |
Question 10
Marks: 1
The level of individual student participation is usually the highest in:
Choose one answer.
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a. whole-class work. |
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b. group work. |
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c. pair work. |
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d. conversation classes. |
Question 11
Marks: 1
Which of the following is easiest to monitor in a large class?
Choose one answer.
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a. group work. |
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b. pair work. |
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c. individual work. |
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d. speaking. |
Question 12
Marks: 1
Sabina discovered that some of her students were growing de-motivated as they rarely got a chance to participate while doing group work. They didn’t feel they could compete with the other students as there was always someone who dominated the group. What steps could Sabina take to solve this problem?
Three of the suggestions are helpful, one isn’t. Select the suggestion that isn’t helpful.
Choose one answer.
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a. Try dividing the students randomly so that the same students aren’t always together. |
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b. Try giving each member of the group a specific role. |
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c. Try grouping the students according to language levels. |
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d. Try avoiding group work and keeping to whole class work. |
Question 13
Marks: 1
Why is it a good idea to use slips of coloured paper to divide students into groups?
Choose one answer.
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a. Students will feel good if they pick their favourite colour. |
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b. It is an effective method of teaching vocabulary of colours. |
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c. It is quick and easy for the students to find partners and form groups. |
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d. It saves photocopying. |
Question 14
Marks: 1
What is crucial to do every time you give instructions?
Choose one answer.
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a. Write a prompt on the board. |
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b. Ask a question to check your instructions. |
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c. Make eye contact with all students. |
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d. Translate the instruction. |
Question 15
Marks: 1
How could you encourage a quietly spoken student to speak out more?
Choose one answer.
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a. Walk up to them. |
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b. Walk away from them. |
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c. Ask them to stand up. |
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d. Tell them to shout. |
Question 16
Marks: 1
Which of the following pairs of questions is likely to generate more language practice during group work?
Choose one answer.
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a. Do you ever listen to music? How often? |
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b. Can anybody name their favourite song? Does anybody else know that song? |
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c. Why do people listen to music? How does music help you in your life? |
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d. What’s the name of your favourite singer? |
Question 17
Marks: 1
Your colleague has asked you for some advice on how to keep motivation high in a large class. What is the best advice to give him?
Choose one answer.
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a. Ensure that the pace of your lessons is always fast and use activities familiar to students in every lesson. |
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b. Get students to use their productive skills, rather than receptive ones, and introduce offbeat topics. |
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c. To avoid chaos, plan quiet activities. If everybody in the class is talking at the same time it’s disastrous. |
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d. Maintain a good pace, select interesting topics and regularly change the type of work. |
Question 18
Marks: 1
Which of the following is a personalised activity?
Choose one answer.
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a. Students discussing reasons why people in developed countries live longer than in developing countries. |
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b. Students interviewing each other about their career plans and ambitions. |
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c. Students writing a description of a picture shown to them by the teacher. |
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d. Students reading about the lives of famous British people. |
Question 19
Marks: 1
How can you best deal with the challenge of checking large amounts of written work?
Choose one answer.
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a. Encourage peer correction by getting the more advanced students in your class involved in marking their classmates’ work. |
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b. Take a day off and dedicate it to marking written assignments. |
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c. Quickly look through the written work of the students in a group and give them a group grade. |
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d. Avoid free writing and stick to yes/no questions. |
Question 20
Marks: 1
What is an effective way to monitor your students’ progress?
Choose one answer.
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a. Ask students how they are performing. |
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b. Take notes during all activities. |
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c. Have a test at the end of each lesson. |
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d. Ask students to review one another. |
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