Catedra

Question 4, Scenario: Mr. Ramirez needs to share large multimedia files, like videos of EFL role-plays, with his students for review. Which cloud computing tool is best for storing and sharing these files?. Outlook. Google Sheets. Google Jamboard. Google Drive.

Scenario: During an EFL discussion, students rely on a single news source that has occasional errors. How should you guide them, according to Levitin’s principles?. Advise them to reject the source entirely due to its mistakes. Tell them to accept the source’s information without verification. Encourage them to cross-check the source with others and evaluate its overall reliability. Instruct them to use only error-free sources.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 1 Question 5 Scenario: A student struggles to articulate their thoughts during a class debate, leading to frustration. How can you use the Zone of Proximal Development (ZPD) to support their critical thinking?. Ask them to observe the debate without participating. Simplify the debate topic to make it easier for them to respond. Pair them with a peer to practice expressing ideas before sharing with the class. Assign them a written task instead of oral participation.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 2 Question 1 Scenario: You are designing an EFL lesson to encourage critical thinking. A student accepts a claim from a website because it uses scientific terms. How should you guide them to think more critically, based on Levitin’s advice?. Tell them to avoid websites with scientific terms. Encourage them to accept the claim due to its professional appearance. Instruct them to memorize the claim for later use. Ask, “What evidence supports this claim, and why is it reliable?”.

¿UNIT 4 - TOPIC 1 – SUBTOPIC 2 Question 8 Scenario: A student in your EFL class is hesitant to explore new ideas, fearing they might be wrong. How can you foster their consciousness of identity to support critical thinking?. Encourage them to limit their ideas to safe, familiar topics. Assign them more reading to build confidence. Correct their ideas immediately to ensure accuracy. Say, “Believe in your ability to explore new possibilities without fear.”.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 1 Question 4 Scenario: You are mentoring an EFL teacher who feels unprepared to teach students with special needs. What training should they prioritize, according to the content?. Classroom management for large groups. Linguistically diverse education and special education strategies. Technology integration for general education. Advanced grammar instruction techniques.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 2 Question 2 Scenario: During an EFL class debate, a student feels unheard and becomes disruptive. What mediation strategy should you use to address this?. Encourage the student to share their perspective and counter-arguments respectfully. End the debate to prevent further conflict. Ask the student to leave the class to avoid further disruption. Assign a written task instead of continuing the debate.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 2 Question 8 Scenario: During the “DESIGN” phase of resolving a conflict between EFL students, what should you encourage the students to do?. Present the conflict to the entire class for feedback. Analyze their feelings about the conflict again. Reflect on how the conflict has changed their relationships. Outline specific steps to implement their proposed solution.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 Question 12 Scenario: You are planning an EFL lesson to improve the classroom atmosphere through inquiry. What question should you use to start an Inquiry-Based Learning activity?. “Who can list the most vocabulary words?”. “What are the rules for this activity?”. “What is the correct answer to this grammar question?”. “How can language influence your future career choices?”.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 3 Question 7 Scenario: During an EFL lesson, students seem hesitant to participate in discussions. How can you use Essential Questions to improve the classroom atmosphere?. Ask a factual question like, “What is the past tense of this verb?”. Provide answers to guide the discussion. Limit questions to avoid confusion. Pose a thought-provoking question like, “What makes a story memorable?”.

¿UNIT 4 - TOPIC 2 – SUBTOPIC 4 Question 5 Scenario: An EFL student says, “I goed to the store,” due to incorrect application of a grammar rule. How should you provide feedback?. Ignore the error to avoid interrupting. Say, “No, it’s ‘went.’ Say it again.”. Ask another student to provide the correct form. Explain, “The verb ‘go’ has an irregular past tense, ‘went.’ Try again.”.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 1 Question 3 Scenario: Ms. Torres teaches a diverse EFL class with students from various cultural backgrounds. She wants to create an inclusive environment that respects their identities. What strategy should she prioritize?. Incorporate culturally relevant books and visuals that affirm students’ cultural identities. Use only English-language materials to focus on language skills. Avoid discussing cultural differences to maintain neutrality. Assign group projects without considering cultural backgrounds.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 1 Question 7 Scenario: Mr. Vega is designing an EFL lesson for right-brain dominant students who prefer visual and hands-on learning. What strategy should he prioritize?. Use sequential lectures to structure the lesson clearly. Develop intuitive thinking with visual-spatial materials and manipulatives. Focus on group discussions to encourage verbal skills. Assign written essays to reinforce grammar.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 2 Question 7 Scenario: Ms. Rivera teaches in a school with adequate lighting and desks but no outdoor spaces or laboratories. How can she optimize the available infrastructure for EFL learning?. Focus only on indoor textbook-based activities. Limit lessons to grammar drills to avoid needing extra spaces. Request students to study at home to compensate for missing facilities. Use the classroom creatively to simulate interactive learning spaces.

¿UNIT 3 - TOPIC 1 – SUBTOPIC 3 Question 7 Scenario: Ms. Salazar is creating a lesson to teach pronunciation through visual and interactive elements. She wants to ensure the resource is engaging and aligns with the purpose of the task. Which multimedia resource is most appropriate?. A video showing mouth movements and sounds. A single photograph of a speaker. A PDF with pronunciation rules. An audio file of pronunciation drills.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 1 Question 3 Scenario: Ms. Torres wants to use video conferencing for a parent-teacher meeting to discuss student progress in her EFL class. What advantage of video conferencing makes this convenient?. Eliminates the need for clear audio. Reduces the need for a stable internet connection. Facilitates parent/teacher meeting scheduling. Limits the number of participants to small groups.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 Question 1 Scenario: Ms. Lopez wants to create an interactive EFL vocabulary quiz for her students that can be accessed online. Which computer application is most suitable for this task?. Ardora’s MP3 Player. Hot Potatoes. JClic Reports. JClic Player.

¿UNIT 3 - TOPIC 2 – SUBTOPIC 2 Question 8 Scenario: Mr. Mendoza wants to use cloud computing tools to reach diverse EFL student populations in a distance learning program. According to the content, what is a key benefit of using these tools for this purpose?. Requires expensive hardware. Reaches diverse student populations. Limits collaboration to small groups. Eliminates the need for internet access.

¿unit 3 topic 2 subtopic 3 Question 5 , Scenario: Ms. Chavez wants to streamline the process of sharing EFL assignments and receiving submissions from her students. Which cloud computing tool should she use?. Google Classroom. Yammer. Google Docs. OneNote.

¿unit 3 topic 2 subtopic 3 Question 8 Scenario: Mr. Mendoza wants to use cloud computing tools to reach diverse EFL student populations in a distance learning program. According to the content, what is a key benefit of using these tools for this purpose?. Limits collaboration to small groups. Reaches diverse student populations. Requires expensive hardware. Eliminates the need for internet access.

¿Question 10: EFL Strategy - Motivation Scenario: Mr. Vega learns his student in Colombia loves soccer and ties English lessons to match commentary. Which EFL strategy is he using?. Explicit cultural instruction. Lots of practice using English orally. Reasons to learn English. Bridges towards integration.

Question 10, Scenario: Mr. Brown uses concept questions to check if his students understand the meaning of new phrases. What type of test is this, according to the content?. Achievement test. Comprehension test. Drilling test. Eliciting test.

Question 11 Scenario: Ms. Torres wants to assess her students’ ability to negotiate meaning in conversations. Which EFL competence dimension, according to Sinkafis & Tsantila (2018), is she targeting?. Communicative interaction. Comprehension. Awareness. Creativity.

Question 15, Scenario: Mr. Gupta uses a mix of traditional drilling and modern reflective tasks in his EFL classroom. This approach aligns with which perspective from Wang (2009)?. Excluding traditional methods. Adopting only modern pedagogy. Standardizing test formats. Integrating traditional and modern methods.

Question 3 Scenario: During a lesson, Ms. Chen notices her students are disengaged. She persists with new strategies to motivate them instead of giving up. What benefit of high teacher efficacy does this reflect?. Reduced stress levels. Improved language proficiency. Greater persistence and resilience. Less collaboration with colleagues.

Question 5 Scenario: Ms. Garcia designs a test to place new students in appropriate EFL levels. What type of test is this, according to the provided content?. Progress test. Achievement test. Placement test. Diagnostic test.

Question 6 Scenario: Mr. Kim receives positive feedback from his supervisor about his EFL lesson, boosting his confidence to try new activities. What source of self-efficacy is this?. Vicarious experiences. Mastery experiences. Social or verbal persuasion. Physiological and emotional arousal.

Question 8, Scenario: Mr. Singh observes that his students are more engaged when they set their own learning goals after receiving feedback. This benefit aligns with which aspect of LOA?. Standardizing test formats. Promoting independent learners. Reducing test anxiety. Simplifying teacher observations.

Scenario 2, :Mr. López, a veteran EFL teacher, has been using the same textbook and activity types for the past ten years. While his students generally perform well on vocabulary quizzes, they struggle to apply their knowledge in real-life communicative situations and often feel anxious when asked to speak freely. Question 2: According to Wang (2009), what might be a potential underlying reason for Mr. López's students' difficulties in communicative situations?. The inherent limitations of any single teaching methodology. The students' lack of exposure to authentic materials. The outdated nature of the grammar presented in the textbook. The students' insufficient awareness of their own learning styles.

¿UNIT 1 - TOPIC 2 – SUBTOPIC 1 QUESTION 1 - Teacher’s sense of efficacy in teaching EFL, Scenario: Ms. Lopez, an EFL teacher, believes she can effectively teach English to students who struggle with motivation. She designs engaging activities to spark their interest. What concept best describes Ms. Lopez’s belief in her teaching abilities?. Pedagogical knowledge. General self-concept. Teacher’s sense of efficacy. Self-esteem.

¿UNIT 1 - TOPIC 2 – SUBTOPIC 3 QUESTION 1- Theoretical issues and Pedagogical challenges,Scenario Set 1: Teacher Methodologies,Scenario 1: A new teacher, enthusiastic about the latest communicative language teaching approaches, decides to completely abandon grammar instruction in their classes, focusing solely on spontaneous speaking activities. Several students, however, express feeling insecure about their accuracy and request more explicit grammar explanations. Question 1: Which of the following issues related to EFL competence development, as identified by Sinkafis & Tsantila (2018), is most likely being overlooked in this scenario?. Awareness. Comprehension. Communicative interaction. Production.

¿Question 12: Adapting to Context Scenario: Mr. Patel adjusts his lessons differently for his EFL class in Japan versus his past ESL class in the UK. What does this reflect?. Lack of teaching consistency. Overuse of technology. Ignoring student needs. Understanding ESL vs. EFL differences.

¿Question 12: Shaping the EFL Classroom Scenario: Mr. Khan uses games and songs to teach English, prioritizing fluency over perfection. What approach is he shaping his classroom around?. Grammar Translation. Audiolingual Method. Direct Method. Natural Approach.

¿Question 3: Post-Method Pedagogy Scenario: Ms. Chen reflects on her teaching and adjusts methods based on her students’ needs. What is this practice called, per Kumaravadivelu?. Post-Method Pedagogy. Communicative Language Teaching. Direct Method. Traditional Pedagogy.

¿Question 4: Particularity Parameter Scenario: Mr. Kim teaches EFL in a rural school and tailors his lessons to his students’ cultural background. Which Post-Method parameter is he applying?. Possibility. Particularity. Constructivism. Practicality.

¿Question 5: Practicality Parameter Scenario: Ms. Patel designs a speaking activity based on her classroom observations and theories she’s studied. Which parameter guides her approach?. Possibility. Practicality. Particularity. Content-Based Instruction.

¿Question 6: Possibility Parameter Scenario:Mr. Singh creates an EFL project considering. Possibility. Constructivism. Practicality. Particularity.

¿Question 7: Recommended Practice - Knowing Students Scenario: Ms. Diaz chats with her students about their hobbies and adjusts her lessons accordingly. Which recommended practice from Riddell (2014) is she applying?. Know your students. Give interesting lessons. Evaluate lesson success. Be passionate and patient.

¿Question 9: EFL Strategy - Living English Scenario: Ms. Gupta uses English songs and videos in her class in India to show the language’s depth. Which EFL strategy is this?. Explicit cultural instruction. Never lead students to believe English is just rules. Hands-on English lessons. Lots of practice using English orally.

¿TOPIC 1 – SUBTOPIC 2 Question 1: Recognition Precedes Production, Scenario:Ms. Lopez introduces new vocabulary to her beginner EFL students and focuses on listening activities before expecting them to speak. What language acquisition fact is she applying?. No language skill is taught in isolation. Recognition precedes production. Learning a language is natural. Fluency over grammatical skills.