ICQ & CCQ
Your instructions are: “Work with a partner and compare your answers.” Give one effective ICQ.
“Are you working alone or with a partner?”
Name two things that should normally be clearly separated on the board during a lesson.
Examples: vocabulary / grammar; instructions / examples; lesson aims / language support.
Name one routine that helps students know what to do immediately when class begins.
Examples: Do Now task, starter question, materials routine, seating routine.
In this approach, the teacher normally moves through Presentation → Practice → Production.
PPP
Give one appropriate use of AI for a language teacher before a lesson.
Examples: generate ideas, adapt texts, create sample sentences, brainstorm activities.
You are teaching “used to” for past habits. Give one CCQ for: “I used to play football every Saturday.”
Examples: “Does he play football every Saturday now?” → No. / “Was this a regular activity in the past?” → Yes.
Why is it useful to keep new vocabulary in one consistent area of the board?
It helps learners locate information quickly and creates visual consistency.
Students finish an activity at different times. What classroom routine can prevent fast finishers from becoming disruptive?
Extension task, challenge question, vocabulary review, peer checking.
Students complete a meaningful task first, then analyze language that emerged from the task. Which approach is this?
Task-Based Learning / TBLT
Name one risk of copying an AI-generated lesson directly into class without reviewing it.
It may contain inaccurate language, inappropriate level, poor instructions, fabricated information, or unsuitable content.
What is wrong with the ICQ: “Do you understand what you have to do?”
It checks students’ opinion about understanding, not whether they actually understand the task.
You are teaching vocabulary. What four pieces of information might you record on the board to support learning?
Meaning, pronunciation, spelling/form, example/context.
Give an example of a routine for transitioning from individual work to pair work efficiently.
Example: “Finish your sentence → turn to the person next to you → compare answers when I say ‘Go.’”
In Test–Teach–Test, what is the purpose of the first Test stage?
To diagnose what learners already know and identify what needs teaching.
A student asks AI to write their entire assignment. What is one way the teacher could redesign the task to make student learning more visible?
Examples: oral defense, personalized examples, drafts, reflection, process evidence, in-class production.
Create two CCQs for: “She has lived in Quito for five years.” The CCQs should check meaning, not grammar terminology.
Examples: “Does she live in Quito now?” → Yes. / “Did she start living there five years ago?” → Yes.
A teacher writes information randomly across the board and erases it whenever space is needed. Identify two problems this can cause for learners.
Cognitive overload; students cannot locate key information; poor note-taking; important language may disappear too early.
Why should routines be taught and rehearsed, rather than simply announced once? Give two reasons.
They create predictability, save time, reduce unnecessary instructions, and develop learner autonomy.
A teacher gives students useful phrases such as “Would you mind…?”, “I’m afraid…”, and “That sounds good.” Students notice and practise them as chunks. Which approach is strongly reflected here, and why?
Lexical Approach, because language is treated as useful multi-word chunks rather than isolated grammar and vocabulary.
AI produces an activity that looks excellent but includes incorrect information. What professional skill does the teacher need to apply before using it?
Critical evaluation / professional judgment / AI literacy.
Students will work in groups of four. One person reads a text, one takes notes, one reports, and one checks language. Write two strong ICQs that check different aspects of the task.
Examples: “How many people are in each group?” → Four. / “Who reports your group’s ideas?” → The reporter.
Design a simple three-zone board plan for a speaking lesson on giving advice with should/shouldn’t. Explain what goes in each zone.
Zone 1: lesson aim/context. Zone 2: target language and form. Zone 3: useful speaking phrases/examples/student contributions.
Your class takes too long to form groups, collect materials, and start tasks. Propose a three-step routine that would reduce transition time.
Example: 1. Display group numbers before task. 2. Assign material manager/roles. 3. Use a countdown and a fixed signal for starting.
A lesson begins with a problem students must solve collaboratively. The teacher later focuses on language students needed. The activity prioritizes communication and includes team responsibility and points. Identify at least three approaches/principles present and justify each one.
Possible answers: TBL because students solve a meaningful task; Communicative Approach because communication has a real purpose; Cooperative Learning because students depend on one another; Gamification because points/game mechanics are included.
AI can generate explanations, exercises and feedback. Explain two things AI can support well and two professional decisions that should remain under teacher control.
AI can support differentiation, idea generation, examples, adaptation or formative feedback. Teacher control should remain over learning objectives, appropriacy, accuracy, assessment decisions, safeguarding, and final feedback.