Foundational Approaches
This method uses physical movement to reinforce language learning (e.g., acting out verbs).
Total Physical Response (TPR)
The purpose of using "sight words" in Year 1 reading instruction.
build fluency for common, non-decodable words (e.g., 'the')
A visual support to help EAL (English as an Additional Language) learners follow instructions.
"picture cues," "gestures," or "step-by-step diagrams"
The purpose of "think-pair-share" in discussions.
encourage participation from shy learners
An app that teaches phonics through interactive games.
"Teach Your Monster to Read" or "Starfall"
The key principle of the "Communicative Language Teaching" (CLT) approach.
focus on real-life communication over grammar rules
Explain why teachers might use "big books" in shared reading activities.
model tracking text and engage whole groups visually
How does "universal design for learning" (UDL) benefit diverse classrooms?
It provides multiple ways to access content (e.g., audio, text, hands-on)
A "formative assessment" tool to check comprehension during a lesson.
"exit tickets," "thumbs up/down," or "mini whiteboards"
Explain how a "word wall" supports vocabulary development.
It displays high-frequency words for visual reinforcement.
A downside of relying solely on the "Grammar-Translation Method" in primary schools.
neglects speaking/listening skills
lacks engagement for young learners
Give an example of a scaffolding technique for helping Year 3 students write narratives.
"story maps," "sentence starters," or "peer brainstorming"
Give an example of an adaptation for dyslexic students during vocabulary drills.
multisensory techniques (e.g., sand trays, coloured overlays)
How to make a grammar drill (e.g., past tense) more engaging for Year 5.
Gamify it (e.g., 'Verb Charades' or 'Tense Bingo')
A risk of overusing digital games for literacy practice.
reduces tactile/handwriting skills
limits peer interaction
How does the "Silent Way" method use colour-coded charts to teach pronunciation?
visual cues for sound patterns (e.g., word stress)
The role of "phonemic awareness" in early spelling instruction.
recognising individual sounds to map letters (e.g., /c/-/a/-/t/)
Explain why "wait time" is critical for learners with processing differences.
It allows extra time to formulate responses
The benefit of "dialogic reading" over passive read-alouds.
Prompts critical thinking (e.g., 'What do you think happens next?')
Use a "flipped classroom" model to teach Year 6 prepositions.
assign video lessons at home;
practice with games in class
Two differences between "PPP" (Presentation-Practice-Production) and "Task-Based Learning" (TBL).
PPP is teacher-structured; TBL is student-centred
PPP focuses on accuracy first; TBL prioritises meaning
Critique the statement: "Invented spelling harms literacy development."
No—it encourages phonetic experimentation and precedes conventional spelling"
Design a differentiated activity for a mixed-ability Year 4 class learning adjectives.
E.g., tiered worksheets (basic: matching pics to words; advanced: write sentences with synonyms)
Fix this flawed objective: "Students will learn about paragraphs."
"Students will write a 5-sentence paragraph with a topic sentence and details" (Specific, measurable!)
Justify using podcasts in a Year 7 listening lesson.
It exposes students to authentic accents and intonation and develops sustained focus.