Module 3 — Applied Classroom Practice: Managing internal speaking test moderation, audio-visual listening strategies, and guiding targeted grammar revision.

Text or voice — the tutor starts from this exact lesson and topic.

10 questions · 70% pass mark

Check your understanding of the topic you just studied.

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1. Which grade range is primarily targeted by the Foundation tier in IGCSE French 0520?

2. What is the primary purpose of scaffolding in a differentiated classroom?

3. Which strategy best differentiates grammar revision for Higher tier students?

4. How should an effective teacher use the official mark scheme with students?

5. What defines a successful differentiated lesson in the context of the portfolio?

6. When teaching speaking, what is a key difference between Foundation and Higher support?

7. What is the role of peer assessment in this pedagogy?

8. How does tiering relate to syllabus rigor?

9. What should be the primary focus of grammar revision in a task-based lesson?

10. What is meant by 'zone of proximal development' in this context?

10 applied scenarios

Realistic classroom scenarios — decide what an effective teacher would do.

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1. A student in the Higher tier struggles with tense consistency. How do you respond?

2. You have a mixed-ability class. How do you set a speaking task?

3. A Foundation student is anxious about oral exams. What is your best strategy?

4. You notice your class is ignoring grammatical accuracy in oral work. How do you intervene?

5. How do you prepare students for the oral test during class?

6. A student asks, 'Why do I need to learn the subjunctive?' How do you answer?

7. You receive a new student who is very weak. How do you adjust?

8. What is the best way to use the last 10 minutes of a lesson?

9. A Higher student uses only simple sentences. What is your feedback?

10. How do you ensure your lesson plan is ready for the portfolio?