Test
Midterm
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Preguntas del test (41)
1Approach
- A– set of theoretical assumptions about language learning, teaching
- B– overall plan for systematic language course
- C– specific activities predesigned by the curriculum
2Design
- AMethod
- Btechnique
3methodology
- Ahow to teach
- Btheory about teaching
- Cclassroom specifications about teaching
4technique
- Aexercises, activities, tasks in the classroom
- Bspecifications for a particular language program
- Cclassroom specifications about teaching
5theory about teaching
- Amethodology
- Bapproach
- Ccurriculum
6Classical Method/Grammar Translation Method
- Ateacher centered
- Bgrammar memorization,,
- Ctranslations
- Dwritten
- Epronunciation
- Fpattern practice
7Series Method - translation, relaxation,
- AVerdadero
- BFalso
8new era, abandon the limited concept of method used before - newmethod
- AVerdadero
- BFalso
9theory
- Aorganized set of hypothesis
- Bclassroom practice
10Factors Contributing to Your Approach to Language Teaching
- Astudent needs
- Bexperience,
- Cteaching experience,
- Dclasses taken,
- Ebooks read,
- Fobservations
- Greal world relation
- Hcommunicative goals
11• hand-on projects,
• field trips,
• research projects,
• extra-class dinners,
• creating a video advertising a product- Atheme-based instruction
- BExperiential and Project-Based Activities
- Cstrategies-based instruction
12Characteristics of Task-Based Language Teaching
- A• real world,
- B• communicative goals,
- C• predesigned
- D• objectives defined.
- E• stimulating awareness
13automaticity
- Amusic example
- Bform – function automatic production
- Cfluency
- Dnotice errors
- EPredictability
- Ftennis example
14transfer
- APredictability
- Btennis example
- Cmusic example
- Dform – function automatic production
15reward
- Ateenage girls example
- BTurkish example
- Cself-management
16self-regulation
- Agoal directed attempts to manage and control efforts to learn L2
- Bself-management
- CTurkish example
17zone of proximal development (p. 80) –
- Azone between what learner can do on his own and what can with assistance
- Bzone between what learner can do and what can not
18languaculture - langua is discourse, and culture is meanings beyond the dictionary
- AVerdadero
- BFalso
19Teaching Children
Caveats to “younger is better” (p. 109)
Effort – spontaneous attention to language forms
Success – [blank_start]fluency[blank_end] is better as well as naturalness
younger vs. older children – 6 – 12 years is challenging, (culturally, politically, socially, personally)- Afluency
- Bautomaticity
20Teaching Children
[blank_start]Effort[blank_end] – spontaneous attention to language forms- AEffort
21Teaching Children
Success – [blank_start]fluency[blank_end] is better as well as naturalness- Afluency
- Bautomaticity
22Teaching Adults
- Abetter understanding context-reduced segment of language
- Blonger attention spans
- Cemotionally stronger
- Dmotivation from vocational future
- Espontaneous attention to language forms
- Ffluency is better as well as naturalness
23Teaching “In Between”
- Ahave capacity to process more sophisticated problems, metalanguage is present
- Blonger attention than children but can be easily distracted.
- Cego is important, and sensitive to others perception
- Dmotivation from vocational future
24CEFR
- A0 ---- 9
- B0, 0+ --- 5
- CNovice –Inter – Adv – Super - Disting
- DA1-A2(basic)-B1-B2(indep)-C1-C2(Profficient)
25FSI
- A0, 0+ --- 5
- BNovice –Inter – Adv – Super - Disting
- CA1-A2(basic)-B1-B2(indep)-C1-C2(Profficient)
26Cognitive Learning Processes - Beginner
- ASmall steps at a time
- BMore automatized processing, longer structures
- CThe full range of processing and being more and more automatized
27Role of the Teacher - Beginner
- ATeacher-fronted is appropriate (some pair-work)
- BNo longer the only initiator of the language
- CMake effective planning
28Teacher talk
Natural language at natural speed. Occasionally L1 explanations for those who are stuck - [blank_start]high[blank_end]
Input is crucial, clear articulation, brief use of L1 (management, brief grammar, cultural notes and comments) - [blank_start]beginner[blank_end]
Learner-centered is now possible, but with great variability - [blank_start]intermediate[blank_end]- Ahigh
- Bbeginner
- Cintermediate
29Authenticity of Language
As authentic as possible, short simple - [blank_start]beginner[blank_end]
Everything from literature to idioms is a source now, depend on the proficiency though - [blank_start]high[blank_end]
Willingness to focus on grammar but keep them on real language - [blank_start]intermediate[blank_end]- Abeginner
- Bhigh
- Cintermediate
30five characteristics of the language-learning plateau
- AA gap receptive and productive
- BFluency at expense of accuracy
- CLimited vocab
- DAdequate production but speech is unnatural
- EPersistent language errors.
- FMore complex writing
- GMore complex forms of communication
31modernist view of identity
- Aculture, historical backgrounds, socioeconomic status, agency.
- Bnation, ethnicity, race, religion, class, profession, gender, language, family
32[blank_start]Submersion[blank_end] – regular content classes with no language consideration
- ASubmersion
- BImmersion
- CSheltered
33[blank_start]Immersion[blank_end] – similar English proficiency, same native language, designed content classes
- AImmersion
- BSubmersion
- CSheltered
34[blank_start]sheltered[blank_end] English – different L1s, both subject matter, and ESL methodology
- Asheltered
35selection of the goals, content, sequence, procedures, and assessment of a program or course.
- Acurriculum
- Bprogram
- Csyllabus
- Dcourse
36[blank_start]program[blank_end] (definition + example)(p. 179) – collection of classes offered within a single institution leading to a degree.
- Aprogram
- Bcurriculum
- Ccourse
37[blank_start]syllabus[blank_end] (definition+ example)(p. 179) – a planned structure within a single course,
- Asyllabus
- Bcourse
38directive teaching -----------------------------------------------nondirective teaching (pp. 260-261)
- Acontroller
- Bdirector
- Cmanager
- Dfacilitator
- Eresource
- Ftrainer
- Gmotivator
39[blank_start]1. Knowledge questions[blank_end]
a. eliciting factual answers/recall/recognition
b. define, tell, list, identify, describe, select, name, point out, label, reproduce, Who? What? Where? When? yes/no Qs- AKnowledge
40[blank_start]2. Comprehensive questions[blank_end]
a. interpreting, extrapolating
b. State in your own words, explain, define, locate, select, indicate, summarize, outline, match- AComprehensive questions
- BKnowledge questions
41[blank_start]3. Application questions[blank_end]
a. applying information heard or read to new situations
b. demonstrate how, use the data to solve, illustrate how, show, apply, construct, explain, What is X used for? What would result? What would happen?
[blank_start]4. Inference questions[blank_end]
a. forming conclusions that are not directly stated in instructional materials
b. How? Why? What did X mean? What does X believe? What conclusions an you draw from X?
[blank_start]5. Analysis questions[blank_end]
a. breaking down into parts, relating parts to the whole
b. distinguish, diagram, chart, plan, deduce, arrange, separate, outline, classify, contrast, compare, differentiate, categorize, What is the relationship between? What is the function of? What motive? What conclusions? What is the main idea?
[blank_start]6. Synthesis questions[blank_end]
a. combining elements into a new pattern
b. compose, combine, estimate, invent, choose, hypothesize, build, solve, design, develop, What if? How would you test? What would you have done in this situation? What would happen if? How can you improve? How else would you…?
[blank_start]7. Evaluation questions[blank_end]
a. making a judgment of good and bad, right or wrong, according to a set of criteria, and stating why
b. evaluate, rate, defend, dispute, decide which, select, judge, grade, verify, choose why, Which is best? Which is more important? Which do you think is more appropriate?- AApplication
- BInference
- CAnalysis
- DSynthesis
- EEvaluation
Información
- Descripción
- Midterm SLT Test sobre Midterm, creado por Ержан Шынгаев el 07/10/2015.
- Autor
- Ержан Шынгаев
- Idioma
- English
- Visitas
- 2
- Historial
- Creado el 7 oct 2015 · actualizado el 19 feb 2016
- Etiquetas
- Valoración
- Aún sin valoraciones Valora este test