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FD English > FD English > Flashcards

FD English Flashcards

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Proverbs and Idioms flashcards
1
Q

Distinction when you think about to writing

A

writing-for-learning

wirting-for-writing

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2
Q

Writing-for-writing

A 
process of writing is important.
- planing the writing
- making a draft
- review it
- edit it
Writing for real life!
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3
Q

What is instant writing

A

Uses music, pictures, Newspaper, magazines, poetry, collaborative writing

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4
Q

Correcting written work

A
  • no over-correction
  • Always react to the content as well not just the form.
  • discuss the correction with the kids
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5
Q

CLT

A

Communicative Language Teaching

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6
Q

Communicative language teaching

A

communication as a primary focus of teaching materials and classroom activities.
meaningful conversations-> play a sketch at the airport etc.
(example communicative activity and non-communicative activity : tell someone the way)

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7
Q

TBL

A

Task based learning

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8
Q

Task-based learning

A

We use tasks to serve a meaningful communication and interaction. We try to apply the principles from second language acquisition research to language teaching.

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9
Q

CBI

A

Content-based instruction

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10
Q

Content-based instruction

A

Focus on real-world content. The understanding and communication of informations through language is the goal of this teaching approach.

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11
Q

Other teaching approaches

A

Problem solving, cooperative learning, collaboration, negotiation of meaning.

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12
Q

Old school teaching approach is called?

A

P-P-P approach

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13
Q

The task feedback circle

A

The task (text/tape/video) feedback circle
Guidelines
- Grade the task rather than the material
- Task first - then text or tape
- Process rather than product

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14
Q

Richards & Renandy

A

Task-based learning

- communicative, task-based, contet-based

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15
Q

What are points to look at when creating a task for (TBL) Willis &Wills

A
  • Engage learners interest?
  • Primary focus on meaning?
  • Is there an outcome?
  • Is success judged in terms of outcome?
  • Is completion a priority?
  • Related to real-world activities?
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16
Q

Jim Scrivener - Task based listening

A
  • Lead in,
  • Pre-task
  • set task
  • play tape
  • feedback
  • maybe play again
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17
Q

Harmer - writing 5 points for choosing

A
  • writing-for-learning VS writing-for-writing
  • process (Planning, draft, review, edit)
  • Teacher role (example, clear outcome/purpose, chunks)
  • writing for real life
  • no overcorrection (correct=understand faults/structures)
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18
Q

Harmer - Teaching reading 5 points for choosing

A
  • Reasons for the reading material (understand a text, language acquisition, pleasure, information, lexis, reading skill)
  • Reading or pleasure
  • Input (graded readers, authenic, comprehension, adjusted)
  • Skills (Scanning, skimming, detailed comprehension)
  • Principles (reading approach, discuss inout with learners, learner should predict, task and topic should match)
19
Q

Harmer - Teaching speaking for choosing

A
  • Reason for teaching (Practicing for real life, feedback on speaking-level, automatization of language knowledge)
  • Speaking-as-skill VS speaking-for-learning
20
Q

Harmer - Teaching listening 5 points for choosing

A
  • Reasons (Understand language (TV, country etc.), pronunciation, accents)
  • Intensive Listening VS Extensive listening
  • Source (recordings, live listening, different genres, authentic)
  • Skills (Paralinguistic skills (mood etc.) skimming scanning)
  • Principles (pre, while, post)
21
Q

Thornbury - Features of a text. Texts are…

A
  • self-contained (beginning, middle, end)
  • Well-formed (organized)
  • Hang together (cohesive)
  • Make sens (coherent)
  • Have a clear communicative purpose (inform, entertain)
  • Are recognizable text types (genres)
  • Appropriate to their context of use (audience, writer, situation)
22
Q

Five principles of language Assessment (Brown&Abeywickrama)

A
  • practicality (efficient, appropriate in time/effort for making, solving, correcting)
  • Reliability (Testing competence)
  • Validity (Test tests what he wants to test)
  • Authenticity (real-world related,
  • Washback (effect of a test for learning and teaching)
23
Q

Four principles of assessing listening

A
  • intensive
24
Q

CBT

A

Computer-based-testing

TOEFL for example

25
Q

How Computer can help

A
  • Phonetics and phonology: videos of facial movements
  • Speaking skills: Speech recognition
  • Listening skills: immediate playback
  • reading skills: No long texts but short passages
  • Writing skills and composition: spell checking
  • grammar and voca practice:
26
Q

Boolm’s Taxonomy

A

low to high order Skills:

  • Remembering (Knowledge, answers, concepts) recognizing, naming, listening
  • Understanding (Understand knowledge)-> compare, translate, organize, interpret) -> summarizing
  • Applying (Use knowledge)-> solve problems, use in new situations
  • Analyzing (Breaking knowledge into parts and relate them)
  • > organizing, structuring, integrating, outlining
  • Evaluating (Judge, critique, check knowledge)
  • Creating (Use whole knowledge to create new)-> designing, constructing
27
Q

Skinny and fat questions

A

Skinny: simple questions-> trigger LOTS
Fat: complex questions-> trigger HOTS

28
Q

Assessment skills

  • Productive skills
  • Receptive skills
A 
productive= can't be tested objectively
receptive= can be tested objectively
29
Q

Questions types:

A
  • Open-ended: Subjective
  • Translation: Subjective
  • Dual-choice: Objective
  • Multiple-choice: Objective
  • Information transfer: objective (draw a picture, fill in graphic)
  • Cloze: objective (Lückentext)
  • Multiple-matching: objective (putting thins in order)
30
Q

Testing reading and listening

A
  • Input type
    - Reading: Genres: reading for reference, pleasure,
    interest, informations, instructions, advice
    - Listening: Monologues, dialogues, length, formal or
    informal.
  • Task aim
    - scanning, skimming, interpreting, translate
    Task type (listening)
    - Intensive responsive, selective, extensive
31
Q

Task based learning: (Willis Framework)

A 
Pre-task
      - Instruction to topic and task
Task cycle
      - Task, Planning, Report
Language focus
      - Analysis, Practice

Example: Spider phobia:
Pre-task: explain situation of woman ask students to brainstorm
Task: Pairs list possible ways to help the woman
Planing: Pairs rehears how to explain
Report and reading: Tell class

Teacher let class vote which three are the best and they think could be in a newspaper article
- article

Language focus: correct spelling etc.

32
Q

Lexical approach (teaching method)

A

lexical chunks.

Students try to learn many chunks which they can use during communication

33
Q

roles of teacher

A
  • Controller (teacher is in charge)
  • Prompter (Teacher is involved in a role-play and helps students just a bit)
  • Participant
  • Resources (Students write something and ask teacher for words)
  • Tutor (working on a project - teacher helps a group individually)
34
Q
  • receptive skills

- productive skills

A
  • reading and listening: students do not need to produce anything
  • students have an output
35
Q

extensive reading

A
  • Graham Stanley: covers a big area of topics longer texts intention of enjoying.
  • topic mostly chosen by students
  • activities are more complex
36
Q

intensive reading

A
  • covers small area of topics
  • topic is chosen by the teacher
  • activities are less complex
37
Q

role teacher listening

A
  • organizer
  • machine operator
  • feedback organizer
  • prompter
38
Q

role teacher reading

A
  • organizer
  • observer
  • feedback organizer
  • prompter
39
Q

role teacher writing

A
  • motivator
  • resource
  • feedback provider
40
Q

role teacher speaking

A
  • prompter
  • participant
  • feedback provider
41
Q

types of tests

A
  • Placement tests (shows how good the english of a student is in relation to a previous agreed system)
  • diagnostic tests (expose learners difficulties, gaps etc.)
  • Progress or achievement tests (progress in terms of the syllabus)
  • Proficiency test (general picture of students knowledge)
  • Portfolio assessment (assembles the work during a period of time)
42
Q

Indirect test items

A
  • multiple choice
  • cloze procedures (gaps filling)
  • Transformation and paraphrasing (re-write sentences)
  • sentence re-ordering
43
Q

direct test items

A
  • create a “level playing field” (open question, opinion)

- replicate real-life interaction

44
Q

writing tests

A
  • Assess the test situation (when, where, how long)
  • Decide what to test
  • Balance the elements (direct and indirect test items)
  • weight the scores (how many points)
  • make the test work (try out the test first)

FD English (1 decks)

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