Global

Question 1

¿Qué es el encuadre/setup?

Answer 1

Delimitación clara y definida de las principales características que deberá tener el trabajo a realizarse durante el curso. Consiste en la definición del marco dentro del cual se va a desarrollar el curso escolarizado

Question 2

Objetivos explícitos del encuadre

Answer 2

Los alumnos tienen claro que hacer, para que y cómo. Delimitar responsabilidades y funciones. Participantes aceptan lineamientos. Establecer un acuerdo entre partes.

Question 3

Objetivos implícitos del encuadre

Answer 3

Disminuir ansiedad, establecer relación profesor-alumno, estimular motivación, sentar bases para comprensión, fomentar participación, establecer relación material-vida real

Question 4

Actividades del encuadre

Answer 4

Presentaciones de los participantes, análisis de expectativas, presentación del programa, plenario de acuerdos y organización operativa y prueba de diagnóstico

Question 5

Roles of the teacher

Answer 5

Facilitators, transmission teaching, controllers, organizers, evidence gatherers, prompters, resource, feedback providers, editor, tutors, comprehensible input provider

Question 6

Rapport

Answer 6

The relationship between teacher and students, when the relationship is satisfactory averyone can concentrate on the lesson, rather than their negative feelings

Question 7

How should a teacher act in the classroom?

Answer 7

Some students expect to see teachers behave like professionals, the way we walk, stand, and dress matters. We should not only be at the front, but also be prepared to move around. Students like it when they can see that we know what we’re doing, we need to be able to react to what happens in the lesson.

Question 8

How should a teacher celebrate success?

Answer 8

All students react well to praise. Praise for the future, put pieces of work up on the classroom, make them example of good work, encourage them to write blogs or record videos.

Question 9

How to respect students

Answer 9

Let them know we know who they are, use name cards, make notes in the class register, sit them in a pre-arranged class plan, respond to different students differently, listen and show interest, respect what they say and do rather than being critical and sarcastic, treat all students the same.

Question 10

How to arrange the classroom

Answer 10

Horshoeshape, circle, individual tables, moving around helps students learn and concentrate

Question 11

Should students work alone or together?

Answer 11

With solowork students work at their own pace and the class is quiet. Pairwork increases the speaking time that each individual student has and promores learner autonomy. Groupwork increases STT, encourages co-operation and allows students to work on a range of tasks.

Question 12

How to decide who should work with whom in the classroom

Answer 12

Put students into pairs with the people next to them, let them choose, tell them who not to work with, stand in inner and outer wheels, group according to ability, by chance, ask who they don’t want to work with

Question 13

How does a teacher use their voice?

Answer 13

We need to be audible so everyone can hear clearly, do no shout, vary you voice, teachers need to look after their voices, our voices are the most important classroom resource that we have

Question 14

How to give instructions

Answer 14

Keep them simple as possible, check if students have understood, ask to translate, use demonstration, break down the instructions into chunks, make them logical and coherent, if possible let the students see you doing the act., you don’t have to explain all at once.

Question 15

How to start a lesson

Answer 15

Put music on, take the roll with an enjoyable activity, use warmers, icebreakers or games, ask the class for a story

Question 16

What to do when students are late

Answer 16

Get a class agreement on what to do about lateness, students explain why they were late and students rate their excuse, get someone to summarise what has happened so far, sudents give their reasons after class, students cannot come into the lesson after said time

Question 17

How to keep the class quiet

Answer 17

Speak loudly, but keep it unexpected, start talking quietly, raise your arms, count backwards, use bells or whistles, stand and watch until the class quiets down

Question 18

How to finish a lesson

Answer 18

Summarise what has happened and ask the students what they learned, tell student what they can look forward to, ask students to write down what they learned, use a game or a song, quiet extensive reading, students write test questions

Question 19

What’s PPP?

Answer 19

(Presentation, practice and production) Procedure used to introduce simple language at elementary and intermidiate levels. First we present the form, meaning and use of the new language, then students practice it, and finally they produce their own sentences or phrases

Question 20

Ways of introducing a new language

Answer 20

Situations, stories, dialogues, texts, pictures, objects and mime, learning by doing

Question 21

Ways to reasearch a new language

Answer 21

Puzzle-like activites, reasearching, mining texts, accidental meetings

Question 22

How to use repetition

Answer 22

Use choral repetition to get the students to repeat a sound, word, phrase or short sentences, highly motivational. With back chaining you can build up sentences and phrases from the end, with half chorus you divide the class in two. We use individual repetition to get the students a chance to say a csound, word, phrase, sentence on their own.

Question 23

How to use drilling

Answer 23

It’s when we start nominating individual students one after the other ans ask them to repeat. A cue-response drill is when we have more than one target sound, word, phrase or sentence and we get the students to choose which one to say

Question 24

Applied when we want the students to use and think about specific language items as often as possible. Sentence completion, sentence pictures, dictation, dictogloss, matching activities

Answer 24

controlled practice activites

Question 25

Applied when we want students to use specific language accurately. Story chains, interviewing each other, quizzes, games.

Answer 25

communicative speaking activities

Question 26

Created when two or more students have different bits of information, they talk to each other to close the information gap- Describe and draw, findind similarities and differences, information-sharing, using texts.

Answer 26

information-gap activities

Question 27

3 levels of conceptualization and organization, according to Anthony

Answer 27

**Approach** (set of correlative assumptions dealing with the nature of language teaching and learning), **method** (overall plan for the orderly presentation of language material), and **technique** (what actually takes place in the classroom)

Question 28

Elements that constitute a method

Answer 28

**Approach** (theories about the nature of language and language learning that serve as the source of practices and principles), **design** (level of method analysis in which we consider the objectives, how lang is organized, the syllabus, types of tasks and activities, and the roles of learners, teachers and instructional materials) and the **procedure** (classroom techniques, practices, and behaviors observed when the method is used).

Question 29

Factors responsible for the rise and fall of methods

Answer 29

Paradigm shifts, support networks, practicality, teacher's language proficiency, basis for published materials and tests, compatibility with local traditions

Question 30

Task-based approach

Answer 30

The task-based approach focuses on the use of authentic language to complete meaningful tasks in the target language. Assessment is primarily based on task outcomes (the appropriate completion of real-world tasks) rather than on accuracy of prescribed language forms.

Question 31

Grammar translation

Answer 31

The grammar-translation method focuses on the literature and grammar of the target language, with passages being translated into and from the mother tongue. Consequently it tends to be very much text-based. 

Question 32

Direct method

Answer 32

Emerged as a reponse to grammar-translation, in the direct method there is no translation. In fact mother-tongue is expressly forbidden, and all communication is directly in the target language. Vocabulary is explained through visual aids and miming. Listening and speaking skills are given priority, though reading and writing play their part. Grammar is deduced rather than instilled.

Question 33

Drew on early-20th century beliefs of 1) behaviourism that anything could be learned through conditioning; and 2) structuralism and structural linguistics that emphasized grammatical structure. In this method, grammar is prioritized over vocabulary, and accuracy over fluency, giving learners few opportunities to produce errors which are seen as potentially "contagious". Ultimately, the learner will speak "automatically".

Answer 33

Audio-lingual method

Question 34

Audio-lingual method

Answer 34

Drew on early-20th century beliefs of 1) behaviourism that anything could be learned through conditioning; and 2) structuralism and structural linguistics that emphasized grammatical structure. In ALM, grammar is prioritized over vocabulary, and accuracy over fluency, giving learners few opportunities to produce errors which are seen as potentially "contagious". Ultimately, the learner will speak "automatically".

Question 35

Silent way

Answer 35

It is based on the idea that language learning can be enhanced in three main ways: discovery rather than teaching; problem-solving in the target language; the use of physical tools. Above all, the teacher should be seen and not heard. In the Silent Way, the teacher is a facilitator, intervening vocally only if absolutely necessary.

Question 36

Emerged as a reponse to grammar-translation, in this method there is no translation. In fact mother-tongue is expressly forbidden, and all communication is directly in the target language. Vocabulary is explained through visual aids and miming. Listening and speaking skills are given priority, though reading and writing play their part. Grammar is deduced rather than instilled.

Answer 36

Direct method

Question 37

The main idea being that accelerated learning can take place when accompanied by de-suggestion of psychological barriers and positive suggestion. To this end lessons take place against a background of soothing music in an emotionally comforting environment, with the teacher actively planting and unplanting thoughts in and from the learners' minds.

Answer 37

Suggestopedia

Question 38

This method focuses on the literature and grammar of the target language, with passages being translated into and from the mother tongue. Consequently it tends to be very much text-based. 

Answer 38

Grammar translation

Question 39

It is based on the idea that language learning can be enhanced in three main ways: discovery rather than teaching; problem-solving in the target language; the use of physical tools. Above all, the teacher should be seen and not heard. In this method, the teacher is a facilitator, intervening vocally only if absolutely necessary.

Answer 39

Silent way

Question 40

Suggestopedia

Answer 40

The main idea being that accelerated learning can take place when accompanied by de-suggestion of psychological barriers and positive suggestion. To this end lessons take place against a background of soothing music in an emotionally comforting environment, with the teacher actively planting and unplanting thoughts in and from the learners' minds.

Question 41

Total Physical Response

Answer 41

 It is rooted in the belief that when action is combined with language, learning is boosted. TPR is a comprehension approach, stressing the importance of input in the initial phase and modelled on the stress-free way that children learn their mother tongue. By listening to the target language and converting it to action, speaking will eventually manifest spontaneously.

Question 42

 It is rooted in the belief that when action is combined with language, learning is boosted. This is a comprehension approach, stressing the importance of input in the initial phase and modelled on the stress-free way that children learn their mother tongue. By listening to the target language and converting it to action, speaking will eventually manifest spontaneously.

Answer 42

Total Physical Response

Question 43

 This approach emphasises the importance of all four language skills and aims to achieve "communicative competence" (rather than linguistic competence) through considerable learner interaction and communication of "real" meaning. It is an approach that tends to promote fluency over accuracy, the functional over the structural, and authentic materials over fabricated materials. 

Answer 43

Communicative Approach

Question 44

Communicative Approach

Answer 44

 CLT emphasises the importance of all four language skills and aims to achieve "communicative competence" (rather than linguistic competence) through considerable learner interaction and communication of "real" meaning. It is an approach that tends to promote fluency over accuracy, the functional over the structural, and authentic materials over fabricated materials. 

Question 45

This method focuses on the use of authentic language to complete meaningful tasks in the target language. Assessment is primarily based on task outcomes (the appropriate completion of real-world tasks) rather than on accuracy of prescribed language forms.

Answer 45

Task-based approach

Question 46

What method do these techniques belong to?: Translation of a literary passage, reading comprehension question, antonyms/synonyms, deductive application of rules, cognates, fill-in-the-blanks exercise, memorization, use words in sentences

Answer 46

Grammar-translation method

Question 47

What method do these techniques belong to?: Reading aloud, question and answer exercise, getting students to self-correct, conversation practice, fill-in-the-blanks, dictation, map drawing, paragraph writing

Answer 47

Direct method

Question 48

What method do these techniques belong to?: Dialogue memorization, backward build-up, repetition drill, chain drill, single-slot substitution drill, multiple-slot substitution drill, transformation drill, question-and-answer drill, use of minimal pairs, complete de dialogue, grammar game

Answer 48

Audio-lingual method

Question 49

What method do these techniques belong to?: Sound-color chart, teacher's silence, peer correction, rods, self-correction gestures, word chart, fidel charts, structured feedback

Answer 49

Silent way

Question 50

What method do these techniques belong to?: Classtoom set-up, preipheral learning, positive suggestion, choose a new identity, role-play, first concert, second concert, primary activation, creative adaptation

Answer 50

Suggestopedia

Question 51

What method do these techniques belong to?: Using commands to direct behavior, role reversal, action sequence

Answer 51

Total Physical Response

Question 52

What method do these techniques belong to?: Authentic materials, scrambled sentences, language games, picture strip story, role-play

Answer 52

Communicative Approach

Question 53

What method do these techniques belong to?: Information-gap task, opinion-gap task, reasoning-gap task, unfocused tasks, focused tasks, input-providing tasks, output-prompting tasks

Answer 53

Task-based approach