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Midterm > Teaching English Speak, Writing, view > Flashcards

Teaching English Speak, Writing, view Flashcards

1
Q

SPEAKING IS A PRODUCTIVE __________.

A

AURAL/ORAL SKILL

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2
Q

IS A PRODUCTIVE AURAL/ORAL SKILL.

A

SPEAKING

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3
Q

SPEAKING CONSISTS OF PRODUCING ________ TO CONVEY MEANING.

A

SYSTEMATIC VERBAL UTTERANCES

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4
Q

Key contrasts in two productive macro-skills (van Lier, 1995)

A

SPOKEN LANGUAGE
WRITTEN LANGUAGE

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5
Q

SPOKEN LANGUAGE

A

Auditory
Temporary; immediate reception
Prosody (rhythm, stress, intonation)
Immediate feedback
Planning and editing
limited by channel

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6
Q

WRITTEN LANGUAGE

A

Visual
Permanent; delayed reception
Punctuation
Delayed or no feedback Unlimited planning, editing, revision

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7
Q

Background to the Teaching of SPEAKING

A

Behaviorism
Communicative Language Teaching

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8
Q

Audiolingual Repetition Drills

A

Behaviorism

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9
Q

familiarization with sounds and structural patterns

A

Behaviorism

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10
Q

: components of language with communicative activities

A

Communicative Language Teaching (weak)

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11
Q

learning through interaction

A

CLT (strong)

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12
Q

PRINCIPLES FOR TEACHING SPEAKING

A

(1) Be aware of the differences between second language and foreign-language learning contexts.
(2) Give students practice with both fluency and accuracy.
(3) Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk
(4) Plan speaking tasks that involve negotiation for meaning

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13
Q

The target language is not the language of communication in the society (e.g. learning English in Japan or French in Australia).

A

FOREIGN LANGUAGE (FL) CONTEXT

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14
Q

The target language is the language of communication in the society (e.g. English in the UK or Spanish in Mexico).

A

SECOND LANGUAGE (SL) CONTEXT

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15
Q

-the extent to which students speech matches what people actually say when they use the target language.

A

ACCURACY

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16
Q
  • the extent to which speakers use the language quickly and confidently, with few hesitations or natural pouses, false storts, word searches, etc
A

FLUENCY

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17
Q

(3) Provide opportunities for students to talk by using group work or pair work, and limiting teacher talk,

_________% of teacher talk in the classroom

A

50-80

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18
Q

Learner making progress by communicating in the target language because interaction necessarily involves trying to understand and make yourself understood

A

Negotiating for meaning

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19
Q

Negotiating for meaning

A

clarification
repetition
explanation

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20
Q

CLASSROOM TASKS for Speaking

A

INFORMATION GAP
ROLE PLAYS
JIGSAW ACTIVITIES
SIMULATIONS
CONTACT ASSIGNMENTS

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21
Q

Communication for social purposes.

A

INTERACTIONAL

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22
Q

Includes both establishing and maintaining social relationships

A

INTERACTIONAL

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23
Q

Communication to get something done

A

TRANSACTIONAL

24
Q

Includes both establishing and maintaining social relationships.

A

TRANSACTIONAL

25
Q

the act of observing or perceiving visual content, whether it’s through images, videos, or other visual media

A

VIEWING

26
Q

involves not just seeing images but also understanding them- interpreting their meaning, context, and the techniques used to create them

A

VISUAL LITERACY

27
Q

understanding the nuances, the subtext, and the power dynamics at play within visual representations

A

VISUAL LITERACY

28
Q

• meaning-making process of signs and symbols

A

SEMIOTICS

29
Q

BENEFITS OF TEACHING VIEWING & VISUAL LITERACY

A

helps us navigate the flood of images more critically

-helps us become more discerning consumers and creators of media

30
Q

STRATEGIES FOR TEACHING VIEWING & VISUAL LITERACY

A

Analysis of advertisements or

political cartoons

• Dissecting cinematography.

• framing, and editing techniques of films and documentaries

•Incorporating hands-on activities like creating collages or storyboards for deconstruction

31
Q

CHALLENGES

A
  • cultural differences in interpreting visuals
  • fast-paced nature of digital media
32
Q

IS A PHYSICAL AND MENTAL ACT.

A

WRITING

33
Q

THE PURPOSE OF WRITING IS TO ______

A

EXPRESS AND IMPRESS.

34
Q

WRITING IS BOTH A _______

A

PROCESS AND A PRODUCT.

35
Q

Background to the Teaching of Writing

A

contrastive rhetoric
expressivism
free writing
cognitivism
social constructionism
adjunct programs
principles eclecticism

36
Q

comparison of different types of writing in terms of organizational pattern

A

contrastive rhetoric

37
Q

students are encouraged to write freely and personally

A

expressivism

38
Q

writing on any topic for a specified period of time without concern for grammar, spelling, and punctuation

A

free writing

39
Q

critical thinking and problem solving are of greatest importance

A

cognitivism

40
Q

the language and form of writing arise from the target community

A

social constructionism

41
Q

specific writing and language issues related ti the content course were addressed here

A

adjunct programs

42
Q

encourages teachers to consider carefully the trends and ideas and choose which closely fits the needs of a classroom or student

A

principles eclecticism

43
Q

PRINCIPLES FOR TEACHING WRITING

A

(1) Understand your student’s reasons for writing.
(2) Provide many opportunities for the students to write.
3) Make feedback helpful and meaningful.
(4) Clarify for yourself, and for your students, how their writing will be evaluated.

44
Q

what is your justification for including this kind of writing?

What benefit do you think it has?

How do the skills learned in personal writing apply to other types of writing?

A

(1) Understand your student’s reasons for writing.

45
Q

(2) Provide many opportunities for the students to write.

When “_____” sessions are integrated regularly into your syllabus, students will become more comfortable with the act of writing.

A

practice writing

46
Q

If you write comments on students’ papers, make sure they understand the vocabulary or symbols you use;

A

3) Make feedback helpful and meaningful.

47
Q

Feedback should not entail “________” a student’s writing.

A

correcting

48
Q

(4) Clarify for yourself, and for your students, how their writing will be evaluated.

A

RUBRICS

49
Q

a scoring grid that elaborates the elements of writing to be evaluated

A

RUBRICS

50
Q

_____ provides descriptions of the writing quality across criteria.

A

Non-Weighted

51
Q

_____ breaks the writing skills into categories and sub-categories.

A

Weighted

52
Q

CLASSROOM TASKS: PROCESS WRITING

A

Brainstorming
Drafting
Wordmapping
Feedback
Quickwriting
Revising

53
Q

How can we support students?

A

• Provide information on the topic.
• Teach relevant vocabulary and grammar.
• Teach writing skills.
• Show students a model.

54
Q

SUMMARY of writing Webinar

A
  1. UNDERSTAND the question (information and essay type)
  2. THINK about what to say (brainstorm and research)
  3. ORGANIZE your information (prepare an outline)
  4. WRITE a first draft (writing models)
  5. EDIT, edit, edit… (first draft revised draft final draft)
55
Q

TIPS FOR ACADEMIC WRITING SUCCESS

A

Don Clyde Bhasy and Derek Mackrell National Geographic Learning

Midterm (8 decks)

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