Teaching English Speak, Writing, view

Question 1

SPEAKING IS A PRODUCTIVE __________.

Answer 1

AURAL/ORAL SKILL

Question 2

IS A PRODUCTIVE AURAL/ORAL SKILL.

Answer 2

SPEAKING

Question 3

SPEAKING CONSISTS OF PRODUCING ________ TO CONVEY MEANING.

Answer 3

SYSTEMATIC VERBAL UTTERANCES

Question 4

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

Answer 4

SPOKEN LANGUAGE
WRITTEN LANGUAGE

Question 5

SPOKEN LANGUAGE

Answer 5

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

Question 6

WRITTEN LANGUAGE

Answer 6

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

Question 7

Background to the Teaching of SPEAKING

Answer 7

Behaviorism
Communicative Language Teaching

Question 8

Audiolingual Repetition Drills

Answer 8

Behaviorism

Question 9

familiarization with sounds and structural patterns

Answer 9

Behaviorism

Question 10

: components of language with communicative activities

Answer 10

Communicative Language Teaching (weak)

Question 11

learning through interaction

Answer 11

CLT (strong)

Question 12

PRINCIPLES FOR TEACHING SPEAKING

Answer 12

(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

Question 13

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

Answer 13

FOREIGN LANGUAGE (FL) CONTEXT

Question 14

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

Answer 14

SECOND LANGUAGE (SL) CONTEXT

Question 15

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

Answer 15

ACCURACY

Question 16

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

Answer 16

FLUENCY

Question 17

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

_________% of teacher talk in the classroom

Answer 17

50-80

Question 18

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

Answer 18

Negotiating for meaning

Question 19

Negotiating for meaning

Answer 19

clarification
repetition
explanation

Question 20

CLASSROOM TASKS for Speaking

Answer 20

INFORMATION GAP
ROLE PLAYS
JIGSAW ACTIVITIES
SIMULATIONS
CONTACT ASSIGNMENTS

Question 21

Communication for social purposes.

Answer 21

INTERACTIONAL

Question 22

Includes both establishing and maintaining social relationships

Answer 22

INTERACTIONAL

Question 23

Communication to get something done

Answer 23

TRANSACTIONAL

Question 24

Includes both establishing and maintaining social relationships.

Answer 24

TRANSACTIONAL

Question 25

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

Answer 25

VIEWING

Question 26

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

Answer 26

VISUAL LITERACY

Question 27

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

Answer 27

VISUAL LITERACY

Question 28

• meaning-making process of signs and symbols

Answer 28

SEMIOTICS

Question 29

BENEFITS OF TEACHING VIEWING & VISUAL LITERACY

Answer 29

helps us navigate the flood of images more critically -helps us become more discerning consumers and creators of media

Question 30

STRATEGIES FOR TEACHING VIEWING & VISUAL LITERACY

Answer 30

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

Question 31

CHALLENGES

Answer 31

* cultural differences in interpreting visuals * fast-paced nature of digital media

Question 32

IS A PHYSICAL AND MENTAL ACT.

Answer 32

WRITING

Question 33

THE PURPOSE OF WRITING IS TO ______

Answer 33

EXPRESS AND IMPRESS.

Question 34

WRITING IS BOTH A _______

Answer 34

PROCESS AND A PRODUCT.

Question 35

Background to the Teaching of Writing

Answer 35

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

Question 36

comparison of different types of writing in terms of organizational pattern

Answer 36

contrastive rhetoric

Question 37

students are encouraged to write freely and personally

Answer 37

expressivism

Question 38

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

Answer 38

free writing

Question 39

critical thinking and problem solving are of greatest importance

Answer 39

cognitivism

Question 40

the language and form of writing arise from the target community

Answer 40

social constructionism

Question 41

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

Answer 41

adjunct programs

Question 42

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

Answer 42

principles eclecticism

Question 43

PRINCIPLES FOR TEACHING WRITING

Answer 43

(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.

Question 44

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?

Answer 44

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

Question 45

(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.

Answer 45

practice writing

Question 46

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

Answer 46

3) Make feedback helpful and meaningful.

Question 47

Feedback should not entail "________" a student's writing.

Answer 47

correcting

Question 48

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

Answer 48

RUBRICS

Question 49

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

Answer 49

RUBRICS

Question 50

_____ provides descriptions of the writing quality across criteria.

Answer 50

Non-Weighted

Question 51

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

Answer 51

Weighted

Question 52

CLASSROOM TASKS: PROCESS WRITING

Answer 52

Brainstorming Drafting Wordmapping Feedback Quickwriting Revising

Question 53

How can we support students?

Answer 53

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

Question 54

SUMMARY of writing Webinar

Answer 54

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)

Question 55

TIPS FOR ACADEMIC WRITING SUCCESS

Answer 55

Don Clyde Bhasy and Derek Mackrell National Geographic Learning