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SIDANG STUDY > Teaching Practice > Flashcards

Teaching Practice Flashcards

1
Q

How does an L1 learner acquire language?

A

An L1 learner acquires language through daily interactions and communication with parents.

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2
Q

How does an L2 learner acquire language?

A

An L2 learner learns in a classroom with limited real-life practice.

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3
Q

Why are L2 learners less motivated than L1 learners?

A

L2 learning is not always a necessity for communication.

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4
Q

How can teachers encourage learner autonomy?

A

By allowing choices, using real-life contexts, and promoting self-assessment.

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5
Q

What are the main differences between L1 and L2 learning?

A

L1 learning is natural and daily, while L2 learning is classroom-based and less immediate.

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6
Q

What are the similarities between L1 and L2 learning?

A

Both follow developmental stages, require readiness, and need meaningful practice.

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7
Q

How can teachers support L2 learners in classrooms?

A

By creating purposeful learning, relating lessons to real life, and providing feedback.

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8
Q

What are the VAK learning styles?

A

Visual, auditory, and kinesthetic learning styles.

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9
Q

How do visual learners learn best?

A

They learn best through images, charts, and reading.

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10
Q

What are some internal factors affecting learning?

A

Anxiety and motivation influence learning effectiveness.

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11
Q

What are external factors affecting learning?

A

Class setting, teaching style, and curriculum impact learning.

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12
Q

What is a syllabus?

A

A syllabus is a structured outline of a course.

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13
Q

What are key components of a syllabus?

A

Course content, objectives, assessments, teaching methods, and policies.

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14
Q

What are the types of syllabi?

A

Structural, functional, situational, task-based, content-based, and notional-functional.

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15
Q

What is the IRE classroom communication pattern?

A

It follows Initiation, Response, and Evaluation.

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16
Q

What is the IRF communication pattern?

A

It includes Initiation, Response, and Follow-up for natural conversations.

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17
Q

When should IRE be used?

A

It is useful for checking accuracy and reinforcing knowledge.

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18
Q

When should IRF be used?

A

It is useful for fluency-building and natural communication.

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19
Q

What is learner autonomy?

A

It is the ability of learners to take charge of their own learning.

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20
Q

How can teachers promote learner autonomy?

A

By encouraging inquiry, identifying learning styles, and using self-assessment.

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21
Q

What language does the Grammar Translation Method primarily use in class?

A

It uses the students’ first language (L1).

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22
Q

What is the focus of the Grammar Translation Method?

A

It focuses on translation and grammatical rules.

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23
Q

What is the main characteristic of the Direct Method?

A

It prohibits the use of L1 and emphasizes speaking.

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24
Q

How does the Audio-Lingual Method (ALM) teach language?

A

It uses repetitive drills and memorization.

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25
Q

What is the goal of Communicative Language Teaching (CLT)?

A

It focuses on real-life communication.

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26
Q

How does Task-Based Learning (TBL) teach English?

A

It uses English as a tool to complete tasks.

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27
Q

What is the teacher’s role in the Grammar Translation Method?

A

The teacher explains grammar and corrects translations.

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28
Q

What is an example of a CLT activity?

A

Role-playing real-life conversations.

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29
Q

Why do teachers blend different methodologies?

A

To meet students’ needs effectively.

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30
Q

What are learning outcomes?

A

They define what students should achieve by the end of a lesson.

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31
Q

Why are learning outcomes important?

A

They help teachers plan lessons effectively.

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32
Q

What are Can-Do Statements used for?

A

They describe specific skills students should achieve at each level.

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33
Q

What does PPP stand for in lesson planning?

A

Present, Practice, and Produce.

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34
Q

What does PDP stand for in lesson planning?

A

Pre-, During-, and Post-activity.

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35
Q

What is the difference between formative and summative assessment?

A

Formative is ongoing, while summative is at the end of a course.

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36
Q

Why is needs assessment important?

A

It helps teachers understand students’ prior knowledge and goals.

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37
Q

What are receptive skills in language learning?

A

Reading and listening.

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38
Q

What are productive skills in language learning?

A

Speaking and writing.

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39
Q

Why is pair work useful in language learning?

A

It provides more speaking opportunities.

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40
Q

What is the difference between fluency and accuracy?

A

Fluency is about natural speech, while accuracy is about correctness.

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41
Q

What is a rubric used for in assessment?

A

It defines quality expectations for student work.

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42
Q

What is self-assessment?

A

Students evaluate their own work.

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43
Q

What is an example of a constructed response assessment?

A

Writing an essay.

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44
Q

What is an example of a selected response assessment?

A

A multiple-choice test.

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45
Q

How do assessments help teachers?

A

They guide teaching and track student progress.

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46
Q

What is assessment?

A

It is the process of evaluating student learning, skills, and abilities.

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47
Q

What is the purpose of assessment?

A

It helps teachers understand student progress and adjust instruction.

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48
Q

When is diagnostic assessment used?

A

At the beginning of a course to identify prior knowledge.

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49
Q

What is formative assessment?

A

It provides feedback during learning to guide instruction.

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50
Q

What is summative assessment?

A

It measures overall learning outcomes at the end of a course.

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51
Q

What is performance assessment?

A

It requires students to demonstrate skills through tasks or projects.

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52
Q

What is self and peer assessment?

A

Students assess their own or each other’s work.

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53
Q

What are examples of assessments?

A

Tests, quizzes, essays, presentations, and projects.

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54
Q

How should assessments be planned?

A

Based on learning objectives to track progress and improvement.

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55
Q

Why use L1 for giving directions?

A

To ensure understanding without focusing on English.

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56
Q

When should L1 be used for explanations?

A

When introducing new or difficult concepts.

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57
Q

Why use English for classroom language?

A

To expose students to everyday English.

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58
Q

What is accuracy in language learning?

A

Speaking or writing without errors.

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59
Q

What is fluency in language learning?

A

Speaking or writing naturally without frequent corrections.

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60
Q

How can fluency be practiced?

A

Through role-plays and interviews.

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61
Q

What is circumlocution?

A

Describing a word without saying it directly.

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62
Q

How does personalization help learning?

A

It engages students through real-life experiences.

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63
Q

What are textbook adaptations?

A

Modifying activities to be more interactive or relatable.

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64
Q

What is realia in teaching?

A

Using authentic materials like menus or advertisements.

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65
Q

What is teaching?

A

The transfer of knowledge from teacher to pupils.

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66
Q

What is the modern teacher’s role?

A

A facilitator, mentor, and collaborator.

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67
Q

What is induction and closure skill?

A

The ability to start and end lessons effectively.

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68
Q

What is explaining skill?

A

The ability to clearly present concepts to students.

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69
Q

What is questioning skill?

A

The ability to ask meaningful questions to engage students.

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70
Q

What is variation stimulus?

A

Using different teaching methods to maintain student interest.

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71
Q

What is reinforcement skill?

A

Providing feedback and encouragement to students.

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72
Q

What is classroom management skill?

A

Managing student behavior and class activities effectively.

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73
Q

What is teaching small group and individual skill?

A

Adapting teaching methods for different group sizes.

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74
Q

What do learning outcomes define?

A

What students should be able to do by the end of a lesson or course.

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75
Q

What is the purpose of vocabulary activities?

A

To teach aspects of a word, such as form, meaning, and use.

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76
Q

How does a word search activity support learning outcomes?

A

It helps students recognize spelling, understand meaning, and practice writing.

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77
Q

What is formative assessment used for?

A

To monitor student progress and adjust teaching accordingly.

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78
Q

What is the purpose of summative assessment?

A

To evaluate overall achievement at the end of a unit or course.

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79
Q

Give an example of a formative assessment for free-time activity verbs.

A

Picture prompts for verbal descriptions.

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80
Q

Give an example of a summative assessment for vocabulary learning.

A

A multiple-choice test on appropriate vocabulary.

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81
Q

What are the three aspects of vocabulary assessment?

A

Form, meaning, and use.

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82
Q

What is passive vocabulary?

A

Words students recognize but do not actively use.

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83
Q

How can passive vocabulary be assessed?

A

Through reading and listening activities.

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84
Q

What is active vocabulary?

A

Words students can use in speaking and writing.

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85
Q

Give an example of an assessment for active vocabulary.

A

Role-plays or writing activities.

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86
Q

What is self-assessment?

A

A process where students evaluate their own learning progress.

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87
Q

Give one benefit of self-assessment.

A

It increases learner autonomy.

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88
Q

What is a common method for teaching vocabulary?

A

The Present-Practice-Produce (PPP) method.

89
Q

What are the three stages of the PPP method?

A

Presentation, practice, and production.

90
Q

What is implicit vocabulary teaching?

A

Teaching vocabulary indirectly through exposure in context.

91
Q

What is explicit vocabulary teaching?

A

Directly teaching word meanings, definitions, and word families.

92
Q

What are the two types of language input?

A

Listening and reading.

93
Q

What are the two types of language output?

A

Speaking and writing.

94
Q

Why is constructive feedback important?

A

It helps students identify strengths and areas for improvement.

95
Q

How can teachers encourage risk-taking in language learning?

A

By creating a safe environment where mistakes are seen as learning opportunities.

96
Q

What is the difference between high-frequency words and academic word lists?

A

High-frequency words are common in daily conversations, while academic word lists are used in formal and academic contexts.

97
Q

Why is learning collocations important?

A

It helps students use words naturally and fluently.

98
Q

Give an example of a controlled vocabulary activity.

A

Matching words to pictures.

99
Q

What are two vocabulary presentation methods?

A

Pictures and definitions.

100
Q

What do controlled activities help with?

A

Meaning, spelling, and pronunciation.

101
Q

How do matching activities help?

A

They connect words to definitions or pictures.

102
Q

What is the purpose of crossword puzzles?

A

To review vocabulary in a fun way.

103
Q

What do word family tables teach?

A

How words are formed.

104
Q

How does dictionary work help students?

A

It teaches word meanings and collocations.
Producing Vocabulary

105
Q

What is the goal of vocabulary production activities?

A

To move words from passive to active use.

106
Q

How do role-plays help?

A

They provide real-life speaking practice.

107
Q

Why are interviews useful?

A

They improve natural communication skills.

108
Q

What is realia?

A

Real-life objects used in class.

109
Q

Why use authentic materials?

A

To show real-world word usage.

110
Q

What is an example of authentic material?

A

A lemonade recipe.

111
Q

What is a benefit of dictation?

A

It helps with listening and spelling.

112
Q

How does Pictionary support learning?

A

It reinforces vocabulary through drawing.

113
Q

Why use a vocabulary wall?

A

To visually organize new words.

114
Q

What are the three aspects of grammar?

A

Form, meaning, and use.

115
Q

What does “Can you open the window?” mean?

A

A request or question about ability.

116
Q

How does context affect grammar use?

A

It determines formality and meaning.

117
Q

How is written communication different?

A

It is more structured and formal.

118
Q

What is a feature of spoken language?

A

It uses contractions and fillers.

119
Q

Why does spoken grammar omit words?

A

For faster, more natural speech.

120
Q

What should you check before using an activity?

A

Its learning aim.

121
Q

What is formative assessment?

A

Ongoing monitoring of progress.

122
Q

What is summative assessment?

A

Final evaluation of learning outcomes.

123
Q

Do students need grammar rules?

A

Yes, they help connect to their native language.

124
Q

Why is metalanguage important?

A

It helps students understand grammar better.

125
Q

Why are meaning and use important in grammar?

A

Grammar rules alone are not enough for communication.

126
Q

What does “I’m having lunch with an old friend” indicate?

A

It can show present action or future plans.

127
Q

What do communicative grammar activities focus on?

A

They help students use grammar in real-world contexts.

128
Q

What is a controlled activity in grammar learning?

A

It focuses on forming a specific grammatical structure.

129
Q

What is an open-ended activity?

A

It encourages broader language use.

130
Q

What are the three stages of the PPP model?

A

Presentation, Practice, and Production.

131
Q

How does deductive teaching work?

A

The teacher explains rules first, then gives examples.

132
Q

How does inductive teaching work?

A

Students analyze examples to find grammar rules.

133
Q

What is task-based teaching?

A

Students complete a task before learning grammar.

134
Q

Why is feedback important in grammar teaching?

A

It helps students improve and correct mistakes.

135
Q

What is corrective feedback?

A

It identifies and corrects grammar errors.

136
Q

What is positive feedback?

A

It praises correct usage and effort.

137
Q

How can teachers provide corrective feedback?

A

By guiding students to self-correct errors.

138
Q

How can online resources help in grammar learning?

A

They offer extra practice and interactive exercises.

139
Q

What are the criteria for assessing conversations?

A

Accuracy, fluency, appropriacy, comprehensibility.

140
Q

What additional categories can be included in a speaking rubric?

A

Creativity, organization, body language.

141
Q

Why is self and peer assessment useful?

A

It helps students reflect on strengths and weaknesses.

142
Q

How can teachers create a relaxed atmosphere for speaking assessments?

A

By asking warm-up questions and sharing criteria

143
Q

What is the main focus in pronunciation assessment?

A

Comprehensibility.

144
Q

What should low-level students focus on in pronunciation?

A

Phonemes that affect comprehension.

145
Q

What should advanced students focus on in pronunciation?

A

Intonation, stress, and connected speech.

146
Q

What activity helps assess contrasting phonemes?

A

Phoneme contrast.

147
Q

What activity helps assess vowel pronunciation?

A

Vowel and diphthong practice.

148
Q

How can word stress be assessed?

A

By practicing syllable stress in words.

149
Q

What activity helps students practice sentence stress?

A

Contrastive stress exercises.

150
Q

What is an effective way to assess intonation?

A

Intonation pattern activities.

151
Q

What are communicative functions?

A

Language used for actions like requesting and complaining.

152
Q

Give an example of a request.

A

“Can you call me about the project?”

153
Q

What is formulaic language?

A

Common fixed phrases in communication.

154
Q

What is circumlocution?

A

Describing something in other words.

155
Q

What is metalanguage in pronunciation?

A

Terms like consonant, vowel, and intonation.

156
Q

What are suprasegmental pronunciation features?

A

Stress, connected speech, intonation.

157
Q

What activity helps with stress and intonation?

A

Using songs and poems.

158
Q

What is an intensive listening strategy?

A

Listening for specific details and recognizing word patterns.

159
Q

What does extensive listening involve?

A

Predicting, making inferences, and listening for main ideas.

160
Q

What is a two-way listening strategy?

A

Asking for repetition, clarification, and confirming understanding.

161
Q

Why is practicing listening strategies important?

A

It improves students’ listening skills and communication.

162
Q

What is top-down listening?

A

Using background knowledge to understand the main idea.

163
Q

What is an example of a top-down listening activity?

A

Listening to a story and writing a title.

164
Q

What is bottom-up listening?

A

Focusing on specific words, grammar, and sounds.

165
Q

What are pre-listening activities for?

A

Activating background knowledge and predicting content.

166
Q

Give an example of a pre-listening activity.

A

Discussing pictures before listening to a story.

167
Q

What is the purpose of during-listening activities?

A

To help students focus on key details while listening

168
Q

What is an example of a during-listening activity?

A

Completing a cloze activity.

169
Q

What do post-listening activities help with?

A

Critical thinking and making inferences.

170
Q

What is an example of a post-listening activity?

A

Summarizing the audio content.

171
Q

What is intensive listening?

A

A detailed focus on specific skills using bottom-up processing.

172
Q

What is extensive listening?

A

Listening for fluency and enjoyment using top-down processing.

173
Q

How can teachers give effective feedback?

A

By being supportive and providing specific improvement tips.

174
Q

What is a feedback strategy for sound issues?

A

Explaining differences in vowel sound length.

175
Q

How can students improve their listening comprehension?

A

By listening for stressed words and key phrases.

176
Q

What is an example of a sound system activity?

A

Listening and repeating words or sentences.

177
Q

What is the purpose of sound discrimination activities?

A

To distinguish between similar sounds.

178
Q

Why is stress and intonation practice important?

A

It improves pronunciation and comprehension.

179
Q

What is an example of a meaning-focused listening activity?

A

Matching pictures to conversations.

180
Q

What is an inference-based listening activity?

A

Guessing meaning from implied information.

181
Q

What is an example of applying listening information?

A

Filling in a chart based on a phone message.

182
Q

Why should students practice both top-down and bottom-up listening?

A

Because different situations require different skills.

183
Q

How can teachers make listening activities more engaging?

A

By using visual aids and interactive exercises.

184
Q

Why is background knowledge important in listening?

A

It helps predict and understand spoken content.

185
Q

What should students do if they don’t understand something while listening?

A

Ask for repetition or clarification.

186
Q

What is an example of an authentic listening material?

A

A recorded weather report from TV or radio.

187
Q

How should teachers handle unfamiliar vocabulary in realia?

A

Write words with definitions or drawings on the board.

188
Q

When should teachers avoid using an authentic material?

A

When it contains too many unfamiliar words.

189
Q

How can dialogue practice be made interactive?

A

By using choral repetition and pair work.

190
Q

What is a retelling activity?

A

Students rewrite or retell a textbook story.

191
Q

How can sentence strips improve listening?

A

Students reorder them to form dialogues.

192
Q

What is an example of a critical thinking listening activity?

A

Discussing the advantages of winter sleep.

193
Q

How can students track their extensive listening?

A

By keeping a listening log.

194
Q

How do online resources help with listening skills?

A

They offer varied and practical listening experiences.

195
Q

Why is extensive listening beneficial?

A

It improves fluency and enjoyment in language learning.

196
Q

What is decoding in reading?

A

Understanding how written symbols represent sounds and words.

197
Q

What are two key approaches to decoding?

A

Matching letters to sounds and recognizing whole words.

198
Q

What should fluent readers focus on?

A

Both decoding and understanding meaning.

199
Q

Why is recognizing genre important?

A

It helps predict text structure and purpose.

200
Q

What is bottom-up processing?

A

Reading by focusing on vocabulary, grammar, and details.

201
Q

What is top-down processing?

A

Understanding the general idea using background knowledge.

202
Q

What is interactive processing?

A

Combining bottom-up and top-down strategies.

203
Q

What is extensive reading?

A

Reading longer texts for general understanding.

204
Q

What is intensive reading?

A

Reading for specific details and information.

205
Q

How does extensive reading help fluency?

A

It uses top-down processing.

206
Q

How does intensive reading help comprehension?

A

It combines bottom-up and top-down processing.

207
Q

What is scanning in intensive reading?

A

Looking for specific information like names or dates.

208
Q

What is skimming in extensive reading?

A

Quickly identifying the main idea of a text.

209
Q

Why should teachers teach reading strategies?

A

To help students know when to use them effectively.

210
Q

How can students balance top-down and bottom-up reading?

A

By predicting first, then focusing on details.

211
Q

What type of skill is writing?

A

Writing is a productive skill.

212
Q

Why is writing important for students?

A

It helps with studying abroad and international work.

213
Q

What must writers consider before writing?

A

Purpose, audience, and genre.

214
Q

What does writing communicate?

A

A message in context.

215
Q

What is genre in writing?

A

The type of text, like a letter or shopping list.

216
Q

What is formulaic language?

A

Set phrases used in specific writing genres.

217
Q

Why does writing need accuracy?

A

It lacks non-verbal cues unlike speaking.

218
Q

What is the first step in the writing process?

A

Idea generation through brainstorming

219
Q

What happens in the planning step?

A

Organizing ideas using outlines or notes.

SIDANG STUDY (6 decks)

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