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Pedagogy II > Test #2 > Flashcards

Test #2 Flashcards

1
Q

What are the 3 phases of the Response Process?

A
  1. Explore the text
  2. Generalize beyond the text
  3. Establish a personal connection with the text
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2
Q

How does the RP differs from traditional WH questions in understanding a text?

A

Enables students to go beyond literal understanding of a text and arrive at a deeper, more meaningful understanding.

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3
Q

How the RP questions differs from traditional comprehension questions? (3)

A
  • Make the student take time to make sense of and react to a text
  • No right or wrong answers
  • Students construct meaning by exploring it individually and with others
  • Make personal links by by relating it to their reactions, impressions, opinions, experiences, interests, thoughts, interpretations, questions, reflections, feelings and concerns.
  • Go beyond the literal interpretation of the text
  • Using a response process enables students to go beyond a literal understanding of a text and arrive at a deeper, more meaningful one.
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4
Q

What are the type of text and how do you determine the appropriateness of a text type-wise?

A

Popular texts include popular culture and everyday life. (Ex: teen magazines, songs)

Literary texts include children’s and young adult literature (ex: novels, illustrated books)Information-based texts are

Teacher should consider student’s age, interest and language level.

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5
Q

How do you determine the appropriateness of a text authenticity-wise?

A

Materials that reflect natural speech or writing as used by native speakers are authentic.
Teacher-made or adapted material may qualified as authentic if they resemble real world texts the students will encounter.

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6
Q

What is the issue with the use of authentic text?

A

Quantity of unfamiliar language that they can put before the learner.

Does it remain authentic if it is adapted to lessen barriers to comprehension?

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7
Q

How do you determine the appropriateness of a text difficulty-wise?

A

Adapted to the student’s language abilities.

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8
Q

Who are prompts aimed for?

A

CORE, less proficient/autonomous/experienced students

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9
Q

Who are guiding questions aimed for?

A

EESL, more proficient/autonomous/experienced students

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10
Q

What is a good prompt to explore the text? (3)

A

I noticed that…
I’m having trouble understanding…
I find…very interesting

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11
Q

What is a good guiding question to explore the text? (3)

A

What makes you think that?
Why was the text believable/unbelievable?
What surprised you in the text?
What informations in the text support your idea?

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12
Q

What is a good prompt to generalize beyond the text? (3)

A

I believe that…
I wish we all could…
If this happened in our community…

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13
Q

What is a good guiding question to generalize beyond the text? (2)

A

Do you know of any other places where this problem exists?

If you were asked to do something about this situation, what would you do?

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14
Q

What is a good prompt to establish a personal connection with the text? (3)

A

I agree/disagree with…because…
I wonder if…
That part makes me think that…

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15
Q

What is a good guiding question to establish a personal connection with the text? (3)

A

How did the events remind you of something in your own life?
How would you do it differently?
How did the text make you feel?

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16
Q

Name 5 characteristic of a good question?

A
  • Require students to take a stand
  • Are respectful of others and their opinions
  • Are engaging and thought-provoking
  • Make each student stop and think
  • Are open-ended
  • Focus on the text
  • Use vocabulary that students can understand
  • Have more than one answer supported by the text
17
Q

What is the MELS definition of Focus on Form?

A

Refers to communicative teaching that draws the students’ attention to the forms and structure of the English language within the context of the interactive classroom.

The form of the language includes the organization components of a language and the systematic rules that govern their structure.

18
Q

What is focus on form really focussing on? (3)

A
  1. The task: communicative needs of the task
  2. The MELS ESL program: language repertoire and language conventions
  3. The student: especially spontaneous focus on form when a student asks a question about grammar or in response to student-errors
19
Q

Why is focus on form necessary?

A

To achieve accuracy as well as fluency

20
Q

How can teacher improve writing accuracy?

A

In monitoring their students as they perform the writing process.

21
Q

What allows transfer to knowledge?

A

Repeated practice (not drills)

22
Q

What is the effect of contextualized grammar and vocabulary activities can be viewed?

A

Enables the student to accomplish more complex closure activities.

23
Q

On what should an activity focussed on form both focus on (as a pendulum)?

A

Grammar/accuracy
&
Meaning/fluency

24
Q

How does focus on form differs from traditional grammar drills?

A
  • FOF does not interrupt the natural flow of a communicative task
  • FOF is closely linked to students’ needs to carry out the task
  • FOF is not done in an isolated fashion
  • FOF draws the student’s attention to structures in situations where the primary focus is meaningful communication.
  • FOF Never discourage risk-taking
25
Q

How does planned focus on form take place?

A

Provides access to resources
Monitors the writing process
Presents brief explanation or mini-projects
Interactive grammar activity

26
Q

How does spontaneous focus on form take place?

A

Corrective feedback
Brief impromptu explanation or mini-lessons
Answering questions

27
Q

What are the strategies to give focus on form?

A
  1. Design activities with repetitive features
  2. For oral exchanges, model the language on the board and leave it there as reference point.
  3. For writing tasks, provide examples of a finished product. Model the language, especially key phrases.
  4. Draw explicit attention to difficult points.
  5. Provide oral interaction activities (pairs, groups, coop) which highlight grammatical usage

Pedagogy II (1 decks)

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