Reading...
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156 Cards in this Set
- Front
- Back
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websties Celestina says everyone should check out:
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i. Dave's ESL cafe
ii. Randall's Listening... iii. one reading website a) “West Coast Reader” is excellent iv. CBC Ottawa ESL v. Spreeder.com (speed reading) |
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Interaction
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A. The collaborative exchange of thoughts, feelings, or ideas between two or more people, resulting in a reciprocal effect on each other
i. From the very beginning of language study, classrooms should be interactive ii. Important: Usually, the higher the proficiency level you teach, the more you can venture into the upper, referential end of the continuum |
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Bloom's Taxonomy (220 in Brown) - 7 categories of questions
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for teaching, testing, asking questions. Multipurpose!
Types of questions: Knowledge - factual answers, test recall/recognition Comprehension - interpreting, extrapolating Application - applying info heard or read to new situations Inference - making conclusions not directly stated in instructional materials Analysis - breaking into parts, relating parts to whole Synthesis - Combing elements into new pattern Evaluation |
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display vs referential questions
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Display - Qs that attempt to elicit information already known by T
Referential - request info not already known by questioner |
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group work advantages
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Shy students might be given a role and have to speak
More natural and realistic Students more invested in listening Student speaking time increased Creates classroom culture |
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Group work disadvantages
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Students can hide
Students might not understand the task Might had difficulty understanding each other can go off topic Students might revert to their native tongue confident students might overwhelm shy ones |
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Words/ phrases to use in groupwork
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Agree with others:
I agree with ____ That's a good point... I agree with ___'s point... s/he's right... I think ___ has the right idea... disagree I'm afraid I don't agree... I'm sorry, but I have to disagree... I disagree with... No, I don't think that's true... I see your point, but,.. I see your point, but... Perhaps you're right about ___, but I can't agree with you on... don't assume Ss have the competence to perform discourse without equipping them! |
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FOR SURE ON FINAL EXAM: “Ideas worth stealing and Ahas” sheet
Name Three ideas, description and source (person teaching) |
Micayla: Using paper cut outs to demonstrate meaning while talking. She held up the happy face, printed in colour, while saying she liked chocolate. She then pointed to the picture of chocolate on the board, which is also labelled. She provided examples after. She then put the pictures of the smiley and frowny faces on the board next to the sentences that correspond to their meaning.
Amanda: "How many of you wanted to make a new friend but didn't know what to say?" Using a motivating statement that is motivating OUTSIDE of the confines of ESL. Common problem even if you know the language very well. Asking questions. CarlyAnn: Had Ss talk about very silly pictures. Didn't require Ss to be extroverted but still engaged humour. Also had them work together to talk about the pictures. |
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LO guidelines
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i. Timing is always a condition
ii. Criteria is almost always a number iii. Whatever you give a student is a “condition” a) i.e. Open book, using a map, etc A. be sure to state whether the Ss will do the task individually, in pairs, in a group, or as a class |
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linguistic vs pedagogic
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a) linguistic (for teachers)
b) pedagogic (for students) |
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book sorting notes
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a) the “stories from around the globe: book is for reading even though it should be multiskill
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Ch 15 classroom management:
Make your classroom more comfortable... P 242 “YOU may be powerless to control some of the above ...” |
- classroom is neat, clean, orderly
- chalkboards erased - Chairs arranged in a U (Ss should see each other!!!) - bulletin boards - free of external noises - accoustics in class are tolerable - Heating/cooling systems work Sometimes: no air conditioning, Flourescent lights flicker, outdoor attract bugs, kids gather and play |
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Notes for boardwork
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a) Use lower case
b) black is main colour – other colours for emphasis c) a picture is worth a thousand words |
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Voice projection
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beginners, slow down a little but not silly. Clear articulation is more important.
don't use idoms |
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nonverbal communicatoin (ch 15)
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- confidence
- optimism, warmth in face - facial and hand gestures - not not bury yourself in notes and plans - frequent eye contact - do not plant feet - move around - follow rules of distance and touching for culture of Ss - dress appropriately |
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Ch 15 teaching under adverse circumstances
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- learn names and use them
- get acquainted activities - pair and group work - listening comprehension activities - peer-editing - range of extra class work - don't collect all written work at the same time - set up small learning centres in class - informal conversation groups and study groups |
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dealing with cheating - ch 15
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ii. ask your principal/head teacher what the policy is if students get caught cheating
iii. once you know the policy, let the students know right away – before the first assignment or test. - minimize opportunities to cheat - did they think they did something wrong? - lower the pressure - get Ss to spread out as much as possible |
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who are you as a teacher
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I. Authority figure, confidante, parent – what are you? PLUS teaching styles closely related to roles p 251
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cultural expectations
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J. cultural expectations are a bit of a struggle between expectations for your country and the country your students come from.
i. Overseas, confirm to their cultural expectations ii. When we're here you have to be sensitive to other cultures but also ask them to conform to our expectations. iii. Take your cues from your adult students |
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Bell's solution for CM is GROUP WORK
How to privately rank your students by proficiency |
B.Have different group combinations (equal/cross-ability)
How to do it: - rank Ss from lowest to highest proficiency by number - Draw chart with colours on x axis and letters on Y - use your chart to put A's together, etc or put mixed ability groups together by colour Bell's solution for CM is GROUP WORK |
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Grammar Translation comments/questions
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i. Questions we have
a) Could this method hinder the S from learning English? As opposed to total immersion program? b) How long will Ss retain the language if they learn this way? c) Are some of the nuances of the language lost? ii. comments a) Cognates are good for listening/speaking b) Easiest for teachers who are ESL c) takes longer for students to learn to converse d) worry about students getting bored e) objective, easy to test f) good for beginners g) teacher must know the language of the classroom (i.e. All students are Italian, teacher must know English and Italian fluently) |
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The Direct Method comments/questions
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one very basic rule: NO TRANSLATION ALLOWED
you have to use the direct method if you don't know the native language i. questions a) does age play a huge role? Is it better for children as opposed to adults? b) Is this based more on speaking rather than other skills? c) Will the T end up speaking ungrammatically in this method? d) Will we simplify the language too much? e) Tied to the culture of the language? ii. comments b) Lots of realia d) would be difficult for Ts to use this method e) need to be prepared ahead of time – how to explain difficult concepts f) Rosetta stone uses this method g) Good for an artists T and Ss who are visual |
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Audio-lingual method
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ORAL BASED APPROACH
uses DRILLS (drill-based... if you see drills, it's ALM!) a) Could Ss fossilize the language? b) Can they develop fluency this way? c) Will Ss be unprepared for local variations of the language? d) How do you deal with the unexpectedness? e) Does it limit fluency/spontaneity? ii. Comments a) ORAL BASED APPROACH b) uses DRILLS (drill-based... if you see drills, it's ALM!) c) good for grammar d) could be hard for visual learners e) relevancy of the dialogue – amazing hoover vacuum cleaner? f) learning the intonation of words g) students can get away with improper pronunciation h) are they learning which words go where and why? i) will students actually understand the meanings? j) Choral aspect might be good for students who are shy k) good for really early beginners l) uses backwards build-up drill, substitution slot drills “in town... house in town ... cleanest house in town...” i. used roleplay to demonstrate both roles himself a) moves the bowtie to indicate character ii. The salesman selling vacuum cleaners iii. lots of repetition – as a group and individually a) moves from easy to more difficult (i.e. From “cleanest house in town” to “would you like to have the cleanest house in town?” iv. corrects pronunciation a) says the phrase again b) preventing bad habits v. class seems to be of various mixed languages vi. Encourages students to make hand gestures and get into it, makes it fun. The dialogue is also kind of funny. vii. Swaps out same sentence structure with different words of the same class viii. Don't see the printed word until the very end of the lesson!!`````````` a) reflects ALM principle that speech is more important to start with ix. homework was to memorize the dialogue perfectly and sell the vacuum cleaner to someone x. a process of habit formation: the more often it's repeated, the more habits formed, the more learning xi. repeat each phrase in turn xii. overlearning leads to automaticity xiii. lots of encouragement, positively reinforced work |
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The Silent Way
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i. Questions
a) are kids more accepting of the method? ii. Comments a) the sound-colour chart is confusing. Also a double edged sword but accounts for different ways we say the vowels b) students don't get the benefit of hearing from the teacher c) Might be a slow method d) counter-intuitive for the teacher e) colour is good for some Ss f) Maybe use elsewhere but not in Canada? g) Sounds awkward! You can't look to the teacher for direction h) promotes active learning – very difficult but involves learners. The student came up with it themselves Call it a game and use after a lesson, not exclusively? i. “The teacher works on the students while the students work on the language” ii. The teacher uses what the student already knows iii. students learn from one another iv. teacher doesn't model language but helps students develop “inner criteria” for language |
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Suggestopedia
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Lozanov
Desuggestopedia used to be called Suggestopedia Integration of the fine arts. Fine arts are key!!! c) Reciting to music is lame – too airy-fairy d) reflects the musical quality / intonation of our language e) students take on the character of the language f) Ss should be relaxed – learning can't take place if you're nervous g) is it disrespectful to people's cultural identities? h) Taps into the innate capacity of the brain (?) i. Relaxation techniques ii. reading a passage to classical music. Looks flaky. a) I am bored out of my mind watching this b) OK what's the difference between relaxed and bored? Can I learn while I'm sleeping? iii. Lots of props iv. “think of how easy English is going to be learning this way” - from the teacher a) REALLY stresses how easy it is v. used a game of throwing a ball to get students to change tense vi. teacher speaks confidently – they'll learn better, be more engaged |
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A. When students ask you for advice on how to improve their English they are asking you for strategies! If you can only give one answer...
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i. If you can only give a one-word answer, READ!!!!
a) improves vocabulary, grammar, sentence structure, etc b) doesn't matter what. |
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What are the 14 things good language learners do?
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1. Find their own way of taking charge
2. Organise info 3. are creative, develop a feel for language, experiment 4. MAKE THEIR OWN OPPORTUNITIES for practice 5. Learn to live with uncertaintiy 6. Use mnemonics 7. MAKE ERRORS WORK FOR THEM AND NOT AGAINST THEM 8. Use linguistic knowledge (i.e. from L1) 9. use contextual cues to help them in comprehension 10. learn to make intelligent guesses 12. Learn tricks to keep conversations going 13. Learn certain production strategies to fill gaps in their competence. 14. Learn different styles of speech and writing and learn to vary their language according to formality |
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informal vs formal personality checklists
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Informal: not scored or tallied, for discussion. Get into groups and compare answers. Summarize by explaining nothing is good or bad.
Formal: use with caution, usually culturally biased. Usually a product of the student's own self image. Can include left/right brain dominance and self-confidence vs anxiety. Make Ss aware of style tendencies. use these to capitalize on Ss assets. |
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Why is Meyers-Briggs a poor ESL test?
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a) might be skewed by language barrier
b) culturally biased to North Americans, not fair to ESL students. |
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10 ways of building teaching strategies
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1. lower inhibitions
2. encourage risk-taking 3. build self-confidence 4. help them develop intrinsic motivation 5. Promote co-operative learning 6. encourage right-brain processing (movies, etc) 7. promote ambiguity tolerance 8. help them use intuition 9. make mistakes work for them 10. get Ss to set their own goals |
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Strategy Inventory for Language Learning (test)
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Assessment test for learning strategies. Is it any good?
i. Better than Meyers-Briggs ii. uses leading questions to suggest learning strategies iii. uses positive statements |
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Should Ss develop their own strategies for success?
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YES
don't underestimate getting students strategically invested iii. be cognitively aware of strategies that will help then buy into it! a) One thing to be aware, another to do it. b) If they want to use flashcards, they have to use them! |
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Five major ways of integrating 4 skills
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i. Content-based instruction
ii. Task-Based teaching iii. Theme-based instruction iv. Experiential learning |
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content-based instruction
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integrates the learning of some specific subject matter content with the learning of a second language.
In this type of teaching, you are first and foremost teaching geography or math or culture; secondarily you are teaching English. Common in the public school system. Typing, pesticide application, aviation, janitor specific courses, etc... |
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Task-based teaching
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Specifies what a learner needs to do with the English language in terms of target tasks and organizes a series of pedagogical tasks intended to reach those goals.
priority is the functional purposes for which language must be used. Real-world tasks, such as “giving personal information in a job interview.” also called FUNCTIONS! What are other tasks/functions? Booking appointments ordering pizza relaying personal symptoms to doctor calling a taxi banking grocery shopping telling the barber what hair style you want. Doing taxes with accountant |
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Theme-based instruction
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Structures a course around themes or topics. E.g. Public health
b) use environmental statistics and facts for classroom reading, etc c) carry out research and writing projects d) have students create their own environmental awareness material (language experience approach) e) Theme of environment is very popular (but kind of done to death). Might be old news to us but new to them f) Arrange field trips the zoo, aquarium, grocery store, skating, swimming, science world, apple barn With environment theme: Wetlands, bird sanctuary, fishery g) conduct simulation games (291) have students decide what's going to be what with the materials you provide |
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Experiential learning
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Give Ss concrete experiences through which they “discover” language principles by trial and error, by processing feedback, by building hypotheses about language, and by revising these assumptions in order to become fluent.
two principles: 1. one learns best by doing, by active experimentation 2. Inductive learning by discovery activates strategies that enable Ss to "take charge" of their own learning progress |
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The Episode Hypothesis (from Integrating the Four Skills)
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Presentation of language is enhanced if Ss receive interconnected sentences in an interest-provoking epidsode rather than in a disconnected series of sentences.
The conversations use familiar settings and ordinary characters to whet the curiosity of the reader. Because the outcome is not clear, learners are motivated to continue reading and to become more involved in the content than in the language, therefore increasing its episodic flavour. |
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Language Experience Approach
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For english speakers who didn't learn to read and write properly
iii. They tell you a story (parameters may be set by teacher). should be about something that actually happened to them. iv. Ask them to tell story again slowly, step by step. take notes and formulate it into sentences. Give it to you the way they'd like to see it written v. go back and read story very slowly, one sentence at a time. Ask each time if that's how they want the story to be. Often they will revise and edit. vi. Read it through again – they can stop you at any time to change anything at all. vii. If you can: Go home and type it up, but don't change ANYTHING! viii. Put a piece of paper in front of them and get them to write out the story. ix. In the end, they have a story they have written! |
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Community Language Learning
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A. Respect learners as whole persons
i. “whole person learning” B. Example lesson i. thinking about your home where you lived in native country ii. writes down example words provided by students iii. students recite words chorally, teacher repeats after. a) Then offers them to individually ask for a word, and she'll repeat it as many times as they feel like. b) “Human Computer” iv. Asks them to write a sentence that describes their home v. asks students about how they felt about the lesson a) students said they felt comfortable vi. students should have responsibility for the language they want to work on. C. Notes: i. if the teacher does not remain at the front of the classroom, their threat is reduced ii. students control the human computer a) Ss learn to discriminate iii. Teacher corrects sentences by repeating them correctly in a non-threatening manner iv. Teacher demonstrated to each student that she understood the student's concerns D. Questions we have: i. What level can we do this method with? ii. What about SS who are anxious about speaking out loud? iii. Would it be hard to teach grammar in this method? E. Comments: i. Not good modelling for an ESL teacher to be writing in all caps ii. helps students take ownership of their learning iii. Adds relevance for Ss if theme is interesting iv. Could be good to use when you have Ss all from the same language group. v. Final activity: paraphrased rather than answered student questions. vi. The teacher's mannerisms were very empathetic vii. Teacher must be able to understand different accents so students will be comfortable |
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Principles for Teaching Listening skills (from ch 18, 6 things)
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1. Include a focus on listening in an integrated-skills course
2. Use techniques that are intrinsically motivating. (appeal to interests and goals) 3. Utilize authentic language and contexts (enable Ss to see relevance) 4. Carefully consider the form of listener's response 5. Encourage the development of listening strategies. (looking at key words, noverbal cues, getting the gist, guessing at meanings, etc). 6. ** Include both bottom up and top down listening techniques |
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Bottom-up listening techniques
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proceeds from sounds to words in grammatical relationships to lexical meanings, etc, to a final "message".
Focus on sounds, words, intonation, grammatical structures, and other components of spoken language. i. bottom up is “I don't know anything, teach me.” (children) in communicative context, don'w dwell too heavily on bottom-up because it could hamper the development of a learner's automaticity |
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Top-down listening techniques
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evoked from a bank of prior knowledge and global expectations and other background information that the listener brings to the text.
concerned with the activation of schemata, with deriving meaning, with global understanding, and with interpretation of the text. |
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why read journal articles?
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A. It's good to be able to justify why you do things the way you do.
i. In case you're asked, you have some authors and theorists you can spout off. B. Not everyone learns the same way, learn to teach people with different styles |
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Which should we value more: accuracy or fluency?
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Message vs language oriented. Depends on the context and the goals of the learners, but Brown concludes current approaches to language teaching lean strongly toward message orientation
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What makes speaking difficult? (ch 19)
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1. Clustering
2. Redundancy 3. Reduced forms 4. performance variables 5. Colloquial language 6. Rate of delivery 7. stress, rhythm and intonation 8. Interaction |
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Principles for teaching speaking skills (7 things from ch 19)
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1. focus on both fluency and accuracy, depending on your objective.
2. Provide instrincially motivating techniques 3. Encourage the use of authentic language in meaningful contexts 4. Provide appropriate feedback and correction 5. capitalize on the natural link between speaking and listening 6. Give Ss opportunities to initiate oral communication 7. encourage the development of speaking strategies a) asking for clarification (what?) b) asking someone to repeat something (would you repeat that please?) c) using paraphase for structures one can't produce d) appealing for assistance e) etc etc |
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An excellent book on North American pronunciation
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“Teaching American English Pronunciation”by Peter Avery and Susan Ehrlich
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Factors within learners that affect pronunciation and how we can deal with each of them (ch 19, 6 things)
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1. Native language
2. age 3. exposure 3. Inate phonetic ability 4. Identity and language ego 6. Motivation and concern for good pronunciation |
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TPR
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A. Emphasizes listening skill
i. babies make sense of the sounds it hears and chooses to speak when it is ready ii. linguistic input contains commands they can respond to. B. Video notes i. pulls items for cleaning the house out of the paper bag and acts some items out a) realia is important. ii. Repetition pointing to various items iii. acts things out to demonstrate a) then gets students to act the motions out with her – first one volunteer demonstrates, then everyone does it together. iv. draws on chalkboard for illustration v. instructions get more complicated vi. T does not seem to correct pronunciation; students don't have a lot of chances for errors! a) Might just repeat utterance vii. Writing introduced at the end viii. Homework is to study the commands C. Diane Larsen-Freeman's notes on video: i. language learning is more effective when it's fun ii. students will speak more later, then they are ready iii. teachers should be tolerant of errors. Ss should be proficient when they start honing accuracy. D. Questions we have: i. How is it used for more than just the imperative? ii. Can it be used for upper levels? E. Comments: i. Could be utilized at any level ii. memorable method iii. everyone looked like they were having fun iv. Requires a lot of memory work v. Ss have to give commands too vi. Students might only know one word for each idea (i.e. I cleaned my dishes, I cleaned my laundry, etc) |
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The "dos" of multiple choice testing
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- make all four alternatives approximately the same length
- Write a/an at the end of your stem if necessary - Ensure that all 4 alternatives plural OR all 4 are single - If you're going to create a MC section, have at least 10. Dont' have more than 20. |
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The "donts" of multiple choice testing
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- Don't give away the correct answer in the item stem (question)
- Don't use absolutes like “always, never, none” etc. - Don't give away the correct answer in a previous item - Don't have any kind of pattern in the correct answers |
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The "dos" of testing in general
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- Distribute tests fairly and have all students begin together. When handing out students, start at the back and hand out tests facedown. Back up and keep an eye on the students who have the test to make sure they don't turn them over.
- Monitor students while they are testing. Invigilate tests properly. - Tell students the time limit and give them some warning during the test - Dress appropriately - keep marks private - Ensure all tests have face validity and content validity - Ensure that you provide a space for students' names. |
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The "don'ts" of testing in general
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- Distract your students
- Let students mark their own tests - Let students do the teacher's job - Don't have multiple answers under one alternative |
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Testing guidelines
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A. Don't include irrelevant information
B. All alternatives should be grammatically consistent with the item stem C. items used to measure understanding can contain a little novelty in the context but too much novelty will distract the student too much D. All distractors should be plausible. i. Everyone knows you don't say goodbye when you see someone, so don't say it's how John greets his friend Carol E. Verbal associations between the stem and the CORRECT answer should be avoided F. the relative lengths of the alternatives should not provide a clue to the correct answer. Alternatives should be placed randomly between possible positions. G. Don't use “none of the above” or “all of the above” - too confusing H. Break any of these rules if you can provide a good justification |
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If you are not experienced, use a ______ marking scheme. (Opposite of holistic)
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Analytic
Everything is broken down into marks. Student starts with a grade of 100, then every mistake deducts a few marks with a maximum amount. |
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Tasks for beginner's writing exam
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write only individual sentences
2 marks per sentence is a good idea when we score the sentences, even if you did ask for a paragraph, only score/mark it at the sentence level. Don't expect coherency between the sentences. |
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Tasks for intermediate writing exam
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8-10 sentence paragraph
expect intro, body, conclusion. |
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Tasks for advanced writing exam
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3-5 paragraph essays (build up)
organization, grammar, content, etc. |
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How to score a writing test reliably
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The only way to get reliable results with writing is to get more than one rater and to be sure that the rating scale is explicit and made understood by the raters
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How to test ONLY writing and not other abilities
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Don't ask them to write things that they won't encounter in real life (like a play)
Don't ask for conversation about external knowledge (philosophy, world, etc.) Don't assume your ESL students want to study Canadian geography, etc. Have them write about things they know. Too much writing in the explanation and instruction makes it a test of reading. you must clarify your objectives or you will test too few or too many skills. Worse, you try to accomplish everything with one test. |
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How to write an essay question
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i. task – and give them enough details to help them.
ii. length (# of words or paragraphs) iii. write double-spaced on the lined paper provided. iv. Attach marking scheme |
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Types of alternate response questions
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i. True/False
ii. Fact/Opinion iii. Positive/Negative iv. Correct/Incorrect |
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Dont's of alternate response testing
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i. don't use broad general statements or trivial statements that are obvious
ii. Don't include two ideas in one statement iii. trivial statements that are obvious iv. negative statements and double negatives v. statements with lists where one thing may be true and one false vi. do not use trick items |
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Dos of alternate response testing
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i. Have approx equal number of answers
ii. keep items similar in length. iii. Only offer half a mark for each question iv. use for low intermediate v. short instructions (avoid the word “or” and use separate sentences to explain). |
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Writing matching questions
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8-10 premises
unequal # if responses and premises. Eliminate process of elimination brief items alphabetical order (must be neutral) Give the students rules on which words will be used and how many times. Keep language consistent – avoid mixing grammatical forms. Never have your students draw a line to connect all lowercase unless you're using proper nouns colour-code the sides to indicate they are homogenous |
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Writing short answer questions
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A. Tell students if spelling counts
B. specify if you want one word answers or full sentences. Usually point form is easiest/most consistent. |
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Item types and tasks for assessing speaking
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1. Imitative speaking tasks (repetition)
2. Intensive speaking tasks (read aloud, short translation, directed response) 3. Responsive speaking tasks (picture/map-cued elicitation of response) 4. Interactive speaking tasks (oral interviews, role play) 5. Extensive speaking tasks (oral presentations) |
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Listening macro skills
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i. listening for specific information, obtaining the gist, following directions, following instructions
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Listening micro skills
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i. tested through phonemes (particular phonemes – differentiate between “l” and “r”)
ii. sarcasm and different kinds of commands important iii. interpreting intonation, patterns, recognition of functions, differentiation between phonemes (similar linguistic sounds) |
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Principles of teaching listening
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a) good recording (no white noise)
b) when people speak we have redundancy c) don't mix up spoken and written language. d) Consider the topic and time conversation accordingly. Make it as natural as possible |
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Items used to test listening
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M/C, transcription,gap filling, following a map, short answer, alternate response
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Top two recommended websites from Celeste-tina
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i. Dave's ESL cafe
ii. Randall's ESL cyber listening lab |
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Definition of task
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the authentic use of language for meaningful communicative purposes beyond the language classroom
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Definition of activity
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May refer to virtually anything that learners do in the classroom. Includes role-plays, drills, games, peer-editing
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Every lesson should move from _____ to _____
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Controlled to free (teacher-centred to student centred)
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Advantages of CALL
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i. Recording pronunciation
ii. pictures iii. video iv. independent learning v. positive reception vi. develop other skills vii. instant feedback |
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Disadvantages of CALL
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i. relies on power, programs working correctly, etc
ii. distractions iii. missing teacher-student relationship iv. reliance on online dictionaries v. some Ss don't like it vi. can be repetitive vii. can remove spontaneity viii. Ss can cheat |
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Ways of using CALL
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i. collaborative projects
ii. peer-editing of compositions iii. e-mail iv. web page design v. reinforcement of classroom material vi. games and simulations vii. computer adaptive testing viii. speech processing ix. “pronunciation power” x. blogs xi. online research xii. BBC news xiii. Podcast/video blog xiv. Prezi xv. Skype xvi. social media xvii. online games |
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Types of technology that can be used in the classroom
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i. audio tapes
ii. videotapes iii. overhead projectors iv. power points v. computers vi. internet vii. Cds viii. DVDs ix. smartboards |
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Definition of "Procedure"
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the actual moment-to-moment techniques, practices and behaviors that operate in teaching a language according to a particular method.
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Ways to evaluate a textbook (not sure if on exam?)
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1. goals of the course
2. Background of the students 3. Approach 4. language skills 5. general content 6. quality of practice material 7 sequencing 8. vocabulary 9. General sociolinguistic factors 10. Format 11. accompanying materials 12. Teacher's guide |
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Know one reading website for exam
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www.mysterynet.com
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manipulative vs communicative
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manipulative = totally controlled by teacher
communicative = student responses are completely open ended and predictable. |
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definition of technique
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various activities that either teachers or learners perform in the classroom. Include ALL tasks and activities.
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UFV's policy on controversial topics (exam??)
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OK discussion starters: love, dating, arranged marriages, should homeless people sleep on park benches
NOT OK: cancer, HIV/AIDs is only ok in informational context, war, natural disasters, religion. |
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Brown on teaching multiple proficiency levels in the same class
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- Don't overgeneralize your assessment of Ss proficiency levels
- identify specific skills and abilities of each student in your class - offer choices in individual techniques - take advantage of learning centres and labs - plan group work accordingly |
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Effective praise...
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- genuine pleasure and concern
- verbal and nonverbal variety - is offered in recognition of noteworthy effort on difficult tasks - attributes success to effort - fosters intrinsic motivation - delivered without disrupting flow |
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The Principle of Autonomy
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In order for learners to become self-driven independent learners beyond the classroom, they must be fully aware of their own strenghths, weaknesses, preferences, and styles...
and to be able to capitalize on that metacognition though the use of appropriate action in the form of strategic options |
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how to lower inhibitions?
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guessing games, communication games, role plays, songs, skits, group work, laughing
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how to encourage risk taking
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praise ss for sincere efforts, extra class work to speak or write
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how to build self confidence in students
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tell Ss you believe in them, make lists of their strengths
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how to develop intrinsic motivation
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remind them of the rewards of learning english, describe jobs that require english, play down final exam
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how to promote cooperative learning
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direct ss to share knowledge, play down competition, work as a team
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how to encourage them to use right brain processing
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watch movies, have them read passage rapidly, skimmin, free writes, oral fluency
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how to promote ambiguity intolerance
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encourage questions, theoretical explanations simple and brief, occasionally translate explanation, do a few rules at a time
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how to help them use intuition
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praise good guesses, correct but don't explain, correct only selected errors
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how to make mistakes work FOR them
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record oral production and have s identify errors, do now always supply correct form, encourage ss to make lists of common errors to work on
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how to get Ss to set their own goals
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encourage work outside the classroom, give extra credit work, get ss to make time commitments at home
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experiential learning
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includes activities that engage both left and right braing processing, that contextualize language, that integrate skills, and that point toward authentic, real-world purposes.
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input vs intake
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input - aural reception of language that is just a little beyond the learner's present ability.
intake - that which is actually stored in a learner's competence. conversion from input into intake is the goal of teaching listening. |
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Types of listening performance in the classroom: reactive
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Listener is a tape recorder
brief choral or individual drills that focus on pronunciation |
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Types of listening performance in the classroom: intensive
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Ss can single out certain elements of spoken language
listen for cues, notice specific element of longer stretch of discourse, etc |
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Types of listening performance in the classroom: responsive
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elicit immediate responses. Ss must process teacher talk immediately and fashion an appropriate reply.
asking questions, giving commands, seeking clarification |
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Types of listening performance in the classroom: selective
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Ss can find important info in a field of potentially distracting information. Requires field independence.
speeches, media broadcasts, stories - Ss listen for names, dates, facts/events, location, main ideas, etc |
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Types of listening performance in the classroom: extensive
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top-down, global understanding
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Types of listening performance in the classroom: interactive
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includes all five types of classroom listening performance. Learners actively participate in debates, discussions, conversations, etc.
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Nine ways we can check listener's comprehension
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doing - responds physically
choosing - selects from alternatives transferring - draws a picture answering - answers questions condensing - outlines or takes notes on lecture extending - provides ending to a story duplicating - translates modeling - orders a meal after hearing it done conversing - engages in conversation |
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Listening strategies to encourage
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- look for key words
- look for nonverbal cues - predict a speaker's response by context - activate background info - guess at meaning - seek clarification - listen for the general gist |
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Match the corresponding method:
T's must know Ss' L1 read literature |
Grammar-Translation
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Match the corresponding method:
No translation allowed |
The Direct Method
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Match the corresponding method:
overlearn pattern practice |
Audio-lingual
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Match the corresponding method:
pattern practice Caleb Gattegno |
Silent Way
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Match the corresponding method:
Georgi Lozanov |
Desuggestopedia
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Match the corresponding method:
T's are "language counselors" |
Community Language Learning
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On the whiteboard:
black and blue are for... |
writing
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On the whiteboard:
red and green are for... |
highlight
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On the whiteboard:
How should you aid explanation |
use drawings/pictures
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On the whiteboard:
How should new words be written down? |
- sectioned off on one part of the white board for new words
- word class indicated in brackets. example: to fly (v) - stress is marked with a little box over the stressed syllable |
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On the whiteboard:
Things to remember when WRITING on the white board... |
- don't make writing too big or too small
- keep handwriting simple, avoid idiosyncrasies - use lower case - use colour and underlining for emphasis. |
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On the whiteboard:
How should it be laid out? |
- Plan lay out of language points, and raw lines vertically so you don't repeat words
- keep bottom section for new work, and rub it off when finished. |
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CLL stages of learning, as developed from COUNSELLING PSYCHOLOGY
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1. Embryonic
2. Kicking stage 3. Birth 4. Reversal 5. Independence |
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How to test speaking?
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Rating scales and check lists
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Two important factors that scales and checklists must include:
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- a list of skills or qualities most important to the job being done, which will serve as a guide to the observer as to what to watch for
- descriptions or explanations placed at various points along each scale to show the observer how work of a given quality would be rated. |
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Checklist (for testing speaking)
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- contains a full list of all the actions, whether desirable or not, that are part of S's performance
- Arranged in order in which you would expect them to occur - either check mark or yes/no |
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Test validity
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the extent to which the test results answer the questions that the test maker intended it to answer
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content validity
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a test has it if its contents are representative of the language skills, etc. that it is concerned with
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Face validity
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LOOKS like it measures what its supposed to measure
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Test reliability:
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likelihood of the score being the same if the same group takes the same test on a different occasion
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The three P's (ways of looking at assessment)
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Product
Process Progress |
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four types of achievement tests
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placement: Also "performative"
formative: while course in progess diagnostic: with Ss with learning difficulties summative: the final |
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Three domains
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Cognitive: head
Affective: heart Psychomotor: hand |
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criterion-referenced evaluation
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measures which are used to ascertain a S's status with respect to some criterion
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Norm-referenced evalutaiton
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Evaluation is based on comparisons of learner's performance iwth the performance of other learners in the group
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*A word on weighting
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The way various assessment components get included can be weighted on the bases of what the instructor feels is important
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How much time to allow for each type of question:
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MC = 1 min
AR = 30 secs SA = 1-2 min Matching = 2-4 mins for set Essay = 8-10 mins for small |
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Item (testing term)
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refers to an individual element within an assessment instrument. Commonly referred to as "questions," items often not, grammatically speaking, questions.
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Evaluation instrument
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test, quiz, exam, performance assessment, authentic assessment
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Stem (in testing)
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The given part of the item.
e.g. Enid has been here ____________ half an hour |
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Three common ways of organizing evaluation instruments
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1. item type : each item of the same type is grouped
2. Content area: Items dealing with the same content are located together 3. Power format: easy items come first on the test, gradually building to hardest at the end. |
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Extended essay response
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most common
multiple page answer Ss are allowed a wide latitude on their answer |
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Restricted response essay
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these items frame the task for S so that the answer is prescribed
specific elements are defined in stem |
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testing listening macro skills
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listening for specific information
obtaining the gist following directions |
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testing listening micro skills
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interpreting information patterns (for sarcasm, etc)
Recognition of functions (questions, commands, etc) Differentiation between phonemes (similar linguistic sounds) |
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Principles of listening tests
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use natural speech
note taking and then questions partial dictation Recordings are good, but live easier to hear no reason to deduct points for grammar errors except for advanced ss |
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Activities that develop accuracy work best with _____ groups
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equal-ability
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Activities that develop fluency work well with ____ groups
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multilevel
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How to set up groups so that every member must give input
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e.g. each person has a picture to describe
- each student has a picture from a story that's out of order. they have to describe their picture, then the group determines the correct order. - Can also be done with writing. EVeryone writes a description of their picture then sequences it as a group. - OR they can match caption with picture - same can be done with a story - OR each S memorizes or paraphrases a sentence, but one does not belong Ss can sit silently if they want in discussion |
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Bell ch 6: The major types of activity suitable for grouping by student ability (equal) are ...
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those relating to problem solving, sequencing, and process writing.
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Process writing (from Bell ch 6)
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Ss work as a small writing group.
- discuss ideas for topics - each S chooses subject with inspiration from group - follow up with problem solving discussion - first draft critiqued by other Ss. Author reads draft aloud. - T feedback important, esp for advanced Ss |
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Good tasks for cross-ability groups, as per Bell ch 6
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- Co-operative tasks!
discussion, board games, jigsaw groupings |
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According to Bell ch 7, equal ability pairs can do:
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information gap, puzzles and games, dialogues and role plays, interviews
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According to Bell ch 7, cross ability pairs can do:
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transcriptions, puzzles and games, information gaps, interviews, role plays
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Provide the model for creating "I" statements
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I feel ______ when you _____ because _____. I suggest that WE _____ . What do you think?
e.g. I feel very distracted when you come in late because then I lose my train of thought and have to look back at my notes and often I don't know where I am, which disrupts the class. |
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Glasser's problem solving method
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step:
1. be warm and personal, willing to get involved 2. Deal with the present behaviour (what did you do?) 3. Make a value judgement (Is it helping you/others? Is it against a rule?) 4. Work out a plan (What can you do differently? What do you need me to do to help?) 5. Make a commitment (are you going to do this?) 6. Follow up (Let's check later and see how the plan worked.) 7. No put-downs but do not accept excuses (Let's keep trying. I know things happen, but you made a plan. Do we need a new plan?) |
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** Name 3 programs we have UFV, what skills they develop, what level
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Pronunciation power 2 - beginner/intermediate. Pronunciation, sound differentiation.
Audacity - lets you see pitch, stress, intonation. Ultimate speed reader - advanced. for learning how to speed read. |
