Tesl 32 M And D

Front 1

Key Visuals

Back 1

Refers to visual aids, such as graphs, charts, slides and other visuals used to support content area teaching.

Front 2

Rods

Back 2

"AKA Cuisinaire Rods, Algebircs"
They are wooden blocks of different colours and sizes used for ESL instruction.

Front 3

3 Things to Consider when helping Mainstream Students

Back 3

1. Language skills Needed
2. The content-area skills that will interrelate with the language skills.
3. The cognitive skills that are necessary to preform the tasks in the lesson.

Front 4

How "Key Visuals" Help

Back 4

1. Presenting content clearly and directly.
2. Simplifying cognitively demanding information.
3. Organizing content at the start of a lesson.
4. Focusing on the core content of the lesson.
5. Facilitation pre-teaching, such as introduction of new or difficult vocabulary.
6. Providing material for practise activities.
7. Focusing attention and motivation
8. Allowing for review

Front 5

Mohan's Six Areas of Skill Development

Back 5

1. Description
2. Sequencing
3. Choosing
4. Classifying
5. Developing Principles
6. Evaluating

Front 6

A "Sammy" Picture

Back 6

- A side view picture of the human face and position of the mouth, tongue and lips. Used for pronunciation.

Front 7

8 stages of a project according to Fried-Booth.

Back 7

1. Stimulus
2. Definition of the project objective.
3. Practice of language skills
4. Design of written material
5. Individual, pair or group activities.
6. Gathering and collecting information
7. Organization of Materials
8. Final Presentation.

Front 8

M.U.D.

Back 8

Multi User Domains

Front 9

Characteristics of good visuals

Back 9

- attractive
- bold and clear
- motivational and bring outsid interest into class
- adaptabel to many language levels and various teaching objectives
- suitable for your students' age, interests and experiences and will be enjoyed by them.
- large enough to be clearly visible to everyone in the class or group
- Simple without lots of detail, unless you want to focus on detail.

Front 10

Drill

Back 10

A type of highly controlled oral practice in which students respond to a given cue.

Front 11

Comprehension-Based Video Activites

Back 11

- Work with language and content generated by the video

Front 12

Production- Based Video Activites

Back 12

Simulate students to genterate language, usually in the form of discussion and writing thru video media.

Front 13

Transformation Drills

Back 13

Drills that involve changing the structure of a sentence.
(eg. If asked in the positive, respond in the negative.)

Front 14

Cue Card Dialogues

Back 14

Dialogues which use cue cards instead of printed dialogue. The cue card gives instructions for performing a sequence of communicative acts.

Front 15

Mechanical Drills

Back 15

Controlled drills in which the teacher provides drill cues to which the students respond.

Front 16

Meaningful Drills

Back 16

Controlled drills in which teachers and students who understand the drill cues in order to understand.

Front 17

Repetition Drills

Back 17

The teacher's language is repeated with no change.

Front 18

Substitution Drills

Back 18

Drills in which student's respond to the drill by changing a word or structure in response to a prompt or cue from the teacher.

Front 19

Truth Principle

Back 19

Students must provide a response with a true statement about themselves if possible

Front 20

Open Dialogues

Back 20

A dialogue in which the teacher only provides half the dialogue. The student/students invent the other half.
~ Leads to practise in responding to converstaional cues.

Front 21

M.O.O.

Back 21

MUD, Object, Oriented
MUD- Multi, User, Domains