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201 Cards in this Set
- Front
- Back
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List of news not in the front page |
Index |
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The engraved printed page of the newspaper's name |
Masthead/Flag/Name Plate |
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The engraved printed headline next to masthead |
Banner Headline/Mother Headline/Head |
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Little boxes on the little side |
Ears |
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Page number, date of publication |
Folio |
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Placed below the Banner Headline |
Subheading/Sub Headline |
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Title of news |
Headline |
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Source or picture |
Credit Line |
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Name of writer |
Byline |
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On what page continues |
Jump Line |
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Caption of photo |
Cutline |
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The photo itself |
Cut |
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News that Foretells events |
Advanced/Anticipated News |
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Not important and can be delayed (BOY scouting) |
Soft news |
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Serious, timely, and important (SONA, Killings) |
Hard news |
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Unscheduled and on the spot |
Spot News |
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News that informs |
Straight News |
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Humorous feature items |
Brites |
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Dramatic events like sports, accident, war |
Action News |
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King of news-feature Analysis |
Depth News |
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Story behind a news story Longer than news story |
News Feature |
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News from a given beat |
Coverage News |
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Topic assigned |
Beat |
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Most important news |
Banner News |
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Uses an interjection or exclamatory sentence |
Astonisher Lead |
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Milder than Astonisher Short, explosive statement |
Punch Lead |
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Parody of well-known song, poem, lines |
Parody Lead |
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One-word |
One-word Lead |
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Quoting a common expression, verse, or epigram |
Epigram Lead |
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Speaker's direct words |
Quotation lead |
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Two extremes or opposites Sharper the contrast, the better the lead |
Contrast Lead |
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Starts with a quetsion |
Question Lead |
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Describes an event, a place, or event |
Picture Lead |
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Comparitively few descriptive words (Indirect) |
Descriptive Lead |
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Describes the setting of the news |
Background Lead |
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Seeks to give information |
Editorial of Information |
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Explains significance |
Editorial of Interpretation |
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Points the good and bad |
Editorial of Criticism |
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Praise |
Editorial of Tribute |
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Convinces the reader |
Editorial of Argumentation |
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Evokes smile and laughter |
Editorial of Entertainment |
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With Philosophy and no argument |
Editorial of Mood |
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Special day |
Special Occassion |
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Five Phases of Language Lesson |
PERspectiveSimulation InstructionalCLOsureFollow Up PERspectiveSimulation InstructionalCLOsureFollow Up PERspectiveSimulation InstructionalCLOsureFollow Up PERspectiveSimulation InstructionalCLOsureFollow Up PERspectiveSimulation InstructionalCLOsureFollow Up |
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Gives preview |
Perspective |
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Question |
Simulation |
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Main Activity |
Instructional |
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Seeking response |
Closure |
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Reinforces concepts/ introduce new ones |
Follow Up |
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Listen without judging/support others |
Therapeutic Listening |
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Listen to Learn |
Comprehensive Listening |
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Listen to Judge |
Critical Listening |
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Listen for enjoyment |
Appreciative Listening |
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Listening for specific part of input |
Listening selectively |
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Listening for specific information |
Listening for detail |
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Listening for main idea |
Listening for gist |
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To fill in gaps and draw conclusions |
Drawing Inferences |
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Extensive speaking activities |
Retelling a news event Oral Presentation |
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Intensive speaking |
Read Aloud |
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Interactive |
Small Group Discussions |
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Parrots back or imitate a word |
Imitative Speaking 1. Word repetition 2. Drills |
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Speaking performance that Practice some phonological and grammatical aspects |
Intensive Speaking 1. Direct Response 2. Read Aloud 3. Sentence Completion 4. Oral questionnaire 5. Picture-cued Tasks |
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Short replies Do not extend into dialogues |
Responsive Speaking 1. Q and a 2. Eliciting instructions 3. Paraphrasing a story or dialogue |
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Transactional Interpersonal |
Interactive speaking |
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carried out the purpose of exchanging specific information/ discoursing |
Transactional Dialogue |
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Maintaining social relationsips |
Interpersonal Dialogue |
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Intermediate to advanced levels |
Extensive Speaking 1. Monologue 2. Summaries 3. Speeches 4. Retelling |
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3 areas of knowledge when speaking |
1. Mechanics- use of right words2. Functions- speaking performance3. Sociocultural Norms- context of speaking 1. Mechanics- use of right words2. Functions- speaking performance3. Sociocultural Norms- context of speaking 1. Mechanics- use of right words2. Functions- speaking performance3. Sociocultural Norms- context of speaking |
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Knack |
Skillful way of doing; innate ability |
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Fillers |
Performance Variables |
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Spaniards commonly found difficult |
Native Language |
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Not part of PRESENTATION STAGE |
Teacher monitors and facilitates |
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Presentation Stage |
1. Teacher is informant. 2. Students listen. 3. Minimal activities |
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Practice Stage |
1. Teacher is monitoring/facilitating. 2. Students do most of the talking. 3. Meaningful and authentic practice |
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Production Stage |
1. Teacher is manager.2. Opportunities to use language. 1. Teacher is manager.2. Opportunities to use language. |
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Tier that is composed of everyday words familiar to students |
Tear 1 |
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Tier with High utility words in cross-curricular terms Vocabulary development |
Tear II |
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Domain specific academic vocab |
Tier III |
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5 Phases of Teaching Vocab |
1. Disposition - opening mind2. Integration- tapping prior knowledge3. Repetition- drills4. Interaction and Meaningful Use- use in social settings 1. Disposition - opening mind2. Integration- tapping prior knowledge3. Repetition- drills4. Interaction and Meaningful Use- use in social settings5. Self-instruction 1. Disposition - opening mind2. Integration- tapping prior knowledge3. Repetition- drills4. Interaction and Meaningful Use- use in social settings5. Self-instruction 1. Disposition - opening mind2. Integration- tapping prior knowledge3. Repetition- drills4. Interaction and Meaningful Use- use in social settings5. Self-instruction 1. Disposition - opening mind2. Integration- tapping prior knowledge3. Repetition- drills4. Interaction and Meaningful Use- use in social settings5. Self-instruction 5. Self-instruction |
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Fluency is about |
Accuracy Speed |
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PHASE 1 Curriculum Planning |
1. Identify learner needs. 2. Set goals and objectives. 3. Write Materials. 4. Write tests. |
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PHASE 2 Curriculum Implementation |
Curriculum Implementation 1. Instruct learners 2. Monitor and adapt Instruction 3. Write supplementary materials. |
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PHASE 3 Curriculum Evaluation |
1. TEST learners 2. Evaluate Curriculum 3. Plan changes |
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Text refers to |
1. Written 2. Oral 3. Visual |
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Heart and core of Language arts and Multiliteracies Curriculum |
Making meaning through language |
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The curriculum shall use: |
1. Constructivist2. Inquire-baed3. Reflective4. Collaborative5. Integrative 1. Constructivist2. Inquire-baed3. Reflective4. Collaborative5. Integrative 1. Constructivist2. Inquire-baed3. Reflective4. Collaborative5. Integrative 1. Constructivist2. Inquire-baed3. Reflective4. Collaborative5. Integrative 1. Constructivist2. Inquire-baed3. Reflective4. Collaborative5. Integrative |
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Start, Middle or end of terms Strengths and elimitating wekness |
Diagnostic Test |
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Measure applicants ability in language regardless if wala mo kadala u |
Placement Test |
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Discrete point testing BEHAVIORISM Bits of linguistic structures |
1. True or False2. Yes/No3. Phonemic Discrimination4. Mininal Pairs5. Paraphrase Recognition6. Response Evaluation7. Phoneme Recognition 1. True or False2. Yes/No3. Phonemic Discrimination4. Mininal Pairs5. Paraphrase Recognition6. Response Evaluation7. Phoneme Recognition8. Grammar9. Spelling 1. True or False2. Yes/No3. Phonemic Discrimination4. Mininal Pairs5. Paraphrase Recognition6. Response Evaluation7. Phoneme Recognition8. Grammar9. Spelling 1. True or False2. Yes/No3. Phonemic Discrimination4. Mininal Pairs5. Paraphrase Recognition6. Response Evaluation7. Phoneme Recognition8. Grammar9. Spelling 1. True or False2. Yes/No3. Phonemic Discrimination4. Mininal Pairs5. Paraphrase Recognition6. Response Evaluation7. Phoneme Recognition8. Grammar9. Spelling 1. True or False2. Yes/No3. Phonemic Discrimination4. Mininal Pairs5. Paraphrase Recognition6. Response Evaluation7. Phoneme Recognition8. Grammar9. Spelling 1. True or False2. Yes/No3. Phonemic Discrimination4. Mininal Pairs5. Paraphrase Recognition6. Response Evaluation7. Phoneme Recognition8. Grammar9. Spelling 8. Grammar 9. Spelling . Spelling |
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Intregative Point Testing COGNITIVISM2 or more components Intregative Point Testing COGNITIVISM2 or more components Intregative Point Testing COGNITIVISM2 or more components Intregative Point Testing COGNITIVISM2 or more components Intregative Point Testing COGNITIVISM2 or more components Intregative Point Testing COGNITIVISM2 or more components Intregative Point Testing COGNITIVISM2 or more components Intregative Point Testing COGNITIVISM2 or more components Intregative Point Testing COGNITIVISM2 or more components Intregative Point Testing COGNITIVISM2 or more components Intregative Point Testing COGNITIVISM2 or more components Intregative Point Testing COGNITIVISM2 or more components |
1. Cloze Task2. Summarizing3. Dictation4. Translation5. Essays6. Oral Intervirws7. Interview8. Rose Play9. Summarizing |
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Effecf of testing on teaching and learning |
Washback/backwash |
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Cognitive thinking |
Preparation |
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Concrete and with senses |
Empiricial |
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Gap of knowledge in Research |
Blank spot |
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Lack of understanding |
Blind spot |
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Fight or flight mechanism |
Physiological response |
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Metatext includes |
Includes comments and opinions |
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Barrier between actors and audience |
4th wall "Doing aside to audience" |
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Spectacle in play |
The Set |
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Races are set aside |
Color Blind Casting |
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Positive emotion |
Gaze |
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On the spot |
Impromtu |
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Little to No |
Extemporaneous |
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Cicero's Canon of Rhetoric |
1. Invention- discovery (versimilitude) 2. Pronunciation (delivery)- voice and body 3. Disposition- arrangement 4. Elocution (Eloquence)- style 5. Memory- retention |
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Lived with thieves for her book The Thief Lord |
Cornelia Funke |
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Testimonio |
Personal Experience |
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Bilingual education |
DECS Order 25, 1974 |
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UNIVERSAL KINDER LAW |
RA 10157 |
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Mother Tongue from K-3 |
RA 10533 |
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Lingua Franca of PH |
Filipino |
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Not a goal of K to 12 in language teaching |
To hone independent strategies thru prescribed tasks |
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K12 Language teaching is NOT |
Literature Based |
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Main character |
Protagonist |
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Villain/Opposed to Character |
Antagonist |
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Psychic |
Deuteragonist |
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Secret keeper |
Confidante |
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Contrast/to highlight the character of Main character |
Foil |
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Quality of Characters |
Dynamic Static Stock Symbolic Round |
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Changing and evolving |
Dynamic |
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Unchanging |
Static |
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Stereotype, Stepmom |
Stock |
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Represents a theme larger than themselves |
Symbolic |
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Sometimes kind, sometimes not |
Round |
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Where it started, it is there it will end |
Circular |
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Starts at middle |
In medias res |
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Without heroic qualities |
Ant-hero |
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No resolution |
Cliffhanger |
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Analepsis, seeing the past |
Flashback |
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Prolepsis, future |
Flashforward |
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Giving hint |
Foreshadowing |
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Any seemingly unimportant element that becomes significant later in the story |
Chekov's Gone |
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Misleading or false clue |
Red Herring (misdirect) |
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Unexpected situation brought in to resolve situations. |
Deux ex Machina |
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Not telling story , you only show important parts |
Telescoping |
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Fatal flow |
Hamartia |
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Hubris |
Excessive pride |
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Image of idea repeated throughout works |
MOTIF |
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Many conjunctions |
Polysyndeton |
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Variation of same root The powerless have the power to be powerful... |
Polyptoton |
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No conjunction |
Asyndeton |
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Phrase is at the beginning and end |
Epanalepsis |
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Same format "I love your cheeks rosy, body sexy, mama hot" |
Anastrophe |
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Repetition of words at the end |
Epistrophe |
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Contradiction that appears side by side |
Oxymoron |
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Contrasting in parallel, close structure Small step for man, giant leap for mankind |
Antithesis |
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Self contradictory statement that has truth Less is more |
Paradox |
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Saying the opposite of what is meant |
Irony |
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Repeat a word with different meanings |
Antanaclassis |
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Last word of a clause is the firsst world of next class |
Anadiplosis |
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Word at the beginning is also at the end |
Epanalepsis |
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Short successive lines that has the same beginning and end words |
Symploce |
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Repeating word in succession |
Epizeuxis |
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ABBA Pattern |
Chiasmus |
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Repeat the same idea in different words |
Tautology |
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Repeat words with same meaning (redundancy) |
Pleonasm |
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Increasing intensity |
Climax |
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Transpose two words in a phrase Forest old. There speak. |
Anastrophe |
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DO-S-V Here the bride comes. |
Hyperbaton |
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Subject and predicate transpose; verb comes first Here comes the bride |
Inversion |
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Succession in decreasing manner |
Anticlimax |
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Lackadaisical |
Uninterested |
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Write Off |
Downgrade |
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Dusk |
Chaff |
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Really cool |
Lit |
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Tadbalik Lodi |
Idol |
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Both ends are extreme in Cline |
Levitating Pleased Indifferent Annoyed Furious |
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The two Brothers in Egyptian |
Anpu and Bata |
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Karma |
Dushanta failed to recognize Shakuntala |
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Cruel Wall in Pyramus and Thisbe |
Hatred and love that brings them together |
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Equivocation is used (deception) |
Macbeth |
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Forest in Midsummer Nights Dream |
Chaos, wildness |
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Alunsina |
Creation myth |
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Alunsina is |
Lazy ,jealous, selfish |
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Write a summary lead in any appropriate form |
Tips in news story |
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Copious rules |
Too many |
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Interesting- student's personal lives |
Make a caricature... |
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As twig bend, so does the tree grow |
Planning |
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God |
Milton |
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Blind to the body Ambitious |
Icarus |
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Both written and spoken |
Transference |
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Properties of Language |
Displacement- Quality of Structure Dynamic Abritraries Recursiveness- different ways of saying Transference- write or spoken |
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Forsters positive environment |
Welcoming |
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Helps overcome anxiety, resentment, and resignation |
Accomodating |
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Enthusiasm adds to engagement |
Invigorating |
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Leads to confidence and appreciation of differences |
Valuing |
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Try new methods |
Evaluating |
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Language use in context |
Pragmatics |
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Words and forms |
Morphology |
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Large portion of language; cohesiveness |
Discourse |
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Clauses, sentences, grammar |
Syntax |
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Meanings and its kinds |
Semantics |
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Sound production and perception |
Phonetics |
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System of sounds |
Phonology |
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4 Cueing Systems |
GRASPS1. Graphophonemic- Print2. Semantic- Words and the World3. Pragmatic- purpose/functions4. Syntactic- language and its rules GRASPS1. Graphophonemic- Print2. Semantic- Words and the World3. Pragmatic- purpose/functions4. Syntactic- language and its rules GRASPS1. Graphophonemic- Print2. Semantic- Words and the World3. Pragmatic- purpose/functions4. Syntactic- language and its rules GRASPS1. Graphophonemic- Print2. Semantic- Words and the World3. Pragmatic- purpose/functions4. Syntactic- language and its rules GRASPS1. Graphophonemic- Print2. Semantic- Words and the World3. Pragmatic- purpose/functions4. Syntactic- language and its rules |
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Not grammatical No independent meaning |
Cranberry Morpheme Example: Refer Defer Infer |
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Portmanteau |
Blending |
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Created thru brand names of items |
Coinage/root creation Zipper, Xerox, Band-aid, Linoleum |
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From real characters |
Eponyms |
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Adding affix and forms new words |
Derivation |
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Removing affix |
Backformation |
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Shortening without changing the syntactic family |
Clipping/Shortening/TRUNCATION Microphone- mic Laboratory- lab Examination- exam |
