1. Name the steps the T takes to teach receptive skills and explain each :
Lead-in (to familiarize with the topic pre-teaching vocabulary, pre-listening, introduction to topic, discussion, pics etc.)
(optional) pre-task work: looking through worksheet, work on vocab, prediction etc.
setting the task (has to be set in clearly)
task: cd, video, text - Ss don't have to understand everything
feedback (checking if the task is done correctly) Ss to Ss, Ss to T,..
conclusion/ follow-up activities (tasks connected with the text) to do sth with the text
2. 6 EXAMPLES OF READING TASKS :
jumbled sentences
jigsaw reading -looping info.
Summaring? General questions
matching headlines with paragraphs
true/false
multiple choice questions, open-ended
3. Differences between authentic & non-authentic texts :
Authentic texts are written for native speakers (prepared). They should prepare Ss for real life reading. Non-authentic are specially written for teaching purpose. They present new grammar structures (which is repeated). Lg there is always correct & Ss have to understand everything, In non-authentic texts can appear mistakes & Ss don't have to know everything.
4. 4 ideas on how to make listening more effective :
ensure that Ss know what to do before the task
give Ss as useful & interesting tasks as its possible
let Ss compare their answers before checking them
play the recording as many times as it's needed
5. Explain :
extensive reading : fluent, whole text for the 1st time -creating predictions & looking for general info an entire piece/ for pleasure/ on Ss' own
presentation texts : non-authentic texts presenting new grammar structures, new structures, vocab, functions, designed for lg lrns, concentrates on the lg , very word has to be understood.
no overt response to the listening passage : listening for entertainment (videos, films, songs)
accuracy-oriented activ. : activities in which correctness is the most important
fluency-oriented activ. : fluency, not correctness is the most important
jumbled text : sentences or paragraphs of the text are in wrong order
6. Your motto :
T is like a road sign. Ss need only clues to go further
7. 2 methods for introducing grammar (explain each) and give another names for them :
deductive (covert, explicit) - from rule to examples
inductive (covert, implicit) - from examples to rule
8. Which method with which Ss ?
deductive : weaker Ss
inductive : stronger
9. Model of introducing new grammar :
presentation / demonstration = lead-in
elicitation
explanation
accuracy reproduction
immediate creativity
10. 4 different kinds of drills : ??
cue- response drills
repetition??
situational ??
rejaher ??
meaniningful drills
cotrolled drills
11. 4 cons of drilling :
non-authentic
non-communicative
T-centered
words stay in short memory
12. 4 tips on how to make drills more effective :
make them interesting =lively, stimulate
let Ss drill with each other
use visual aids
no overuse drills
13. Explain :
implicit technique - from examples to rule
explicit technique - from rule to example
peer correction - Ss correct each other
overt technique = explicit technique
14. Differences between errors and mistakes :
errors : imperfect production caused by the lack of knowledge, `competence error'
mistakes : slips of the tongue, not caused by the lack of knowledge, “performance error”
15. 3 main causes of errors - explain :
overgeneralization (overused rules esp. by children)
negative transfer (from L1)
teacher induced errors (caused by the bad model of the T )
16. What's the key principle for responding to errors during speaking activities :
During fluency-oriented activities we should use delayed correction (after the speech) and during accuracy-oriented active. We should respond to mistake/error immediately.
17. 4 examples how T can show incorrectness :
repeating (could u repeat)
expressions (facial e, gestures)
questioning (other Ss)
echoing (phrase produced by a Ss)
denial (“it's wrong !!, u're stupid! “)
18. What types of errors are you familiar with :
lexical (vocabulary)
syntactic (grammar)
phonological (pronunciation)
global & local
interpretive/ receptive
productive/pragmatic
19. 3 ways of correcting mistakes in the class (who corrects?)
T-correction
self-correction
peer-correction
20. In eclectics how are errors perceived ?
Errors are part of the process of learning, they are its stage/step
21. Elements of the lesson plan (8)
topic
aims of the lesson
anticipated problems/solutions
stages
procedure
mode of interaction
aids
time
22. 4 ways of varying the lesson according to P.Ur
stir/settle activities
mood
organization
pace (varied)
mode & skills
difficulty
topic
active/passive
23. Explain :
skimming : reading for general info b) scanning : reading for detailed info
extensive reading : an entire piece/ for pleasure/ on Ss' own
jigsaw reading : pooling info -> 2 texts (different)
no-overt response to the listening passage - listening for entertainment
MAKING INFERENCES
24. 4 examples of TMM : posters, flashcards, pictures, copies with tasks
25. What are discovery technique and why are they used ?
Discovery techniques are used to force Ss to learn ; they have to figure out how lg works; e.g. we give Ss text and have to find new grammar structure and check how it works by themselves.
26. 6 techniques for presenting and practicing grammar :
time line
songs
personalization ?
charts
notes
presentation texts
Stories
Examples of lg
27. Mention 4 arguments for and 4 against drills :
provide security
trains Ss' short memory
flexible & convenient
T preparation isn't needed
T-centered
boring
non-authentic
-non-communicative
28. 6 techniques of testing grammar :
multiple choice
filling the gaps
find & correct mistakes
open-ended sentences
paraphrasing
translation
29. Name 6 receptive sub-skills to practice listening or reading :
skimming
scanning
extracting detailed info
guessing meaning from the context
recognizing patterns and functions
predictive skills
30. The top down approach to reading/listening utilizes the knowledge which is ….
The real life knowledge based on Ss' life and experience; “knowledge outside the text”
31. The bottom up approach to reading/listening utilizes the knowledge which is ….
The knowledge derived from the text; “knowledge outside the head”
32. “The going is more important than getting there' (Scrivener) refers to:
The truth that the most important is the process of performing the task - not the goal and its achieving
33. Grade the task not materials means that :
we should only grade tasks (from simple to more difficult) owing to it each tape will fit the tasks (also more advanced). Lower level smaller/ simpler task. Higher level more complicated, extended task
34. Which are fluency-oriented and which accuracy-oriented task?
ACCURACY ORIENTED
presentation text
intensive reading
FLUENCY-ORIENTED
extensive reading
listening/reading
35. Which technique are top-down and which bottom-up?
getting a gist of a sentence - TD
recognizing the topic - TD
selecting details (word recognition) - BU
finding the stressed syllables - BU
36. What are :
controlled drills -> T says drills & Ss repeat mechanically
meaningful drills -> personalized drills - responding to Ss' life, knowledge & experience
37. Main principles for planning the lesson according to Harmer :
coherence
flexibility
variety
tempo
balance
38. Ways of varying the lesson by P. Ur :
- stir/settle, mood, pace, organization, mode & skill, difficulty, topic, active/passive
39. Drills by Komorowska :
- Repeated grammar structures procedure :
the whole class repeats
small groups repeat
individual Ss repeat(T uses gestures & eye-contact - no command)
if there are problems - use of backchaining
40. Enumerate main components of class arrangement (3)
Variety
Coherence
Flexibility
41. Characteristic of disciplined class :
learning takes place
smooth cooperation (T-Ss)
Ss are motivated
T-charismatic = “authority”
T in control
it's quiet
T& Ss have the same goal
42. Differences between authoritarian T and authoritative one
Authoritarian = bossy, power from “above” Authoritative = respected model, obeyed bc is trusted
43. Gentle correction - explain :
It's nice correction, polite and/or descent way.
44. 2 extreme T roles :
Facilitator and controller
45. Code of conduct by Harmer :
Created democratically set of rules that both sides (T and Ss) agree to obey
46. Which interaction patterns would you consider best for the following :
a) drilling b) simulation c) listening
- T-Ss - Ss-Ss - Ss individually
- Ss-Ss
47. Harmer mentions self-esteem as one of the causes of problem behavior. Why?
Ss with weak self-esteem want to be noticed by the T and other Ss, therefore they're naughty and behave badly.
48. How does Scrivener classify discovery technique? Explain each
self-directed - Ss have to find rules by themselves
guided - T helps Ss by asking questions
49. What are :
performance error - mistakes, slips of the tongue
competence errors - imperfect production, caused by the lack of the knowledge
50. 5 techniques for showing incorrectness by Harmer :
echoing,
denial,
repetition,
expression,
hints
51. Explain :
development errors - overgeneralization
reformulation - T repeats what S has said correctly, reformulate sentence without making big issue about it
elicitation - extracting info from the Ss
meaningful drill - personalized drills - responding to Ss' life, knowledge & experience
stir-settle - some active. Can excite & enliven the class (e.g. controversial discussion) and some can calm them down (e.g. dictation)
52. How do you categorize vocabulary to its storage? Explain
active - taught by the T, learnt by Ss - they can use it,
passive - taught by the T, learnt by Ss-they cannot use it but they recognize it in texts,
throw away vocab - Ss don't want to know it
53. Suggest different ways for presenting these words :
table -> realia,
lion -> picture
run -> acting
hot-> antonym
grow -> film, photos
54. 4 examples of tasks where discovery techniques can be used :
matching
ordering
categorizing
creating titles for paragraphs
finding the topic
55. Main criteria for selecting the vocabulary:
appropriateness (level of Ss)
coverage (more than 1 meaning)
frequency (how often used by native sp)
expediency (usefulness)
56. 8 vocabulary testing techniques :
word formation ??
multiple choice
odd-one out
dictation
filling the gaps
matching (synonyms)
sentence completion
writing sentences
translation
57. 6 things that need to be taught when teaching vocabulary (UR)
word formation
form: spelling & pronunciation
collocation
meaning relationships
meaning in the context / denotation, connotation, appropriateness
grammar
58. Explain and give an example of a technique called “sandwich” by Komorowska :
59. 1 advantage and one disadvantage of pre-teaching vocabulary :
a) make learning easy - some general idea for Ss; Ss' attention is not distracted
b) we cannot use discovery technique
60. How would you encourage your Ss to use monolingual dictionaries?
Explain them how it is built. Prepare some games with it. Show them how much info they can find in monolingual dicts (e.g. in comparison with biling dicts)
61. Explain :
register-> style, appropriateness
denotation -> definition in real world
emotive significance -> remembering words by associating them with emotions
personalization -> responding to Ss knowledge , life & experience
coordinates -> words with specific meanings (examples for super ordinates)
coverage -> number of meanings that one word has
super ordinates -> words with general meaning or concept (e.g. animals)
contextualization -> putting words into context
connotation -> emotions indicate by word
elicitation -> extracting info. from the Ss
62. Main differences between spoken and written discourse :
explicitness (pace)
density
detachment (interaction)
a learnt skill
standard lg
organization
sheer amount & importance
slowness of production
permanence
63. 6 differences between the process and product approach in writing :
focused on the process done in the classroom decides about the outcome
each stage taught through tasks
evaluation together
model text after work
rewriting decided by S
collaborative process
integrated with other skills
T as a reader
64. Explain the term process writing and mention its main steps :
- process in which we produce written text
generating ideas
focusing
structuring
drafting
finished draft
final responding to draft
65. Problems on heterogeneous classes and solutions :
Problems:
correcting written assignment - involve Ss - peer-correction, divide the Class into 3 or 4 groups and check only one part of works
discipline - get the Ss interest
participation - Ss can work in pairs, groups = peer -learning
effective learning for all - ?
materials - T can use materials from diff sources
individual awareness - evaluation sheets
interest - universal topic
66. Communicative and non-communicative activities :
COMMUNICATIVE (to know sth)
desire to communicate
communicative purpose
materials not controlled
no T intervention
variety of lg
content not form
NON-COMMUNIVATIVE
no communicative desire
no communicative purpose
materials controlled
T intervention
form not content (how not what; correctness)
one lg item only
67. Roles of the teacher
Controller, assessor, organizer, prompter, participant, tutor, resource, facilitator. performer, observer
68. Differences between simulations and role-plays
Simulations -> reality of functions, simulated environment, structure known for Ss, in big group, task-oriented
Role-plays-> pairs, Ss play different roles, they're not responsible for what they're saying, become sb else, topic-oriented
69. Dakowska's segments of typical simulation activity :
role choice
strategy round
negotiation round
negotiation round
decision round
follow-up
70. Characteristic of project work :
equalitarian ??
learner-centered
investigative
Ss have choice-they make decisions
product and process are equal
holistic - combine theory and practice
experimental
done in small groups or individually
theme oriented
topic- based
inter-disciplinary
71. What aspects need to be taught while teaching pronunciation
stress
intonation
sounds
rhythm
72. Opportunistic teaching -> teaching pronunciation when a problem arises
73. Stages in project work
opening
topic presentation
research and data collection
preparation of data presentation
presentation
evaluation
follow up
74. 3 main types of projects :
encounter projects - in L1 or in L2
class correspondence - btw T -Ss or Ss-Ss
text projects - based mainly on written texts
75. 3 types of lessons presented by Harmer :
Straight arrow sequence -ESA
Boomerang sequence - EASA
Patchwork sequence - EAASASEA