1. Name the steps the T takes to teach receptive skills and explain each :
a. Lead-in (to familiarize with the topic pre-teaching vocabulary, pre-listening, introduction to topic, discussion, pics etc.)
b. (optional) pre-task work: looking through worksheet, work on vocab, prediction etc.
c. setting the task (has to be set in clearly)
a. task: cd, video, text - Ss don’t have to understand everything
d. feedback (checking if the task is done correctly) Ss to Ss, Ss to T,..
e. conclusion/ follow-up activities (tasks connected with the text) to do sth with the text
2. 6 EXAMPLES OF READING TASKS :
a. jumbled sentences
b. jigsaw reading –looping info.
c. Summaring? General questions
d. matching headlines with paragraphs
e. true/false
f. 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
- 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
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Ylayda