TESOL Final Exam

ways to find out what your students are interested in

-Introductory lessons (likes and dislikes) -Observe the types of things they bring to school -Ask other teachers

strengths and weaknesses of direct method

-Strengths: focus on accuracy/introduces words in context -Weaknesses: doesn't develop fluency/only introduces words in one context

direct method

-accuracy over fluency -highly visual -structured -teacher centric -drilling and repetition -no native language

reactive approaches (classroom management)

-call name of student -walk towards student -give student choice -stop talking & make eye contact

control techniques

-circulate around the class -do not speak until students are silent -know students' names -keep eye contact

elementary techniques

-count backwards from five -have a clapping signal or gesture you use to get everyone's attention

principles for successful classroom management

-deal with disruptive behavior, but also manage small off-task behaviors -teach students to manage their own behavior -students learn to be on-task and engaged through your learning activities -for young learners, it's more natural for them to be off-task

praise and criticism

-delicate balance -be genuine with praise and don't use it excessively or it will lose its value -praise or criticize the behavior, not the student

disadvantages of teacher talk time (TTT)

-doesn't allow classroom discussion -much of what you say will go over their heads -when we are talking, students are not

classroom management

-effective discipline -being prepared for class -motivating your students -providing a safe, comfortable learning environment -building your students' self-esteem -being creative and imaginative in daily lessons -It's different for every teacher due to attitudes, teaching styles, student group, etc. -use various strategies to see which work best for you.

initial assessment

-establish a baseline of learning -test language capabilities of your students -group and individual work -can design your curriculum based off of these assessments

communicative approach

-fluency over accuracy -ability to experiment with the language -group and pair work -student centric -teacher as facilitator -students are able to express themselves

benefits of reading lessons

-good model for language production -students can mirror sentence structure -helps increase vocabulary -punctuation and tonality -grammatically correct English is used -helps students produce their own sentences -allows students to work at their own pace

overcoming problems - speaking lessons

-group work -base activities on easy language -base activities on relevant and interesting topics

why do we focus on teaching grammar indirectly?

-harder to motivate students in grammar lessons -schools expect native speakers to teach speaking/listening -takes significant time away from communicative activities -less time spent speaking reduces communicative confidence -native speaking teachers consistently model and correct English spoken in class, creating an environment where students gain an organic understanding of grammar.

why is classroom management important?

-helps maintain positive teacher-student relationships -satisfaction and enjoyment in teaching are dependent upon students learning to cooperate -classroom management issues tend to be very concerning for new teachers

characteristics of adult learners

-high level of intrinsic motivation -often easier to define goals in the classroom -learning curve can be steep, so adults may get discouraged once language gets more complex

post-reading

-inference/interpretation -production activities -wrapup

potential problems - speaking lessons

-inhibition -nothing to say -low or uneven participation -speaking in mother language

presentation

-introduce vocab -accuracy, drilling, error correction, pronunciation, etc. -teacher speaks 75%, students speak 25% -about 10 minutes of the lesson -direct method

key learning areas for young learners

-language -numbers -social skills -art -music -physical education -coordination

sequence of a listening lesson

-lead in to build context -pre-teach vocab -learners predict what is in the text -students listen to story -gist -feedback -selective/intensive tasks -feedback -isolate important language to focus on

proactive approches (classroom management)

-learn students' names -make connections -simple rules -school policies -interesting lessons

xplore asia method

-learners engage in interactive and meaningful communication -content helps build fluency -activities use several language skills -creative use of language through trial and error -teacher is a facilitator

successful speaking activity

-learners speak a lot -participation is even -motivation is high -language is appropriate -teacher monitoring and modeling correct speech

implementing language skills with young learners

-listening - Instructions and Stories -writing - Copying, letter structure, gap filling -reading - Word formation, identifying vocabulary words -speaking - Group activities, singing songs -creative activities - Drawing, coloring

listening lessons - important points

-listening lessons should have a purpose -set the task clearly before students listen to text -avoid giving the correct answer right away, allow students to discuss

summative assessment

-mainly about accountability -have the students met your learning aims/objectives? -gives full picture of what students have achieved -looking backwards at the end of the learning process

formative assessment

-mainly about improvement -how well are students doing? -provide feedback on progress towards meeting learning objectives -part of the learning process, ongoing and continuous to aid future progress -use comments as assessment as often as possible

why teach dialogue?

-most basic form of language -social unit of speech -easy to remember -makes language come alive -sentence construction and proper use of stress, intonation, and rhythm

characteristics of young learners

-naturally curious -seek teacher's approval -short attention span, need many activities -need compassion and encouragement

overall student motivation

-obligation -advancement -survival -culture -tourism/travel

potential grammar topics

-past, present and future tenses (beginner level) -adjectives and adverbs (beginner- intermediate level) -gerunds, idioms, infinitives and superlatives (Intermediate level) -passive voice, indirect speech and conditionals (High-intermediate)

functions of behavior

-power -revenge -attention -inadequacy

sequence of reading lesson

-prediction -skimming -read entire text -scanning -comprehension -inference and interpretation

advantages of teacher talk time (TTT)

-presenting, checking, clarifying, etc. -providing language input -giving instructions and setting up activities -building rapport

benefits of assessment

-provide a summary of what learning has taken place -provide information on students' progress -diagnose specific strengths and weaknesses in an individual's learning -motivate further learning

Benefits of the 3 P's (presentation, practice, and production)

-provide structure for presenting language in an ideal context -focuses on fluency and accuracy -standardization of lesson plans -flexible enough to allow teachers to apply basic principles to any teaching style

challenges of reading lessons

-reading is normally something we do alone -tough for students to concentrate -difficult to keep the students quiet for a long period of time -may have wide range of skills in one class

features of listening lessons

-receptive vs. productive skill -problem solving activity -use understood items that have a global understanding -listener has one opportunity to receive the original message

lesson ideas for young learners

-short and simple -alphabet -family -animals -days of the week -colors -food -my face/my body -nature

while-reading

-skimming -scanning -comprehension

production

-students are able to use language more freely and use it in real-world contexts -group work -focus on fluency -teacher speaks 10%, students speak 90% -about 15-20 minutes of the lesson -communicative and task based

task-based approach

-using communicative approach to perform practical tasks -activities based on real-world situations -usually best with older students -younger students don't have necessary language yet

practice

-using dialogue to put vocab into context -still working on accuracy -teacher speaks 40%, students speak 60% -about 15-20 minutes of the lesson -direct method

characteristics of adolescent learners

-value peer approval over teacher approval -can view teacher in a negative light -overall confidence is low -shyness and peer pressure can present challenges -wide range of proficiency and motivation levels in the classroom

how do people learn?

-visual -auditory -kinesthetic

pre-reading

-warmer -presentation -prediction

tips for teaching young learners

-young learners are naturally curious. -they seek approval from the teacher, as they are authority figures. -short attention span which applies they require a wide range of activities -plan a variety of activities that are quick, fun and animated. -be welcoming, show appreciation and give lots of encouragement... SMILE. -stick to practical-based learning. -keep a routine that will help build security. -structure will facilitate your students to remain on task. -do not give in to misbehavior.

strengths and weaknesses of the communicative approach

Strengths: allows students to experiment with the language/focuses on the communicative aspect of language Weaknesses: not as much emphasis on grammar

dialogue format for couplets

TT-TS-ST-SS (teacher teacher, teacher student, student teacher, student student)

cooler

fun way to wrap up the lesson while staying relevant to the topic and theme

teaching grammar

grammar is disguised and taught indirectly within the context of a lesson

warmer

introduce topic and theme in a fun and engaging way, allows for latecomers

intrinsic motivation

participating because activities are personally rewarding

extrinsic motivation

participating to obtain a reward or avoid punishment