CIEE TEFL Certification

International Phonetic Alphabet

A guide to pronunciation used by linguists, language teachers, and learners.

Phrase

A level of structure somewhere between a word and a sentence. -Head of the phrase = the most important part of a phrase (can't be removed for the sentence to make sense)

bound morpheme

A morpheme that must be "bound" with another morpheme to form a word. Ex: un, ish, es, ed, pre

Clipping

A new word created by shortening an existing one, e.g. phone or 'cause. Typically through casual speech.

Factors that could positively affect learning in children

Effective learning with various stimuli (find seeing, hearing, touching and seeing more effective than formal exercises), learn quickly, respond well to attention from teachers, can become competent speakers of a new language if they get enough exposure

Low Context

Efficient, direct style. People tend to ask questions and probe logical flaws. The speaker makes the point, and only his or her "face" is at stake. Facts>feelings.

language focus

Element(s) of the english language that student will work with in each lesson depend on what students already know and what they need to know -often perscribed by the school/educational ministry -you often have control

Adverbial phrase

Group of words with an adverb as its head, which is accompanied by modifiers or qualifiers. Describes where, when or how often something happens, functions to modify a verb, adjctive, or another adver. -Phrases of place (above us) -Phrases of time (on sunday)

Predicting

Guessing what something is about by paying attention to clues. -Can help us read faster -Helps us make sense of more off less information.

What happens to stress when we ask a question?

It changes. Questions either have a rising (yes/no questions) or falling (questions that begin with who, what, when, where, why and how) intonation

disadvantages of discrete item tests

It doesn't test overall language proficiency

The conclusion

It readdresses the evidence and restates the thesis. Do not include any new information, they simply synthesize

Ease

Level of difficulty of grammar explanations and exercises

Structured conversation

Level of guidance is high, student choice is love. Once students have used the structure you can ask them to come up with their own answers/questions to fill in responses or take away the structure altogether. -Helps with practicing speaking and improve their confidence

False beginner

Level of students: Has encountered English, but has very limited ability to speak basic phrases, unable to express themselves but know a few words or phrases, Breakthrough

Discrete item tests

Most grammar tests are designed to check the understanding and use of single discrete items, ex fill in the blank and multiple choice questions

transative verb

Must be followed by a direct object An action verb that has an object that rceives the action

Is english a phonetic language?

NO, which can make it tough to learn! Plus, many students will discover entirely new pronunciation patterns or sounds that don't exist in their native language.

Rule of appropriacy

Making sure the style of teaching is appropriate for the level, interests, needs, expectations, and learning styles of the students.

Learner problems with borrowing

Many loanwords are changed or adapted from their original form or meaning, which can create confusion. "False friends"

How do you learn about the cultural groups your students represent?

Many ways: read about the culture, or spend time with people from that culture. Or even ask your learners to give a presentation about an aspect of their culture.

What do students need to effectively learn new vocab and retain it?

Meaning focused input (listening and reading), meaning focused output (speaking and writing), contextual support for language learning (scaffolding), getting suggestions from other educators (counselors)

High context

Means that what is not said is as important as what is said, communication may be indirect or entirely nonverbal. Indirect, nonlinear style. People are expected to infer meaning from nonverbal cues and layers of implied meaning. The listener figures out the point everyone's face is involved.

Third intercultural Stage

Minimization (Cultural differences are received but downplayed/become acclimated to, occurs after sustained contact with cultural differences) Tend to assume that one's own cultural is the natural culture, that the differences are "other", disallows for a change in perspective to understand the differences--a monocultural perspective

Parrital approach or whole approach

Partial: teach the video one scene/clip at a time, choose one scene from the whole movie, or choose only a few selected scenes -Depends on the objective

Cultural core values

Principles that are usually learned at a young age that members of a cultural group share and that tend to guide the thoughts, feelings, and actions of those in the group. They establish what's right and normal, acting as the root of judgement. Can have both positive and negative interpretations, depending on whose perspective you take

Purpiose of CoE and ALTE

Produce specific descriptions of what a person can do at each of the six levels. Have produced descriptors (can do statements

Before listening activites

Prepare for listening activity -Vocab list or worksheet for the audio, review it. -Predictions can be made using such information. -Decide how to divide the audio or video into sections (3-5 minutes long) and check to see if the video has subtitles to support your students while they're viewing.

What are the three simple tenses?

Present, past, and future

Past perfect continuous

Shows action that began in the past sometime before another defined moment in the past then continues during it or up until it. Also an action that was in progress before a defined moment. -Subject + had + been + verb-ing

Writing objectives

Similar to speaking objectives, focus on specific vocab, grammar, language function, or verb tense -More than production of words, sentences, or phrases. It's also about STRUCTURE. -Usually viewed in terms of accuracy and structure.

Sentence order

Subject + verb + indirect object + direct object + expression of place + expression of time

Future simple tense

Subject + will/shall (going to) + Verb Negative: will not , isn't aren't going to Question: is/are going to? Will: no implicit or explicit connection to the present or when we want to talk about future facts/things we believe to be true about the future. Can also be used uncertainly with probably, possibly, and i think/hope. We use it at the exact moment of making a decision or plan when speaking or thinking going to: indicates a future situation that has some connection to the present.

Use of subject matter experts (SMEs) for ESP teachers

Teachers of other subjects who can recommend topics but do not plan for their use in an EFL class.

The functional view

Teaching language emphasizes on expressing specific thoughts or completing certain functions, centers around what students need to know. Might be specialized to a job.

Present perfect continuous

Tells you about a continuous action that started in the past and finished recently. However, the action has some relation to or impact on the present time. -Three uses 1. Finished action that has impact on the present 2. Unfinished action impacting the present 3. Series of actions (we have been employing interns for five years) -Subject + have/has + been +verb-ing (I have been looking) -Can be clarifies with lately or recently

After reading strategies

To reinforce and build on what was read, many different options here. -Why? Because this is the assessment part of the lesson Strategies (intensive): -Readers' theater is a type of script that is written to be read and not acted out, more interesting than a report but a good way to test comprehension -Wanted posters used to report facts about a character -Timeline of events to detail a text that reports on sequential events -Consonant groups using a table to link words that belong together, combining reading with a pronunciation activity. Extensive reading: -Innovating the ending where students read the text and discuss the ending, then the teacher asks them to write their own endings from a particular point. Formal grading -Writing a review: opinion based, formal grading -Questioning the text is especially useful with controversial issues, discuss or write about what is being states and what is not being told. They may question underlying themes or issues and authorial intent.

Techniques for teaching new vocabulary

Translation, visual aid (images, flash cards, boards, charts), realia, actions and mimes (good for association), eliciting

Platinum Rule

Treat others the way they want to be treated

Trying something new in Class - cultural values

Try to observe what does or doesn't work, long silences or unresponsiveness might indicate that your students don't understand directions or feel uncomfortable. Try to connect what does or doesn't make sense to core cultural values--so to understand how students' needs and expectations are or are not being met You can push cultural boundaries, but be respectful and gentle. If you can't figure out what's happening, ask for help!

Current status of teaching grammar

Two important ideas: focus on form and consciousness-raising

interactive whiteboard

a touch-sensitive device, resembling a dry-erase board, that displays the image on a connected computer screen

Regular verb

a verb that forms the past tense by adding "ed" to the basic verb

auxiliary verb

a verb used in forming the tenses, moods, and voices of other verbs. Helping verbs, have no meaning on their own.

mind mapping

a visual organizational strategy that uses words or symbols to identify the concepts and their connections to each other

noun phrase

a word or group of words that functions in a sentence as subject, object, or prepositional object. -To identify: i can be replaced by a pronoun

modifier

a word, phrase, or clause that qualifies or describes another word, phrase, or clause (adjectives modify nouns)

Imperative mood

used for commands/advice/prohibitions, subject (you) is understood.

Present simple

used to describe permanent characteristics of people and events or what happens regularly, habitually, or in a single completed action. Usually the starting point of building knowledge of other verb forms. Tense we all learn first

Present perfect

used to link the past to the present and to talk about a past time that has an effect on the present -"I have worked hard this week!" -subject + to have (have/has) + past participle -to talk about experiences, use never and ever with the present perfect tense to talk about experience. -To talk about an action that started in the past and is still in effect now. -we often use since and for to say how long the action has lasted. -past action that has a result in the present (just, already, and yet)

Perfect tense

used when an action or situation before is linked to an action or situation after. This applies whether it is in past present of future. -not used to described a completed action at a specific time in the past. -perfect tenses can be used when discussing the duration of something with words like often, for, always, and since. -When the specific time of an event is not known or is not important and when we want to focus on the outcome or result of this event

Differences between varieties of English are called...

variables (phonological, grammatical, and lexical).

irregular verbs

verbs that do not add -ed to show past tense

HOTS

higher order thinking skills (application, creating, synthesizing) -- or, critical thinking skills --takes the learner from simply memorizing info to analyzing and using the information in some way. Can help students feel more involved in their learning and learn more effectively (because it feels relevant)

Intrinsic motivation

motivation that comes from within the individual learners are interested in the learning activity itself and have a desire to make themselves feel better

Factors that negatively affect learning in adolescents

much more self-conscious than children and therefore more reluctant to participate, need peer approval, peer approval>teacher approval, particularly sensitive to how they appear in front of classmates (careful when assigning roles or giving corrections)

Nine word groups

nouns, pronouns, adjectives, adverbs, articles and determiners, prepositions, conjunctions, interjections, and verbs

Future continuous

ongoing action in future time, an interrupted action in the future, describing the relationship between more than one action in future time, setting the scene in the future

Past continuous

ongoing actions in past time, interrupted actions in the past, describing the relationship between more than one action in past time, setting the scene in the past, phrases containing always.

Types of paragraphs

persuasive, expository, descriptive, narrative, and comparative

how to prevent problem behvaior

plan active and engaging classes overplan be professional be consistent develop rapport with students establish a set of rules or code of conduct at the beginning of the course

Making hyphenated or open form compound nouns plural

pluralize the chief element of the compound

covert prestige dialect

positive evaluation of a socially stigmatized variety at a smaller, more local level, people continue to use the non overt prestige/nonstandard dialects

Affixes are divided into

prefixes and suffixes

Three perfect tenses

present perfect, past perfect, future perfect

Children

ranges from 2-12, there are very young learners (2-5) and young learners (5-12)

Two receptive language skills

reading and listening

direct object

receives the action of the verb

Cultural self-awareness

recognizing the values, beliefs, and practices that make up one's own culture

Elements of teaching and learning vocabulary involves the following elements:

recycling, motivating, assessing, and communicating

Reflexive pronoun

refers to a noun or another pronoun and indicates that the same person or thing is involved (I=myself, you=yourself) reflect a relationship between the subject and an object

warm downs are useful for

refocusing the students providing a quick review or summation providing correction and feedback tying up loose ends assigning homework

motivating adults (business)

same as adults -focus on the specific reason they are there

Three stages of memory

sensory, short term, long term

What can interfere with english learner understanding when listening/reading?

sentence length, complexity of a sentence, word length, number of unknown words, or alphabet differences from L1 to English one

Simple tenses are for

showing permanent characteristics of people and events or what happens regularly, habitually, or in a single completed action

Scaffolding vocabulary aquisition

simplified language - shortening selections, speaking in present tense, avoiding idioms model - giving examples, completion activities visuals - using graphics participatory learning - cooperative learning, hands-on activities.

Present continuous is for

something happening at the moment of speak, a longer action in progress, future plans

General software examples

speaking: chatting with others on skype, facetime, etc listening: podcasts, song lyrics, videos reading: news articles or authentic texts on a kindle writing: microsoft word/other processors, powerpoint and eamils

Acitivities that focus on accuracy

specific vocabulary, functions of speech, specific grammar points, or verb tense formation and usage. -grammar is essential to language production, verb tense -Have a FOCUS

rubric

standard of preforming a particular task (criteria and the rating scale defined by descriptors)

What makes a good test?

standardization/practicality, reliability, validity, is there any spin off/can it be used down the line Discrete item testing satisfies most of this criteria

indicative mood

states a fact, opinion, or asks a question

Sentence parts

subject, verb (usually follows the subject), object (normally follows the verb)

fillers are useful for

substituting activities that aren't working substitutinf when things aren't engaging when tech isn't working providing a quick review or summation passint time providing transitions

word order

syntax

Borrowing

taking words from other languages Usually adapted to the host language

Intercultural competence

the ability to interact effectively and appropriately with people from difference cultural backgrounds

Two sides of the teaching spectrum

the clown (entertaining and amusing, but might not lead to the most learning) and the chalk & talk (efficient transmission but might not hold attention)

accent

the manner in which people speak and the way words are pronounced in different parts of the world, regionally & socially specific Determined by features if pronunciation (phonology)

main verb

the most important verb in a phrase

Morphology

the study of the forms of words

The decay theory

the view that forgetting is due to normal metabolic processes that occur in the brain over time, 80% of information is lost within 24 hours of initial learning.

Metacognition

thinking about thinking

Integrative motivation

this motivation drives learners who study a language because they want to better understand a country or society they want to interact cross culturally.

Types of adverbs

time, place, manner, degree/frequency

Lesson plan outline

title learner data (who are you teaching) descriptors (time required, materials needed, and a brief description of the lesson) Brief description should include: warm-up, introduction (inductive or deductive), practice, application, closure/review, assessment

Primary auxiliary verb

to be, to have, to do

Evaluation

to make judgement about kknowledge appraise, argue, assess, choose, compare, defend, estimate, evaluate, judge, predict, rate, select, value

most common prefixes

un (non), re (again), in (not), im (not), and ir (not)

Overgeneralization errors

errors in language that occur when learners produce incorrect words or statements based on other rules of language Can be classified as a developmental error as learners negotiate new knowledge INTERFERENCE and DEVELOPMENTAL errors account for the bulk of errors learners make Systematic use of a rule, rather than accurate Students will often self correct if its pointed out

Eliciting forms

explaining or defining a word, using synonyms, antonyms, collocations, and word families

lexical relations

explaining words in terms of their relationship with other words

independent clause

expresses a complete thought and can stand alone as a sentence. Has both a subject and a verb.

sources of problem behavior

family self esteem education the teacher external factors boredom job/company

Making hyphenated compound that does not contain a noun as one of its elements plural

final element is made plural

Warm ups help

focus students create energy break the ice bride material give a preview of what you'll learn

Double mindfulness

an awareness of the cultural values, norms, and beliefs at play for both yourself and the people with whom you're interacting, observation and reflection

Analysis

analyze, calculate, categorize, compare, contrast, criticize, differentiate, distinguish, examine, experiment, question, test

Phonological variable

aspects of the sound pattern that vary systematically

Where are unfamiliar expectations rooted in the experience of an international educator?

Educational culture

What if the class you're teaching includes students with different levels (beg, inter, advanced)

"Every class is a mixed level class"

Synergy

"flow" - the process of learning needs flow

Syllable

(.)

Concept-checking

-do it as much as possible -prepare questions when you're preparing your lessons -take an item of vocab and think about the facts of the word, then turn them into simple closed questions -make sure you are specific about which meaning you are checking as there are many words with different meanings -dont use language that is more complex than the target language in these questions

Large classess

(20 or 30+) Well planed small groups are helpful, breaks up worksheets and teacher centered-ness must monitor Public schools, younger learners and teens Advantages: efficient use of space and time, allows for more sharing, lively discussions, variety of partners and people to work on assignments and projects disadvantages: hard to hear or see a board, difficult to maintain discipline, difficult to give individual attention

can do statements

*Descriptors* of language ability which reflect language competencies (i.e. ability to use language) rather than what learners know about the language.

Common elements of the best speaking activities

-Collaborative learning: students team together to explore meaningful questions or create a project (across levels and ages, face to face and virtual) -Cooperative learning: same groups in a structured activity, witch specific rules for each student where students are graded based on their group and individual work -Communicative learning: focuses on learning to communicate through interaction in the language through source materials and personal experience. -Use/incorporate authentic materials (which can be as simple as using slang, or real objects, or news) -Let students input their personal experiences and opinions -Team work and structure -Accountability

Bottom-up listening strategies

- Based on the text/language of the message -Listener relies on how words are used to establish meaning -Listening for specific details and recognizing word patterns

Advantages to functional view

-Ability to give students a range of expressions and experiences from which to draw on in an English speaking environment -Students will feel that what they are being taught is relevant and useful

Strategies for teaching and learningvocabulary

-Adapting your teaching to the individuals in your class (age, proficiency, etc) -Eliciting - a way of asking questions and encouraging students to think about the word and connect it to what they already know

Pros and cons of graded video

-Advantages: level specific, provides correct use of english, can form a part of an integrated course (cuts down on prep) -Dis advantages: it can be boring, can also come off as contrives and unnatural

Pros and cons of authentic video

-Advantages: real-life use of english with all its mistakes and confusing accents, exposes them to real english, feeling of accomplishment when they understand -Disadvantages: proably won't understand everything, prep involves a lot of time

Benefits of lexical sets

-Allows learners to learn a large umber of words in a short time -Helps learners see how knowledge can be organized -Reflect the way information is stored in the brain

ABCDs of lesson objectives

-Audience (Learners) -Behavior (Something concrete- what will they be able to do?) -Conditions (what they can use/who they can work with/etc) -Degree (Speed, accuracy, quality)

What influences AF?

-Behavior from teachers -how students are interacting with eachother -student personal factors (shyness or cultural norms)

Three basic lessons in considering core cultural values

-Suspend judgement -Seek patterns -Consider context

Preparing your students to speak and write

-Consider the class level, goals and objectives, strengths, weaknesses, interests and personalities of students. -Determine the method (how you want to prepare them) -- can be structured or open-ended 1. Introduce the topic being covered 2. Give clear and concise instructions for your activities (keep in mind students should have been exposed to the vocab previously and must understand what's being expected of them). Generally it is more effective to divide the instructions into steps and let students execute each step before moving on. -PROVIDE AN EXEMPLAR (level appropriate, well executed examples of the task you want your students to perform) 3. Present the language they will need to execute the task (potentially provide a list) + provide time for students to review and practice the language.

What can you do to ensure success of a communicative activity?

-Consider whether students understand your expectations. -Have a clear goal for the activity and communicate it clearly to students -Consider different variables (time, number of partners, are they prepared? What should they do for help?) -Express: Is this something they really want and/or need to do?

How to give immediate feedback

-Correct the mistake by repeating back the correct language. Be gentle encouraging and supportive! (advantages: clear, no reinforcement of the mistake, quick. Disadvantages: no opportunity for self-correction which helps them learn and gives them confidence) -Repeat what has been said as a question. If the student can't correct it, open it up to the class. Use when you're pretty confident the student knows the correct form. (disadvantage: in terms of their confidence, they might be discouraged if they can't while other students can correct their language.) -Repeat all but the mistake (like the question, but you aren't reinforcing the mistake by repeating it) -Using hand gestures during teaching to help students recognize a mistake has been made. -Point to the rule if it's in the classroom

Dos and donts of using the board

-DONT turn your back on the students for too long (they will disengage) -DONT use colors they can't see. Green is especially hard to read from far away, use it as a highlighter. -DO use a variety of colors to highlight certain points, colors for the important bits -DO use black for most of your sentences/words -DO write in clear neat handwriting that isn't too small -DONT write too much. -DO ask yourself: is it necessary? What is the purpose? What am I going to do next?

What to include on the board

-Date and topic -Seperate part for new vocab -leave space on main part for key lesson information. -It often helps to divide your board into thirds. 1st column: date, lesson objectives, vocab, and anything that won't change during the lesson. 2nd column: working area, writing and erasing. 3rd column: Another working area or where you write hw assignments, new vocab, new grammar.

Disadvantages of the functional view

-Difficult to decide what the student should learn and in what order -Functions students need to learn depend on them understanding many different aspects of grammar.

During reading stragies

-Done while reading is taking place -Teacher models good reading strategies, also time to discuss any predictions students made Strategies: -Pause and predict: After reading one or several paragraphs, students predict based on what has happened what will happen next. It works well even when teacher is reading aloud. -Summarize what they have read up to the particular point. Here it is the students, not teachers, job to summarize (whether plot or main characters) -Skimming and scanning can be used during reading (skim to get the gist or scan for particular info) -Reread after skim/scanning and marking what isn't understood for discussion. -Modeled reading (read aloud), hear pronunciation, stress, pacing, etc. -Jigsaw reading, teacher provides several readings on the same topic and each text offers unique information to each student/group which they can share with the class or partners.

Phoneme

-Each represented by a symbol which can be arranged to construct a written expression of the way a word sounds -20 different basic vowel sounds (classified as 12 monophthongs and 8 diphthongs)

Why use extensive reading

-Encourage students to read on their own in the target language. -Make learning language more pleasurable and less intensive, as language classes often are. -Reading builds vocabulary and understanding of patterns in discourse.

Controlled speaking activities examples

-Fill in the blank dialogues ("use these phrases to complete the dialogues" or offer a range of correct choices to create a specific scenerio) -Information gap activities (find missing information by talking and not sharing materials) -"find someone who" -- good for new students

The deductive skills stage

-Find context clues to figure out meanings of words or phrases independently

Three rules to consider when teaching vocab

-Focus on the vocabulary -Create opportnities for multiple retrivals -Develop successful vocabulary leaning strategies

General software applications

-General use -not specifically for language learning -Ex: word processors, presentation software, computer mediated communication applications, Web 3.0 applications

When to use posters

-Good to display useful language for students (grammar or pronunciation) -Help remember something / refer to -art for discussion to encourage new vocab, ways of describing, contrasting and comparin -Students can design their own!

The prediction stage

-Good way to get students interested in a text (predicting what its about)

Qualities of a culturally aware teacher

-Have strong knowledge of students' culture -Be open to learning about culture, in and outside the classroom -Be self aware of culture -Be aware of differences in culture that may cause issues in the classroom -Ensure that material is appropriate for the cultures represented in the class -Step outside of comfort zones -Use their knowledge to instruct how they'll conduct their classes

Silent Method

-Teacher does not speak but gives clues -Encourages students to participate and correct each other

Students previously taught using grammar translation methos

-Tend to be shy/hesitant to speak -May have adequate comprehension and writing skills, level of proficiency is not based on speaking skills alone. -Time spent learning a language =/= language level

Subtitles

-In authentic videos the delivery/grammar is not always clear or correct (speech disfluency: irregularities that occur during the natural flow of speech, include fillers like "um" or "uh" or "well") -Subtitles are useful wen overcoming speech disfluencies -Can be motivating because students will understand more, follow the plot more easily, while learning new vocab and structure. It can bridge gapes between reading and listening (develop word recognition) -Watching without can help students develop a tolerance for struggle in everyday covnersation outside the classroom, helps develop listening strategies like key words and main ideas without peripheral distractions, develops independence and feeling of accomplishment

Challenged of teaching pronunciation

-Inadequately covered in language programs -native-like pronunciation difficult to master -feels foreign to students -teacher may feel unprepared

Arguments against teaching grammar

-Knowledge how (learn by doing not by learning how to do it) -Communication argument (people acquire grammar subconciously as they communicate) -Acquisition argument (people do not systematically study grammar when learning their first languages so there is no need to do so when learning other languages) -Learner expectation argument (teen and adult learners of english may feel they studied enough grammar at school, and may be looking to improve their communication...so theyre less likely to benefit)

How can morphology help language learners?

-Learners with this knowledge can better break down words to help them spell -Can help reading ability, so learners can guess the meaning of unknown words based on words/structures already known. -Can help learners build their vocabulary

Considerations for students previously taught using audio-lingual method

-Limited conversation skills (unfamiliar conversation topics or impromptu conversations will be difficult) -Struggle with conversation in and out of the classroom.

When is graded viedo useful

-Low level learners -Introducing new language, as it focueses on accuracy -Less time consuming when preparinga lesson -To be used along side a series of exercises before, while, and after a graded video is shown (up to the teacher)

What are some differences between a teacher who is a native speaker of english and one who is a nonnative speaker (NNS)?

-Native speakers are more comfortable with the language and have a broader vocabulary. -Perception that native speakers are fluent and speak it correctly -Some countries or cultures want to learn a specific english accent. -NNS might have better grasp on grammar -NNs will understand the perspective and hurdles for the students.

Learning problems with clipping

-Not obvious to non-native speakers unless told. -clipping not always appropriate in different contexts.

Deduction from contect

-One of the most important skills for english language learners -connecting ideas to form an understanding.

Communicative language learning (CLT)

-One of the most influential/most accepted modern approaches to language learning -Focuses students on real-life sutations in which language can be used, the nature of these situations vary and keep things fresh and relevant!

EFL video publishers

-Oxford University Press have DVDs and online videos (New Headway, is a popular one) -- these videos are contextualized and follow a structural approach that reflects the course itself. -British Council -- video and audio that's more functional than oxfords (like the difference between british and american english) -BBC World Service

Activities to improve accuracy

-Pay attention to form of the language and meaning. -Students who speak confidently and fluently but make a lot of grammar mistakes have problems with accuracy. To improve accuracy, teachers need to ensure their students have a solid grasp on the meaning a grammar point conveys

How to teach phrasal verbs

-Practice with lots of memorization and repetition. -Look up lists, but don't introduce too many at one time.

Using powerpoint

-Prepare visual aids with flow charts and other interactive elements ahead of time -Think: What is the purpose of this presentation? How useful is this slide Have I used too much text or too many bullet points? Is the layout visually pleasing? Have I used powerpoint as an AID or as a CRUTCH? -Great for setting tasks

Why use an authentic video

-Provides social cues to help students understand higher levelled language (contect and body language) -Provides realistic examples of English -Gives students a sense of achievement when they understand even just some of it -Leads to student motivation and lowers their affective filters -Something for everyone _FUN

graded video

-Range in degrees of difficulty from beginner to advanced levels -Mose graded efl videos are for general english, but there is also a lot of material available for business english and exam english

Colors for board

-Red main verbs -Blue highlight auxiliaries -Green key vocab word -Underline to high light proper noun

How to make a lesson effective

-Set the scene by introducing the topic -give clear instructions -present necessary language -give students a chance to practice -check for comprehension -Ask for questions -maintain a positive atmosphere.

Content of a lesson

-Should focus on what students need and want to know -Use lesson plans and combine it with books, articles, audio, video and realia -Should be chosen based on proficiency, age, interest, and culture.

Specific language software applications

-Specificakky designed for language learning -Ex:Online english skills practive, online english tests, commercial multimedia software

Long term memory

-Stores all our knowledge -Limitless capacity -Unlimited time duration -More stable than working memory -If a piece of information is transferred to long term memory, it will be remembered for a long time

English for specific purpose (ESP) classes

-Students are primarily adults -Often have basic knowledge of the language, they just need specialized vocabulary -Important for teachers to assess their students to focus the content of the class.

Before starting to plan a lesson, what do you want to get to know about your students?

-Their culture(s) -L1 -Learning style -Interests -Proficiency levels

Common errors with power point

-Too much text on one slide -Literal errors (make sure you write error-free!) -Overusing bullet points -Visual irritants (visual aspects that can be annoying to someone watching, especially those with learning disabilities)

CALL for research

-Topic specific questions -Projects can be assigned -research imporoves vocab and grammar

How to give delayed feedback

-Using rubrics (standardizing qualitative evaluations, most commonly used for written assignments, speeches, verbal repots, debates etc) -Provide written comments, reflect the goals and objectives for the activity in comments. -Do a mini-lesson on commonly occurring errors you notice in the classroom -Do a review game in place of a mini lesson.

Phrasal verbs

-Verbs that require an accompanying preposition or an adverb to make sense (throw away, cheer up) May be transitive or intransitive. If it's transitive, it can usually be separated. Subject + phrasal verb + direct object + expression of time. Intrastate verbs cannot be separated.

Before reading strategies

-Very important -Can create a solid learning context for the readers Done by: -Anticipating and preparing for linguistic, cultural and conceptual difficulties -Activating prior knowledge -Giving a sense of the overall meaning of the text Strategies: Prediction is a very common BRS. Look at the title or first sentence/images (or several images) and guess what information or story follows. Reader Questions, using the title or key illustration, students pose questions they would like answered by the reading. Storytelling/summarizing the narrative, depending on the level of students (typically for lower level). Generally done by the teacher. Sharing existing knowledge to connect prior knowledge of a topic to what they're going to read

How teachers can help learners retain vocab

-Visual stimuli to show vocab to learners -Take into account that words are stored in lexical sets -Take into account that words are used more frequently are easier to remember -Review vocab itens soon after learners have been exposed to help them store and retrieve the items

Using realia

-Vocabulary -Food (describing, cultural lesson) -useful for functional english (like a map)

When to use EFL video

-Why we want to use a specific video -How will we incorporate this video -What will students gain -Should I use all or some of it -Is the graded or authentic video more appropriate?

CALL for writing

-Word because of spell check and grammar check -Practice on computers, through word processors or chat websites

CALL for listening

-anything with an audio track -check for content

Building intrinsic motivation

-autonomy / participate in the learning process -How to build autonomy: help them develop learning strategies (keep vocab notebooks, using dictionaries, showing them notetaking techs), assigning homework that's relevant, useful, and interesting, teaching how to use self-access centers, offering students choices about their lessons (suggesting apps or tech, or making personal goals) -Some cultures do not align with autonomous learning!

Speciifc language learning software

-can be part of a course or stand alone -You can also design your own -Help uide students to reputable websites that are useful for language learning

motivating adults

-can engage in abstract thought -bring expectations about learning and life experience (bringing this into convo encourages discussion) -they know why theyre learning english

When to use cartoons

-cartoons are best for younger audiences -Starting a class -introducing a subject -lightening the mood -Encourage class to speak or write a story

Benefits of rubrics

-clear expectations, increases student success and reduces confusion -gives you a clear expectation of what you want from students -saves time -can be used for any assignment

strategies for motivation

-conduct a needs analysis at the beginning of the course (what are the goals) -what learning styles do your learners favor? -foster a cohesive and cooperative atmosphere from the first class. use icebreakers and getting-to-know-you so students feel comfortable with eachother. -personalize lesson material so it feels relevant -encourage positive attitudes in the classroom and focus on achievements -involve your students in the learning process by getting class feedback about what activities are working, reset goals if needed

DOS for motivation

-establish learner goals needs interests learning styles etc -find out about your learners -teach learning strategies and show learners how to take advantage of learning opps outside the classroom -involve learners in making decisions about the materials and activities -talk to and listen to your learners and get feedback on lessons/learning -establish mutual respect -give positive feedback and let learners know they're doing a good job -make the course relevant -set realistic and slightly challenging goals -create sets of routines in lessons that, every now and then, are varied

What can be done to aid in challenged of teaching pronunciation?

-focus on communication -focus instruction on areas of difficulty -research and address problem areas as they arise Activities: -written and oral activities that focus on a weak area (mouth formation, matching and identifying, listening and selecting) -games (cooperative, authentic, assessable) -music (highlight intonation, stress and pitch) -technology (for listening and speech recording activities)

Reasons for giving delayed feedback

-it's an equally important goal to build our students' confidence as it is to teach accuracy. -the student might be in the wrong level/class (and shouldn't be punished for it. Overcorrecting can be hurtful) -in many cultures face is important, so delaying feedback can help avoid "losing face" and embarrassment. -at times you're dealing with a fossilized error, and correcting every time it occurs probably won't do anything. It needs to be addressed deeply.

Motivating kids

-kids often learn by taking in everything around them -short attention spans unless the task is extremely engaging (have many activities) -respond to meanings (not words) -multisensory activites to aid learning -love to talk about themselves/respond well to activities about themselves

Why use timeline

-language explanations are simpler -reinforce understanding -show differences between forms and how we use them -help visual learners -provide reference points for students to develop their own learning -encourage awareness of how we can refer to time in different ways

Cons of coursebook

-may not cater to individual needs -might not always be relevant for students -may not allow for different abilities within one level -doesn't always provide "real" english but rather graded language that can sound contrived

Silent time

-period of reflection or "uncomfortable pause" -10-15 secs it can take for students to process what has been asked and formulate a response. -Everybody is silent -If after 10-15 seconds there's no response, ask the student if they need more time. If so, move onto another student and return back. -It's helpful to warn students you're going to call on them BEFORE you do "Hey ___, this next question is coming to you!"

CALL for reading

-read for fun online

Motivating teens

-relatively short attn spans -peer approval is important -great learning aptitude, strong creativity -respond well to thought provoking and relevant materials -may not have clear learning goals

DONTS of motivation

-think that all learners work at the same speed or learn in the same way -ignore learners -use the same approach, materials, or activity types all the time

Pros of coursebooks

-used a framework for a course -gives students purpose and meaningful tasks -Gives students sense of achievement -Provides ready made materials and supplementary materials -High standard of presentation and quality recordings -Gives a sense of security that the information is correct

How are consonant sounds made

-vibration of vocal cords -pushing air over the movement of your mouth (hm), jaw and tongue (whisper)

When to use flashcards/wordcards

-vocabulary, pronunciation and games -Should be bright to attract attention (children especially)

Why was CLT developed in the 1970s?

1. Classrooms became more active as students were increasingly involved with activities like group work. The passive manner of audio-lingual approach didn't fit with the new classroom philosophy. Additionally language learning became more accessible among ages and class. 2. Development of the European Common Market (pre EU) meant that a lot of people were migrating within Europe and needed to learn the languages to get on with their work and daily lives in new places. Needed a practical approach. 3. Adults began learning languages for personal reasons, for more practical and faster results.

When to use photos

1. Describing something or someone 2. Telling a story 3. Building/reviewing vocabulary 4. Talking about personal experiences using the present perfect

Five guidelines for using core cultural values

1. Don't label individuals 2. Do resist the impulse to predict 3. Do expect variation and inconsistency 4. Do seek multiple perspectives 5. Do question "universal" values

How to give clear instructions to learners

1. Give comprehensible input (make your message understandable) 2. Avoid difficult vocab/idiomatic phrases/complex grammatical structures 3. Use gestures, demonstration, visual aids, and written prompts to support your spoken communication 4. speak with natural rhythm and intonation patterns. 5. speak at a natural speed with longer pauses after each "chunk of language" if needed 6. Start giving instruction when your have everybody's attention and everyone in the class can see 7. check for understanding and have stronger students repeat the instructions 8. Break up instructions and give them as needed

How might being a fluent fool apply to TEFL/CIEE?

1. If you speak the language, you cannot assume you understand your students perspective 2. When you teach english, you should try to convey cultural context along with vocabulary, grammar and other building blocks of the language.

Four Fallacies

1. Intercultural contact always leads to intercultural understanding 2. Intercultural contact always leads to intercultural knowledge 3. Linguistic fluency always reflects cultural knowledge and understanding 4. Cultural disequilibrium leads to dissatisfaction

Techniques you can use facial expressions and body language for visual aids

1. Modeling an activity 2. Signaling turn-taking 3. GIving instructions 4. Creating a friendly atmosphere 5. ENcouraging participation 6. Changing the focus (like getting a noisy class to calm down) -There are cultural ramifications for certain actions, so always refer back to the people you're interacting with to figuree out what's appropriate

Characteristics of CLT

1. Students learn to communicate by interacting in the target language (ex: role plays and interviews) 2. Students use "authentic texts" (real documents from newspapers, for example) 3. Students participate in the process or learning (ex: working together or teaching through presentations) 4. Students can integrate their personal experiences into the classroom routine (ex: encouraged to discuss their personal opinions and experiences as language learners) 5. Students are encouraged to enrich their classroom learning with extracurricular activities (field trips)

relative pronoun

1. To introduce details added to a sentence 2. To be used as question words -Who, whom, whose, that and which

How to lower the af in the classroom

1. create a comfortable and low stake space 2. ensure the space is not hostile (set expectations, use encouragement, promote healthy relationships) 3. KNOW YOUR STUDENTS so you can adapt your lessons!

Nunan's five characteristics of CLT

1. extensive communication 2. authentic texts 3. students participate in the learning process 4. integrate personal experiences 5. include extracurricular activities

Word stress patterns

1. with most nouns and adjectives with two syllables the stress is on the first syll 2. with most verbs with two syls the stress is on the last syl 3. words ending in tion, sion, and cian carry the stress on the second to last syl 4. Words ending in ic are usually stressed on the second to last syl 5. Words ending in ee and oo are usually stressed on the last syl

lexical set

A group of words or phrases that are about the same content topic or subject, e.g. weather - storm, to rain, wind, cloudy.

Power distance

Expresses the degree to which members of a society "accept and expect an unequal distribution of power"

How many tenses are there in English

12 (or 16 depending on the definition of tense)

The Process when using authentic video

1: Identify the problem (purpose) 2:Identify a suitable approach (ex: whole or part of movie) 3: Implement the approach (practical implementation, like providing viewing sheets.

prepositional phrase

A group of words that begins with a preposition and ends with a noun or pronoun. -Functions like an adjective or adverb to modify and to add meaning to nouns and verbs and often is needed for a sentence to make sense.

Effective (intercultural context)

Achieve your goals while maintaining yout cultural integrity

phrase

A group of two or more words that function as a unit within a sentence or clause. The function and form is determined by the grammatical function of the head (main word)

How many vocabulary words should be taught each day to students?

8-15 at a time

common noun

A general/non-specific name for a person, place, or thing

Compound noun

A noun made up of two or more words (dry-cleaning)

Fluent Fool

A person who confuses linguistic fluency with cultural competence.

Noun

A person, place, thing, quality, activity, or idea -Most have singular and plural forms, they normally follow an article or determiner and/or one or more adjectives. -Countable and non-countable.

Concept question

A question is a question asked by the teacher to make sure that a learner has understood the meaning of new language. Allow students to consider the word in some depth and let them interact with the word in a meaningful way

Dialect

A regionally or socially distinct way of speaking identified through grammatical structures (morphology and syntax), particular sets of words (lexis), and aspects of pronunciation (phonology) Dialects are usually mutually intelligible (you can understand them all if you understand the language)

interrogative sentence

A sentence that asks a question

complex sentence

A sentence with one independent clause and at least one dependent clause

Content group

A set of words that are related to eachother (activities that focus on vocab will be most effective when taught this way) -Otherwise, teach using functions of speech

What is the best way to test overall language proficiency?

A situation where preformance is required, because it's not enough to know the language. You need to be able to use it. -Role plays

alphabetism

A type of ACRONYM pronounced letter by letter: The acronym FBI (Federal Bureau of Investigation) is pronounced [ɛfbiaɪ].

Syllable

A unit of sound that includes a vowel sound. -most dictionaries havve symbols marked out.

Overt prestige

A variety of language that is held in high regard within a society. Though this is not the only way people speak, and those who speak nonstandard varieties can experience stigma.

Gerund

A verb form ending in -ing that is used as a noun (I like skiing in the winter)

Infinitive verb

A verb in its basic form. It usually has the word "to" before it, but not always. → I want to run. (The infinitive verb "to run" is not the main verb. "Want" is. The infinitive verb is being used as a noun.) → I need someone to take notes. (The infinitive verb "to take" is not the main verb. "Need" is. The infinitive verb is being used as an adjective. It describes "someone". You could re-write the sentence as "I need someone that is prepared to take notes.") → The officer returned to offer assistance. (The infinitive verb "to offer" is not the main verb. "Returned" is. The infinitive verb is being used as an adverb. It describes "returned". You could re-write the sentence as "The officer returned so he could help." In that sentence, "so he could offer assistance" is an adverbial clause. In our original sentence, "to offer assistance" does the same thing. → I must tell the truth. (The infinitive verb "tell" is not the main verb. The "to" has been dropped because a modal verb comes before it. The modal verb "must" is the main verb.)

linking verb

A verb that does not show action but connects the subject with a word in the predicate. (shows equality =. or a change to a different state or place > <), always intrasitive

action verb

A verb that expresses either physical or mental activity -Subject-verb-object

acronym

A word formed from the first letter of each word in a series, two types: pronounced as words or spelled out.

adjective

A word that describes a noun

Adverb

A word that modifies a verb, an adjective, or another adverb

Preposition

A word that shows the relationship of a noun or pronoun to another word (to, at, after, on, by)

How to practice informal communication skills?

Act out a dialog or role play.

Involver cons

Activities only go so far, and the classroom is teacher oriented. Students therefore don't talk as much

Free speaking activities

Activities that focus on fluency over accuracy. Examples: -Circle the Sage: 1. Ask class for experts on a particular topic (students chosen will become sages). 2. Send the rest of the students to each sage (1 sage per group) in equal numbers. 3. When the sages are done, new groups will be formed (with specific roles for more structure) and will discuss what they've learned (which they'll later share with the class). -Jigsaw: 1. Teachers will place students into small groups and give each group a piece of the puzzle. 2. Students work with members to become experts on their topic before being split into new groups with one member from each of the original groups. 3. Teacher chooses students at random to identify the next piece of the puzzle (which will work towards a language objective)

Scaffolding

Adjusting the support offered during a teaching session to fit the child's current level of performance

Direct approach (inductive)

Advocate the regular repitition of examples of carefully graded language, gradually increasing in difficulty.

student-centered learning

Allows the student to select the form and substance of the learning experience. Treats students as individuals, at the heart of educators prep strategy

Advantages of older learners

Already know more more about adding knowledge than acquiring something completely new. Reassure that age is not a barrier, may need better learning environments (lighters, large boards, no distracting noises), slower pace with lots of practice.

Present perfect vs. past simple

American English uses the present perfect tense (have/has + past principle) a lot less than speakers of British English. American English speakers also use the past simple (He had too many beers) while British English speakers use present perfect (He's has too many beers.).

Past Tense of Irregular Verbs

American English: end with -ed (she dreamed) British English: end with -t (she dreamt)

Use of the word "get"

American English: the past participle of get is gotten British English: it's got! To express possession American use have, but the British have traditionally used have got.

Economy

Amount of time spent on teaching grammar in the classroom, shorter grammar lessons are more effective!!!

intransitive verb

An action verb that does not have a direct object

Transitive verb

An action verb that has a direct object

Verb

An action word, a physical action, a mental action or a state.

Superordinate

Animal is the superordinate of cat

Adults

Any age above 17, includes young adults (17-20)

The functional view of teaching language focused on students learning just what they needed for a specific purpose. As people began to travel more often and to a wider range of locations in the late twentieth century, how would the functional view have become less useful as an approach to language teaching?

As people began to travel more, they needed language skills that they could use in a variety of everyday situations, like going to the supermarket, but the functional viewpoint taught them only what they needed to do a specific set of tasks. In addition, the functional viewpoint was focused on workplace tasks, and people needed to be able to not only work but also live their lives and study in the new language.

During listening activities

Ask students to predict what might happen next and to provide evidence to support their predictions. Encourage students to form mental pictures to help them remember certain details or images while listening. Ask students questions to clarify what they hear/figure out why they're having a hard time understanding (is it comprehension or background noise?) For students who are ready for more advanced skills: Expect students to make written notes. Providing students with graphic organizers or information flowcharts can help students categorize the information they hear and discover the organization and structure of a story, message, or presentation. Ask students to detect if they are listening to a message intended for persuasion or propaganda. Require students to analyze the message and determine the persuasive techniques employed.

Question tag

Ask the listener to confirm the speakers assumption and or to carry on the conversation -it's beautiful today, isn't it? -you haven't graduated yet, have you?

Body of an essay

At least 3 paragraphs, each highlighting or supporting a different point Each supports thesis Uses facts/evidence/ reason - can be general in this stage

Accuracy requires:

Attention, time and familiarity. Feedback is also important! Both for learners to know their teacher is paying attention but also to see that accuracy is important

What kinds of texts are used in extensive reading

Authentic texts, but these are often too difficult. -Important for teachers to provide resources and help find appropriate material.

What is the difference between practice and communication?

Authenticity, for one. The practice session is usually structured in a way that helps the students understand the process to gain accuracy, then use what they learned to improve their fluency.

Roles to Avoid as a teacher

Avoid being the source of all information, instead be a resource! Enable students. Show them how to find answers themselves and help students become autonomous in english.

Situational language learning

Based on the theory that mastery of a language requires vocabulary and grammar control -Hybrid of structural and functional views -Emphasizes memorizing oft used vocab -Begin with lists of new vocab (first doing pronunciation, then reading the new words in a context) -Memorizing patterns of words as they appear in sentences -Not used today

Morphemes

Basic elements of a language (rediscovered = re + discover + ed)

Mindfulness

Becoming aware of your own thoughts, feelings, and actions. In an intercultural context, it includes an awareness of cultural roots of such phenomenon. Necessary to developing empathy

BDA strategies

Before during after

Most students will fall into these categories

Beginner (basic user, false beginner/elementary), intermediate (Independent user, pre-intermediate/upper intermediate), advanced (proficient user, advanced/upper advanced).

How to teach suffixes

Best done in categories, teach pronunciation and stress

Prepositions

British people fill in a form whereas Americans fill out a form. Americans get along with their friends, British people get on with their friends.

Why read?

Builds vocab

Involver cultural considerations

Can ensure that the need and styles of his students are represented. Easier to assess the effectiveness of an activity in a monocultural classroom and not all activity types will be embraced by all students

Intermediate Can do statements

Can interact with a degree of fluency and spontaneity, can understand main points of clear input on familiar matters, can deal with most travel situations where language is spoken, can describe experiences and events, dreams, hopes, and ambitions, and briefly give reasons and explanations for opinions and plans

Restructuring

Can occur during communicative activities As learners negotiate the activity, they are problematizing (using language to solve a problem) Allows learners to feel supported and secure in taking risks with a language.

Factors that could negatively affect learning in children

Cannot learn complicated grammar rules, forget quickly, have short attention spans

Principles of giving grammar explanations

Clarity, simplicity, relevance and truth.

What to consider when using visuals

Class level, age, likes and dislikes -Don't offend -Should convey something

Types of compound nouns

Closed form, hyphenated form, open form

CALL

Computer Assisted Language Learning, how languages are learned through the use of computers, tablets, phones, and other types of tech -Teachers are known as facilitators instead of instructors -Computers are used for teaching, homework, review -Benefits: student centered, based on learning models that can increase motivation, more individualized

Realia

Concrete objects from the everyday world used during instruction to make input comprehensible.

Blending

Combining two seperate forms to create a new one, like taking the beginning of one word and the end of another to make a new word. Example smoke+fog=smog

indirect object

Comes before the direct object. Tells to whom, for whom the action of the verb is done. (Claire threw JOSEPH the ball)

Fluency practices

Communication driven by communicative purpose and mimics authentic communication as much as possible. Need to listen and understand as much as speak and be understood. Element of unpredictability (no script)

Comparatives

Compares two things or two groups (-er. -est)

Various teaching conditions require you to

Develop alternative plans, stay flexible.

CALL for speaking

Connecting the student to other people to facilitate speaking -social networking -chat rooms within the class

short-term memory

Considered the primary component of language processing and learning in general -Processes information coming from sensory system for long term storage -Plays a role in retrieving information from long-term memory -Has limited capacity and time duration

Structural view of teaching and learning language

Considers language in terms of its pieced, for example: learning grammar rules and memorizing vocabulary ot read and write in a new language. -Building block method of grammatical rules -Oldest method

vocabulary notebook

Create vocabulary word pages in a notebook. When the word appears in different contexts or content areas, students can return to that page and add new information. This will help them use the words more easily in writing and speaking.

Three realms of intercultural development

Cultural self-awareness, cultural knowledge/literacy, and cultural bridging.

Two types of intercultural learning

Culture specific & culture general

Uncertainty avoidance

Deals with society's tolerance to uncertainty or "the fact tat the future can never be known". It indicates the comfortability in situations that are novel or surprising.

After listening activities

Decide to do informal or formal assessment -May connect to before listening activity -Expand on the topic by writing a letter ot work on the language learned. -Depends on the goal of the listening activity.

Functions of sentences

Declarative, imperative, interrogative

First Intercultural Stage

Denial (A person denies the existence/tries to ignore/avoid differences)

Small classes

Depends on country (10 or fewer, or 20 or fewer) Often private school have filler activities, do review times, ask for feedback Advantages: more attention for students, allows for group work, can be tailored, feels more comfortable. disadvantages: finish activities quickly, more bored working with the same people, shy students can hide out, some activities dont work well with small groups

Dynamic (action)

Describe action, can be used with continuous tenses

Adverbs

Describe actions (verbs); often end in -ly

Four factors to consider when planning communicative tasks:

Desired outcome, component parts, what specific tasks they need to do to carry out the parts, and the kind of linguistic support they need.

Audio-lingual method of teaching and learning English

Developed to promote students ability to speak a new language. -Listening and repeating dialogues/stories in a new language to develop good language habits -Lessons include memorizing dialogue, answering questions about dialogues, and looking at the grammar lessons that have been programmed into the dialogues. -Grammar learned by repeating memorized rules aloud with the whole class. -Based on the idea that humans learn best through positive/negative reinforcement as appropriate. -Method was not very effective, but some elements continue to be used.

Phonological variables

Differences in pronunciation

Lexical variables

Differences in vocabulary

What do verbs require?

Direct object

What can the board be used for?

Display items like pictures, posters, flashcards, explain and highlight the target language/objective

Critical Period Hypothesis

Disputed theory that there is a natural advantage when it comes to language acquisition before puberty, but now it is known that older learners have some advantages over younger learners.

Irregular vs regular verbs

Dive/fir are regular in British English (dived, fitted) but are irregular in British English (dove/fit)

Monocultural

Drawing only or mostly from a single cultural perspective, your own. Looking through ones' own lens versus the appropriate or culturally relevant lens

Discovery approach (inductive)

Encourage students to find out grammar points for themselves and then follow up with the rule to support and confirm their discovery. Advantages: if students find a rule by themselves they're more likely to remember it and are more likely to be motivated. Students will also commicate with eachother more likely. AND it can improve their language learning outside of class (learner autonomy)

The English section of the College Scholastic Ability Test, the high-stakes college entrance exam, has increased the listening portion to 50 percent. What does this tell you about the expectations for English teaching?

English teaching should be more communicative so students have more practice listening in a variety of situations to pass the listening portion. However, it doesn't mention how much speaking they will need to be able to do. Communication is about both.

deductive approach

Examples follow explanations Advantages: Saves time, involves cognitive process, confirms many students expectations about language learning. Disadvantages It can be demotivating to start a lesson with grammar, grammar is not very exciting or memorable, finally grammar requires often too much teacher talking

Cultural considerations of the explainer

Explainer is one of the most common teacher types around the world, so many are accustomed to this style. In cultures that are less talkative or shy, this teaching style might be best Students who are comfortable with speaking might not feel that this style benefits them.

Authentic video

Feature films to clips on youtube, tv shows, internet videos, etc -Two general categories: information and entertainment -Two issues: finding a topic that is interesting and ensuring the material doesn't offend students

Making the first element of the compound is a possessive plural

Final element is made plural

How would you explain to your students why this sentence is incorrect? I was been to Japan three times.

First of all, was been is a passive construction, and this is not a passive sentence; moreover, was been is not used in English. It is expressing an experience in the past at an unspecified time, so we need to use the present perfect form, have been.

How will knowing about learning styles help you work with teens?

First of all, you have to understand that teens can be unpredictable, and it is important to keep in mind the role that peer pressure plays. They also want to be autonomous, but they do like having fun. You just have to be sure that the fun is not perceived as childish play. Therefore, when you plan a lesson with kinesthetic elements, it shouldn't be "play." Think more of clapping, hand movements, perhaps standing up and moving to different sides of the room. Also think about the average teen's attachment to music. The rhythmic repetition of jazz chants, even grammar chants, is more engaging than the monotony of vocabulary and grammar worksheets and drills. You will also need to think about interpersonal and intrapersonal learners more than with younger learners. Some teens really want and need autonomy and to work alone. Others thrive in the group. Again, peer pressure is part of the equation.

Your students are practicing writing complex sentences. One student wrote, "When I went to the movie, I ran out of gas." How would you explain a better way of writing this sentence?

First, I would ask the student to break the sentence into its two parts. "When I went to the movie" and "I ran out of gas." Then we would analyze both clauses—past simple verbs about completed actions in the past. Then I would ask if one action interrupted the other. The student would see that when they ran out of gas, it interrupted their drive to the movie. I'd ask, which verb tense do we use when we want to say that one action interrupted another in the past? The student would remember that it is past continuous and would re-state the sentence: "When I was going to the movie, I ran out of gas."

Activities for fluency

Fluency is a skill that helps automize language knowledge. This often happens as the student learns preassembled chunks of a language. Fluency activities are oriented around increasing atomization of grammar structures. Divert attention from form and focus on MEANING. Often achieved through information gap activities.

Controlled speaking acitivities

Focus on accuracy Designed to provide practice with a specific language or content objective, and student success is determined by their ability to produce that piece of language accurately -Use to memorize/master language before trying on their own

Rule of nurturing

Focus on creating an environment where languages can be learned Think about input, output and feedback,and motivation

Stative verb

GRAMMAR Refer to states: I am curious. It's a wonderful life. Refer to inactive emotional, cognitive or perceptual processes: I want to live. I know what you did last summer. These cannot normally be used in the continuous.

Types of CALL

General software applications and specific language software applications

The skimming stage

Get students to read the text very quickly after predicting what it's about to see if they had the right idea

Imperative sentence

Give direct instructions or a demand, to make a direct request, or to express strong feelings by making an exclamation.

Goals vs. Objectives

Goals: broad, general, abstract, can't be validated Objectives: narrow, precise, concrete, can be validated

Diphthong

Has a changing sound within the same syllable. Mono and diphthongs can be hard to differentiate. Just remember that a diphthong is a vowel with two different targets (the tongue moves during the pronunciation of the vowel) Example "i" sound in ice.

Factors that negatively affect learning in adults

Have strong opinions, previous negative learning experiences (may have strong opinions about teaching methods, positive or negative), out of the habit of learning.

Teaching hyphenated compounds

Have students create compound words from a list, then look in dictionary to see if its real and needs a hyphen.

Factors that positively affect learning in adolescents

Having greater capacity for abstract though, very creative in most cases, often passionate about interests, can use creativity and enthusiasm to increase language learning

Finishing up a reading assignment

Help students engage with the text and connect it to what they've previously read or know -have a group discussion about personal experiences.

What would you tell a Korean teacher who came to you for advice on how to teach a communicative lesson with some concrete direct grammar instruction included?

Help the teacher create a lesson on a relevant and interesting topic, with clear goals and a clear outcome. It should have component parts and specific tasks that will prepare the students cognitively, communicatively, and linguistically, giving adequate linguistic support. Its expectations, directions, and instructions should be made clear. After the students have completed the communicative task, show the teacher how to add a more direct grammar component to it. You could refer to our previous example: Choose two or three sentences that include the grammar point and write them on the board. Check that students understand the meaning of the sentences. Explain the rules of the form used. Distribute copies of a text and ask students to find other examples of how the grammar point was used. Then have them say or write their own sentences using those on the board and in the text as models.

Why use HOTS?

Helps students develop stronger receptive skills. The students will not just report or focus on fact but on effective use of information and the language being used. Students are involved in the learning process because the lessons give them a chance to think about and use the language, not just remember it

What's the benefit of understanding your own core values?

Helps you become more aware of why you act and think the way you do, and helps understand why certain stereotypes might be applies to your cultural group.

What's the benefit of understanding others' core values?

Helps you interpret their words and actions more accurately and avoid stereotyping.

Factors that positively affect learning in adults

High motivation and clear sight of learning goals, usually more self-disciplined, more life experience to draw on and put things into perspective, can spend more time on less interesting activities -MOTIVATION, this is a choice!

Efficacy

How do we know any activity will actually work? We don't know lmfao -We need students attention -Without understanding students won't learn -Good activities to stick in your memory -Students need motivation

subject pronouns

I, you, he, she, it, we, you, they, replace subjects in sentences.

Consonant sounds

IPA includes 24 consonant sounds. -symbolic representations for single consonant sounds and double consonant sounds (like "sh" or "ch"). Typically, in english double consonants of the same consonant (runner) are pronounced as a single consonant.

Norms

Ideas about how things should be done

Values

Ideas about what is right and wrong

Beliefs

Ideas about what is true

Unreal conditional

Imaginary or hypothetical Second: Unreal and unlikely Situation hasn't happened yet Use the past tense in the if clause and would + verb in the main clause If I had more time, I would travel the world Subjunctive: was and were Third: Situations that could have happened in the past but didn't If I had had more free time, I would have traveled more. Past perfect (had + past participle) in the conditional clause and would have + verb

Present continuous

Implies either a process or duration and is often used to speak about what is happening at that moment. subject + to be (am is are) + verb + -ing Negative: Add not after the conjugated form of the verb to be. This is often contracted Questions: Invert the subject and the conjugated form of to be. You are reading this right now I'm trying to improve my English I am meeting some friends for lunch

Cultural dimension

Implies that all cultures are equally valid. Useful in comparing two or more cultures includes the cultural beliefs and customs of the people communicating Expressed as a spectrum, with the ends representing opposing manifesting of the same concept (or two related concepts). Gives a "macro" view

What will motivate a learner to listen or read a passage?

Interest in the topic.

Conduct research to compare

In group

International vs. Intercultural

International: Connections between nations (governments) Intercultural: Interactions among cultural groups (people)

motivation categories

Intrinsic or extrinsic motivation and those with integrative or instrumental motication

Five paragraph essay

Intro, body conclusions

Thesis statement

Introduces a position or main point, topic sentence of an essay

Explain to your students why "I won't visit my brother next week" is an example of a sentence using a future simple verb.

In this sentence, the future tense is formed using a form of the modal verb will to state a fact about the future. In this case, it is a negative fact. "I will not visit my brother next week." Usually in speaking, we contract will not to won't.

Answer comprehension questions about text

Individually

Read the text

Individually

Forming the present simple tense

Infinitive (base verb) and the subject or subject pronoun. (I walk to work, we speak english, they talk fast). To make them negative we use do + not To make questions we use the verb do in front of the subjects Third person singular subject (he, she or it): you add -s or -es to the end of the verb. Exception: to be (am, is, are or contracted version) and to have (have, has, have) DON'T CONFUSE TENSE WITH TIME, we often use this tense to talk about the future.

Verb forms

Infinitive (with to, to sing), Bare infinitive (without to, sings), past participle (ing), third person (s),

WHAT IMAGES TO CHOSE

Keep it simple.

Difficulties with communicative activities

Keeping students engaged is one problems teachers face, and otherwise students who like to talk end up talking while students who are not stay silent, sometimes they revert/regress back because theres a lack of pressure. -But its important to develop fleuncy.

Bloom's Taxonomy

Knowledge (remember) Understand (describe explain) apply analyze evaluate create

Involver Pros

Knows the subject and knows how to teach Use of different methods with a variety of motivations

two types of error

L1 interference: when the students knowledge of their own language interferes with their english. (sometimes this is a positive occurence, other times it causes errors) Overgeneralization: when a student who has learned a new rule applies it to a wider category of language. These errors are similar to the ones we make in childhood like "daddy putted the bred away"

Learner problems with conversion

Learners may assume all words can be converted to another word class difficult to know what can be converted Stress changes take place (rebel vs to rebel), pronunciation must be practiced.

Implications for teaching prefixes

Learners will try to use them to create new words which may or may not be correct

Integration

Learning is better when you make it REAL

coinage

Least common ways to introduce new words, involved the invention of completely new terms. Example: commercial product trade names (like Kleenex)

The natural method (direct method)

Like teaching a first language in children. Avoids native language, focus on speaking and listening skills through exclusive use of English. -Reading and writing are added only when speaking and listening skills are advanced, grammar and translation are avoided, Teachers act out situations and real life situations Developed from failures of grammar translation, and lead to the development of the audio-lingual method

Enabler pros

Likes to create conditions were students can learn themselves Students work autonomously and the teacher keeps a low profile

Grammatical variables

Linguistic differences

Top-down listening strategies

Listener based Listeners use their background knowledge on the topic/situation/context/material and language being used Use context to interpret what they're hearing and predict what might come next -Listening for the main idea, predicting, drawing inferences, and summarizing.

Types of culture

Nationality (ex: British or Japanese) Region Religion Socio-economic Status (SES)

Four approaches in the interactive view of learning

Natural method, silent way, sugggestopedia, and the natural approach -Attempts to solve problems with traditional methods and bridge gaps between students and teachers.

Enabler cons

Needs good knowledge and good understanding of teaching as well as understanding of students cultural needs and personalities. Empathy and self confidence are traits and they share control of the classroom with students.

Two learning style theories

Neuro-Linguistic Programming (NLP) and Multiple Intelligences (MI)

Does cultural disequilibrium (cultureshock) always lead to dissatisfaction?

No! One's ability to cope will ebb and flow, seeing difficult moments as opportunities to learn, rather than as evidence of inadequacy, will generally be happier.

If you speak the language, will you understand the culture?

No, language can enhance intercultural knowledge but it doesn't necessarily determine one's understanding.

Does intercultural contact always lead to increased cultural knowledge?

No. "Bubble" effect, it's natural to gravitate toward people you understand and who understand you.

Does intercultural contact always lead to intercultural understanding?

No. In fact, it can exacerbate and reinforce stereotypes/prejudice in the absence of specific conditions

How to practice formal communication

Nonverbal cues (eye contact), learning specific phrases, giving feedback, expressing lack of understanding, asking for clarification, and requesting repetition. -Often require careful listening and being proactive in the case that the listener doesn't understand. -Burden tends to be on the listener.

Future continuous

Not much difference between simple and continuous -Continuous gives you more of a sense of being in the middle of things, as it describes an action which has some duration. -Expresses an ongiong action in the future (I am going to be at the mall) be + verb + ing after either future simple form. -(will/be going to) future continuous are normally interchangeable. You cannot use state verbs in the continuous form. -can be used to refer to an ongoing action in the future and its relationship with another event in the future -Express a time during which an interruption occurs -several actions at the same time in the same sentence -to set the scene and describe the atmosphere at a specific point in the future -CAN ONLY BE USED WITH ACTION (not stte) VERBS

Skimming

Not necessarily reading every word, just trying to understand the general idea before making the decision to read the details.

Disadvantages of inductive approach

Not suited for all grammar points (ie complex grammar is better explained) More time involved Little time for communication practice More time consuming to prepare

Advantages of discrete item tests

Not too difficulte to create and simple to makr, they have face validity (what's being tested is clear), they are reliable (results are consistent and will not vary according to who marks them), they can be used in class afterward to review

What level should receptive skills be?

Not too easy or too hard

Gerund

Noun that names an action (swimming), they can be used as the subject of a sentence or come after a verb.

Ope classes of words

Nouns, verbs, adverbs, adjectives

Meronymy

Objects that are all part of another object (e.g. face - eyes, ears, nose)

What are some skills needed to build strong cultural bridges?

Observing carefully, suspending judgement, tolerating ambiguity, and maintaining equanimity.

Practicing vocabulary

Odd one out activity, picture labelling, classifying, sentence completion, error correction, writing sample sentences, word bags, applying new vocab

Coaching kinesthetic learners

Offer note taking, ask them to map out ideas or plans, have them highlight the documentation you present themselves.

The scanning stage

Once students know loosely what the text is about, scanning comes in as a good mode of vocabulary building exercises. -When they find vocabulary, teach/review it. I.E. matching definitions.

NLP

One of the well-known NLP approaches is VAK (three types of learners: Visual learners, Auditory learners, and kinesthetic/activity learners), although people can learn in a variety of ways they often gravitate towards one.

One-on-one (1-2-1)

One student, one teacher. Requires constant contact about interests and needs, and reflection on the class. advantage: attention, easy to ask questions and move at appropriate pace disadvantage: a lot of pressure on teacher, student doesnt interact with other students so building skills can be difficult. Planning demands can be greater as things can be easily mae monotonous.

Formal communication

One-way or two-way communication in a more or less formal setting Often referred to as academic language (goes beyond school, like formal meetings at work, lectures or tv programs, and voncersations with gov officials.) "formal" = language needs in any information based situation or one way listening activities. Information is being exchanged (job interview, phone inquiry or lecture)

Responsibilities of an ESP teacher

Organizing a course with input and guidance from specialists in the students fields of study and designing a syllabus/outline that supports the students main areas of study.

Monochronic

People in this group tend to see time as a limited commodity and deadlines/schedules as sacred, and live by an external clock

Polychronic

People in this group tend to see time as flexible and situational, schedules are easily changed, plans are fluid, and people live more by an internal clock

International Phonetic Alphabet (IPA)

Phonemic chart we use. 44 distinct phonemes (vowels, consonants, diphthongs, and consonant clusters), but these are not all the sounds that occur in english. Other sounds are represented with symbols

Making closed form compound noun plural

Pluralize the final element in the compound as if it stands alone

Second Intercultural Stage

Polarization (When differences are recognized/focused on, can be stressful as differences are stark and overwhelming to similarities) Beginning of cultural self-awareness

Hyphenated compounds

Precedes a noun = often hyphenated, (part-time teacher, high-speed chase) Comes after a noun = not hyphenated (a field fifty years wide, curtains that are fire resistant) BUT twelve-year-old

Skills in reading and listening

Predicting, scanning, skimming, understanding details, deducing from context.

A student says, "I am preferring pizza." How will you explain what is wrong with this sentence?

Prefer is a state verb, and they generally do not use the continuous form. This is a situation where you should use the simple present: "I prefer pizza."

closed class words

Pronouns, articles, determiners, conjunctions, and prepositions (preform a specific functions and guide the structure of a sentence)

Pros and cons of translation

Pros: fast and direct Disadvantages: many efl teachers don't know the first language very well. Relying on a dictionary can be problematic. Also, it can make learners rely on translation and fail to become independent learners.

Coaching visual learners

Provide one page summary sheet, create brief powerpoints, highlight essential parts of dense text

Grammar translation method of teaching and learning language

Purpose was for students to be able to analyze text and gain the ability to express their opinions in writing with minimal verbal interaction. Students learned by memorizing the rules of grammar. -More academic than conversational -Used today in many parts of Asia

rule of context

Putting the language into the context of where it will be used. It is always important to put language in context.

Adolescents

Ranges from 13-17

top-down approach

Reading for general understanding or without objective/for pleasure -typically little guidance and students choose their own reading materials. -Details are not what's importnat.

Extensive reading

Reading longer pieces of text (or any length) without pausing and worrying too much about details, usually for pleasure. -Assessment: may be open ended (opinion piece or checking off a box or nothing at all) -Top down apporach

Intensive reading

Reading strategy in which readers are engaged in intensive reading and focusing on understanding the information in the text. They may be looking for a specific element or piece of information. -Read carefully -Detail oriented and specific -Usually dealing with short to medium length texts -Assemessment: some type of evaluation like a true/false test or fill in blank charts.

What order for accuracy: listening speaking reading?

Reading, listening, speaking Reading is easier than listening, and speaking helps engage what has just been learned.

Conditional variations

Real conditional (zero conditional, first conditional) Unreal (hypothetical) conditional (second and third conditionals).

Real conditional

Real life situational Zero: Describe a condition with absolutely predictable result. If you don't study you don't learn. Use the present simple tense in both the if and result clause First: Deals with likely situations in the present or future. Present tense in the conditional clause will + verb If you put out fires with your fingers you will burn yourself

Conceptual meaning

Reference or a definition (denotation)

Past continuous

Refers to an ongoing action (started befor that moment but has not finished) or a state of being at a time in the past (when we relate to events in the past -- I was watching TV when you called, one action interrupted by another action OR Interruption at a particular time) to be (was were) + verb + -ing Negative: add not after the conjugated past tense form of the verb to be Questions: invert the subject and the conjugated past tense form of to be More than one action: were you listening while he was talking? Used to set the scene With always/constantly: to express the idea that something is irritating or shocking often happened in the past

Fluency

Refers to the ability to speak with little hesitancy even if the production is not completely accurate -harder to make objectives in this case -Not only about making fluid and comprehensible sentences and phrases, but also knowing when to keep speaking or pause

Collocation

Refers to words which are usually used together by native speakers (strong coffee)

past simple

Regular verbs: affirmative: add -ed to the end of the base verb. negative: did + not in front of the main verb Irregular verbs: have to be learned individually. Three most important auxiliary verbs are to have (had, have. have), to do (did, did not, did he) and to be (was/was not/was or were/were not/ were). bite, cost, find, grow

Associative meaning

Related to the emotional and evaluative meanings we load words with (connotation), may have emotional force

Combatting decay theory

Repetition, retrival, spacing, pacing, use and word knowledge

Intensive reading strategies

Repetition, word recognition, content, timed reading.

Pronouns

Replaces a noun. Examples: I, he, she, they, it, his

Sara approach for dull textbooks

S: select (choose the right book) A: adapt (change it!) R: Reorder/rearrage A: Add (supplement with other materials)

Do first or second language learners have to study grammar, including verb tenses, in order to know how to use the language correctly?

Second language learners.

The detailed reading stage

So to make sure they can answer comprehension questions/actually understand the text deeply.

Informal communication

Social language (day to day listening and speaking skills for conversation) -Context is usually informal (like ordering food, talking on the phone, or small talk at a party) -Active listener uses body langauge and displays interest, asks questions or makes comments to show they are paying attention -Interpersonal communication, one-way and two-way communication in a more or less informal setting.

Think about the structural view of teaching language, which focuses on memorizing grammar and vocabulary. What do you think are some advantages of that approach? Write down at least two advantages.

Some advantages are the following: 1. Students learned good reading and writing skills for academic situations. 2. Students learned how to analyze the language. 3. Students developed a good vocabulary in the new language.

Repitition

Some concepts are difficult to learn, you need to teach some more than once

Exceptions in voice/voiceless

Some consonants are voiced alone but are voiceless when they're put in groups Rules: -if "-ed" is preceded by a voiceless consonant sound (p, k, sh, etc) it is a voiceless "t" sound. -if "-ed" is preceded by a voiced consonant sound (d, b, v, etc) it is a voiced "d" sound. -if "ed" is preceded by a vowel sound (often ay), pronounce -ed as a voiced d because vowels are always voiced. -exception: if -ed is preceded by 't' pronounce a voiced "-id", in this case "e" is pronounced "d" = played (voiced) washed (voiceless, "t" sound)

Passive voice

Subject + auxiliary verb (be) + main verb (past participle) Subject is acted upon by something else, subject received the action of the verb not the doer. (the window was broken)

active voice

Subject + verb + direct object Subject is the doer, object receives the action of the verb.

Ways to use a graded video

Step 1: Prediction and vocabulary pre-task before watching the video Step 2: Sequencing pre-task before watching the video Step 3: Watch and check your answers Step 4: Watch and fill in the gap or choose the right answer Step 5: Analyze and practice the dialogue

Is english a stressed or syllabic language?

Stressed (in english stress often determines how long it takes to say a sentence rather than the number of individual syllables. This means that for long sentenced with fewer stresses, we tend to "swallow" some sounds)

Content words

Stressed words, these include nouns, the most important verbs in the sentence, adjectives, and adverbs.

Explainer Cons

Students are very involved and might get distracted, and sometimes the only time for practice becomes homework

Flipped Classroom

Students learn lessons at home with the help of videos or other instructional materials and spend their valuable classroom time doing assignments with help from their instructor.

Enabler cultural considerations

Students used to the explainer type might be confused by this methodology. Contradictory teaching style.

Attitudes towards error correction

Students want and should be corrected, but it should be done nicely. We should focus on form as much as meaning, highlight to students that a mistake has been made and where, then allow for self correction.

peer-teaching

Students work together (in pairs, or small groups) to share information and teach each other knowledge and/or skills that they have and their peers do not.

Placement test

TESTING A form of assessment given at the entry of a course to ascertain a learner's level.

rule of relevance

Take advantage of the students knowledge of their own langauge and build on it. Figure out what they already know before teaching.

Rule of use

Teach grammar in a way that students are able to understand and use the language meaningfully. We should have activities where students can communicate. to practice

Intercultural competence

The ability to interact effectively and appropriately across cultural differences

Culture general

The basis for all cross-cultural learning, including culture-specific, and begins with an understanding of basic concepts of a culture (kinship, gender roles, types of exchanges or communication norms, etc.). Aim is to help you formulate questions about a new culture and help you make useful cross-cultural comparisons

Suggestopedia

The communicative method of suggestopedia was designed to place as much language teaching emphasis on learner personally and motivation as that typically placed on intellect. -Rarely used -Learn through the power of suggestion -Read with relaxing music in the background, followed by plays -considered a pseudo science by some.

Inductive approach

The examples come before the explanations Often considered the rule discovery approach (learners work out grammar rules themselves by looking at examples--this is how we learn our first language) Similar to ideas found in the direct method and natural approach. Similar to natural language acquisition

Three types of teachers

The explainer, the involver, and the enabler

The interactive view sees language as a way of interacting with other people in a variety of situations. What are two reasons why this view is favored?

The interactive view focuses on language for everyday communicating and interacting. As the twentieth century progressed, ordinary people became more mobile and needed skills that would enable them to actually conduct their everyday lives in another language. The interactive view has a wider perspective of teaching language that considers the strategies and negotiation a learner needs to interact with other people in a foreign-language environment.

Bottom-up approach

The learner reads every word and tries to analyze the grammar as they go. -in order to learn to read, the learner should learn the basics first (letters, words, how words are put together, making sentences), then move on towards understanding the overall meaning of a text. -Jigsaw puzzle

How would you explain why these sentences are correctly written? The matinee started at 2pm, and I arrived at 2:20pm. I did not see the start of the movie because it had already started when I got there.

The matinee started at a specific time, so we use simple past. I arrived at a specific time, so we use simple past. The past perfect tense can express an action or event in the past before another action also in the past. This is the past in the past, and so we talk about actions that had happened earlier than another action/event/state that also happened in the past.

Efficiency principle for teaching grammar

The most important principle of teaching grammar is efficiency. (EASE, ECONOMY, and EFFICACY)

Roles of teachers

The organizer (Give clear, unambiguous instructions, make sure everybody is involved, reorganize students in the classroom.) The Guide (If a person seems lost, try rephrasing the instructions, try to understand the problems, and give hints or clues) The motivator (Get participants interested in an activity before starting, if necessary explain why you want them to take part, walk around the classroom and offer suggestions) The monitor(Listen carefully to participants in and outside classroom, make notes of positive experiences/tools for the classroom, make notes of errors) The Need analyst (Listen carefully before correcting or critiquing, being aware of academic and individual progress, always be fair) Materials producer (Create own material, don't get too carried away, remember to adapt to existing material is quicker!) Mentor (Take genuine interest in student, be open minded and listen, share past experiences with mentees, approach mentee honestly and with their best interests in mind.) Advisor (Engage in active listening, evaluate the participants needs before giving any advice, use critical thinking to solve problems) Coach (gather info on students background and issue, provide assistance by setting short and long term goals, use positive motivation)

Explainer Pros

They have the ability to explain all kinds of information about the language, love to give lengthy talks, and are good at maintaining contact with students through their style of delivery

How would you explain to your students why this sentence is incorrect? Walter will have been finishing his contract by the end of the year.

The sentence is using the future perfect continuous tense incorrectly. The future perfect continuous indicates a continuous action that will be completed at some unknown point in the future. The continuous tense tends to focus on how long an action has been happening (duration). In this case, the future perfect tense is appropriate, Walter will have finished his contract by the end of the year. One use of the future perfect tense is with a future word to describe an action or situation that will be completed in the future. We don't know exactly when the contract will be finished, but it is some time before the end of the year. Also notice the use of by. By is a key marker of the future perfect.

The hook

The portion of an intro paragraph that grabs the readers attention -fact or stat -quote a famous person -provide history

Affective filter

The psychological barrier that allows input to be filtered through to a language processing mechanism. A low filter has little anxiety increasing comprehension and attention, plus encourages risk taking behavior. When it is high, students experience stress anxiety and lack confidence. -in second language acquisition, every single aspect is affected by emotional variables associated with success and failure in learning. -Can facilitate or hinder language production in L2.

Culture

The values, norms, and beliefs shared by a group of people

Hyponymy

The way of viewing the relationship between more general and specific words (animal vs. pig), kind of relation (cat is a hyponym of animal.)

Are cultural dimensions general or specific?

They are culture general

Are cultural core values specific or general?

They are culture specific

What is similar about grammar translation and audio lingual methods?

They focus on teaching language in terms of its building blocks or its structure.

What does the information about traditional Korean education tell you about the resistance of teachers to CLT?

They're used to the grammar-translation method, and they may not know how to use or be comfortable with the communicative approach. They are also concerned that students will not do well on the exam, which still has a large grammar component. That would negatively impact their jobs. Teachers may not really understand CLT. They may think that it does not teach grammar and means teaching only speaking. Korean teachers who learned the traditional way may not speak English very well, since their education focused more on reading and writing it.

Janet and Sam chatted for almost an hour. If you were teaching your students about the verb form chatted, what would you need to tell them about it?

This is the past simple form of chat. It is a regular verb; the -ed ending is a clue. Notice that when you write it, you add an extra t before the -ed. There are a number of regular verbs that double their final letter before adding the ending. This is an example of using past simple with a prepositional phrase of time using for.

Introductions

Three basic criteria: get readers interest, carefully written thesis statement, and summarize/preview the three main supporting subtopics or arguments in order they will appear in the essay.

Demands on learners from communicative activities

Three primary demands: cognitive (how much a student needs to think about something), linguistic (linguistic complexity of the task), and communicative demands (can be stressful based on any number of variables: number of people in the class, are there relationships/pressure). -Also a students culture might impact a lesson with CLT activities. In these situations remain patient and give them time to feel more comfortable. Always remind the class that it is one which is judgement free zone and only about getting to be better English speakers!

What is the focus of extensive reading?

To get a general understanding of the content, informal.

ESP students

Typically very motivated, generally experienced learners with background in academic studies, because it is more difficult for adults to learn a language ESP students may struggle with the language (but their background will help them succeed)

Function words

Unstressed words, such as auxiliary verbs, prepositions, conjunctions, and pronouns.

Future perfect continuous

Use for an action that will be happening in the future for a length of time up to the moment when another action will happen. I will have been eating my breakfast for 30 minutes by the time you arrive. Will have been + verb-ing

EFL course book

Used by students to learn and teachers to teach english -what writers students will find engaging -what research will interest students -culture reflected in materials -appropriate balance and representation in materials -type of syllabus or course the book aims to reflect use if you want

superlative

Used to compare three or more things, palces, or people

Functional language

Used to get something like buying something, booking a ticket, renting an apartment

Determiners

Used to introduce nouns in further detail, (ex: a, any, less, enough, which, whose)

When to use past simple

Used to talk about a finished action/number of completed actions that were completed in the past. can also be used with for to indicate duration.

Conditional forms

Used to talk about something that happens as a result of something else happening under certain conditions, sometimes hypothetical conditions -Conditional sentences = conditional clauses (if, then) -- possibility

Timelines

Used to visually represent the verb tenses used in a sentence X = single event xxxx = repeated or habitual even ----= permanent situation waves = temporary state or repeated/continuous action ??? = exact time unknown [---] = period of time arrow = point in time

Continuous tense

Used when we want to talk about an event or happening that has duration At a time in the past, present or future. Sometimes there is little/no difference from simple. Present, past, and future continuous

prefix

a syllable or word that comes before a root word to change its meaning attached before a root, give an idea od the words meaning.

Speaking objectives

Usually accuracy or fluency

MI

Variety of ways of learning, seven intelligences (linguistic, logical/math (rational), spatial (models), musical, bodily/kinesthetic, interpersonal (ability to work with others), intrapersonal (able to understand self)

Perfect continuous

Verb tense "Had been giving, Have been giving, I will have been giving" Combination of the continuous and perfect -More info on an ongoing action at a particular time

Verbs and subjects

Verbs are words that tell us what a subject does or is

intransative verb

Verbs not followed by direct objects -An action verb that has no object receiving the action

Types of memory

Visual (visual stimulus), kinesthetic memory (physical activity), and auditory (listening and using vocab regularly)

Monophthong

Vowel sound whose articulation at both beginning and end is fixed and does not move up or down toward a new position of articulation. That is, only one distinct sound is made. Example: "a" sound in cat

What is one of the main differences between accents in English?

Vowel sounds

Freewriting

WRITING ACTIVITY WHERE STUDENTS WRITE THEIR THOUGHTS FREELY, WITHOUT CONCERN FOR MECHANICS OR REVISION. STUDENTS ARE EBCOURAGED TO WRITE WHATEVER COMES TO MIND DURING THE BRAINSTORMING PROCESS, WITHOUT CONCERN FOR WHETHER THE WORDS AND PHRASES ARE "CORRECT" OR NOT. STUDENTS THEN INSPECT THE LIST CREATED DURING BRAINSTORM TO OFTEN FIND GOOD IDEAS FOR WRITING. -Makes learning interesting -More in depth = greater language development

What types of objectives should we write?

We are focusing on objectives which describe the outcome of the lesson, what the students will have learned or done when they are finished

Meaning of words

We need sense and reference, or conceptual meaning and associative meaning.

Voicing

When you make a sounds and feel your throat vibrate. Consonants that make this humming sound are called voiced consonants. When your throat does not vibrate it's called voiceless consonants.

when to use passive voice

When the focus is on the action and not the person or entity preforming the action.

Conversion

When the function of a word changed without any reduction, happen frequently in modern english. -like to spy (verb) vs. a spy (noun)

Compounding

When two seperate words are joined to create a single word

contractions and the past perfect

When using past perf. we often contract the subject and aux verb (I'd, you'd, he'd, we'd they'd)

sensory memory

When we first see or hear a new word, this information enters our brain through sensory memory. -Holds information for a short time -Adequate to move information into the next chamber of our memory

Compound words

When we join two freestanding morphemes together (home + work)

Scanning

When we listen or read something we are looking for specific information/focusing on key words that let us know when we find the information we are looking for -More about looking or listening for specific information.

How will knowing about learning styles help you work with young learners?

When you are working with young learners, it is important to keep in mind their developmental level. They don't have abstract thinking skills yet, so make it real, make it concrete. Young learners also tend to be visually oriented, so make lessons visual. Show films, look at comics, study colorful posters. Make it fun, and don't forget to add movement. They need to move around. Young learners tend to be kinesthetic. Using visuals and movement will help keep their attention. Don't forget to change activities often to keep them engaged.

Cultural "sense"

When you've gained a deep understanding of another culture and you not only know more about it but also feel differently about it too.

Which and that

Which and that are commenly used for objects or other non-people nouns

Focus on form

Without focus on form, the language learners use may become fossilized and less likely to develop.

Interjection

Words used to express strong feelings or emotions. They are capable of standing along.

non-gradable antonyms

Words which are direct opposites (e.g. alive-dead)

Synonymy

Words with very similar semantic value

Useful ideas for learning vocabulary

Write a sentence using a new word Draw a picture of a word Use the word as much as possible Read as much and as often as possible Write new words on cards/phone to review frequently

Assessing extensive reading

Write using vocab and facts from the articles they've read. -open assessment

Can verbs be both transitive and intransitive?

Yes

Culture specific

You are trying to learn about a specific culture, so to better operate in that cultural context

Recycling

You can reuse things to make new concepts familiar

Appropriate (intercultural context)

You don't violate others' cultural norms

Developing intercultural competence

Your ability to take on a new perspective forms the basis, to develop competence you need to develop cultural self awareness, literacy, and bridging skills

proper noun

a SPECIFIC person, place, thing, or idea, begin with a capital letter

Lexical morphemes

a free morpheme that is a content word such as a noun or verb, open class of words

functional morphemes

a free morpheme that is used as a function word, such as a conjunction (and) or a preposition (in), closed class of words

free morpheme

a morpheme that can stand alone as a word

Affix

a morpheme that only occurs when attached to some other morpheme or morphemes

Modal auxiliary verb

a sub-category of auxiliary verb that expresses degrees of possibility, probability, necessity or obligation (ex: can, could, may, might, will, would, shall, should)

declarative sentence

a sentence that makes a statement

compound sentence

a sentence with two or more coordinate independent clauses, often joined by one or more conjunctions

Making compounds ending in -ful plural

add an s

Compound forms

adjective + noun verb + noun preposition + noun noun + verb noun + preposition adjective + verb preposition + verb

inflectional morphemes

affixes that can be added to a morpheme without changing its part of speech/suffixes, work and worked are both verbs.

gradable antonyms

antonyms like big and small, where something which is big is not necessary small, but may be somewhere between the two sizes

Application

apply, choose, compute, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use

derivational morphemes

are in the form of prefixes, suffixes, and inflectional endings., represent relatively consistent meanings, they change the syntactic classification of a word. examples pre, anti and sub. Change drive to driver goes from verb to noun.

Creation

arrange, assemble, collect, compose, construct, create, design, develop, formulate, plan, prepare, propose, set up

Knowledge objectives

arrange, define, duplicate, match, label, list, name, recognize, relate, recall, repeat, reproduce

Three parts of a paragraph

beginning - topic sentence (boldly states the main idea, point or opinion and uses strong verbs) -- teach by having students identify a topic sentence and then work to generate topic sentences with a list of main ideas for paragraphs. middle - supporting sentences (at least 3, include facts/stats/logic, transitional words to unite ideas) -- teach by identifying/outlining the paragraph and then rephrasing end - concluding sentence (restates the main idea and drives the point of the paragraph home, can be the most difficult part) -- teach by identifying and then rewriting topic sentences

Extrinsic motivation

comes from outside the individual interested in the benefits and consequences resulting from studying english interested in increasing personal status and getting a good grade

Heteronyms

can be the verb and noun of the same root, and can have two entirely different meanings difference in pronunciation (excuse verb and excuse noun)

kinesthetic activities to teach grammar for writing

charades (write sentences to be acted out) students go up and write answers on the board incorporate student created music

Understand

classify, describe, discuss, explain, identify, indicate, locate, recognize, report, restate, review, select, translate

back formation

creation of a new word by removing an affix from an old word (televise from television)

Arguments for teaching grammar

discrete item (break down language into managable chunks its easier to teach) Fine tuning argument (grammar helps learners be more precise and makes it easier to communicate messages, esp in writing) Learner expectation (students expect it!)

What's the point of voice/voiceless pairs?

distinction can help when students are having a hard time differentiating consonant pairs, it helps to practice voicing the correct letter.

Instrumental motivation

drives learners who study a language because they are interested in the concrete benefits of learning that language may need to increase their IELTS score or do their job better, for example.

The natural approach

focuses on communicative abilities, listening and reading. Speaking emerges later. Vocabulary is considered prior to syntactic structures. A lot of comprehensible input must be provided.Reduce the high affective filter by focusing on meaningful communication rather than on form. The techniques include: Total Physical Response command drills, The Direct Method activities mime, gestures and context are used to elicit questions, and answers, Communicative Language Teaching group work activities where learners share information to complete a task. -Focuses on communication, de-emphasizes grammar and error correction -Students learn through content activities, personalized lessons, games, and problem solving exercises.

Adjective phrase

group of words with an adjective which can be accompanied by determiners, modifiers, and qualifiers. It functions to modify nouns and it precedes or follows the noun. The adjective can be at different positions in the sentence.

past perfect

had + past participle -to form the past perfect, use had with the past participle of the main verb -past in the past (had left), duration in the past (had been), specific times in the past (had studied). - when we use the past perfect we want to create a relationship between two events, when we use the past simple we create a distinction. -PAST IN THE PAST

Polysemy

having many possible meanings or interpretations

methods of discovering learning styles

having students fill out questionnaire, conducting interviews to gather information on past experiences, ask about hobbies, observe behaviors and interactions with others)

countable nouns vs. uncountable nouns

how much: uncountable how many: countable

Stressed syllable

if a word contains more than one syllable one particular syllable will be stressed. look it up in dictionary make sure to practice where stress is and correct stress before they leave the classroom and potentially fossilize their errors.

negative prefix

im, il, ir, in

COmpare similarities and differences in text

in pairs

Why are there gaps in basic skills

interference from their L1, bad teachers, confusion with pronunciation.

object pronoun

is used as a direct/indirect object in a sentence, or the object of a preposition; example: Rebecca gave ME a gift.

Factors that impact motivation

learner attitude learners belief about themselves goals involvement environmental support personal attributes

When selecting a warm up consider

length complexity relevance prior knowledge teacher vs student centered difficulty of phonemes and morphemes age of students proficiency of students culture of students

Learning outcome

lesson objectives, with some considering it to reflect the goals of the entire course (with objectives standing to represent how you achieve these outcomes in each lesson)

Suffixes

letters added at the end of a base word that alters the meaning, give us an idea of a words category noun: ism, ation, ist, ful, ness, ment, and it adjective: able verb: ify, ize, izy adverb: ly attached after a root, give the idea of word form

Tim consumers in the classroom

maintenance (ie roll call), student characteristics, and lesson activites

Consciousness raising

we don't learn a language subconciously, some conscious activity is involved. Most basic of these is learning grammar.

When to give immediate feedback

when the mistake occurs in a controlled activity with focus on the target language, when the second part of activities is dependent on accuracy of each part, misinterpretation of the task, error repetition by several student, helping with pronunciation (if it impacts comprehension)

who, whom, whose

who = subject form whom = object form whose = possessive form

future perfect

will have + past participle Past in the future Negative: not after will Question: invert will and the subject

Intelligence types

word smart number/reasoning smart picture smart body smart music smart self-smart people smart nature smart

Conjunctions

words used to join words, phrases, or clauses (Coordinators connect clauses of equal importance, subordinators connect clauses of unequal importance)

Antonymy

words with opposite meanings

visual activities to teach grammar for writing

worksheets word sorting writing abut images creating comic strips

auditory activities to teach grammar for writing

written response to a verbal prompt (game show and whiteboards, for example) incorporate music