Teaching Strategies I Final Review

Match the method to its characteristics.

• 1a

  2c

  3b

• 1c

  2b

  3a

• 1c

  2a

  3b

• 1a

  2b

  3c

The following method originated as an alternative form of therapy, focused on students' rapport.

• Neurolinguistics Programming

• Lexical Approach

• Competency-Based Approach

• None of the above

The following method focuses on outcomes that can be useful for students' everyday life, forming not only knowledge, but also life skills.

• Neurolinguistics Programming

• Lexical Approach

• Competency-Based Approach

• None of the above

The following method requires sensory acuity (using the five senses to make sense of a situation).

• Neurolinguistics Programming

• Lexical Approach

• Competency-Based Approach

• None of the above

The following method has 8 principles that should be considered for its implementation.

• Neurolinguistics Programming

• Lexical Approach

• Competency-Based Approach

• None of the above

The following method utilizes chunks, collocations, and lexical units such as binomials, trinomials, and conversational gambits to teach vocabulary.

• Neurolinguistics Programming

• Lexical Approach

• Competency-Based Approach

• None of the above

Match the 4 principles of Neurolinguistics Programming to their description.

• 1a

  2c

  3d

  4b

• 1b

  2a

  3d

  4c

• 1a

  2d

  3c

  4b

• 1c

  2b

  3a

  4d

Match the following lexical units used in the Lexical Approach to their definitions and examples.

• 1a

  2e

  3f

  4c

  5b

  6d

• 1e

  2b

  3c

  4d

  5f

  6a

• 1e

  2c

  3b

  4a

  5d

  6f

• 1c

  2d

  3f

  4a

  5e

  6b

The CBI principle 1, "A focus on successful functioning in society", can be explained as...

• What counts is what students can do as a result of instruction.

• The goal is to enable students to become autonomous individuals capable of coping with the demands of the world.

• Rather than the traditional paper-and-pencil tests, assessment is based on the ability to demonstrate specific behaviors.

• Objectives are broken into narrowly focused subobjectives so that both teachers and students can get a clear sense of progress.

The CBI principle 5, "Outcomes are made explicitly a priori", states that...

• Outcomes are public knowledge, known and agreed upon by both learner and teacher.

• Rather than teaching language in isolation, CBLT teaches language as a function of communication about concrete tasks.

• Students are pretested to determine what skills they lack and posttested after instruction in that skill.

• In content, level, and pace, objectives are defined in terms of individual needs; prior learning and achievement are taken into account in developing curricula.