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WorksheetsTeaching English In Elementary (Language Arts)
Total questions: 80
Worksheet time: 59mins
It is learning and acquisition once the mother tongue acquisition is established.
Teaching English
Second Language Acquisition
Language acquisition
Teaching Acquisition
They are the proponents of second language acquisition theories.
Oliveros and Hanes
Oliveri and Judie Abbot
Oliveri and Haynes
Judie and Hanes
During this time, new language learners typically spend time learning vocabulary and practice pronouncing new words.
Silent/Receptive
Early Production
Speech Emergence
Intermediate Fluency
This stage, language learners typically acquire an understanding of up to 1,000 words.
Intermediate Fluency
Speech Emergence
Early Production
A Silent/Recptive
This stage they acquire a vocabulary of up to 3,000 words, and learn to communicate by putting the words in short phrases, sentences, and questions.
Silent/Receptive
Early Production
Speech Emergence
Intermediate Fluency
They usually acquire the ability to communicate in writing and speech using more complex sentences.
Intermediate Fluency
Continued Language Development/Advanced Fluency
Speech Emergence
Early Production
It takes most learners at least two years to reach this stage
Silent/Receptive
Continued Language Development/Advanced Fluency
Speech Emergence
Intermediate Fluency
Language learning refers to the formal learning of a language in the classroom.
Teaching English Learning
Second Language Learning
Language Learning
Third Language Learning
It is the result of direct instruction in the rules of language.
Teaching English Learning
Second Language Learning
Language Learning
Third Language Learning
It is associated with feelings of uneasiness, frustration, self-doubt, apprehension, or worry.
(a)
It is commonly thought of as an inner drive, impulse, emotion, or desire that moves one to a particular action.
(a)
Its motivated behaviors are carried out in anticipation of a reward from outside and beyond the self.
(a)
Who described eight different forms of cognitive factors of SLA?
(a)
The person who sharply criticized Krashen’s rather fuzzy distinction between subconscious (acquisition) and conscious (learning) processes.
(a)
Language acquisition is innately determined, that we are born with a built-in device that predisposes us to language acquisition (LAD: language acquisition device).
(a)
Communication competence, or functional ability in a language, arises from exposure to the language in meaningful settings where the meanings expressed by the language are understood.
(a)
This hypothesis postulates that humans acquire language in only one way – by understanding messages, or by receiving ‘comprehensible input.’ We move form i, our current level, to i+1, the next level along the natural order, by understanding input containing i+1 (Krashen 1985)
(a)
It states that we acquire the rules of language in a predictable order, some rules tending to come early and others late (Krashen 1985). This “natural” order of acquisition is presumed to be the result of the acquired system, operating free of conscious grammar, or the Monitor.
(a)
It is a “device” for “watchdogging” one’s output, for editing and making alterations or corrections as they are consciously perceived.
(a)
The acronym HURIER is sometimes used in academic texts to summarize a model of effective listening skills. This model was developed by Judi Brownell of Cornell University. What is Letter H?
(a)
The acronym HURIER is sometimes used in academic texts to summarize a model of effective listening skills. This model was developed by Judi Brownell of Cornell University. What is Letter U?
(a)
The acronym HURIER is sometimes used in academic texts to summarize a model of effective listening skills. This model was developed by Judi Brownell of Cornell University. What is Letter I?
(a)
The acronym HURIER is sometimes used in academic texts to summarize a model of effective listening skills. This model was developed by Judi Brownell of Cornell University. What is Letter E?
(a)
The acronym HURIER is sometimes used in academic texts to summarize a model of effective listening skills. This model was developed by Judi Brownell of Cornell University. What is Letter R?
(a)
The acronym HURIER is sometimes used in academic texts to summarize a model of effective listening skills. This model was developed by Judi Brownell of Cornell University. What is Letter R?
(a)
It is the process whereby children acquire their first languages.
Teaching English
Second Language Acquisition
Language acquisition
Teaching Acquisition
Identify which are listening activities and which are not.
1. Learners respond orally to a written exercise.
Listening Activity
Not a listening activity
Identify which are listening activities and which are not.
2. Learners complete a task while listening to a taped conversation.
Listening Activity
Not a listening activity
Identify which are listening activities and which are not.
3. The teacher explains some special arrangements for the following week’s lesson.
Listening Activity
Not a listening activity
Identify which are listening activities and which are not.
4. A learner asks the teacher a question about the meaning of a word.
Listening Activity
Not a listening activity
Identify which are listening activities and which are not.
5. The teacher conducts a drill with the class.
Listening Activity
Not a listening activity
Identify which are listening activities and which are not.
6. A learner formulates a sentence silently before uttering it.
Listening Activity
Not a listening activity
Identify which are listening activities and which are not.
7. Two learners carry out a pair work activity.
Listening Activity
Not a listening activity
Identify which are listening activities and which are not.
8. The teacher tells a story.
Listening Activity
Not a listening activity
Identify which are listening activities and which are not.
9. The teacher converses with the class before the lesson starts.
Listening Activity
Not a listening activity
Identify which are listening activities and which are not.
10. The class is engaged in a pronunciation exercise focusing on two contrasting sounds.
Listening Activity
Not a listening activity
1. Paying attention selectively and constantly varying the level of attention while engaged in other tasks simultaneously.
Marginal Listening
Attentive Listening
Critical Listening
Appreciative Listening
Making judgments about which content to select for remembering.
Marginal Listening
Attentive Listening
Critical Listening
Appreciative Listening
Interpreting implied information, attitude and intention
Marginal Listening
Attentive Listening
Critical Listening
Appreciative Listening
Predicting, comparing what’s heard with what
was predicted, and revising predictions.
Marginal Listening
Attentive Listening
Critical Listening
Appreciative Listening
Filtering out any other ambient language or
other sounds, but remaining prepared to filter them in again as and when
necessary.
Marginal Listening
Attentive Listening
Critical Listening
Appreciative Listening
Getting the gist of a talk.
Marginal Listening
Attentive Listening
Critical Listening
Appreciative Listening
Enjoying the music played over the radio without understanding the words.
Marginal Listening
Attentive Listening
Critical Listening
Appreciative Listening
Performing actions in response to an instruction given orally.
Marginal Listening
Attentive Listening
Critical Listening
Appreciative Listening
Identifying a general topic or information given in a listening text.
Marginal Listening
Attentive Listening
Critical Listening
Appreciative Listening
Interpreting music through dance.
Marginal Listening
Attentive Listening
Critical Listening
Appreciative Listening
Quickly running one’s eyes over a text to get the gist of it
Skimming
Scanning
Predicting
Sequencing
Understanding the different parts of a text, how the text is structured and how parts of the text are related, and recognizing cohesive devices that writers use
Skimming
Scanning
Predicting
Sequencing
Anticipating what the text will be about using prior knowledge of the context
Skimming
Scanning
Predicting
Sequencing
Quickly going through a text to find a particular piece of information
Skimming
Scanning
Predicting
Sequencing
This is the ability to notice, think about, and work with the individual sounds in spoken words.
(a)
Six snakes sell sodas and snacks. This is an example of?
(a)
It is the meaning and pronunciation of words that we use to communicate effectively. It is simply the number of words that we understand or can actively use to listen, speak, read, or write.
(a)
This is the ability to read a text accurately, smoothly, quickly, and with expression. Some students are able to read orally with speed, expression, and smooth decoding but they do not understand what they read.
(a)
“Reading demands a two-pronged attack. It involves cracking the alphabetic code to determine the words and thinking about those words to construct meaning.”
(a)
Determine the strategies used whether they are before, during reading, or after.
Read aloud
Pre Reading
During Reading
Post Reading
Determine the strategies used whether they are before, during reading, or after.
Activating prior
knowledge and building
background information
Pre Reading
During Reading
Post Reading
Determine the strategies used whether they are before, during reading, or after.
Activating prior knowledge and building background information
Pre Reading
During Reading
Post Reading
Determine the strategies used whether they are before, during reading, or after.
Story Prediction Guide
Pre Reading
During Reading
Post Reading
Determine the strategies used whether they are before, during reading, or after.
Discussion Web
Pre Reading
During Reading
Post Reading
The Listening Process (10 points)
There are five steps in the listening process (Devito, 1997). Write and explain each briefly in your own words.
Covers the mechanics of grammar, can be a challenging subject for many students.
Language Arts
Body Language
Voice lesson
It offers a variety of ways (i.e., whole group, small group, one-on-one) using a variety of resources.
Differentiated
Predicting
Reciprocating
Is a strategy that's used during the reading of a text.
Differentiated
Reciprocating
Predicting
Students will assume the role of the teacher when presenting a concept or lesson to their peers in the classroom.
Differentiated
Predicting
Reciprocating
This will illustrates the importance of summarizing using charts and poster.
Graphic organizer
Essay writing
Summarizing
In approximately two to three paragraphs, define reciprocal teaching and describe how it can be used in language arts classrooms.
Summarizing
Essay writing
Orating
When we use a language, we cannot consciously think about all the words and grammar that we are using.
Anticipation of Rewards
Meaningful Learning
Automaticity
Language learners need to understand the language that they are hearing and using, and the topics discussed should be of interest to them.
Automaticity
Meaningful Learning
Anticipation of Rewards
These may be “tangible or intangible, long term or short term” . Language learners need a reason to learn the language.
Anticipation of Rewards
Meaningful Learning
Authentic
When language learning stems from the learner’s needs or desires, the learner is said to have intrinsic motivation.
Intrinsic Motivation
Meaningful Learning
Anticipation of Rewards
Clear learning goals and an understanding of personal learning styles can help the learner to use language learning time strategically.
Strategic Investment
Meaningful Learning
Anticipation of Rewards
Learning a new language involves developing new ways of “thinking, feeling, and acting—a second identity”
Risk-Taking
Self-Confidence
Language Ego
They believe that they can achieve their language learning goals.
Risk-Taking
Self-Confidence
Language Ego
They are willing to take risks, and therefore they have more opportunities to learn through both successes and failures.
Risk-Taking
Self-Confidence
Language - ego
Successful language learners understand that using a new language may involve expressing ideas and feelings in very new and different ways.
Language–Culture Connection
Risk-Taking
Self-Confidence
Words that are similar in both languages (cognates), will help in language learning, but features that are different may interfere with the language learning process.
Communicative Competence
Interlanguage
Native Language Effect
All language learners go through a developmental process during which time they use the language imperfectly.
Communicative Competence
Interlanguage
Native Language Effect
These skills include both fluency and accuracy, as well as the ability to use language appropriately in real-world contexts.
Communicative Competence
Interlanguage
Communication Skills
A teacher-centered and frequently entails lengthy lecture sessions or one-way presentations.
Lecture style
Demonstrative style
Facilitative style
