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TEFL COMPREHENSIVE LANGUAGE
TEACHING METHODS REVIEW SHEET FULL
SOLUTIONS
●● What are cognates? Answer: A word that has a common etymology with similar words in different languages ●● What is phonology the study of? Answer: The study of the sound and structure of language ●● Which of the following are common types of phonemes? Answer: Vowels and Consonants ●● What term describes a morpheme that is not dependent on other words and carries meaning? Answer: Free lexical morpheme ●● Light & Dark and Day & Night are examples of what? Answer: Antonymy
●● Why is phonemic awareness important no matter what native language a student speaks? Answer: Phonemes are unique to a language ●● What are 3 advanced reading strategies? Answer: Summarizing, Sequencing, & Identifying Main Ideas ●● Why is reading considered an active process? Answer: Because it requires effort ●● What are 3 suggestions for teaching students to form letter-sound associations? Answer: Assessment, Multi-sensory Teaching, & Explicit Instruction ●● What is decoding? Answer: Rapidly turning written word into speech ●● T/F: The first reading skill you should teach is how to compare and contrast. Answer: False ●● Why is reading for purpose a higher level of thinking than comprehension?
●● Alveolar ridge Answer: The gums just behind the upper teeth. ●● Palate Answer: The hard palate, or the roof of the mouth within the sphere of your teeth. ●● Velum Answer: The soft palate, or the roof of your mouth as it extends past the teeth, ending at the uvula. ●● Uvula Answer: The appendage that dangles in the back of your mouth before your mouth turns into your throat ●● Pharynx Answer: The back of your throat, behind the uvula ●● Epiglottis Answer: A flap of flesh that rests below your pharynx, at the top of your throat
●● Trachea Answer: The windpipe, which is covered by the epiglottis ●● Stops Answer: This is when you completely block the flow of air from your throat by closing your mouth at some point during the pronunciation of the sound (p, t, k, b, d, and g) ●● Nasals Answer: In a nasal sound, you close your mouth just as you would with a stop, but the back of your velum lowers, which allows air to flow up through your nose and out of your nostrils (m, n,?). ●● Fricatives Answer: In this sound, you only close your mouth part way so air is forced through a narrow passage, and makes a hissing sound (F, θ, v, s, z, ?, ?, h). ●● Affricates Answer: A combination of stop and fricative sounds that are made in a similar way (tS, dZ) ●● Approximants
Answer: When you press the tip of your tongue to the roof of your mouth as you speak ●● Post-alveolars Answer: When you touch the tip of your tongue to your soft palate when you speak ●● Palatals Answer: When the body of your tongue touches your palate as you speak ●● Velars Answer: When the body of your tongue touches your velum as you speak ●● Glottals Answer: When you constrict your glottis as you speak. ●● Vowel Sounds Answer: While vowel sounds still rely on the opening and closing of the mouth, we block the airflow from our throat significantly less when pronouncing them. Generally, different vowel sounds are made by different mouth shapes and positions of the tongue body.
●● Increased retention Answer: Anytime you access more than one sense, you are more likely to retain the information you are consuming. This is why the most memorable lessons from school were the ones where you did an activity that required you to get out of your seat and move around. Adding that extra wrinkle made it more memorable. When we read out loud, we are not only reading, but we are also listening to what we read. ●● Round robin reading Answer: With this strategy, you make a game out of reading out loud and students take turns reading a certain amount. This is a great way to get your students comfortable with reading out loud, but it can be difficult to motivate struggling students to read because of the stigma of reading in front of a group. This is also a great strategy for getting everyone involved in reading together, but it can also be a hindrance on students who are stronger readers and have to wait for struggling readers to catch up. ●● Popcorn reading Answer: Each student reads a certain amount of text out loud, then yells "popcorn" and picks a new student to read. This can be a good way to make sure everyone reads because the students are going to be better at keeping track of who has read and who hasn't than you would be, and it frees you up to monitor and/or provide individual attention to struggling students. ●● Combat reading
manage and monitor than the whole class reading, but it can help students get a chance to read out loud in a less stressful situation. ●● Heterogeneous pairing Answer: This is the same as the previous strategy, except that you intentionally partner struggling readers with readers who are excelling. The idea is that the excelling student can help the struggling reader bridge the gap. Critics note this strategy does not really help the strong student very much, as slowing down to adjust for their partners might work against them. ●● Teacher modeling Answer: The teacher reads aloud to the class in order to model pronunciation and fluency. This can be an effective strategy because the students see how the piece should be read as they follow along, but make sure you monitor for engagement closely, as it is the type of lesson that is easy for the students to check out of. ●● Echoing Answer: This is similar to the previous strategy, except the students echo back whatever the teacher reads, trying to match the pronunciation, inflection, and emotion. This can be a great way to model for students while still holding them accountable in the classroom. ●● Reading buddy
Answer: Students prepare individually, each with a unique text, and then read their piece to a buddy, trying their best to read it with no mistakes. Peers can offer critiques and suggestions, and you can monitor many students at once. ●● Tape recorder Answer: Students read into a tape recorder and play it back to themselves as they follow along with the text. There are many things you can do with this, like have the students try to get the perfect recording and then turn it in, or have the students swap recordings with a partner. This is also a great way for your students to get an idea of what they sound like, where they are struggling, and where they are excelling. This is also a great way to help students get used to self-correcting. ●● Read question and write a response Answer: This is one of the typical ways teachers assess a student's reading because it is easy to assess after the fact, and requires each student to do his or her own work. This strategy helps your student work on reading and writing skills, but does very little to build his or her speaking skills. ●● Listen to question and write a response Answer: This strategy is rare because it requires every student to work at the exact same pace, which is not always feasible in a classroom. We will talk about strategies like these in the next module when we discuss listening in more detail. Just like the previous strategy, this strategy does not do much to help students learn to speak English more fluently.
piece they are reading. This is a great next step for the student who is starting to get the hang of understanding questions, and is ready for a greater challenge. With these types of questions, the student needs to balance the higher-level comprehension skills he or she has been developing with his or her ability to verbalize a response in English. ●● Connection Answer: These types of questions require the student to think beyond what is in the text, and make a connection with the piece. This can be difficult for English language learners because they cannot rely on repeating what they see in the text. Rather, they have to synthesize what they read and create an answer relevant to the piece, but use their own words. Students are showing high comprehension and critical thinking skills, while making sure to verbalize their response in a language with which they are not yet comfortable. ●● Creating new knowledge Answer: These types of questions require the student to go completely beyond the text and synthesize something else. These questions are related to the text, but can be answered without having read it. This is a great way to get students creating new meaning and making use of everything they have learned so far. ●● Continue building vocabulary Answer: There will never be a time when a student is done learning words, and the best way to help your students present their own unique
ideas is by giving them the vocabulary toolbox they need to express those new ideas. ●● Provide a low-anxiety environment Answer: Your student will be taking a risk by sharing new ideas in a language they are not completely fluent in, so take as much anxiety out of the situation as you can. Give them space to work through what they are going to say, and be encouraging when they are ready to go. ●● Give them time to practice Answer: It might be helpful to bring back the reading strategy that we discussed earlier and give them a recorder to check their own progress. Once the student has progressed and is improving, it is important to give him or her some control over the process, and let the student take responsibility for his or her performance. ●● Provide honest, encouraging feedback Answer: Even outside of TESOL, simply saying "good job" is no longer enough to encourage a student. Be specific, be honest, and be encouraging. If the student is struggling with something, let him or her know, but also let him or her know how it can be fixed and what needs to be done to get better. Students appreciate honesty, as long as it is presented to them in such a way that does not immediately make them shut down and not want to try. ●● Listen to the student
Answer: Some students find it embarrassing and get anxious ●● T/F- Students do not get anything out of hearing the teacher read a text. Answer: False ●● T/F-When students are connecting to the text, they are using higher- level thinking than when they answers questions about the text. Answer: True ●● How should you provide feedback to your students when they are presenting new ideas in English? Answer: Be honest, Be specific, & Tell them what they can improve ●● simple transcription Answer: which makes the phonetic translation as easy to read as possible without worrying too much about everything being perfect. This kind of shorthand is appreciated by experts, since they often have to go through massive amounts of text. While this may not be the best type to start your students off with because they may not be ready for such shorthand, it can be helpful once your students start to get good at transcribing. You should only allow them to take shortcuts once they are doing it to save time, not to make the text easier to transcribe. ●● Comparative transcription
Answer: is relevant when the sounds for different languages match up, and you are able to use a more vague phoneme to refer to the different versions of the phoneme in different languages. This type of transcription is not very helpful to your students. ●● phonemic transcription Answer: which refers to any transcription where you break sounds into phonemes. ●● allophonic transcription Answer: which means breaking the speech down into allophones. If you remember from previous modules, allophones are a phonic, rather than phonemic way of breaking down words. ●● Word-for-Word Transcription 1 Answer: Select or provide a text that already has a transcription. There is no way to assess your students unless you have an answer key. You can either hold onto the correct transcription yourself to assess your students, or give it to them so they can check their work and self-correct. When they are working toward mastery, it is probably better to give them the transcription, and when you are ready to assess their mastery, it is better to assess them yourself. ●● Word-for-Word Transcription 2 Answer: Have the students listen to the speech once. If you are delivering the speech, read it through once, instructing the students not
Encourage your students to transcribe the piece word-for-word, then look through their transcription to fix errors in grammar and usage, even when those errors were made by the original speaker. This will give the students practice transcribing the piece, but will also give them the opportunity to practice their revision skills and access their knowledge of grammar. ●● Paraphrasing 1 Answer: Start out slow and informally. Have your students pair up (or get into small groups), and have them practice paraphrasing. You can even have them start in their native language. Give the students a simple question, like, "what did you do this weekend?" Have the students interview each other, and then paraphrase what their partner tells them. This helps them work on both speaking and listening skills. ●● Paraphrase 2 Answer: Do it with them. When you are starting to teach the skill of paraphrasing, model the activity by participating in it with them. Start by asking a student a question, then paraphrasing his or her answer for the class. Then, do the same thing, but ask the class to help you paraphrase. By initiating the process together, you will make your students feel more comfortable, and you will show them how it should be done. ●● Paraphrase 3 Answer: As you are modeling the process with the students, help them understand how to paraphrase better by introducing four strategies they can use:
Reword: The student replaces words with synonyms whenever he or she can. Rearrange: The student rearranges a sentence so that it sounds different but conveys the same message. You will have to model this for the students directly. Accept: Let the students know they will not be able to change every word (nor should they), so they need to learn to make decisions on what needs to be changed and what should stay the same. Recheck: Have the students read over the paraphrased version they have written and evaluate it based on how accurate it is to the original message. If you have the students working together, have the student who delivered the speech check the student who paraphrased for accuracy. You can also use this as an assessment tool and evaluate it yourself. ●● Understanding Conversational English Tip 1 Answer: Verb conjugation: In order to effectively communicate during a conversation, your students need to know the basics of verb conjugation, especially when it refers to tense. The difference between, "I ran to the store" and "I run to the store" is only a difference of one letter, but it significantly changes the sentence. Students do not have to be experts at this yet, but they should understand the basics so they can participate in a conversation without confusion ●● Understanding Conversational English Tip 2 Answer: Using pronouns properly: Pronoun use is important in conversational usage, as it is a typical (and grammatically correct) way
