-Which method does not allow translation?
__Direct Reading
Method_. (two words)
-Which method allows students to translate from first
language to second language?
_Grammar/Translation Method__ (three words).
-Which method is an oral based approach that drills
students with the correct English grammatical patterns?
__Audio-Lingual Method__ (three words)
The teacher uses colors and is listening to the students.
Which method does the teacher use in class?
__Desuggestopedia Method__ (two words)
What is the goal of a teacher using grammar translation
method for foreign language learners in teaching
reading? __Read & Appreciate (two words)
Which method adheres to the principle that teaching
language should not be by chunks?
_Communicative Language Learning__ (three words)
Which approach is used when teachers do not explicitly
correct student mistakes to reduce students stress?
_Natural Approach_ (two words)
In a functional notional approach; time, events and
places are referred to as _Exposure_
Which method of language teaching believes that
students need to become independent in learning?
__Total Physical Response__ (three words)
Teachers are co-learners, asking questions of the
students, who are the experts on their own lives. Which
approach adheres to this principle? Cooperative
Approach (two words).
Which method supports the use of content from other
disciplines in language courses?
__Content-Based Instruction__ (three words)
Which method points communicative competence as
the goal of language teaching?
_Ability to Understand__ (three words)
Which method aims to activate and use the reserved
capacity of the students?
___Direct___ (one word)
Spelling: Productive Phonics
-Meaning-focused Input- involve getting input through
listening and reading. (skimming, scanning) (98-2).
-Meaning-focused Output- learner producing language
through speaking and writing. (writing essay/public
Speaking/sending email) (ask and answer)
-Language-focused Learning- deliberate attention to
language feature both in the context of meaning-
focused input and output. (phonemic, spelling practice,
word cards and grammar study)
-Fluency Development- involve making best of what is
already known. (speed reading) learners increase speed
reading speed while maintaining good comprehension.
(speed reading, repeated reading, paired reading)
Techniques
-Shared Reading- learner gather around the teacher and
the teacher read a story. (blown-up book/ getting the
learners to comment about the story)
-Guided Reading- the learner and teacher talk about the
book. (reading the book aloud)
-Independent Reading- learner chooses a book and read
quietly. (sustained silent reading SSR or drop everything
and read DEAR)
Prerequisites for Formal Reading
-Learning Letter Shapes- similar letters p,b,d,g
-Phonemic awareness- spoken word that are made up
with sounds (cat, hat, bat)
-Writing conventions- (up-down, left-right, right-left)
-Spoken Language and Reading- (pictures, illustration)
Phonics and Alphabetic Principle
Learning phonics is a systematic relationship between
written letter and sounds.
The Role of Phonics in Reading Program
-Isolated words and word in text
-Individual and Class
-Word attack skills
-Outlandish Proposals
-Deliberate versus incidental learning- Deliberate
analytic learning can speed up learning and can help
with learning problems. While most learning is
incidental, substantial reading improves spelling
-System learning versus item learning- some words can
be dealt with by rules, other have to be learned as
unique item.
-Single kind learning versus interactive systems-
Alphabetic learning interacts with lexical learning.
Intensive Reading
-is a grammar-translation approach, using first language
to explain the meaning of a text, sentence by sentence.
-focuses on comprehension of a particular text with no
thought being given.
-Comprehension/Sound-Spelling/Vocabulary/Grammar
and Cohesion- involves the devices of reference words,
substitution and ellipsis/ Information content/genre
features/information structure/strategies
Comprehension on Text
-Pronominal Questions/ Yes-No Questions/ True-False
Sentences/ Multiple Choice/ sentence completion/
Information transfer/ Translation/ Precis-main ideas.
Focus of Comprehension Questions
-Literal Comprehension of the text
-drawing inferences from the text
-Using the text for other purposes
-Responding critically
Standardize Reading Procedures
-Standard Reading Exercise- Learners taught series of
questions to ask that can be used with the text.
-Reciprocal Teaching- involves the training and use of
four strategies.
-Concept-Oriented Reading Instruction (CORI)-
integrated Strategy Approach to reading
comprehension.
Extensive Reading Assessing Reading
-is a form of learning from meaning-focused input. (95- -Motivate
98% of the running words) -Measure Achievement
-Graded Readers -300-500 words -Diagnose Problems
Level New words Cumulative words -Measure Proficiency
1 400 400 a. Speed Reading Graphs
2 300 700 b. Reading Logs
3 300 1000 c. Oral Book Reports
4 400 1400
5 400 1800
6 700 2500
Oral Book Reports- Learner presenting commentary on
a book in class or a reading book.
Discussion Groups- bring learners together who have
already read the same book.
Other Ways of Supporting Extensive Reading
-Glossing- involves providing the meaning of words in L1
or L2
-Computer-assisted Reading- the learner pastes in a
text, clicks build, and then start reading.
-Elaboration- involves the rewriting of text but it
involves adding to the original text rather than removing
or replacing.
-Skilled reader reads around 250-300 words per minute.
-4/3/2- learners working in pairs and one member of the
pair speaking on a familiar topic of the other (listener).
Increasing Oral Reading Speed
a. Reading Aloud
b. Repeated Reading
c. Paired Reading
d. 4/3/2 Reading
e. Read-and-Look-up
Increasing Careful Silent Reading Speed
a. Speed Reading Course
b. Easy Extensive Reading
c. Silent Repeated Reading
d. Issue Logs