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: granular “mm Mnmhm hm u guy i. mu} wok-n ma nnuulm. and «m m mp. \H mm!» mm H
wudu m be mm“ or u'num.
. Immpm mmur
u gvxllmnv “um mun mm fnnflm k ‘uumuhfnl m M mum: mam mag: Prod-1min yummnn :m: unm
mm: m .u. m-wnmmu“rm-ml umMn hm mum nu 11w gamma! u'n \uul‘uhm n hm
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and "gs-u} mnlmunl.
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m Emu my, mum. 1mm. I: called mmmmJummu. Ulhcnuxc, .\~ .nmm hem Inn-um“ pal-film
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and mauml/c 1m lurllmg orall uudcnls
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mm»! m :1 ulux mu m“ Ilm In.“ mm cllwuuw lmm ” m: mow napamlhiliu m um. um lnnmln, n k
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h- l'mdwmmd applaud!
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ml in .l...- an» mum mm I‘mm um. "mm uflnmg lllc language [Arlyn-5c mm” m‘Llthll.\ll1l£||
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l mummm ullwlu b cummml mm mm mu. place «ma.- |hc cannmm w» m mea [11'le
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(- Posts

#n‘lHt‘flmfiI‘fiI5§.‘1usr‘u'n'LUfijalfimnG'l...
_For_App|ied_Linguistics_
-Vocabulary (20 Mark)
1‘ Syntax:
2. Phonologe:
3. Declarative knowledge:
4‘ Procedural knowledge:
5. Pragmatic competence:
6. Comphrehensible input:
7. Student—oriented approach:
8. The affective filter hypothesis:
9‘ The monitor hypothesis:
10. The natural order hypothesis:
_For_Foundation_0f_Education_
~Eassy (30 Mark)
"What should be the qualities of an effective
21 st century teacher?" Raise not more than
there qualities of an effective 21 st century
teacher, and explain each on with specific
examples
n r—xu AA.

Write a commemfi.
 V?
M:.‘{—’—_‘____mv
n
NIE Entrance :xa'm

i terminology (zoos) ‘5 ‘
l Conuinuxlenmln’z‘.lurningrhrough formal education provision
with awell‘organlzed svilabus: leaming from what is taught in
school.
1 lntrlml: motivation: enjoyment oflanguage learning Hull
3 Student-centred teaching (student- nn‘ented approach): methods a!
teaching which (a) emphasize the active role of students in lumin;
(b) try to give learners more control over what and how they learn
and (5] encourage learners to ake more responsibility lor their own
lnrning. ' ‘Tnsvérainy-amen“
4 lnnrunmttal motivation : Students are mo‘nvated with what uh:
place (inside of the classroom or school , jobs getting promoted
personal and mreer development.
5 Llngulnu competence : knowledge of linguistic form: id, no,
and that the mind can Influence the behavior of the body.
by Inductive-grammar "aching". meaning to loan = covert grammar
teaching

ll Terminologies and Comprehension questions (2009)

l Speclnl education n{ special ed ) provision of schooling or special
support for Students who may have particular emotional, Intellectual,
physical or social needs.
.1 Non-Iomial education: organized learning an ties or curriculum:
outside possess of structure of formal education system aiming at
meeting the specifir or particular group of people.
i Mentallsm: the theory that a human being possesses a mind which has
consciousness
4 Affective code: abyectives as the purpose of development of 55‘ attitude,
feelings and value.
‘. Total institutions. organizations that close themselves from the outside
world and lead a his'tory In secular life that is formally organized and
iotally controlled,
 H Doc

l
1"omr area the objectives as a purpose of development of 55'
WNu‘on of abiliues and skills.
7; _hll critical literacy 7 Why is it Important for a free society to have
My literate Citizens“
W literacy . an approach to the teaching of literacy which seeks to
“how social identities and power relations become pn'mary goals of
m. cn'tique, and Study.
m:
i Critical reading in such an approach seeks not only to
“up the ability to Interpret texts but also the ability to perceive the
auctions between social condm'ons and the reading and wn‘ting
of a culture. to be able to analyLe those practices, and to
develop the moral and political awareness to take action wnh'in and
W them.
I hflin what the concept ' caretaker speech' means and why
[hlmponam for a language teacher to understand this concept
heal!!! speech'.the simple speech used by mothers, fathers babysitters.
mwhen they talk to young children who are learning to talk.
hum Caretaker speech usually has:
ahorter utterances Lhan speech to other adults
gammau'rally simple utterances
“abstract or drffrculr words, with a lot of repeouorr
deter pronunciation. someflmes with exaggerated intonation pattems.
9. kphin ee characteristics of a behaviorlst teacher.
- haters used a lot of reward and punishment
«dying on test score to make decrsion
donut tolerate mistake and errors.
iiL Ta‘lll'nology and Comprehension questions (2010)
1. healpml'e grammar: a grammar which descn‘bes how a language
is actually spoken and /or written. and does not state or prescn‘he
how it ought to be spoken or wn‘tten.
Z precriptrv'e grammar: a grammar which stares rules for what I: eonsrdered’ [he
be: or mm: wrwci usage.
3. W are the three types of infonnan’on tu'uon'! Explain each one.
-On -d|e line question: ask about specific information.
Ween-the ime question. ask students to guess or infer information.
Jeanna-tire flint-question: is a prompt or cue to get srs to express their
L’d——MT-L
own idea related in next topic rather than givmg exact answers.
4 What are the characten'stics of direct Instrurtion?
‘ all student can learn if taught torrenly.
. lesson content must be reduced to teachable and learnable steps.
dusk language, literary and numeracy sldlls must be mastered
thoroughly to provrde a lirm inundation for future learning.
5. Expository teaching . language teaching that giving examples,
expl'ai'mng subiect analyzing cause and effect. compan‘ng
contrasting, dividing or classifying something in categon'es.
6. Non-declarative m‘ge0 “gunacit memory): Memory that is
revealed when‘ Slim eq'xpe‘hes‘ tau-mate performance even
when not accompanied by conscious recollection.
7. Global education( multiculmral education): Learners are
encouraged to appreciate differences between cultures and recognize
common links with people from different cultures, particularly
minority cultures.
a. Behaviorlsm 1 a theary of psycholoy which states that human and
animal behavior can and should be studied only in terms of physical
promes, without reference to mind:
9. Crlterlnn-reierenepd testing. a test that measures a test taker’s
performance according to a particular standard or criten'on that has
been agreed upon. , my? MM “"9” “’3‘” “PW”"
10. Whole language approa’ch -. mphasiz'es learning to read and write
naturally with a focus on real communication and is opposed to the
idea of teaching the separate components allanguage (cg grammar.
voabulary, word recognitlonnphanits) in isolation.
[V. A An assessment ofTESOL- related Terminology (2m 1)
1. The difl'erences between student-on'ented approach and teacher-
centred approach.
o Student-on'ented approach / learner-centred approach (teaching
-students play active roles In learning'
-give more control over what and how they learn
-encourage learners to take more responsibility for their own learning
-know learner’s pn’or knowledge
-know learner’s need, goals, and wts'hes
-know learner’s styles and leaming preference
'jflL——___.—&
- knaw learnel’s vlew ofmclllng
o Tamer-centred teaching/approach
-leacher Is' active
-studenu are passive
-do not know students needs. styles
Judie“ rell students directly
-leamlng controlled by teacher and methnds.
2 The diflerences bemeen Dedumv'e grammar and lnducuve’ gal-ulnar
teadilng
~ Deducuve grammar (eaching‘
-leamers are laugh! nus direcdy
-given specific lniomia’non about a language
-midy ol the glammaflcd rules of a languag
~Iet students practise by rules
olnducclve grammar teaching
~|earners are nur raughr yamman‘cal rules directly
.Induce rules from melr use or language
-learners know grammauml rules from are using arm
-emph2s|ze the use of the languages
Linguistic competence : knowledge of lingunsu": lonns m etc.
5~

and that me mind can influence the behavior of the body.

4 lnlrinsl: mauvadon: enlayment of language learning “sell.
5. Extrinsic motivation: dn'ven by menial factors such as parenial
pressure, societal expeditions. academic requirements, or either
sources of rewards and punishments.
5. Dlseourse commence :knowing howm begin and
end canversau‘uns (speed: events. cohaion. coherence)
7 Strategic competence : knowledge or commum'an'on strategies
Lhat can compensate for weakness in ether areas.
8. An assessment of TESOL‘ relaked uuesuo‘ns
1. Based on the current Len? in language resung' bn‘efly explainM.
your ways in messing youaqudenrs' learning‘ 3‘“h"’*m00.$:‘fls"§ n“ ,
-Wrilten test: (muln'pu choice, T/F. Matching.) 19‘“; h‘ “Mg?
- Performance rest.- ro assess how well somebody an do something
(an essay, science expen’menL). —y.'r<;* wlr Hp;
'L How should you deal with students who do poorly? gm my

4
V#L’___.__~_JESL
-Encourage them to answer first
7 change their seat; sit with strong one
7 Get strung one to teach. advtse' them more.
- let them try again. when they do wrong,
Mfim
- Don‘t look down on them — Tn iv to P law an Julep-n
» Don't laugh atthem -4wz Wm? um“ haxd‘n‘ WNW
- Give reason to them - ’44: Java 93 wit- a strong a“
3. Haw should discipline problem in (IN be handled?
- Keep your eyes on the sudents. Min) an ggyonx’mJe/ Ml
- Check on their work ugulzrly. _ Pu u¢p+gfip ’ 5“ Wadi.“ I and
~ mm the names of students. C r A _ .
- Take note to individual by name. mam" 47’" l’“ V“
- Glare and stare at minding snidenm
- Ymi an plate students in particular seat.
- Control cheating.
- Never argue with a class.
— le‘e students homework.
- Consider involving students parents.
- Strive fur a class,
4. How Can teachers motivate students?
- Iessnn should be explained clearly.
- give a lot of praise and encouragement.
- Teachers should be well'argam'ud.
7 Teachers should have my. quality.
~ Lesson should be interesting
- Make sure your lessans are challenging,
» Use activities that students enjoy
- Give very clear instruction.
7 Don‘t allow motivated students to sit together.
7 Give homework regularly
~ Come to class on time
- Make your class pleasant
5. What should teachers look for when they evaluate students?
. validity - Diagnosis aim Kain-I gnaw.“ 5h vim/mu.“
- reliability -
r pram‘izL‘Ity
. TE_r_—___—m-SOL m
r efiea an learners LmuV-u'mmafox *vrkr lamrvm
V Comprehenslon Quenlons section (2011)
A. Terminologies in use
1. Comprehenslble Input :pokcn hum: that can be madam by
the listener :vcn mough some 5mm mi vouhuluy may not
be known.
2‘ Campnhenslbk output ; langungc mum: by the lam: mm
m b: undaswod by alhcr qualms oflhe hum
Barnum-up 1...;qu Inning: Indunive lug-Ag: lav-In;
Tap do“ lug-up tum-g .- Mum m lam-l
P!”

5. m-Hflw lumil: human : Mm “pm ‘1wa mura- I.» m ape-k

uni umdasund mugginmmm'mnmolmmrmm”’mpnm
whifi childnn IR exposed in Mill inm' with their wan lad
mmmmmdlnnunllpfimfwgmmlkmqu‘uhm,
6. lntrlnslc motivatinm anyo'yrnem of language lemung' Itself.
7. magic competence: knowledge of communication may; that
can compensate fnr weakness in other areas.
a. unguisuc mmpetenm: lmawiedge olllngmsu’c form.
9. CnnscInus lumlng: laming through funnel eduuuon provision
with a well‘organized syilabus: learnlng from what ls taught in
schooL
10. Gun-"Tumm- Wumantfaugn’ummm‘
wm wkcsuwofmsmm‘uflmmflymflkmdnudm-fl Imlmg'
I66 5‘
3‘ Cmpmm‘ mnbrdud qunhu
I. Bnefly' ex mm: ullilisofmodwndlm‘on. ,
. studypmpgnm q ~ my; .1; 9r," 4 «had-m“: shaky»:
mflmmm “Mmgaznloamrchnm
-pll||ningmdpmpammn
an“ ‘7 M a. k as h, .
ammo-1‘
- pmrnssw'ml Isponslbl'lilvzs
2. B'nzfly mm" m: qmnues ovum menus.
.W' mphnlldpnwclsmdm‘anqimzm
‘ Ilwlys .rn'va. beak-Maud class mnme’“.
-all.lwsnsm' u' my. humble n: my: md'm"d|nl 4mm
~ us: ohm. .s not a SIM of. run...
‘Wofpdagoy:dosn'1flwxysudlfimlsmflWWI-“WW”
- inlapasonal relammship m sludmu: mm'mns‘ n mm rancher-s mam»
-P,o{es§.-om ism gym“ 4., mg mu“ ymmv
6
 in'dowmnwukwmbolFAdifi'thflnzw swim-1m
m'm'mmmmmnumwwwmmm'mm
paw
-flWmmfls
-m||flwnfldml
«waive-m twp-a: 7 imam
«magnum (a. aid-m
.m mm English is m mm
.m
.mook
-\Veanmvelh5¢wukpom£s'bymlpodmmookdml
an'ncul'iun . emu mnnuls‘ for Inching nd Immmg'
VI r5501, mime qucsuom izom
.\ Tum'mlops‘ in raw
i, Act-Innue- :Ipwmin Mai-winmwmmmm
afvducsoilgrouy momma. Inland-“on with "uremia-amm-
W cullure. .m sysifln Mull-ea.
mum.- :xmxmmumww'nm.
Pmripuw gruminln : ylmmu which was ml: I’M MM is comm-m me
w!“

be: of m mnzd w,
4 Dtscrlptivc grammar. a grammar which descn‘bes how a language
is‘ actually spoken and /or wn'nen, and does not state or prescribe
how it ought to be spoken or written.
5 Wham:W in both rim- .mi sauna-1W Inming.
in which . mu‘u‘wmu. ylnlmluul' mic of. linguistic nun ixymia
'mmpwm. RBI“ mnlun' words umfullow mm hr
pun, AMOKM—UP yywm'mfmscorimynmm 3 k vmolru‘dj {3M
x 1mm hlurmlunl Ml: .« mini-m InAlyn‘ m'a pmocss ianguagcmnm‘m“ 4"" '
«comm-m ma Inning, mi m k by» pmmu
7V nan-nu bknlnnlknl person who know: an socinl habits. mum mums.
an oflv-o diflzrml mm: M an b: mun u hiculmn!
n qmihu
l w .m u qunl'ilizs ofmnnfism um? B'ndly 45ml): am one
wacha'splmlmimehsomdnfly,hepmni:m¢s.
Ilwnys I'm'vu, begins Ind aid :15: an iim...
I! {In}, humbk um Karyn Individual dim-mus
aeolian: s‘musimnium,.
.Wurm: dom'ulwlyx Inch from u not hmina' Desi-m"-
MW ldl'uomhip Witt Mu: m-m'i-uu' . nanny cud-mu "Mb
W'ma1mnmpemnupemofjobsoimanlachus
.5» ma:
mm plant-ad
_r;o='.——__ML
Jim'bk
-knpdllly'
-&nsaim
.mflllol
-pfldr:l.llmuh'lp
thm‘mfi'mflmmrdulflfllkfiym'u
WMimcfmm'mm
-sdf-cnn.fidzm
rW‘
-nmo‘-w|‘l|td
3mm
-‘W‘
11-514mm
«mum
~a‘aflw
.aaflnd‘
wwm
~nli‘lv:
Mummby'ummymmmamnny
Inc-L
AM»: hams rully man chum mqm‘ marl-onus Inn: “tantrum:
muddnang Tmmmm.mpbu1'u
 Tcnumolmues ‘m TESOL
cup-nun». tip-I
(mm: m .5 Lwnyage m: m um N uniting-d hyhslrm dqxlaflm m
mm, .m w mm.“ mums m u n u umnbe‘l “a. 1m :hme um um. lam
an m mung he mmm hwmmgla Km'm'i mm, Mummy xqumm 9mg
1m um mm am My; um um language mm, mm Ilnn um H mm!)
cwm nip-l
mamma'kamdomjpvlhmsmmnzquhnm»>Illulranqulu
mullmakrhnfmmmxewmram Dunn, Iemmzxnirmmfmmofwx
ullznnce Mcammmlpmfmh} WJnd-exqufilhrm Ema-2m:
pnnle
Ham-"Whining
unnusgkm_mmmmhswhnmuga>mnsmwm-dlhmamhm
mmpkxmucnnsquwr-«p “mmfluds mmmwm
mmm‘mdmmsmnmnflnmlmhngnmnmgnfmlialiimk
Yap-loin lug-m Inning
WWW. Immfige Iummg mmhrs Inokmgal mng‘ugenl whnlru-dcmimgmflx
mums ovLirilm Ihm m mmlmmul mam m mm“: was
“alumna-innit; mum-m.
.mumm .mr, misneh and uncmucmnsh "mulch AmplmL .nrmul “mm Inmlnn.
mmhmu m mum lmulndln and acummd camp-INK! nfa tuna-nu m m mm In immm u
mm mm- up".1mg..agm mmng m an] 'nl tun-mm mknhu maxim];
kmmlalp H mm; mles
Lemmnu'nns much mrmxmxsh \hmuflhuvhmnrhrmnl Immmzxd lm‘um. msumnn
m mm mm: zlxml : ham )nmmnrsulu m munmmm mink-emu um;
Emmi: It» mum—lamina mum“; mm m. m. mum. ml mm mm Immune
“mm mama my xqmsmandnmlenrm‘Dflsofm» nidl mm. lama»
mm mm mm mm... mm mum m. m mm“ affix
Vlmuhw um r: um mum. Wm 1mm: um ma minimum Turin-uh]
humming atq'msmm
mm mm—
*xmmk mu mm um In N m mm in} ohm mm m w: mm spy“
mm 31 sec M; m Mun mnplm tum, audxnullzemnpmmlnk'
a...“ “may :mm
‘lnmmw mmm rum u- m: m why u Mann mum sclmns [w mm mm“ m
plasma mu mm m pafnmunu mm mm um me: I. mimm InmJ-olnmlf'
mum 14m
mum "mu.-
~1 unnsh mm mm mien u- mu Influx» m wrfunn nwuun fur hum: ulna] mm, mm...
m» m unflnlc m n munnmpmmmm: mm mm m mun! '
1”"me rmnflm Mummy.“ 1mm