POLLMA midterm
問題一覧
1
Certain statement for students to agree or disagree. As they need the guides students become more curious with that material they are about to read. In this way, their interest is stimulated.
Anticipation guide
2
Means that materials for the Teaching reading comprehension and cultural awareness.
Affective challenge
3
Sample questions (from nonfiction interesting texts) framed in modeling the QtA will engage students actively with a text
Question the Author
4
Through guided visualization students come up with mental images as they read thereby creating the connection between their background experiences and that of the author.
Visual image
5
Using the teachers questions or prompts posed at the end of the class, students, write their responses to the questions and hand in the exit slip to the teacher before going out from the classroom.
Exit slips
6
Teachers prepare texts or reading passages for the students to read after the short lecture delivered by the teacher.
Listen - Read - Discuss (LRD)
7
Using the ____ Students make predictions, provide explanation and/or revisions.
First lines
8
______, in the form of questions or statements can help or in foresting comprehension help the students navigate reading materials and guide them in understanding the organization structure of a text.
Reading Guide
9
As visual graphic organizer, aid students and deeper comprehension with the use of any graphic organizer. students are engaged in responding yo questions such as "What is it?" "What is like?" "What are some examples?"
Concept map
10
Guides students in raising questions about a text making predictions and then reading yo confirm or refute their predictions.
Using Prediction logs, students are encouraged to be active readers posing questions and monitoring their comprehension.
DRTA (Direct Reading Thinking Activity)
11
It is designed around several questions about a topic as students read or are being ready to, they record answers to the posed questions within the _____. Thereafter, a summary is written at the last row.
Inquiry Chat (I-Chat)
12
Allow each student to summarize main points of each paragraph.
students can provide each other with feedback as a wag to their comprehension.
Paragraph shrinking
13
There are varied source of inputs on listening which you can use to enhance listening skills.
Interaction
14
Summarize what you have learned in this lesson and tell your classmates how you are able to overcome any learning challenges by posting it in this wall or in your own Facebook wall.
Internalization
15
Refer to the suggested framework of Tomlinson (2013) for developing materials for spoken language. Provide 3-5 questions that address the things to be materials for spoken language.
Integration
16
Define authentic materials as exposure to real language and use in its own community.
Kilickaya (2004) in Mestari (2017)
17
Radio broadcasts, TV shows and advertisements, documentaries, news reports, movies, telephone, conversation, etc.
Audio and video materials
18
Pictures/photographs, art works, stamps, signages and symbols, street signs, picture books, posters, cartoons, infographic, etc.
Visual materials postcard
19
comics, directories, greeting, cards, invitations cards, journals, magazines, maps, restaurant menus, and recipe, newspapers, notices and bulletin boards, product labels, puppets, calendars, coupons, etc.
Printed materials
20
Blogs, vlogs, and videos, podcasts, or these digital tools like.
Digital materials
21
It is said that one has to master the "basics" first before he can become an "expert"
Introduction
22
•Conduct dictation exercise from words to sentences
•Let students point spelling rules based on your word dictation exercises
Written
23
•Ask students to complete word tables and word maps
•Lets students chunk complex words and label their parts as affix or robot word
word parts
24
lets students identify word
students can classify words under style headings
constraints on use
25
You can also ask students to recall forms and meanings or word from a given context
Concepts and referents
26
The teacher reads the story aloud entitled "footmate to youth" by jose Garcia
word use
27
emphasized the importance of materials evaluation, adaption, design, production, exploitation, and research
Tomlinson (2012) Bonckaert M (2015)
28
The truth of the matter is that about 99 percent of teaching is making teh students feel interested in the material. The other percent has to do with your methods.
Chomsky (1998)
29
Engage students while reading text and help them solidify their understanding of a text
Question the Author
30
Make the students actively engaged while reading thr text
Visual image
31
Know the extent of students understanding of the reading materials
Exit slips
32
Guide students on how to comprehend materials which they have listened to
Listen - Read - Discuss
33
Help students learn to make predictions
First lines
34
Train students to assess their understanding while reading
Reading Guide
35
teach students to organize new information
Concept map
36
Make students thougthful and active readers
DRTA (directed reading thinking activity)
37
Foster students critical thinking skills
Inquiry chart (I-Chart)
38
Allow students to make predictions and to validate their predictions
Anticipation guides
39
Make the students while reading the text
Visual image
40
Help the students develop their reading comprehension skills
Paragraph shrinking
41
Speaking I'll of somebody who is absent
Gossiping
42
Evaluations one's personality
Judging
43
Saying things/words aren't supposes to say
Negativity
44
Passing the task to somebody else
excuses
45
Telling wrong informations
lying
46
list ot collection of the words
vocabulary
ENGLISH PLUS CUTIE
ENGLISH PLUS CUTIE
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Earl Tabang · 30問 · 1年前CALALP
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30問 • 1年前問題一覧
1
Certain statement for students to agree or disagree. As they need the guides students become more curious with that material they are about to read. In this way, their interest is stimulated.
Anticipation guide
2
Means that materials for the Teaching reading comprehension and cultural awareness.
Affective challenge
3
Sample questions (from nonfiction interesting texts) framed in modeling the QtA will engage students actively with a text
Question the Author
4
Through guided visualization students come up with mental images as they read thereby creating the connection between their background experiences and that of the author.
Visual image
5
Using the teachers questions or prompts posed at the end of the class, students, write their responses to the questions and hand in the exit slip to the teacher before going out from the classroom.
Exit slips
6
Teachers prepare texts or reading passages for the students to read after the short lecture delivered by the teacher.
Listen - Read - Discuss (LRD)
7
Using the ____ Students make predictions, provide explanation and/or revisions.
First lines
8
______, in the form of questions or statements can help or in foresting comprehension help the students navigate reading materials and guide them in understanding the organization structure of a text.
Reading Guide
9
As visual graphic organizer, aid students and deeper comprehension with the use of any graphic organizer. students are engaged in responding yo questions such as "What is it?" "What is like?" "What are some examples?"
Concept map
10
Guides students in raising questions about a text making predictions and then reading yo confirm or refute their predictions.
Using Prediction logs, students are encouraged to be active readers posing questions and monitoring their comprehension.
DRTA (Direct Reading Thinking Activity)
11
It is designed around several questions about a topic as students read or are being ready to, they record answers to the posed questions within the _____. Thereafter, a summary is written at the last row.
Inquiry Chat (I-Chat)
12
Allow each student to summarize main points of each paragraph.
students can provide each other with feedback as a wag to their comprehension.
Paragraph shrinking
13
There are varied source of inputs on listening which you can use to enhance listening skills.
Interaction
14
Summarize what you have learned in this lesson and tell your classmates how you are able to overcome any learning challenges by posting it in this wall or in your own Facebook wall.
Internalization
15
Refer to the suggested framework of Tomlinson (2013) for developing materials for spoken language. Provide 3-5 questions that address the things to be materials for spoken language.
Integration
16
Define authentic materials as exposure to real language and use in its own community.
Kilickaya (2004) in Mestari (2017)
17
Radio broadcasts, TV shows and advertisements, documentaries, news reports, movies, telephone, conversation, etc.
Audio and video materials
18
Pictures/photographs, art works, stamps, signages and symbols, street signs, picture books, posters, cartoons, infographic, etc.
Visual materials postcard
19
comics, directories, greeting, cards, invitations cards, journals, magazines, maps, restaurant menus, and recipe, newspapers, notices and bulletin boards, product labels, puppets, calendars, coupons, etc.
Printed materials
20
Blogs, vlogs, and videos, podcasts, or these digital tools like.
Digital materials
21
It is said that one has to master the "basics" first before he can become an "expert"
Introduction
22
•Conduct dictation exercise from words to sentences
•Let students point spelling rules based on your word dictation exercises
Written
23
•Ask students to complete word tables and word maps
•Lets students chunk complex words and label their parts as affix or robot word
word parts
24
lets students identify word
students can classify words under style headings
constraints on use
25
You can also ask students to recall forms and meanings or word from a given context
Concepts and referents
26
The teacher reads the story aloud entitled "footmate to youth" by jose Garcia
word use
27
emphasized the importance of materials evaluation, adaption, design, production, exploitation, and research
Tomlinson (2012) Bonckaert M (2015)
28
The truth of the matter is that about 99 percent of teaching is making teh students feel interested in the material. The other percent has to do with your methods.
Chomsky (1998)
29
Engage students while reading text and help them solidify their understanding of a text
Question the Author
30
Make the students actively engaged while reading thr text
Visual image
31
Know the extent of students understanding of the reading materials
Exit slips
32
Guide students on how to comprehend materials which they have listened to
Listen - Read - Discuss
33
Help students learn to make predictions
First lines
34
Train students to assess their understanding while reading
Reading Guide
35
teach students to organize new information
Concept map
36
Make students thougthful and active readers
DRTA (directed reading thinking activity)
37
Foster students critical thinking skills
Inquiry chart (I-Chart)
38
Allow students to make predictions and to validate their predictions
Anticipation guides
39
Make the students while reading the text
Visual image
40
Help the students develop their reading comprehension skills
Paragraph shrinking
41
Speaking I'll of somebody who is absent
Gossiping
42
Evaluations one's personality
Judging
43
Saying things/words aren't supposes to say
Negativity
44
Passing the task to somebody else
excuses
45
Telling wrong informations
lying
46
list ot collection of the words
vocabulary