Upload
kylie-mccann
View
216
Download
2
Tags:
Embed Size (px)
Citation preview
Praxis Prep
Alveolar fricative:•Sound produced with the tip of the tongue on or near the tooth ridgeExample: /s/ in sit
Manner of articulation:•Describes how the tongue, lips, jaw, & other speech organs are involved in making a sound make contact Typically, refers to consonants
Palato-alveolar fricative:•Sound produced with the tongue farther back in the mouth Example: [S] as in she
Circumlocution:•Indirect way of saying something; use of wordiness to avoid getting to the point Example: it’s not you; it’s me. You’re great! Anyone would be lucky to have a boyfriend like you. One day, I’ll regret this decision.
Minimal pair:•Two words that differ in one sound only Example: bit/pit, bet/set, lap/lab
Palatalization:•Pronounce a consonant with the tongue against the roof of the mouth
Redundancy reduction:•Redundancy is providing more information than is needed for communication; reduction is reducing the occurrence of this
When using more than one adjective in a sentence, use the following order:
1st 2nd 3rd 4th
Opinion & general description
Dimension, size, & weight
Age Shape
Example: nice, funny
Example: big, small
Example: old, new
Example: round, square
5th 6th 7th 8th
Color Country of Origin
Material Purpose & Power
Example: green, red
Example: English, Italian
Example: wooden, cotton
Example: tennis (shoes), walking (stick)
What is the difference between the following forms of assessment:•Achievement (measures what a person
knows or can do)•Proficiency (measures performance
according to a set goal)•Diagnostic (reveals strengths/weaknesses)•Placement (used to determine accurate
instructional needs)•Performance-based assessment (measures
application of skills, etc. through meaningful 7 engaging tasks)
Linguistic approach
Language experienc
e approach
Basel-reader
approach
Sight-word recognitio
n
Explores teaching based on ABCs, grammar, spelling, etc.
Makes use of students’ experiences and emphasizes meaning
Based on commercialized series of books; scope & sequence
Focuses on the learner’s ability to recognize high-functional or basic sight words instantly; automaticity
Use English to communicate in social settings•Social language
Use English to achieve academically•Academic language
Use English in socially & cultural appropriate ways•Socio-cultural knowledge
Community language learning approach:• Students work together to determine what aspect
of language is to be learned Communicative language teaching
approach:• Emphasizes skills used in real communication
rather than in academic situations Audio- lingual (ism) approach:
• Focuses on drill & kill; believes that language learning is a matter of habit formation
Fossilization: • Point past which language learners can not
progress w/o exceptional effort or motivation Negative transfer:
• Relating prior experience in a detrimental manner to a new task
Semiotics:• Study of signs and their meanings based on
semantics (relation to referents), syntactic (relation among formal structures) & pragmatics (relation to the effect they have on people)
Theorist Basic Premise
Key Elements
Georgi Lozanov Learning is a Matter of attitude, not aptitude.
Presentation (prep stage where students are helped to relax & form a positive attitude)
First Concert/Active Concert (active presentation of material to be learned)
Second Concert/Passive Concert (students are told to relax & listen)
Practice (the use of games, puzzles, etc. to consolidate the learning)
Transitional bilingual program:• Makes use of the idea that students will
progress in L2 faster if proficient in their L1 Involves bilingual teaching in core subject areas
with the learner transitioning to English only Maintenance bilingual program:
• Builds on L1 while learning L2 Believes that L1 should be enhanced & preserved Enrichment model that builds both L1 & L2 in a
continual model
Cognitive Affective (Behavioral)
Psychomotor
Thought or knowledge•Measureable •What the student is able to do•Observable
•Example: TLW know the difference between the types of objectives.
Feelings or choices•How the student chooses to behave or act
•Example: TLW will demonstrate a positive attitude toward others of different cultures and language registers.
Physical skills•What the student can perform
•Example: TLW complete jumping jacks as illustrated in class.
Paralinguistic features of communication:• Aspects of language that are encoded separately
from words (using vocal cues. . . Changing our speech patterns based on questions, punctuation, purpose, etc.)
Meta-linguistic knowledge: • Awareness of the features & rules of a given
language, beyond simply being able to use them; interaction between language and a written text
Scaffolding: actions that build or increase comprehension• What are some scaffolding strategies?
Pedagogical approach:• An approach that looks at how we teach,
particularly on the strategies we choose and how we present information
Silent way of teaching method:• Avoids the use of vernacular; teacher is in
control and is able to listen to L2s descriptions of actions performed and gestures used