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5 Written questions

5 Matching questions

  1. communicative language approach
  2. relationship and transfer of 1st language reading skills
  3. interpretation of oral language results
  4. lexicon
  5. knowledge of writing process for ELLs
  1. a rely on students'phonemic awareness in 1st language and make explicit the differences, effect on pronunciation and decoding strategies, mostly positive and helpful
  2. b total stock of morphemes in a language
  3. c focus on students communicating naturally in second language; conversation instead of grammar; teaching strategies: role play, games, interviews, negotiation
  4. d brainstorming, outlining, drafting, revising and editing; teaching revision can be hard for students to rearrange and rephrase ideas
  5. e assess student in both language and see if the problem is just in on language, look for educational history and family history, pysch exam in L1

5 Multiple choice questions

  1. memorization; categorization and generalization (categorize and generalize vocabulary); metacognition
  2. interviews, oral reports, summaries, descriptions, presentations, dialogue journals
  3. KWL charts, vocab development, student experiences,illustrations, webbing
  4. system by which sounds and words are organized
  5. affects placement, focus on mechanics and content strategies, future lessons

5 True/False questions

  1. student discussion of subject matter contentgraphic organizers, rewrite dense texts, books-on-tape, jigsaw reading, highlighting concepts for newcomers so they do not have to read the whole thing, marginal notes, outlines to help students take notes, teacher-created study guides that go with textbooks

          

  2. communicative competencefocus on students communicating naturally in second language; conversation instead of grammar; teaching strategies: role play, games, interviews, negotiation

          

  3. Language Experience Approachapproach to writing instruction from personal experience; stories about personal experiences are written by teacher and read together until learner associates written form of word with spoken; can also be a group activity restating stories read by teacher

          

  4. language transferstudent applies knowledge of L1 to L2

          

  5. morphemesmallest unit of sound in language (sss in snake)

          

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