Recent Changes

11. scaffold -This is the type of assistance offered by teachers or peers to support learning. In the process teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the students capability. Once students master the task teacher begins the process of "fading" or the gradual removal of the scaffolding which allows the student to work independently. ~CBeattie
12. cooperative learning - a learning style where efforts are made in small teams, usually with studnets who differ in ability or characteristics. In cooperative learning, students gain from eah other's efforts, know that each group member should hold a responsibility, and accomplish or recognize efforts and work together. Ex: cooperative learning styles result in mutual benefits, and participants may believe in the saying "we all sink or swim..." perhaps no one floats here. - L. Hartley
13. jigsaw activities--
Jigsaw activities -Likeemphasize cooperative learning and also integrate the name suggests,four macro skills into one lesson. The first step of this activity consiststechnique entails dividing the classroom into four or five groups, each of many pieces of information which fit togethershould consist of five to makesix students. Next, the teacher will separate the day’s lesson plan into five or six sections (one for each member of the group). Groups then assign each member a whole picture. This exercise emphasizes student collaboration,different section of the lesson to learn. Students of each section will gather in mini expert groups and also makesdiscuss the main ideas of their section. After they have been given adequate time to do this, have students responsible for readingreassemble into their original groups. Each student will share his or her findings to the main group.
Bridget’s lesson about Susan B. Anthony and understanding textual information. To do createElizabeth Cady Stanton was a jigsaw reading, simply selectgood example of this on a textsmall scale, and make enough copiesis a good foundation to build a bigger jigsaw activity off of. In fact, all that is needed are a couple more texts. If we added readings for the class. Cut the text up by paragraphs or sentencesRosa Parks and mix them up. Give the pieces to groups of students,Harriet Tubman and followed Bridget’s lesson plan we would have them piece together the full text. -k.ourselves a complete jigsaw activity. Yay!
-k. kato
14. CALL -
Computer Assisted Language Learning- is a form of computer based learning, which is not regarded as a method but rather as a tool that helps teachers become more effective and successful. Computer based resources such as Internet, CD-ROMs are used to present, reinforce and asses material to be learned. The philosophy of CALL puts strong emphasis on student centered lessons. E. Piwowarczyk

Predictions: you say what you think will happen.
Previewing: an opportunity to see something such as a film, exhibition,ect.
text, books.
before starting the lesson,if the teacher does predictions, previewing, and pre-reading, the student would understant the main topic of lesson much easier. - T.Lee
20. wait time - The period of time the teacher waits after asking a question before selecting a student to answer it. Some teachers say increasing wait time gives students a better chance to process information they have heard, helping them formulate more coherent answers. -k. kato
21. assessment - This refers to a systematic approach for gathering information on student learning or performance from various sources of evidence over time. The information about students’ learning may be collected through portfolios, self-assessment, peer-assessment, formal and informal assessments. An exam is an example for a formal assessment. In addition, an assessment is also used to determine students' placements or entry level as well as whether or not they are ready to go mainstream (exit) ~KVorasatmatee

14. affixation - Forming words by adding prefixes and/or suffixes do the base word form. Example: honest/ dishonest, patient/ impatient, hope/hopeful. D. Castillo
15. compounds – Compounds are words which are formed by joining together two or more independent words. The separate elements of a compound can be joined in English by simple concatenation (as in the compound Leatherneck), or by the use of a hyphen (hard-hearted). Compound words taken from and used in other languages are also common in English, especially in the area of scientific terminology (conchology). Compounds provide a rich source of new vocabulary in English (locavore, nutburger). ~ S. Ferrel
structure - "a sequence of words that makes a grammatical unit"; this could be a sentence, a phrase, a proposition. S. Alami
17. metalanguage: a language or vocabulary used to describe or analyze language. Words and phrases such as verb, noun, present perfect, phrasal verb, reported speech are all examples of common classroom metalanguage. E. Piwowarczyk
18. function -
4. The input hypothesis: The acquisition of language is only one way-by exposure to comprehensible input. If the input contains forms and structures just beyond the learner’s current level of competence in the language ( I + 1), then both comprehension and acquisition will occur. Input is the source of acquisition.
5. The affective filter hypothesis: The affective filter is an imaginary barrier that prevents learners from acquiring language from the available input. Affect refers to motives, needs, attitudes and emotional states. When a learner is anxious, tense, self-conscious or bored, the filter will be up, blocking input. On the contrary, the filter will be down when the learner is relaxed and motivated.- P. Jimenez N.
TPR - Total Physical Response; Language teaching method developed by James Asher. This method requires that students respond appropriately to the teacher's command in their L2 without speaking at first (silent period); in other words, this is the method that focuses entirely on involves kinetics reactions. Remember Phil Arendt's Amheric lesson? S. Alami
54. learner-centered approach - It is developed with the learner’s needs, interests, and objectives. The teachers focus on learner strengths as foundational to building new skills and knowledge, scaffolds learning(knowledge, comprehension, application), anticipates possible barriers to learning and application of learning, seeks proactively and then implement solutions/resources that will minimize or eliminate barriers in the various learning contexts or teaching/learning exchanges. J Chumana.
55. teacher-centered approach - a type of teaching/classroom environment where the teacher is the focus of the class. Ex: focus is on what the teacher knows about language, the instructor talks, students are expected to just listen, students work independently, teacher monitors and corrects at a high level, teacher is the main answerer of questions - rather than discusser, etc. In teacher-centered classrooms, the topic is usually chosen by the teacher and the classroom is often quiet. This is the antonym of a learner-centered environment, where students are often the focus point, with some focus to the teacher; group work is expected; instructor serves as a modeler and students interact, talk, keep busy and have an influence on answers to questions and topic choices. - L. Hartley
6. negotiation of meaning - It is a speakers process to reach a clear understanding of each other. RECartagena.
7. foreigner talk - a simplified version of speech used by a native speaker to non-native speakers who have limited knowledge of the language
period - For the learner, this is the first stage of acquisition in TPR: students are to follow instructions without repeating or responding to them. S. Alami
9. interlanguage - This is the language non-native speakers use before they reach fluency in their L2. S. Alami
10. i + 1 - This is part of Stephen Krashen's input hypothesis which states that for a student to comprehend and acquire information, the input must be just above the student's competency. If comprehension and acquisition do not occur, then Krashen points to the affective filter as the barrier to learning. Ex: As an adult, reading children's books (i-10) can be entertaining, but not very intellectually stimulating. Reading books at our level for pleasure (i-1), may be enjoyable, but we usually aren't challenging ourselves very much. However, reading a book slightly above our level (i+1), can be intellectually stimulating and it will most likely contain new information and vocabulary, causing us to learn new things. If we choose a book about quantum physics (i+10) and we know nothing about this subject, the book will most likely be far beyond our competency level and we will forfeit reading early on. So, in order for learning to occur, and to keep a student engaged, there must be some challenge to the material, but not so difficult that the student will give up. (sorry this is so long!)..... ..............M. McCann
11. scaffold -This is the type of assistance offered by teachers or peers to support learning. In the process teacher helps the student master a task or concept that the student is initially unable to grasp independently. The teacher offers assistance with only those skills that are beyond the students capability. Once students master the task teacher begins the process of "fading" or the gradual removal of the scaffolding which allows the student to work independently. ~CBeattie
4. Integration: The visitor is very comfortable with the new culture. You have friends from the new country, feel as home. – P. Jimenez
18. schema - a cognitive framework or concept that helps organize and interpret information. For example, if you are teaching students about whales, the preexisting information they already have is considered their schema. -S. Dempsey
pre-reading -
Predictions:
Predictions: you say will happen.
Previewing:
Previewing: an opportunity film, exhibition,ect.
Pre-reading:
Pre-reading: relating to - T.Lee
20. wait time - The period of time the teacher waits after asking a question before selecting a student to answer it. Some teachers say increasing wait time gives students a better chance to process information they have heard, helping them formulate more coherent answers. -k. kato
21. assessment - This refers to a systematic approach for gathering information on student learning or performance from various sources of evidence over time. The information about students’ learning may be collected through portfolios, self-assessment, peer-assessment, formal and informal assessments. An exam is an example for a formal assessment. In addition, an assessment is also used to determine students' placements or entry level as well as whether or not they are ready to go mainstream (exit) ~KVorasatmatee

4. Integration: The visitor is very comfortable with the new culture. You have friends from the new country, feel as home. – P. Jimenez
18. schema - a cognitive framework or concept that helps organize and interpret information. For example, if you are teaching students about whales, the preexisting information they already have is considered their schema. -S. Dempsey
pre-reading -
Predictions: {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png} If {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image004.png}
Predictions: you {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image006.png} make {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image008.png} a {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image010.png} prediction {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image012.png} about {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image014.png} something, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image016.png} you {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image018.png} say what {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image020.png} you {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image022.png} think {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image024.png} will {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image026.png} happen
Previewing: A {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image030.png} preview {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image032.png} is {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image034.png}happen.
Previewing: an {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image036.png} opportunity {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image038.png} to {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image040.png} see {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image042.png} something {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image044.png} such as {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image046.png} a {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image048.png} film, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image050.png} exhibition, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image052.png} or {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image054.png} invention {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image056.png} before {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image058.png} it {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image060.png} is {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image062.png} open {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image064.png} or {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image066.png} available {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image068.png} to {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image070.png} the {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image072.png} public.exhibition,ect.
Pre-reading: Relatingrelating to {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image074.png} the {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image076.png} period {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image078.png} before {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image080.png} reading {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image082.png} a {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image084.png} text, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image086.png} book, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image088.png} etc -T.Leebooks. - T.Lee
20. wait time - The period of time the teacher waits after asking a question before selecting a student to answer it. Some teachers say increasing wait time gives students a better chance to process information they have heard, helping them formulate more coherent answers. -k. kato
21. assessment - This refers to a systematic approach for gathering information on student learning or performance from various sources of evidence over time. The information about students’ learning may be collected through portfolios, self-assessment, peer-assessment, formal and informal assessments. An exam is an example for a formal assessment. In addition, an assessment is also used to determine students' placements or entry level as well as whether or not they are ready to go mainstream (exit) ~KVorasatmatee

Stress can also be used in error correction, placing emphasis on an incorrect word or syllable, as well as placing emphasis on the corrected word or syllable. Ex: Teacher: "When did you go home?" Student: "Because my mom called me." Teacher: "When did you go home?" Or... Teacher: "What is that?" Student: "A piture." Teacher: "Piture? Picture." .....M. McCann
27. stress-timed language vs. syllable-timed language -Stress-timed languages are those in which syllables may last different times, but they are perceived as constant. In here you have a vowel reduction process as in English or German. On the other hand, syllable-timed languages are the ones in which every syllable is perceived as taking same amount of time. These languages tend to give syllables equal stress. They do not have reduced vowel sounds. Spanish, Italian are examples of these languages. RECartagena.
pitch -
high
high and low music T.Lee
29. intonation - The moments in which we change pitch. Loliver
30. fluency vs. Accurancy
Fluency is the ability to read, speak or write easily, smoothly and expressively. In other words, the speaker can read, understand and respond in a language clearly and concisely while relating meaning and context. Fluency generally increases as learner's progress from beginning to advanced readers and writers. Language teachers who concentrate on fluency help their students to express themselves in fluent English. They pay more attention to meaning and context and are less concerned with grammatical errors. Typical fluency activites are: roles plays, speeaches, communicative activities, games.- J.Chumana
Fluency
elicit -
- If {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png}
-
If you {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image004.png} elicit {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image006.png} a {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image008.png} response {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image010.png} or {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image012.png} a {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image014.png} reaction, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image016.png} you {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image018.png} do {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image020.png} or {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image022.png} say something {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image024.png} which {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image026.png} makes {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image028.png} other {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image030.png} people {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image032.png} respond {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image034.png} or {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image036.png} react. -T.Lee - T.Lee
32. register - The functional language or the variety of language use for a particular purpose or in a particular social settings.Ex. Formal conversations: "I would like some drink, please" /Informal conversation: "I want some water now!"
Formal writings: The language camp is a great learning experience for the SIPs /Informal writing : The language camp is so coolll and the SIPs are so fine!!!! S.Bavornvanijyakul
48. inductive approach vs. deductive approach - Learning or teaching through examples, experiences, practices and observation V.S. Learning or teaching through rules and explicit forms of the language. S.Bavornvanijyakul
49. functional approach - also called Communicative Language Teaching, is based on the interaction and communication as the ultimate goal of language acquisition. Students must apply their own knowledge of sociolinguistics to help them communicate. It is Student centered, with the teacher as a facilitator. ABrekke
approach -
this approach aims primarily to enable the learner to become competent in the processes of communication. Also, this approach stresses the importance of using language appropriately on social context. T.Lee
51. affective (filter) - according to Krashen, anything that affects a student emotionally that may impede language acquisition (stress, embarrassment etc.) ABrekke
4. Integration: The visitor is very comfortable with the new culture. You have friends from the new country, feel as home. – P. Jimenez
18. schema - a cognitive framework or concept that helps organize and interpret information. For example, if you are teaching students about whales, the preexisting information they already have is considered their schema. -S. Dempsey
pre-reading -
Predictions:
Predictions: {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png} If {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image026.png} happen
Previewing: A {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image030.png} preview {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image032.png} is {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image034.png} an {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image036.png} opportunity {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image038.png} to {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image040.png} see {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image042.png} something {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image044.png} such as {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image046.png} a {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image048.png} film, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image050.png} exhibition, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image052.png} or {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image054.png} invention {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image056.png} before {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image058.png} it {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image060.png} is {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image062.png} open {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image064.png} or {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image066.png} available {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image068.png} to {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image070.png} the {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image072.png} public.
etc -T.Lee
20. wait time - The period of time the teacher waits after asking a question before selecting a student to answer it. Some teachers say increasing wait time gives students a better chance to process information they have heard, helping them formulate more coherent answers. -k. kato
21. assessment - This refers to a systematic approach for gathering information on student learning or performance from various sources of evidence over time. The information about students’ learning may be collected through portfolios, self-assessment, peer-assessment, formal and informal assessments. An exam is an example for a formal assessment. In addition, an assessment is also used to determine students' placements or entry level as well as whether or not they are ready to go mainstream (exit) ~KVorasatmatee

Stress can also be used in error correction, placing emphasis on an incorrect word or syllable, as well as placing emphasis on the corrected word or syllable. Ex: Teacher: "When did you go home?" Student: "Because my mom called me." Teacher: "When did you go home?" Or... Teacher: "What is that?" Student: "A piture." Teacher: "Piture? Picture." .....M. McCann
27. stress-timed language vs. syllable-timed language -Stress-timed languages are those in which syllables may last different times, but they are perceived as constant. In here you have a vowel reduction process as in English or German. On the other hand, syllable-timed languages are the ones in which every syllable is perceived as taking same amount of time. These languages tend to give syllables equal stress. They do not have reduced vowel sounds. Spanish, Italian are examples of these languages. RECartagena.
pitch -
high and low tones similar to the variations in music T.Lee
29. intonation - The moments in which we change pitch. Loliver
30. fluency vs. Accurancy
Fluency is the ability to read, speak or write easily, smoothly and expressively. In other words, the speaker can read, understand and respond in a language clearly and concisely while relating meaning and context. Fluency generally increases as learner's progress from beginning to advanced readers and writers. Language teachers who concentrate on fluency help their students to express themselves in fluent English. They pay more attention to meaning and context and are less concerned with grammatical errors. Typical fluency activites are: roles plays, speeaches, communicative activities, games.- J.Chumana
Fluency
elicit -
- If {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png} you {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image004.png} elicit {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image006.png} a {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image008.png} response {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image010.png} or {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image012.png} a {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image014.png} reaction, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image016.png} you {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image018.png} do {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image020.png} or {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image022.png} say something {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image024.png} which {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image026.png} makes {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image028.png} other {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image030.png} people {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image032.png} respond {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image034.png} or {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image036.png} react. -T.Lee
32. register - The functional language or the variety of language use for a particular purpose or in a particular social settings.Ex. Formal conversations: "I would like some drink, please" /Informal conversation: "I want some water now!"
Formal writings: The language camp is a great learning experience for the SIPs /Informal writing : The language camp is so coolll and the SIPs are so fine!!!! S.Bavornvanijyakul
48. inductive approach vs. deductive approach - Learning or teaching through examples, experiences, practices and observation V.S. Learning or teaching through rules and explicit forms of the language. S.Bavornvanijyakul
49. functional approach - also called Communicative Language Teaching, is based on the interaction and communication as the ultimate goal of language acquisition. Students must apply their own knowledge of sociolinguistics to help them communicate. It is Student centered, with the teacher as a facilitator. ABrekke
approach -
this approach aims primarily to enable the learner to become competent in the processes of communication. Also, this approach stresses the importance of using language appropriately on social context. T.Lee
51. affective (filter) - according to Krashen, anything that affects a student emotionally that may impede language acquisition (stress, embarrassment etc.) ABrekke
52. Krashen - (Theory of Second Language acquisition). There are five hypotheses which constitute the “monitor model”.
4. Integration: The visitor is very comfortable with the new culture. You have friends from the new country, feel as home. – P. Jimenez
18. schema - a cognitive framework or concept that helps organize and interpret information. For example, if you are teaching students about whales, the preexisting information they already have is considered their schema. -S. Dempsey
pre-reading -
Predictions: {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image002.png} If {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image004.png} you {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image006.png} make {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image008.png} a {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image010.png} prediction {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image012.png} about {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image014.png} something, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image016.png} you {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image018.png} say what {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image020.png} you {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image022.png} think {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image024.png} will {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image026.png} happen
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Pre-reading: Relating to {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image074.png} the {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image076.png} period {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image078.png} before {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image080.png} reading {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image082.png} a {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image084.png} text, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image086.png} book, {file://localhost/Users/sbavornvanijyakul/Library/Caches/TemporaryItems/msoclip/0/clip_image088.png} etc -T.Lee
20. wait time - The period of time the teacher waits after asking a question before selecting a student to answer it. Some teachers say increasing wait time gives students a better chance to process information they have heard, helping them formulate more coherent answers. -k. kato
21. assessment - This refers to a systematic approach for gathering information on student learning or performance from various sources of evidence over time. The information about students’ learning may be collected through portfolios, self-assessment, peer-assessment, formal and informal assessments. An exam is an example for a formal assessment. In addition, an assessment is also used to determine students' placements or entry level as well as whether or not they are ready to go mainstream (exit) ~KVorasatmatee

27. stress-timed language vs. syllable-timed language -Stress-timed languages are those in which syllables may last different times, but they are perceived as constant. In here you have a vowel reduction process as in English or German. On the other hand, syllable-timed languages are the ones in which every syllable is perceived as taking same amount of time. These languages tend to give syllables equal stress. They do not have reduced vowel sounds. Spanish, Italian are examples of these languages. RECartagena.
28. pitch -
intonation - The moments in which we change pitch. Loliver
30. fluency vs. Accurancy
Accuracy is the ability to produce correct sentences using correct grammar and vocabulary. Accuracy is relative. A child in early primary isn't capable of the same level of accuracy as an adult. Teachers who concentrate on accuracy help their students to produce grammatically correct written and spoken English. Typical accuracy activities are: grammar presentations, gap-fill exercises, frame dialogues.
20. wait time - The period of time the teacher waits after asking a question before selecting a student to answer it. Some teachers say increasing wait time gives students a better chance to process information they have heard, helping them formulate more coherent answers. -k. kato
21. assessment - This refers to a systematic approach for gathering information on student learning or performance from various sources of evidence over time. The information about students’ learning may be collected through portfolios, self-assessment, peer-assessment, formal and informal assessments. An exam is an example for a formal assessment. In addition, an assessment is also used to determine students' placements or entry level as well as whether or not they are ready to go mainstream (exit) ~KVorasatmatee
recycle - To reuse an idea, vocab, activity, etc. repeatedly throughout the course of your curriculum.
23. comprehension checks - Allowing students to respond and show they understand the focus or vocab. This is done by checking durring each lesson with non yes/no questions.
24. multiple draft writing vs. free writing -
Multi draft writing is papers written in stages. Students make rough drafts, then ask a peer to correct it. Students can then make the changes they feel are necessary. It is good to repeat the process until you are satisfied with the final product and can then submit it to be graded. For example, I had originally written “pairs” instead of “peers”. I had someone correct my paper and they caught my mistake. Then I made the necessary correction and now I can submit my definition.