Chapter 26 Question

Examine the "Hot Topics in the Language Classroom" section beginning on page 515 in your textbook.  Discuss the use of controversial topics in the ESL/EFL classroom.

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Chapter 25: Question 2

Assess your teaching using the self-observation checklist on pages 496-498 in your textbook.  Discuss anything you feel comfortable sharing that you learned from this self-observation.

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Chapter 25: Question 1

Look through the list on page 491 and choose 2-3 characteristics that you think are either very important or less important.  Discuss your opinion on them.

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Chapter 24: Question 2

Think back to your response to question #2 of chapter 23 – if that assessment was problematic, what could be done to make that test into a more effective procedure? If it was already effective, explore a way to modify it to make it a different type of assessment (in other words, in what different ways could you use it?)

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Chpater 24: Question 1

Read through the practical steps to test construction on pages 468-472 in your textbook. Are any of these new to you? If so, which one(s) and what do you think of them? Can you think of additional items you would add to that list?

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Chapter 23: Question 2

Discuss one of your own memorable “assessment” opportunities (that you had to do as a student). What made it memorable? Was it that it was valid and reliable, or invalid and unreliable? As a teacher, would you give a similar assessment? Why or why not?

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Chapter 23: Question 1

Find out the type of assessment that your students (conversation partners, etc) took to get placed in the class they are in. Consider their goals and the goals of the program, and discuss whether you think the assessment is valid and reliable.

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Chapter 22: Question 3

What is your best vocabulary learning strategy? Describe it in detail, and then discuss the population for whom you think it is most appropriate.

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Chapter 22: Question 2

Examine Figures 22.1 to 22.7 in your textbook (pages 427-434). What do you think of them? Choose at least one of those shown and discuss how you can envision using it in your own classroom. What else would you do during class on a day that you did that activity?

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Chapter 22:Question 1

Brown lists several techniques for teaching grammar, including charts, objects, maps and drawings, dialogues, and other written texts. Think of these (or other effective) techniques that you have used or seen used for teaching grammar. Discuss one particular technique that you think is highly effective, and especially highlight in what ways it can be considered a communicative technique.

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Chapters 20 & 21: Question 3

Discuss the criteria offered by Nutall (1996) for choosing reading texts.  Which of the three criteria is the most important/makes the most sense to you?  Are there other criteria that you would argue are more or just as important?

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Chapters 20 & 21: Question 2

Think about your own language learning experience.  Do you find speaking or writing more difficult in your L2?  Think about why and discuss in detail.

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Chapters 20 & 21: Question 1

What does it mean to teach reading and writing communicatively?  How would a reading/writing class with a communicative focus be different from other reading/writing classes?

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Verification of Community Service Hours Form

Link to Verification Form

Link to Revised Syllabus

Revised Syllabus

Week 11 Powerpoint Slides PDF

You can access the slides by clicking on the link below-


Week 11 Slides

Chapters 18 and 19: Question 3

Have you tried any listening or speaking techniques with your conversation partner or class this semester?  If so, discuss how successful they were, and what you could have done to improve upon them.  If no, think about what you could do with your class/partner, and try it out this week.  Ideally, report back on how it went.

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Chapters 18 and 19: Question 2

One type of listening technique not really considered in this chapter is dictation. How useful is dictation? What are the pros and cons of using dictation in a classroom?

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Chapters 18 and 19: Question 1

In your language learning classes, was there any focus on listening and/or speaking?  If so, explain and critique the methods used for listening and speaking.  If no, discuss why you think the teacher chose not to focus on those aspects of language.

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Experimental Participation for 2 blog points.

You can participate in an experiment and earn up to 2 blog points. Email Cindy your language experience (L1, L2, any other language with proficiency levels). Cindy will forward your information to the concerned person.

Earn upto 3 points for attending Dr. Mandy Maguire Colloquium on April 6, 2012.

You can earn up to 3 blog points for attending Dr. Mandy Maguire's Colloquium in full (the talk + Q&A session).  Please find the details below -

Link to Basler Activities Slides pdf

Basler Activities

Week 10: Question 6

You might have heard a mention here or there that we should “know our students” - discuss how the use of a variety of activities helps us out with this.

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Week 10: Question 5

Consider the following 2 aspects of Debra’s presentation:  directions and purpose.  Discuss the importance of both when doing activities in class with students.  

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Week 10: Question 4

Discuss the use of terminology – are these games or activities?  Does it really matter in class? 

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Week 10: Question 3

Look through the pdf and think about class.  What was your favorite activity?  Why? 

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Week 10: Question 2

Discuss Debra’s demeanor and what kinds of things she did to help lower students’ affective filters. 

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Week 10: Question 1

Discuss how the activities illustrated by Debra show us how to “see the world through ESL eyes”.

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Earn upto 3 points for attending Keren Rice Colloquium.

You can earn up to 3 blog points for attending Keren Rice's Colloquium in full (the talk + Q&A session). Check in and check out with either Namrata or Cindy. Please find the details below -

Chapter 17: Question 4

Based on your paired discussion in class, state the topic/theme of your lesson, then list the 4 skills with at least a brief description of how you would integrate each of them into that lesson.  Try not to just repeat what your partner said if they’ve already answered – instead try to expound on what they’ve already said or offer another way to integrate each skill into the lesson you discussed. 

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Chapter 17: Question 3

Think back to your first lesson plan.  How much did you integrate skills?  If a lot, discuss the way you integrated skills.  If you did not integrate skills very much, discuss ways that you could integrate other skills into your lesson.

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Chapter 17: Question 2

“Text (i.e. discourse in any form) will be easier to reproduce, understand and recall, to the extent that it is structured episodically”. Explain in layman’s terms and discuss whether you think this is really accurate.  Give examples from personal experience if possible. 

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Chapter 17: Question 1

“In an age of globalization, pragmatic objectives of language learning place an increased value on integrated and dynamic multiskill instructional models with a focus on meaningful communication and the development of learners’ communicative competence”.  What do you think of this?  What is your understanding of it? 

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Week 8 Powerpoint Slides PDF

You can access the ppt by clicking the linking below-

wk 8 slides