Chapter 16: Question 2

What do you think about using personality tests in language classrooms?  Discuss why think it would/would not be beneficial.  Are there particular contexts in which you'd be more/less likely to use them? 

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Chapter 16: Question 1

Think of the most successful language learner you know.  What does/did that person do that you think made him/her a good language learner?  How can you encourage your own students to try those same strategies?

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Chapter 15: Question 2

Have you ever experienced ‘unplanned teaching’ in a classroom? Discuss an instance where you grabbed a teachable moment and ran with it, ultimately providing for more learning success for the students. 

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Chapter 15: Question 1

What do you think of the following statement: “Energy drives students towards higher attainment”?  Discuss why you agree or disagree. 

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Week 7 Powerpoint Slides pdf

Here is the link to the pdf -

Week 7 Slides

Extra blog points available for doing any of the following:

- participating in linguistics experiments (that you are not getting credit for in another class or being paid for; more information on specific opportunities coming soon) (~1 point per experiment)

- attending parts of UTASCILT (1 point per session attended, must check-in with Cindy, if getting credit for another class, talk to Cindy)

UTASCILT Schedule is here -


http://ling.uta.edu/~lingua/conference/19-utascilt-2012/

Chapter 14:

Think of one real-life example of group work that was overwhelmingly successful.  Discuss at least 3 reasons why it worked.  Then imagine and discuss a situation in which the same type of group work would probably not work.  Discuss why.

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Chapter 13: Question 2

Brown states that "certain types of questions may actually discourage interactive learning."  Think of several real-life examples from your own language classes (as either teacher or student) where certain types of questions just didn't work.  Discuss why.

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Chapter 13: Question 1

Think about your own language learning experience.  What role do you feel the instructor played most of the time?  How successful was that?  Would it have made a difference if a different role were more prominent?  Why?

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Slides for 02.20.2012

02.20.2012 Slides 


Please click on 'Download' tab; you don't need to download any software to access this file.

Chapter 11: Question 2

Using the criteria given on page 192 in your textbook, evaluate an ESL text for a speaking/listening course.  Make sure you provide the following information:
(a) a full bibliographic reference for the textbook
(b) the positive aspects of the book - what would make you want to use it in a class, and for what level/age would it be appropriate?
(c) the possible drawbacks of this book - what aspects of this book would make you hesitant to choose it for a class?  why?


Note from Cindy: For some reason some of the comments for this post are going to spam and not showing up. If you attempt to post and nothing shows up, please email me and I'll check the spam folder for it.

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Chapter 11: Question 1

Examine the taxonomy of techniques provided on pages 185-186 in your textbook.  Choose one that you did *not* use in your mini-lesson, and discuss how you could have incorporated that into your lesson in an effective way.  Discuss details and why you think it would work well in your lesson.

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Chapter 10: Question 2

Examine the terminal and enabling objectives given on pages 171-172 in the sample lesson in the textbook.  How measurable or observable do you think they are?  Are there any that you would modify?  Which ones and why?

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Chapter 10: Question 1

The textbook talks about assessment as an important component.  Describe the assessment component in your foreign language class.  What were the advantages and disadvantages to evaluation done in that way?  In what ways (if any) did the teacher incorporate both formal and informal assessments?

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Chapter 8: Option 3

Can you think of any language policy issues which created headlines in world news?  What were they?  Why would they be important enough to be international news?

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Chapter 8: Option 2

Would you prefer teaching English as a Foreign Language or a Second Language? Why?

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Chapter 8: Option 1

When we think about the difference in ESL/EFL contexts, we want to sieze the ESL advantage and compensate for the EFL disadvantage.  What are some practical ways we can do these two things?

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Chapter 7:

"In a foreign language situation where your students speak the same native language, some negotiations might be possible in the native language, allowing for a small amount of student control". What kind of negotiations might be appropriate in the L1?  What do you think of the use of the L1 in a language classroom?  Explain, with good support/examples for your opinions.

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Chapter 6:

If you were asked to list the most important things to remember when teaching adults, what would they be?  Why?

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Chapter 5 questions are still open for answers for the coming week. Please consider answering them if you haven't yet.