Final exam II term Materials

Vocabulary teaching has the goal of supporting language use across the skills of listening, speaking, reading and writing.

• True

• False

Deliberate learning could be passive learning or incidental learning. Passive learning involves acquiring knowledge or skills without intentional effort or focused attention

• True

• False

____ frequency words give a much greater return in opportunities for use than low frequency words do.

Retrieving...

• refers to drawing learners' attention to specific words or language features, helping them become aware of them.

• involves prompting learners to recall and use the vocabulary they've learned, reinforcing their memory and understanding.

• entails expanding on vocabulary usage through various activities, such as discussing synonyms, antonyms, contexts, or creating sentences, to deepen comprehension and usage skills.

Doing vocabulary work before reading can help learners to comprehend the text better.

• True

• False

A reading _________-based approach focuses on developing students' ability to understand and interpret written texts effectively.

Language-based teaching of reading emphasizes the use of language as the primary tool for understanding and interpreting written texts.

• True

• False

Making Connections: Encourage students to connect the text to their own experiences, other texts they have read, or the world around them. This helps make the content more meaningful and relevant to students.

• Comprehension based approach

• Language based approach

Grammar Integration: Incorporate grammar instruction into reading activities by highlighting grammatical structures, sentence patterns, and parts of speech found in the text.

• Comprehension based approach

• Language based approach

Facilitate peer and teacher feedback sessions where learners can receive guidance on language usage, grammar errors, and clarity of expression. Encourage constructive feedback and provide prompts or guidelines to support meaningful peer interactions.

• Modeling

• Scaffolding

• Reference

• Stimulus