Chapter 10 – Comprehension Exercises and Activities
Chapter One
How Languages are Learned and Acquired
-I- Answer the following questions based on the chapter.
1. Define “language.”
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2. Define “language learning.”
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3. Differentiate between language learning and language acquisition.
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4. What are some pedagogical implications for psycholinguistic theories and practices?
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5. What are some pedagogical implications for socio-cultural theories and practices?
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-II- Reflecting on What You’ve Read
1. How do you ensure that your lessons are both interactive and content-based?
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2. Given that you will undoubtedly have multi-level proficient students in your classes, how will you design instructional strategies that provide comprehensible input, namely i+ 1?
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3. What kinds of print material will you make available to your students in your classroom? What will guide your selection?
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4. How will you use resources from your students’ L1 to help them learn English?
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-III- Graphic Organizer
Use the graphic organizer below to illustrate similarities and differences between Socio-cultural and Psycholinguistic Theories and Practices
-IV- Application Activities
Write an activity for second language learners which incorporates each of the five attributes of interaction:
Meaningful Interaction --
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Authentic Interaction –
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Relevant Interaction –
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Reflection and Action –
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Feedback –
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-V- K-W-L-A
Use the K-W-L-A activity to summarize what you’ve learned.
1. This is what I now know about how languages are learned and acquired…….
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2. This is what I wanted to know about how languages are learned and acquired…..
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3. This is what I learned about how languages are learned and acquired….
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4. This is how I’ll apply what I learned about how languages are learned and acquired…
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Chapter Two
Methods and Approaches in Language Teaching
-I- Answer the following questions based on the chapter.
1. List and define the Behaviorist methods.
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2. List and define the Rationalist methods.
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3. List and define the Functional approaches.
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4. List and define the Humanistic approaches.
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5. Describe one interactive activity each for a beginner, intermediate, and advanced ESL class for #s 1-4.
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-II- Reflecting on what you’ve read
Review your foreign/second language experience as you described it on p.__ (Reflect/Respond/Act).
1. Are there methods or approaches that you would probably not use? Why?
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2. How did your experience as a foreign/second language learner influence your preference for a method or approach?
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-III- Graphic Organizer for Methods and Approaches
Fill in the four graphic organizers below using what you’ve learned from this chapter
Behaviorists Methods
Grammar
Translation / Direct Method /ALM
Characteristics
InteractiveContent-Based Application
Interactive
Content-Based
Activity
ESL Standards
Learning Styles
Multiple
Intelligences
Rationalists and Mentalists Methods
/ Cognitive Anti-Method / Cognitive Code MethodCharacteristics
Interactive
Content-Based Application
Interactive
Content-Based Activity
ESL Standards
Learning Styles
Multiple Intelligences
Functionalists Approaches
CALLA / CLT / TPR / TPRS / Natural ApproachCharacteristics
Interactive Content-Based
Application
Interactive
Content-Based
Activity
ESL Standards
Learning Styles
Multiple Intelligences
Humanists Approaches and Methods
CLL / Silent Way / Suggestopedia / Rassias MethodCharacteristics
Interactive Content-BasedApplication
Interactive Content-Based Activity
ESL Standards
Learning Styles
Multiple Intelligences
-IV- Application Activities
1. Select an ESL textbook that you may use/are using. What methods or approaches would work best?
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2. Observe ESL classes or view videotapes and describe the methods and approaches used by the teacher(s). Describe what worked best and with whom.
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-V- K-W-L-A
Use the K-W-L-A activity below to summarize what you’ve learned in this chapter
1. This is what I now know about methods and approaches to teaching second languages…..
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2. This is what I wanted to know about methods and approaches to teaching second languages…..
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3. This is what I learned about methods and approaches to teaching second languages….
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4. This is how I’ll apply what I learned about methods and approaches to teaching second languages……
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Chapter 3
Planning for the Standards Based Classroom
I. Answer the following questions based on the chapter.
1. List three types of planning.
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2. Define FLES, FLEX, and immersion education.
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3. What is meant by reflection in the planning process?
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4. Explain the concept of differentiated instruction.
______5. Explain how the time of day influences your planning?
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II. Reflecting on what you’ve read.
1. How does prior knowledge influence planning in an interactive standards-based classroom?
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2. What are some of the criteria you would use to analyze and select a textbook for a content-based beginning level ESL class?
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3. When planning, how can or should standards be a part of the process? To what degree should they direct your planning?
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4. How does cultural awareness play a role in planning?
______5. Why is it important to meet with classroom teachers and or other team members on a regular basis, regarding planning?
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III. Graphic Organizer
Building a thematic or unit plan. Use the following organizer to develop a one-week unit plan. You may base the plan on either a thematic subject or on a required standard.
Monday / Tuesday / Wednesday / Thursday / FridayActivity Description
Objective
Resources Needed
IV. Application Activities
One of the many challenges that new teachers face is planning appropriately based on curriculum requirements as well as student need. Teachers need to integrate content in a way that assists the students academically as well as with second language acquisition. The following is a class scenario with which you can practice planning lessons that suit the needs of the dynamics of the group. Note that the group is not homogeneous, reflecting real life situations.
The class has been set up to indicate each student’s age, gender, home language, L2 level, and learning style. Use this information during pre-planning, when choosing materials, and for developing both lesson plan structure and assessment models.
Elementary Level
Class A
Grade 5
Students M/F Home Language Level Learning Style
Hyung M Korean Beg Auditory
Byung M Korean Beg+ Kinesthetic
Claudia F Spanish Int Visual
Samantha F Spanish Beg Auditory
Rosalva F Spanish Beg- Visual
Hasan M Urdu Int Spec Need
Henry M Spanish Beg Kinesthetic
1. Situation 1: The 5th grade team comes to you and informs you that the class is beginning a unit on the 3 branches of the U.S. government. How will your planning reflect the needs of the students in this class assuming it is a pull out situation? Pull out indicates that the ESOL teacher works independently with students in a separate location than mainstream students. Write a sample lesson for this student group using the following questions as a guide.
- What do you want your students to know?
- What do you want your students to be able to do?
- Can you measure it? (How)
- How will you differentiate instruction to meet the needs of all your learners?
2. Situation 2: Prepare a reading lesson where the skill taught is identifying the main idea. Choose a book you think would be appropriate for this group and explain how you would differentiate instruction for students in your class.
3. Situation 3: Prepare a writing prompt and describe a writing lesson you would plan that encourages students to share attitudes and information that reflect their culture.
4. Plan a lesson that would introduce and prepare students for one of the following: reading and comprehending calendars, bus and train schedules; filling out job applications, or developing banking skills.
V. K-W-L-A
Use the K-W-L-A activity below to summarize what you’ve learned in this chapter.
1. This is what I now know about planning for a standards-based classroom… ______
2. This is what I wanted to know about planning for a standards-based classroom… ______
3. This is what I learned about planning for a standards-based classroom… ______
4. This is how I’ll apply what I learned about planning for a standards-based classroom…
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Chapter 4
Creating Interactive and Content-based Assessment
I. Answer the following questions based on the chapter.
1. What is assessment? How does it differ from evaluation?
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2. Describe three ways assessment can be used.
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3. Define alternative assessment and describe one example.
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4. What is a standardized test?
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5. How does an analytic rubric differ from a holistic rubric?
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II. Reflecting on what you’ve read.
1. What assessment tools could you use to determine a student’s ability to comprehend text read aloud and the content-based vocabulary within the text? How would the information gained enable you to meet the student’s needs?
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2. Understanding that ESL and FL classes consist of many different kinds of learners, is it best to only assess students in a way that is comfortable for his or her learning style? Why or why not?
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3. Describe how the use of portfolios enhances the students’ abilities to self-assess their work.
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III. Graphic Organizer
IV. Application Activities
1. When creating or choosing a writing assessment tool for use with a diverse group of students, what criteria should you use to determine the best instrument for gathering information? Write four criteria or essential ideas to consider.
2. Using the ESL standards for writing, create a holistic rubric to be used as an assessment tool in a diverse ESL class. Keep the objectives or goals for your students clear, so the rubric can also be used as a self-assessment tool for the students.
V. K-W-L-A
Use the K-W-L-A activity below to summarize what you’ve learned in this chapter
1. This is what I now know about interactive and content-based assessment...
2. This is what I wanted to know about interactive and content-based assessment...
3. This is what I learned about interactive and content-based assessment...
4. This is how I’ll apply what I learned about interactive and content-based assessment…
Chapter 5
Interactive Listening and Reading
-I- Answer the following questions based on the chapter.
1. What does listening mean in the context of second language learning?
2. Define literacy? How is it different from reading?
3. What is the purpose of the ESL standards?
4. List the differences between foreign and second language learning.
5. List types of media used in teaching how to interpret oral communication.
6. List and define reading skills and strategies.
II. Reflecting on what you’ve read.
1. How would you use reception strategies in an ESL classroom?
2. How would you integrate listening and reading skills into content area learning in the classroom?
3. What is the value of social interaction in the negotiation of meaning in the context of a reading classroom?
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4. Why is cultural validity an important aspect of literacy?
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-III- Graphic Organizer for Interactive Listening and Reading
Complete the following table with definitions of reading skills.
Reading skill / DefinitionIntensive reading
Extensive reading
Skimming
Scanning
9.Complete the following VENN diagram comparing and contrasting listening and reading comprehension.
IV. Application Activities
1. Observe 2 ESL classes or view videotapes and describe how the teacher integrates listening and reading skills in their classroom. Describe what worked best. Compare and contrast the teaching methods implemented in each class.
2. Select a content area objective. Then create a brief text-based activity that will enable students to develop knowledge or skills associated with that objective. (i.e. science – The earth revolves around the sun and rotates on its axis.) Be sure that the activity you choose will allow you to assess the students’ reading comprehension and strategies.
V. K-W-L-A
Use the K-W-L-A activity below to summarize what you’ve learned in this chapter.
1. This is what I now know about interactive listening and reading.
2. This is what I wanted to know about interactive listening and reading.
3. This is what I learned about interactive listening and reading.
4. This is how I’ll apply what I learned about interactive listening and reading.
Chapter 6
Foregrounding Oral Communication
I. Answer the following questions based on the chapter.
1. What are some characteristics of good learners in terms of oral communication?
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2. Define acquisition.
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3. In what ways can a FLES program improve overall student learning and academic skill development?
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4. Explain strategic competence.
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5. Define the difference between interference and fossilization.
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6. What is subtractive bilingualism and how is it detrimental to second language learners?
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7. Explain the processability theory.
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II. Reflecting on what you’ve read.
1. In language development, why does oral development usually come after listening comprehension?
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2. Explain the value of cultural norms to the bilingual child.
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3. Why is it essential to involve or include early or emerging bilinguals in consistent, sustained oral language practice?
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4. What instructional strategies or learning activities could you use to help a student express personal views and values interactively?
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III. Graphic Organizer
The following organizer can be used as a concept map. Choose an idea from the chapter (i.e. dialogic communication, critical language awareness, strategic competence) and write it at the top in the oval as your concept. Then, complete the map by defining specific goals, objectives, and activities to work on this concept with students.