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考试
短语
| 英文 | 中文 |
|---|---|
| you like to regroup the class for a recap | 你喜欢重新组织班级进行回顾。 |
| Your students often do not realize the importance of writing the target language neatly, to ensure correctness of the text | 你的学生往往没有意识到把目标语言写得工整，以确保文本的正确性的重要性。 |
| Differentiation | Content, process and product are the primary areas |
| Flipping the classroom | |
| Costa's Levels of Questioning | Level 1: Gathering. Level 2: Processing. Level 3: Applying. |
| Long term memory | Long term memory can be broken down into two types, procedural memory used for implicit learning, and declarative memory that is used in explicit learning. |
| Costa developed three levels of intellectual functioning | 科斯塔发展了三个层次的智力功能。第一级是最简单的，包括定义单词、列出项目和描述项目。第二级代表比较和对比的想法，根据规格对项目进行分组等。第三阶段包括判断、想象和原则的应用。情感行为没有一个层次，比如感觉或表达。 |
| one mode has no recourse to the active negotiation of meaning from the speaker | 一种模式不依赖于说话者对意义的主动协商。interpretive |
| able to communicate in contexts related to themselves and others, as well as one's immediate environment | intermediate |
| Portfolios | Portfolios consist of student-developed materials. This is an alternative assessment tool. |
| microskill of listening comprehension | Recognizing reduced forms of words |
| Bloom's Taxonomy | Remembering. Describe Understanding. Applying. Analyzing. Evaluating. Assess what would happen if the three little pigs acted differently. Creating. Write a poem, song, or skit to describe the whole story in a new form. |
| literature circle | 对于年轻人来说，文学圈相当于成人读书会，只不过结构、期望和严谨性更强一些。目的是鼓励深思熟虑的讨论和年轻人对阅读的热爱 |
| the tasks involve performance of the objective. | content validity |
| measured to determine if the assessment is "good" | Content validity |
| There are three major drills that most curriculum and textbooks cover | They are mechanical drills and meaningful drills that have only one correct response. There is also communicative drills for the use of grammar in purposeful conversations |
| Finely tuned input | matched to the students' current comprehension.at learning stage |
| interpretive comprehension | literal and inferential comprehension, in which the students are taught to make assumptions about the information. |
| Referential skills | refer to the language skills to talk about actions or eventsAssignments should include reporting on current events, comparison and contrast assignments, requesting facts about an event, etc. |
| How well is the student understood? | comprehensibility |
| How well does the student understand? | comprehension |
| Perceptive reading | Perceptive reading is the recognition of symbols, letters, and words. |
| There are two different types of rubrics | The holistic rubric grades the students performance, generally. The analytical rubric lists the different standards needed the grading scales for the topic |
| Roughly tuned input | on the other hand, “casts a net” of structures over the students' level of acquisition. at practice stage |
| natural approach | it emphasises communication, and places decreased importance on conscious grammar study and explicit correction of student errors. make the learning environment as stress-free as possible. language output is not forced, spontaneously |
| An inverted classroom | An inverted classroom involves the students receiving the information outside of the classroom, in the forms of newspapers, radio and television programs, textbooks and references materials, podcasts and Youtube videos, etc. |
| content and language integrated learning methods | analyze, add, and apply. |
| the presenters must have knowledge of the audience's language and culture | 了解 |
| falls under | 归入，纳入 |
| The novice range involves students ask | only highly predictable questions |
| extensive reading | 泛读：Skimming ，Outlining |
| interactive reading | 总要有一些学生读完后的动作，charts, maps, graphs, and diagrams short， answer responses ， discourse-level cloze tasks，reordering sequences of sentences，outlining 不是 |
| mechanics. | Looking for neatness and appearance is an important part of evaluating mechanics |
| Achievement assessments | measure the class's learning of the information from a specific unit or chapter |
| Performance assessments | measure the class's ability to use the information taught, in real word situations like a conversation |
| Proficiency assessments | measure the class's ability to read, write, listen, speak, present, etc. in the second language. |
| backwards | Step 1: Identify the Desired Results（goal） Step 2: Gather Evidence of Learning（assessment） Step 3: Design Content for Instruction |
| meta cognitive | planning, directed attention, self monitoring, self assessment, problem identification |
| Alternative assessments | assessments. You should explain the rationale of the assessments to the classes, and supply them with the rubrics and checklists necessary. |
| macroskill | Distinguishing between literal and implied meaning |
| ensure it exhibits construct validity | She is looking to make sure the test can be supported via statistics and other research. |
| individualized setting. | Independent study and memorization,Reading, self-assessment, and graphic organizers can also be used. compacting |
| You do not need the approval of the parents or caregivers of the students | choose an appropriate standardized assessment that has been prepared by an outside designer |
| constructed response tool | writing a topic sentence, identifying a theme, and making predictions,short-answer essay questions. |
| the proper context | proper sentence structure, vocabulary, and the ways it is used within the culture. |
| just in time teaching methods | Assessments are completed online, and lesson plans are adjusted to best suit the class's comprehension. |
| There are two forms of input: content oriented and form oriented. | Form oriented input refers to the guidance you give the class in pauses, grammar, expectations for rate of speech, social aspects of the language, etc. This input is presented during the students' practice of the lesson. |
| The presentational mode | causing no direct opportunity for active negotiation |
| Communities standard. | She has invited a speaker to come talk about their experiences with different languages and cultures |
| Face validity can be easily assessed. If at face value, the test takers feel the assessment is not valid, they may become disengaged. | make sure the test appears valid to the test taker. |
| intermediate range | able to communicate descriptions and express their own thoughts and ideas proficiently |
| a panel discussion | 座谈会 |
| Naturalistic Intelligence | 那些具有强烈的自然主义智慧的人，对自然和可以学到的东西有深刻的欣赏。猜测、观察和收集是与这种智力相关的特征 |
| absent of excessive free time for the students. | 学生没有过多的自由时间 |
| There are two major grammar rules | Prescriptive rules are the rules presented by the textbook, that are defined as "correct". Descriptive rules are in reference to the grammar used by fluent/native speakers, as in casual settings. |
| The intermediate range | students beginning to communicate through understanding and creating personal meaning. |
| pre-advanced learner | the students are now asking questions to probe past basic details |
| creating an authentic assessment | Identify the standards. Select the authentic tasks. Identify the criteria for the task. Create the rubric. |
| students' listening comprehension skills and their ability to "do" after hearing | The student responds physically to a command. |
| determining whether or not a student is comprehending what is being heard | One example is the student's ability to condense, which is outlining or taking notes on a lecture |
| the inter-rater reliability | 评分者之间的信度 |
| internal consistency reliability | The degree to which different items testing the same construct yield similar results. |
| strategic competence | Being able to work around communication gaps and paraphrase information for better comprehension is an example of the strategic competence |
| sociolinguistic competence | They also know the correct situations to use these new words properly, which represents the sociolinguistic competence. |
| language learning strategies are broken down into four major categories | cognitive, metacognitive, social, and affective. |
| Students have two major categories of knowledge | procedural knowledge that refer to the knowledge of how to use the grammar rules in conversation. the declarative knowledge of the grammar rules that have been previously taught to the class. |
| differentiation methods | Content – what the student needs to learn Process – activities in which the student engages in order to master the content; Products – projects that ask the student to rehearse, apply, Learning environment – |
| There are several types of listening goals | identification skills, orientations skills, and replication skills. main idea comprehension main idea comprehension |
| Feedback | Pinpointing, cuing, and providing examples are all types of ________ methods |
| Scaffolding | Paraphrasing prompts, graphic organizers, guides, syllabi, schedules, learning goals, draft assignments, and practice tests are examples of types of ________________________________. |
| Scaffolds can be verbal, instructional and metacognitive | They help students access language and content that is just beyond their comfort level, which helps them develop more independence, more content area knowledge, more subject-specific skills, and more language proficiency. |
| There three recognized listening strategies that you will use | top-down, bottom-up, and meta cognitive listening skills. |
| intermediate learner range | her students are beginning to show emerging evidence of an ability to speak about more than the here and now in conversations |
| The intermediate range involves students being able to hold conversations. | |
| practicality | 实用性 |
| The pronunciation is not important in writing the language | 是 |
| discourse competence | Teaching the students to construct longer stretches of communications, such as letter, emails, speeches, etc |
| The discourse competence involves the students being able to construct longer texts | Students should be able to prepare emails, letters, conversations that are longer than one sentence, etc. |
| Research is not included in your lesson planning | |
| Communities | It is about the notion that learning a new language allows students to get access to groups that they could not get information on any other way. |
| cultural practice | , cultural practices are related to how a group of people act. |
| interpretive communication. | no recourse to the active negotiation of meaning from the speaker |
| Cognitive strategies | These techniques include inference, note taking, summarization, etc |
| Beginning fluency | They are fairly fluent in their classroom discussions, and make very few errors. They are still challenged when expressing new ideas and concepts, due to the lack of vocabulary. |
| The four sub topic of communicative competency are: | linguistic, sociolinguistic, discourse, and strategic |
| There are two types of interpersonal communication activities | Communicative and structured output activities that focus on communicating in different forms and problem words or phrases |
| VARK is the acronym for the four different types of learners | Visual, Audio, Reading/Writing, and Kinesthetic learners |
| She is interested in utilizing one that is intended for an audience of listeners, viewers, and/or readers | 她感兴趣的是利用一种针对听众、观众和/或读者的受众presentational |
| There are four major types of positive language feedback | acceptance, acknowledgement, repetition, and rephrasing |
| The six recognized types of feedback or corrective language that you will be delivering to the class are as follows | clarification requests, elicitation, explicit correction, metalinguistic feedback, recasting, and repetition. |
| Speaking in the target language involves three major areas of proficiency: | mechanics, functions, and social/cultural rules |
| What is unique about the SIOP model of instruction | Students are in a self-contained classroom in which they learn both content and language skills |
| associated with the belief that language and culture are connected very deeply and that neither can be taught without the other. | Cultures. |
| the best way to assess their listening comprehension skills is to give them the opportunity to respond to content-related questions about what they have heard | |
| pre-advanced | a student has consistent control of basic and high frequency language structures |
| presentational mode of communication | no direct opportunity for active negotiation between parties |
| Communities standard | s invited a speaker to come talk about their experiences with different languages and cultures |
| You are assessing the content of your students' writing. Which of the following is NOT true? | You will evaluate the effectiveness of the students' introduction |
| When they get nervous, they tend to revert back to their native languages. This is referred to as "code switching". | Use repetition of the new words in the discussions and activities. |
| Which of the below describes observation as an assessment? | Real life work and simulated work activities |
| ensure it exhibits practicality. Of the below, what is she looking for | She is looking to make sure it is within the means of financial limitations and time constraints. Also, she is ensuring it is easy to administer, score, and interpret |
| What are some examples of the level one of Costa's intellectual functions | Completing, counting, and listing |
| no recourse to the active negotiation of meaning from the speaker | interpretive communication. |
| which of these does NOT describe a summative assessment? | Having students submit a research proposal for early feedback. |
| _______________ is the BEST activity to assess a student's naturalistic intelligence. | Having the student create a scrapbook |
| assessing your students’ “understanding | Act, chart, conclude, correct. |
| face validity | measures whether or not the test appears valid to the test taker |
| construct validity | which means is the test supported through statistics and other research |
| Beginning fluency | They are able to conduct social conversations with very few errors, but have trouble with new ideas or concepts in which they may not be familiar with the necessary vocabulary or sentence structure. |
| Which of these activities can Mrs. Ferguson do using the small-group mode of presentation? | The teacher can use surveying/interviewing |
| B.F. Skinne | his work on operant conditioning and behavior modification. Skinner believed that behavior is shaped by its consequences, and that behavior can be changed through the use of reinforcement and punishment. |
| Noam Chomsky | theory of generative grammar, which suggests that language is an innate capacity of the human mind. |
| Abraham Maslow | basic physiological needs such as food, water, and shelter at the bottom, followed by safety needs, social needs, esteem needs, and finally self-actualization needs at the top. |
| Jean Piaget | Piaget's theory of cognitive development proposed four stages: the sensorimotor stage (0-2 years), the preoperational stage (2-7 years), the concrete operational stage (7-12 years), and the formal operational stage (12 years and up). |
| Piaget argued that each stage builds on the preceding stage, and that children's cognitive development is shaped by their interactions with the environment. | |
| John H. Schumann | He developed the Acculturation Model, which proposes that second language acquisition is influenced by both cognitive factors and social factors, such as the learner's motivation and the cultural context in which the language is being learned. |
| 语言迁移 | language transfer can both help and hinder the acquisition of a new language, depending on how similar the two languages are. |
| Lev Vygotsky | Vygotsky believed that children's cognitive development is strongly influenced by the culture and society in which they live. He argued that children learn through interactions with more knowledgeable others, who provide support and guidanc |
| Stephen Krashen | rashen's theory of second language acquisition consists of five main hypotheses: the Input Hypothesis, the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, and the Affective Filter Hypothesis. These hypotheses explain |
| Howard Gardner | Gardner proposed that there are at least eight different types of intelligence, including linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic. |
| Dell Hathaway Hymes | |
| What does the work of Hymes suggest about the contextual aspects of language learning? | Hymes believed that in order to fully understand and use a language, learners must also understand the cultural and social norms of the language community. |
| What are the major differences between Jerome Bruner’s and Jean Piaget’s theories of cognitive development in young children? | |
| How is the student's societal consciousness reflected in their communication | cultural awareness |
| notion that studying and judging specific languages and cultures against one another, will have students become better able to understand the abstract concepts of both language and culture | Comparisons |
| reflect the concept that language learning gives students the access to knowledge that they were not able to obtain in any other way. | connection |
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