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Communication is described as the organizing principle for language learning by:
Listening, speaking, reading, and writing
Memorizing vocabulary and grammatical structures
Negotiating, creating, and understanding meaning
Knowing how, when, and why to say what to whom
What are the modes of communication as defined in the National Standards?
Language Functions, Grammatical Structures, and Vocabulary
Identifying, Describing, Narrating, & Persuading
Interpersonal, Interpretive, and Presentational
Asking, Telling, Arguing, and Complaining
Examples of Interpersonal communication would include:
Texting messages back and forth with a friend
Participating in an open-ended discussion
Making a reservation on the phone
All of the above
An effective model for assessing the modes of communication is:
Integrated Performance Assessment
Having students memorize dialogues
Using fill-in-the-blank worksheets
The three key elements for teaching the goal area of Cultures are:
Art, literature, and music
Products, practices, and perspectives
Who, what, and why
Economic systems, philosophy/religion, and social customs
All of the following are examples of products of Cultures, except:
Typical breakfast foods
All of the following are examples of practices of Cultures, except:
Patterns of social interaction
Paying a set price or bartering
Rites of passage driver’s license,graduation
The National Standards describe Connections as:
Meeting new people and traveling abroad
Finding and sharing resources
Reinforcing and furthering knowledge of other disciplines
Discussing current events
All of the following are examples of how students might demonstrate Connections, except:
Research how other cultures respond to environmental issues
Write the names of cities on a map of target country
Predict/justify where cities are located in a country
Prepare to be a docent in an art museum
The following statements accurately describe the ways that students “make” Connections, EXCEPT:
Every time they say hello to someone from another country
By comparing, contrasting, hypothesizing, and analyzing
Through insights (“aha” moment)
After a language lesson, but in another class (science)
The National Standards describe Comparisons as:
Adopting the habits and attitudes of the target culture
Developing insight into the language/culture thru comparison
Saying how something in another language/culture is the same/different from yours
Comparing cultural perspectives
Effective ways for teachers to highlight comparisons of language include the following, EXCEPT:
Teach 10 vocabulary words related to a holiday
Use a timeline to show how 2 languages describe action in different ways/tenses
Show of how languages can express meaning in differently
Compare and discuss idiomatic expressions from two languages
To effectively highlight comparisons of culture, teachers might have students do the following:
Identify which menu items are from the target culture
Watch a movie from the target culture with English subtitles
Research the cause of a common cultural misunderstanding
Circle on a state map place names from the target culture
The goal area of Communities is described with these two key ideas:
Field trips and festivals
Beyond the classroom and lifelong learning
Home and abroad
Any place and any time
In preparation for a guest speaker's visit to class, students would demonstrate the Communities Standards through any of the following, EXCEPT:
Prepare open-ended questions to ask the speaker
Research topics related to the speaker’s area of expertise
Memorize a dialogue about an interview
Practice asking follow-up questions on a topic
Which of the following serve as indicators of progress for the Communities standard?
Students discuss a topic important to them with native peers.
Students prepare to host students from abroad.
Students create a project of benefit to the local community.
All of the above
Communities is an important goal area to keep in mind because:
Students are motivated when language learning is connected with their personal interests and goals.
Students are motivated by field trips to the community.
Students enroll in language courses in order to visit local restaurants where dishes from the target culture are served.
Students prefer to practice vocabulary on a computer.