Teaching Listening
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Created by Reyna Flor Antonio. Studied @ University of Southeastern Philippines taking Bachelor of Arts in English Major in Language.
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Chapter 6( assessing listening)
The document discusses different types of listening assessment, including intensive listening, responsive listening, selective listening, and extensive listening. It provides examples of assessment tasks for each type, such as phonemic pair exercises, sentence paraphrasing, information transfer through pictures, and dictation. The document also discusses communicative stimulus-response tasks and more authentic assessment methods like note-taking, editing, interpretive tasks, retelling, and interactive listening.
Teaching and testing
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
Communicative language testing
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
Test Techniques
This document discusses different techniques for testing, including:
1) Direct testing measures specific skills directly, while indirect testing measures underlying abilities. Semi-direct testing simulates direct testing through recorded responses.
2) Discrete point testing examines elements individually, while integrative testing requires combining multiple elements for a task.
3) Norm-referenced testing interprets scores relative to others, while criterion-referenced testing measures against a standard.
4) Objective tests have a single right answer, while subjective tests consider multiple factors in scoring open-ended responses.
TEACHING WRITING LESSON PLAN FOR YOUNG LEARNERS
This lesson plan is for a 3rd grade class on toys and games. The 40 minute lesson will teach students to describe toys and games through writing advertisements. Students will bring toys to class, discuss their favorites, and write simple sentences about their peers' toys. They will then work individually and in groups to create advertisements by drawing and writing catchphrases for their favorite toy. Finally, students will provide feedback on each other's advertisements and vote on the best one. The goal is for students to practice daily conversation and writing skills while learning about advertising language.
Progressive and achievement test
Progressive tests (PT) measure student growth over time in an informal setting, while achievement tests (AT) measure performance at a single point, such as with a final exam, in a more formal setting. PT focus on individual student progress and do not label students, while AT provide general judgments and can label students. PT are administered during a course to help teachers assist students, while AT are given at the end of a course to select students. Success is measured over a period of time with PT but at a single point with AT.
Testing of listening
This document discusses testing listening skills in language learning. It explains that listening tests assess how well students have mastered what has been taught and that listening is a key receptive skill for language proficiency. There are two main types of listening tests - discrete tests that evaluate specific listening elements or aspects of proficiency one at a time, and task-based tests that evaluate broader communicative listening skills like comprehending facts or interpreting intentions. Important considerations for developing listening tests include selecting appropriate texts and tasks, determining the number of speakers, choosing a live or recorded format, minimizing writing, and using multiple choice or other item types. Sample test formats described include dictation, following map directions, comprehending radio reports or talks, and answering comprehension questions
The Silent Way
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
Recommended
Chapter 6( assessing listening)
The document discusses different types of listening assessment, including intensive listening, responsive listening, selective listening, and extensive listening. It provides examples of assessment tasks for each type, such as phonemic pair exercises, sentence paraphrasing, information transfer through pictures, and dictation. The document also discusses communicative stimulus-response tasks and more authentic assessment methods like note-taking, editing, interpretive tasks, retelling, and interactive listening.
Teaching and testing
This document discusses teaching, testing, and their relationship in TESOL. It defines teaching as passing on accepted information to help students achieve objectives, while tests assess if objectives were achieved. Tests can positively or negatively influence teaching through "washback effect" - the extent tests impact what teachers and students do. Positive washback includes focusing on objectives and motivating learning, while negative includes ignoring untested topics and "teaching to the test." Good tests are valid, reliable, practical, comprehensive, and balanced assessments that provide useful feedback for students and help teachers identify strengths and weaknesses.
Communicative language testing
This document discusses approaches to language testing and types of language tests. It describes six main approaches: traditional, discrete, integrative, pragmatic, and communicative. It also outlines five main types of language tests based on their objective: selection tests, placement tests, achievement tests, diagnostic tests, and try-out tests. Achievement tests measure learning from a course, while proficiency tests measure skills for a future task. Diagnostic tests identify areas of difficulty.
Test Techniques
This document discusses different techniques for testing, including:
1) Direct testing measures specific skills directly, while indirect testing measures underlying abilities. Semi-direct testing simulates direct testing through recorded responses.
2) Discrete point testing examines elements individually, while integrative testing requires combining multiple elements for a task.
3) Norm-referenced testing interprets scores relative to others, while criterion-referenced testing measures against a standard.
4) Objective tests have a single right answer, while subjective tests consider multiple factors in scoring open-ended responses.
TEACHING WRITING LESSON PLAN FOR YOUNG LEARNERS
This lesson plan is for a 3rd grade class on toys and games. The 40 minute lesson will teach students to describe toys and games through writing advertisements. Students will bring toys to class, discuss their favorites, and write simple sentences about their peers' toys. They will then work individually and in groups to create advertisements by drawing and writing catchphrases for their favorite toy. Finally, students will provide feedback on each other's advertisements and vote on the best one. The goal is for students to practice daily conversation and writing skills while learning about advertising language.
Progressive and achievement test
Progressive tests (PT) measure student growth over time in an informal setting, while achievement tests (AT) measure performance at a single point, such as with a final exam, in a more formal setting. PT focus on individual student progress and do not label students, while AT provide general judgments and can label students. PT are administered during a course to help teachers assist students, while AT are given at the end of a course to select students. Success is measured over a period of time with PT but at a single point with AT.
Testing of listening
This document discusses testing listening skills in language learning. It explains that listening tests assess how well students have mastered what has been taught and that listening is a key receptive skill for language proficiency. There are two main types of listening tests - discrete tests that evaluate specific listening elements or aspects of proficiency one at a time, and task-based tests that evaluate broader communicative listening skills like comprehending facts or interpreting intentions. Important considerations for developing listening tests include selecting appropriate texts and tasks, determining the number of speakers, choosing a live or recorded format, minimizing writing, and using multiple choice or other item types. Sample test formats described include dictation, following map directions, comprehending radio reports or talks, and answering comprehension questions
The Silent Way
The Silent Way is a language teaching method created by Caleb Gattegno in 1963 that utilizes extensive silence. The key principles are that learning is more important than teaching, students develop their own understanding rather than repeating a model, and errors are an important part of learning. Students must be observant, willing to discover the language independently, and have a positive attitude. The goals are for students to become independent, autonomous, responsible users of the language who can self-express and interact with others. Classroom activities include the teacher modeling words for students to incorporate into their own utterances with minimal guidance.
The Audio-Lingual Method
THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Practicality of a test
The document discusses considerations for ensuring a test is easy to administer. It should be easy to design, administer, and score. This includes having clear, typewritten questions and answer sheets for teachers rather than handwritten. The test should also be possible to complete within the allotted time frame and distribute to students efficiently based on the number of students. Scoring should also be practical and time-saving to calculate.
Testing for Language Teachers Arthur Hughes
Testing is done for various purposes such as verifying that a product meets requirements, managing risk, and assessing knowledge or skills. The main purposes of testing are to verify that specifications are met and to manage risks. Tests can have negative effects if not aligned with learning objectives, and inaccuracies can arise from flawed test content or unreliable scoring techniques. Effective testing requires quality assurance and validation to catch errors before public release. Assessment includes formative assessment for immediate feedback and summative assessment for end-of-period evaluation. Teachers can help improve testing by writing better tests, educating others, and advocating for testing improvements.
Testing oral ability
This document discusses testing oral ability through oral exams. It outlines appropriate tasks to test oral ability, including operations like expressing, narrating, and eliciting. It discusses criterial levels of performance in terms of appropriacy, accuracy, range, size, accent, grammar, vocabulary, and comprehension. Possible test formats are also outlined, such as interviews, interactions between candidates, and responses to recordings. Techniques for eliciting behaviors from candidates and obtaining valid and reliable scoring are also discussed.
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Types of test and testing
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
Achieving beneficial blackwash
This document discusses how to achieve beneficial backwash from tests. It provides several recommendations: test the abilities you want to encourage; sample widely and unpredictably in tests; use direct testing of skills; make tests criterion-referenced; base achievement tests on objectives; ensure students and teachers understand tests; and provide teacher assistance. It also mentions the Cambridge English Proficiency exam and cites various sources.
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I'm dying my masters in English literature in India ..
Where I have english language teaching paper in. This paper we have topic task based language learning were i presented what is the tblt and it's some of the information and at the end of the presentation i have en based one video in last conclusion slide so have a look at the slides ... Presentation and evaluate .. give me comments and marks so that I can improve more ..Thanks for visiting
Testing listening slide
This document provides guidance on testing listening skills for language teachers. It discusses specifying the tasks test takers should be able to complete, such as listening for specific information, obtaining the gist, or following instructions. It also covers selecting speech samples, writing test items using techniques like multiple choice, short answer, or information transfer. Scoring focuses on whether the correct response was understood, without penalizing grammar or spelling errors.
Kinds of Language Tests
Testing is used to measure a person's knowledge, skills, or abilities in various topics. There are several types of language tests that serve different purposes. Proficiency tests measure overall language ability, achievement tests evaluate how well learning objectives were met, diagnostic tests identify strengths and weaknesses, and placement tests determine what level is appropriate. While final achievement tests directly relate to course content, they can provide misleading results if the course or materials were poorly designed, as successful test performance does not necessarily indicate true achievement of all learning objectives.
Second Language Acquisition Theories
This document discusses several theories of second language acquisition, including behaviorism, innatism, and Krashen's Monitor Model. It provides details on behaviorist theory proposed by Skinner, innatist theory by Chomsky, and five hypotheses in Krashen's Monitor Model: acquisition vs learning, the Monitor, natural order, input, and affective filter. The theories differ in their views of the language learning process and what factors influence it.
Second language acquisition
This document discusses key concepts in second language acquisition, including the distinction between learning and acquisition, affective factors that can impact adult L2 learning, methods and approaches to teaching languages, and components of communicative competence. It addresses differences between acquiring an L1 and learning an L2, barriers to L2 acquisition for adults, and theories like the critical period hypothesis. Input/output processing and the role of practice producing the L2 are covered. The concept of an interlanguage is introduced, as well as positive/negative transfer from the L1.
The Natural Approach
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
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Testing reading
How should we test reading skills? (Report from Hughes, A. (2003). Testing for language teachers. Testing Reading, 136-160)
Types of tests and types of testing
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
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Presentation of "Testing oral ability" (Paula Salazar and Ángela Martínez). Second Language Teaching and Learning Masters Degree. 2016-2017
Extensive Listening Assessment
This document discusses different methods for assessing listening comprehension skills, including extensive listening, dictation, and communicative tasks. It notes that the difficulty of extensive listening can be manipulated through factors like word length, pause length, and speed. Communicative tasks involve comprehension questions, conversations, and monologues. Authentic listening assessments mirror real-world interactions and are cognitively demanding. Alternatives to traditional comprehension tests that are more communicative include note-taking, editing, interpretive tasks, retelling, and interactive listening.
Testing grammar
The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
Testing for Language Teachers
The slides deal with the principles of English language testing based on the guidelines provided by Arthur Hughes.
Intensive&extensive listening
This document discusses two types of listening activities: extensive listening and intensive listening. Extensive listening involves listening outside of class for pleasure and language improvement, while intensive listening uses in-class activities with tapes, teachers, or visitors. Both kinds are important for improving listening skills. Intensive listening specifically benefits from allowing students to ask questions, see speakers, and replay tapes; teachers should guide students and organize feedback. The document also lists sub-skills important for listening comprehension like prediction, guessing meaning, and discerning viewpoint.
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THIS IS A METHOD OF APPLIED LANGUAGE TEACHING METHODS. IT HAS BOTH MANY ADVANTAGES AND DISADVANTAGES. WE WORKED ON HARDLY WITH MY GROUP. HOPE IT WILL BE USEFUL FOR EVERYONE.
Practicality of a test
The document discusses considerations for ensuring a test is easy to administer. It should be easy to design, administer, and score. This includes having clear, typewritten questions and answer sheets for teachers rather than handwritten. The test should also be possible to complete within the allotted time frame and distribute to students efficiently based on the number of students. Scoring should also be practical and time-saving to calculate.
Testing for Language Teachers Arthur Hughes
Testing is done for various purposes such as verifying that a product meets requirements, managing risk, and assessing knowledge or skills. The main purposes of testing are to verify that specifications are met and to manage risks. Tests can have negative effects if not aligned with learning objectives, and inaccuracies can arise from flawed test content or unreliable scoring techniques. Effective testing requires quality assurance and validation to catch errors before public release. Assessment includes formative assessment for immediate feedback and summative assessment for end-of-period evaluation. Teachers can help improve testing by writing better tests, educating others, and advocating for testing improvements.
Testing oral ability
This document discusses testing oral ability through oral exams. It outlines appropriate tasks to test oral ability, including operations like expressing, narrating, and eliciting. It discusses criterial levels of performance in terms of appropriacy, accuracy, range, size, accent, grammar, vocabulary, and comprehension. Possible test formats are also outlined, such as interviews, interactions between candidates, and responses to recordings. Techniques for eliciting behaviors from candidates and obtaining valid and reliable scoring are also discussed.
Direct Method (DM) of Language Teaching
Direct Method (DM) method is language teaching method. Through this method students are directly taught with target language without using native language.
Types of test and testing
This document discusses different types of tests and assessments. It defines formative and summative assessment, and describes various types of tests including proficiency tests, achievement tests, diagnostic tests, and placement tests. It also discusses the differences between direct and indirect testing, discrete point and integrative tests, norm-referenced and criterion-referenced tests, and objective and subjective tests. The document provides examples and details on how each type of test is designed and scored.
Achieving beneficial blackwash
This document discusses how to achieve beneficial backwash from tests. It provides several recommendations: test the abilities you want to encourage; sample widely and unpredictably in tests; use direct testing of skills; make tests criterion-referenced; base achievement tests on objectives; ensure students and teachers understand tests; and provide teacher assistance. It also mentions the Cambridge English Proficiency exam and cites various sources.
Task based language learning
This presentation is a part of my academic activity i...
I'm dying my masters in English literature in India ..
Where I have english language teaching paper in. This paper we have topic task based language learning were i presented what is the tblt and it's some of the information and at the end of the presentation i have en based one video in last conclusion slide so have a look at the slides ... Presentation and evaluate .. give me comments and marks so that I can improve more ..Thanks for visiting
Testing listening slide
This document provides guidance on testing listening skills for language teachers. It discusses specifying the tasks test takers should be able to complete, such as listening for specific information, obtaining the gist, or following instructions. It also covers selecting speech samples, writing test items using techniques like multiple choice, short answer, or information transfer. Scoring focuses on whether the correct response was understood, without penalizing grammar or spelling errors.
Kinds of Language Tests
Testing is used to measure a person's knowledge, skills, or abilities in various topics. There are several types of language tests that serve different purposes. Proficiency tests measure overall language ability, achievement tests evaluate how well learning objectives were met, diagnostic tests identify strengths and weaknesses, and placement tests determine what level is appropriate. While final achievement tests directly relate to course content, they can provide misleading results if the course or materials were poorly designed, as successful test performance does not necessarily indicate true achievement of all learning objectives.
Second Language Acquisition Theories
This document discusses several theories of second language acquisition, including behaviorism, innatism, and Krashen's Monitor Model. It provides details on behaviorist theory proposed by Skinner, innatist theory by Chomsky, and five hypotheses in Krashen's Monitor Model: acquisition vs learning, the Monitor, natural order, input, and affective filter. The theories differ in their views of the language learning process and what factors influence it.
Second language acquisition
This document discusses key concepts in second language acquisition, including the distinction between learning and acquisition, affective factors that can impact adult L2 learning, methods and approaches to teaching languages, and components of communicative competence. It addresses differences between acquiring an L1 and learning an L2, barriers to L2 acquisition for adults, and theories like the critical period hypothesis. Input/output processing and the role of practice producing the L2 are covered. The concept of an interlanguage is introduced, as well as positive/negative transfer from the L1.
The Natural Approach
The Natural Approach focuses on teaching communicative abilities through comprehensible input. It was developed by Krashen and Terrell in the 1970s as a reaction against previous methods. The key principles are that acquisition, not learning, leads to language proficiency; input must be comprehensible; and meaningful communication should be the focus in the classroom. Teachers provide input through activities like commands, questions, and descriptions while students focus on understanding before speaking. The goal is to help learners progress from understanding to early production to fluency.
Lesson Plan for Writing Skill (descriptive)
Lesson Plan for Writing Skill. It is targeted for 7 grade of Junior High School students. The genre of the text is descriptive text. The theme is pet animals.
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Types of tests and types of testing
This document summarizes four types of language tests: proficiency tests, achievement tests, diagnostic tests, and placement tests. It provides details about each type of test, including their purposes, content, advantages, and disadvantages. Proficiency tests measure overall language ability regardless of training, while achievement tests measure success in achieving course objectives. Diagnostic tests identify strengths and weaknesses, and placement tests are used to assign students to appropriate class levels. The document also discusses additional topics in language testing such as direct vs indirect testing, and objective vs subjective scoring.
Testing oral ability ppt
Presentation of "Testing oral ability" (Paula Salazar and Ángela Martínez). Second Language Teaching and Learning Masters Degree. 2016-2017
Extensive Listening Assessment
This document discusses different methods for assessing listening comprehension skills, including extensive listening, dictation, and communicative tasks. It notes that the difficulty of extensive listening can be manipulated through factors like word length, pause length, and speed. Communicative tasks involve comprehension questions, conversations, and monologues. Authentic listening assessments mirror real-world interactions and are cognitively demanding. Alternatives to traditional comprehension tests that are more communicative include note-taking, editing, interpretive tasks, retelling, and interactive listening.
Testing grammar
The document discusses various techniques for testing English grammar, including:
1. Gap filling items that test specific grammatical structures by having students complete sentences.
2. Cloze tests that are prose passages with words deleted for students to supply based on context.
3. Multiple choice grammar questions that test structures through sentence completion.
It provides examples and guidance on preparing different grammar test items, ensuring clear instructions, using appropriate contexts, and avoiding distractors that confuse students. The goal is to effectively test mastery of specific grammatical concepts.
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The slides deal with the principles of English language testing based on the guidelines provided by Arthur Hughes.
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Suggested answers to frequently asked questions in a job interviewGoogle, Facebook, Twitter, Hotmail
This document provides suggested answers to frequently asked questions in job interviews. It offers advice on how to concisely talk about your background and qualifications, strengths that relate to the job, addressing weaknesses positively, researching the company and positioning your experience and goals matching their needs. It also provides examples on how to discuss challenges like demanding customers or stress in a way that shows maturity and ability to handle difficult situations professionally.Interview for applying a job
This document provides tips for preparing for a job interview. It recommends researching the company and position, preparing answers to common interview questions, and practicing your responses. Additional tips include dressing professionally, arriving 10-15 minutes early, speaking clearly during the interview, and thanking the interviewer afterwards regardless of how it goes. Being prepared will boost your confidence and allow you to present yourself as the best candidate for the job.
Resume writing
This document provides tips for writing an effective resume. It advises avoiding including salary history, charts/graphs, weaknesses, or reasons for leaving past jobs. The document emphasizes being honest, concise within two pages, and checking for spelling errors. Resumes should use formal fonts like Times New Roman or Arial. One should have a trusted friend review the resume for errors before finalizing. The overall goal of a resume is to generate interest and land an interview, not provide extensive details, which are better saved for the interview.
Competency-based language teaching
Here are the answers to the evaluation questions:
1. CBLT is an application of the principles of Competency-Based Education (CBE) movement.
2. CBLT emerged from the work of Schenck (1978) and Auerbach (1986).
3. Schenck (1978)
4. Auerbach (1986)
5. One learning activity for CBLT is job application.
6-10. CBLT is important for language students as it prepares them for real world tasks through a focus on life skills and successful functioning in society. By developing specific, measurable competencies, CBLT allows students to master practical language abilities incrementally for tasks like job applications and
Oral Approach and Situational
1. Oral and Situational Language Teaching was developed in the 1930s-1960s by British linguists Harold Palmer and A.S. Hornby. It focuses on teaching language through oral practice of vocabulary and structures in meaningful situations.
2. The goals are to teach the four language skills through accurate pronunciation, grammar, and responses in oral situations. New language is introduced and practiced through controlled vocabulary and situational dialogs.
3. Teachers serve as models, create situations requiring the target language, and guide structured repetition and substitution drills. Accuracy is emphasized through repetition and correction.
The Nature of Approaches and Methods in Language
This document discusses the conceptual levels in language teaching - approach, method, and technique. An approach refers to theories of language and language learning. A method is a plan for presenting language based on an approach. Techniques are classroom activities and strategies used to achieve objectives. It provides examples of how theories of language (structural, functional, interactional) inform approaches. Learning theories also influence methods. A method's design specifies learner/teacher roles, content, and materials. Techniques are lesson tasks and feedback consistent with the method's approach and design.
Syllabus
This document provides an overview of the audiolingual method for teaching language. It describes how the audiolingual method focuses on the structure of language, teaching listening and speaking first before reading and writing. Key learning activities include dialogues, drills, repetition and transformation exercises where students practice manipulating language forms. The teacher leads the learning process while students play a reactive role, responding to drills without initiating interaction to avoid mistakes.
The Audiolingual Method
The document discusses the history of language teaching methods prior to and after World War II. Before the war, there were three main methods (Direct Method, Reading Approach, Reading-Oral Approach) but they lacked standardization and structure. The Army Specialized Training Program during WWII had students learn intensively from native speakers 10 hours a day. After the war, Audiolingualism became the standardized method, focusing on habit formation. The 1957 launch of Sputnik then prompted more funding and development of new methods through the National Defense Education Act, though Audiolingualism remained influential into the 1960s.
Cells
Created by Neriza Jane Tambal from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Tsunami
Created by Sarah Eturma from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Bacteria
Created by Reylan Barquin from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Microbiology
The four phases of bacterial growth are lag phase, log or exponential phase, stationary phase, and death phase. In lag phase, bacteria are adjusting to their environment and producing enzymes and ribosomes. In log phase, the population grows exponentially as bacteria actively reproduce through binary fission. In stationary phase, reproduction and death rates equalize as nutrients become limited. In death phase, death outpaces reproduction and the population declines as conditions become unsuitable.
Surface Water
Created by Earl Herson Laput from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Aquifer
Created by Loven Getutua from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Tidal Theory
created by Jackelyn Diaz from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Kingdom Animalia
created by Cherubim Curayag from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Dam Construction
Created by Ma. Maiden Continedo from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Ground water extension and contamination
Created by Thea Cybelle Cobrado Janica Candido from University of Southeastern Philippines taking Bachelor of Science in Secondary Education Major in Biological Science.
Bacterial Reproduction
Sexual reproduction in bacteria involves plasmids, which are loops of DNA that can multiply and move between bacterial cells and insert into or take DNA from the nucleus. This allows for genetic recombination between bacteria through three main processes: conjugation, where bacteria connect and transfer genes through a protein tube; transformation, where bacteria take in extracellular DNA from the environment; and transduction, where viruses called bacteriophages exchange DNA between bacteria during infection. These sexual reproduction processes generate genetic diversity unlike binary fission.
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Teaching Listening
- 4. Extensive Listening It means that you are listening for the overall content of a long text, e.g. when watching a film or a play. It usually takes place outside the classroom
- 5. Intensive Listening It means that you are trying to understand all the facts and information, e.g. for writing a summary.
- 6. Intensive listening: using taped material Advantages: − It allows students to hear a variety of defferent voices other than their teacher's. − They are portable and readily available. − They are cheap Disadvantages: − Not all students could hear equally − Everyone has to listen at the same speed.
- 8. Forms of Live listening Reading aloud Story – telling Interviews Conversations
- 9. The roles of the Teacher Organiser Machine operator Feedback organiser Prompter
- 11. Thank you!