tesol初级assignments.docx

tesol初级assignments.docx

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tesol初级assignments

Class:

TESOLforchildrenprogramme

Date:

1-5

1.Whichagegroupwouldyouliketoteachthemostandwhy

●HighSchoolAgeDevelopment（14-17）

Iwanttoteachstudentsaboutsubjectslikeeconomics,statisticsandbusiness-relatedcourses.ThestudentswhoageatthisperiodhavealreadylearnedEnglishfor6-10years,whichmakestheverbal-basedinstructionsandlectureseasierunderstoodbystudents.TeacherswhowouldliketogivelecturesaboutmoreabstractconceptswhichrequiresstudentsthehigherperceptionandEnglishskills.StudentsmeetrequirementwithenoughEnglishreadingandwritingskillscantakesubjectslikeeconomics,historyandmathematics.

●Describethecharacteristicsofyour3mostinfluentialteachersthroughoutchildhood.

1.pianoteacherGao：

ShealwaysaskedmetrainingdailyandshewasveryseriousabouttheweeklyprogressImadeafterthelastcourseshehadgiven.Keepplayingpianofor8yearseverydayinfluencesmealot.Gaowasnotateacherwithmildpersonality,andshewasalwaysdemandinginmymemory.

2.HosttrainingteacherWei:

HeisthemosttalentedteacherIhadevermet.Hedidnottalkconceptsmuchduringourone-to-onecourse.Irecitedthepoemoverandover,andhegavefeedbackabouteverywordandtone.Weconcentratedonthefeedbackandmadeadjustmentsononepieceofpoemagainandagain.HetoldmeifIwanttogettheChinaTeenagerHostAwardIjustneededtomimichisversionofrecite.Therewasrulesforappreciationofspeechsounds,butitwasunnecessarytounderstand.Tolearnpronunciation,theonlythingyouneedistryingyourbesttomimic.

3.MathteacherZhouwhenIwasinprimaryschool：

IdidnotperformprettywellinacademicsafterItransferredtoanotherschoolwhenIwas10.Mrs.Zhouwasmymathteacherinthenewschool，shealwaysencouragedmeandthoughtIwasatalentedstudentonmath.IthentostarttohaveafaithinmethatIactuallycouldbeexcelatstudying.Thisfaithrootedinmeduringmywholestudentperiod——IthenreallybecamegoodatmathandIevenchoseFinanceasmycollegemajor.

WhataretheacronymsforTESOL，SLA，L1andL2

●TESOL:

TeachingEnglishtoSpeakersofOtherLanguages

●SLA:

thesecondlanguageacquisition

●L1:

nativetongue（firstlanguage）

●L2:

anew/secondlanguage

2.Whatis“telegraphicspeech”

Accordingtolinguisticsandpsychology，TelegraphicSpeechisthespeechduringthetwo-wordstageoflanguageacquisitioninchildren.Ithasthefeatureofconcise,directandprecise.

3.Namefivedifferenttypeofgrossmotorskillsnotmentionedinthetext.

Dothesameforfinemotorskills.

●grossmotor:

throwing,catching,kicking,squating,wagglingarms,jumping,running,walking

●finemotor:

shakinghands,blinking,twisting,nodding,shakingheads,fingersposture,stampingfeet,shruggingshoulder

4.WhichtypeofmusicandmovieswouldyouliketointroducetochildrenofotherculturesWhy

Iwouldintroducethecartoonmoviesandfolkmusictochildren.Thecartoonsarewithpositiveattitudeandvalue,whichisgoodforshapingthevalueofkids.Thefolkmusicaremadewithsimplewordsandcontainsthenativeculture,whichisgoodforchildrentolearnthecultureandmemorytheL2words.

5.NameanddescribeoneexercisethatcanbeutilizedforlearningEnglishinvolvingScience，Math,andSocialStudiesseparately.（Theanswershouldcontainthreedifferentexercise.

●Science：

runningisagoodexerciseforstudentstolearntherelationshipamongdistance,timeusedandthespeed.Theformulaamongthesethreefactorscouldbeabstractforstudentsinclass,letthemrunindifferentspeedwithinthesamedistanceandrecordthedataisagoodwaytolearn（physics）.

●Math：

tabletenniscanbeutilizedforlearningEnglishandgeometry.Ifyouwanttogetscore,youneedtocalculatetherelationshipbetweentheballyouwanttostrikeandthewhiteball.Studentsneedtospeakoutthecolorandtheangleafterhe/shestrikestheball.

●SocialStudies：

playingsoccercanbereallygoodexerciseforsocialstudies，asthissporthaschangingrulesindifferentcountriesandperiodofhistory.Moreover,studentscouldlearnvocabulariesabouttheverbwhenplayingsoccerandinteractwithteammembers,whichinvolvesinmanyknowledgeaboutteammanagementandteamworkcooperation.

Assignment6-8

6.Name10vocabularywordsthatyouthinkareappropriateforeachofthelanguagedevelopmentstages.（Howwouldyouintroducethemtothestudentforlearning）

EarlyChildhoodDevelopment（age5）

Vocabulary:

I，me，her，she，he，him（subject）|eat，drink，play，like，do（verb）

Iwould

Explainthesewordsusebodylanguages,suchaspointingoutmyselfandspeakouttheword”I”and“me”，thenuse“like”toformsentencestohelpkidsfigureouttherelationshipbetweenthesubjectsandobjective.

ElementaryAgeDevelopment（ages6-9）

Vocabulary：

moreverbs——jump，run，sit，stand，study|moreeasynouns——homework，food|alittleofadjectives——happy，angry，anxious，color

Verbs：

Iwouldteachkidsaboutverbsbymovements

Nouns：

Iwouldtaketheitemsandshowthemtokidswithspellingthelettersandpronouncingthevocabulariestothem

Adjectives:

Iwouldusefaceexpressionstoteachkidsaboutthewordsexpressingemotion|thecolorfulflashcardsexchangegametoteachthemthecolor-serieswords.

JuniorHighAgeDevelopment（ages10-13）

Vocabulary：

adverb——highly，slowly|comparativeadjectives：

easier，faster|preposition：

at，with，on，in，about|nounsaboutdirectionandposition:

south,west,east,north;left,right,front,behind

Iwouldteachthekidsaboutdirectionandpositionwordsandrelevantprepositionsbythecombinationofthechangeofpositionbetweenmeandanotherstudents；andIwoulddropapieceoffeatherandaballfromthetabletoshowthemwhatdo“slower””faster”mean

HighSchoolAgeDevelopment（ages14-17）

Vocabulary：

complexadjectives:

extraordinary，incredible，dissatisfied|clauseintroducer：

which，where，while|longerwords：

economics，administration，execution，crimination

Iwouldteachchildreninthisagebyexplainingthemeaningandcreatingsentenceincludingthesevocabulariestothem.

7.Whatis“comprehensibleinput”Whatis“comprehensibleoutput”HowaretheysimilarHowaretheydifferent

AccordingtothetheorygeneratedbyStephenKrashen,“comprehensibleinput”isan“intaking”second-language-learningprocess,inwhichthelearneracquirethelanguageabitmoredifficultthanhe/shecouldhandleatthecurrentlevel（Krashen，1985page103）.“ComprehensibleOutput”isthetheorycreatedbyMerrillK.SwainandSharonLapkinaccordingtothetheoryofcomprehensibleinput.Itmeansthat“wecanonlyunderstandthatwhichisparalinguisticallycomprehend,（TESOLExaminationSyllabus，2018）”

ThedifferencesbetweenComprehensibleInput（CI）andComprehensibleOutput（CO）isthatCIismoreaboutreadingandlistening,andCOismoreaboutwritingandspeaking（talking/communicatingwhichengagesotherS2speakersinaconversation）

8.ArechildrenofbilingualhouseholdsatdisadvantageWhyorwhynot

Ithinkchildrenofbilingualhouseholdsareatadvantagestolearnmultiplelanguages.Accordingtotheconcept“commonunderlyingproficiency“mentionedbyJimCummins,twolanguageslearningprocessinvolvesthesamepartofthebrain,andthedifferentwordsintwolanguagesystemsarestoredinthesamememoryareaofakid,whichmeanschildrenlivinginthebilingualenvironmentcouldhaveadvantagesoflearningtwodifferentlanguageswithinasametime.

Assignments9-11

9.WhatintelligencetypeareyouDescribeyourintelligencetypeandtellhowitcancontributetobeinganeffectiveteacher

Igot:

Logical-mathematicalIntelligence

Thelogical-mathematicalIntelligencearegoodatreasoning,recognizingpatternsandlogicallyanalyzeproblems.“Theseindividualstendtothinkconceptuallyaboutnumbers，relationships，andpatterns”Becausepeoplewhohaveadvantagesinlogical-mathematicalintelligencearegoodatproblem-solving,thinkingaboutabstractideasandsolvingcomplexcomputation,he/shewouldbegoodatteachingmath/business-relatedcoursestohighschoolstudents.Aseithermathoreconomicsrequiresteacherstheabilityofteachingtoexplainabstractconceptsandformulatostudentswithbriefandlogicallanguage，ateacherwithstrengthsinlogical-mathematicalintelligencewouldenablehim/herbeinganeffectiveteacher.

10.Describeaclassroomactivityforeachoftheintelligencetypes.

Visual/SpatialLearners

Theteachershowthepictureandletthestudentstospeakoutthewords.Andthefasteststudentwhorecognizesthevocabularywouldgainsomeaward.

Verbal/LinguisticLearners

Askstudentspreparingwordsandresearchthesourceforaspecifictopic.Thendividethestudentsintwogrouptodebatewitheachotherinclass.

Mathematical/LogicalLearners

Letstudentstodotheligaturegame：

dividestudentsintotwogroupandgiveeachgroupadice，leteachgroupmemberthrowsthedicerandomlyinoneround，thenaskthemtodothearithmeticwithspeedcompetition.

Bodily/KinestheticLearners

Onestudenttopickupapieceofpaperfromtheboxwiththeinstruction,therestofthestudentstrytheirfasttospeakouttheverb/activityonthetape.

InterpersonalLearner

Leteverytwoofstudentstoformalittlegrouptopracticeconversationthenletthemstandinfrontinclassgrouponebyone,afterallofstudentsfinishtalking,theteachergivethefeedbackofeachgroupandindicatethebestgroupinwhichthestudentshavebetterunderstandingofsentencesandwordsthantheothergroups.

IntrapersonalLearner

Findpropertopicforwritinganessayinaclass，throughwhichstudentscouldusedictionarytolearnthevocabulariesrelatedwitht