tesoldoc文档格式.docx
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TESOL:
TeachingEnglishtospeakersofOtherLanguages.
SLA:
theSecondLanguageAcquisition.
L1:
firstlanguage.
L2:
secondlanguage.
2.Whatis“telegraphicspeech?
”
Telegraphicspeechistheuseofshortwordsandphrasesthatomitunnecessarymodifiersandarticlesnordertoconveygeneralmeanings.
3.Namefivedifferenttypesofgrossmotorskillsnotmentionedinthetext.Dothesameforfinemotorskills.
Grossmotorskills:
swimming,walking,weightlifting,playingfootball,boxing.
Finemotorskills:
Playingthepiano,typing,knitting,embroidering,drawing.
4.Whichtypeofmusicandmovieswouldyouliketointroducetochildrenofotherculture?
Why?
Iwouldliketointroducethechantsforchildren.Allchildrenloverhymesandliketorepeatthemagainandagain.Rhymesarerepetitive,theyhavenaturalrhythmandtheyhaveanelementoffun,ofplayingwiththelanguage.
《Thedentist》(Ilovecoffee.Ilovetea.Ihatethedentistandthedentisthatesme.)
Aboutmovies,Iwillintroduce《Tangled》,thisisaromanticstoryofprincessandprince.
5.NameanddescribeoneexercisethatcanbeutilizedforlearningEnglishinvolvingScience,Math,andSocialStudiesseparately.(Theanswershouldcontainthreedifferentexercises.)
Science:
《fishinggame》:
Putamagnetonthesmallcards,andmakeafishingstickerwithabigmagnet.Usetheattractionofthemagnet,fishthecorrectcardunderteacher’sinstructions.
Math:
《counthowmany...》:
Preparemanycolorsblocks,andletstudentscounthowmanyyellowblocks,howmanyredblocks,studentswillcountandansweryou.Teacheralsocanaskaboutaddition,likehowmanyredandyellowblockstogether.
Social:
《Icangrowaflower》:
Bringstudentstocommunityandgrowflowers.Preparesomeseedsandbulbs,shovelstoteachstudentshowtogrowaflower.Andtellthemthateveryoneshouldprotectourenvironmentbyplantmoreflowersandtree.
6.Name10vocabularywordsthatyouthinkareappropriateforeachofthelanguagedevelopmentstages.(Howwouldyouintroducethemtothestudentsforlearning?
)
①TheSilentStage:
Vocabularywords:
cat,dog,bird,red,yellow,blue,run,jump,one,two,three.
Teachercanintroducethembygestures,like1、2、3,physicalaction,likejump、run、walk,materialobjectsorpicturesforcat、dog、bird.
②TheEarlyProductionStage:
redcat,whitedog,bluebird,twoeyes,onenose,
tenfingers,greenfrog,bighead,smalleyes,redapple.
Teachercanintroducethembypicturesandaskquestions,likehowmanyeyesdoyouhave.
③TheSpeechEmergenceStage:
Icanjump.Ilikered.IamTom.Ilovemyfamily.
Iwanttogotothezoo.SheisMay.Iloveyou,mum.
It’ssunny.Myfavouritefoodispizza.Thebirdisred.
Teachercanintroducewithcardsorsongs,chants.like《Howistheheather》:
Howistheweather?
It’ssunny,It’srainy,It’scloudy.
④IntermediateFluency:
Howareyou?
Howistheweathertoday?
Whatisyourname?
Whatisthis?
Whatisyourfavouritefood?
Whoisshe?
Whoishe?
Whatcolorisyourhair?
Howoldareyou?
Howmuchisyourdress?
Teachercanintroducethroughastory,andasksomequestion,letstudentsguessthemeaning.
⑤TheAdvancedProficiencyStage:
Theyareabletolearnsomeidiomsandslangs.Suchas:
Godclosedadoor,buthewillopenawindow.
It’srainingcatsanddogs.
Youjump,Ijump.
Nopain,nogain.
Neverputofftilltomorrowwhatyoucandotoday.
Tofeelundertheweather.
Comerainorshine.
Driveyoucrazy.
Oneisnevertoolatetolearn.
7.Whatis“comprehensibleinput”?
Whatis“comprehensibleoutput”?
Howaretheysimilar?
Howaretheydifferent?
AccordingtothetheorygeneratedbyStephenKrashen,“comprehensibleinput”isan“intaking”second-language-learningprocess,inwhichthelearneracquirethelanguageabitmoredifficultthanhe/shecouldhandleatthecurrentlevel.
“ComprehensibleOutput”isthetheorycreatedbyMerrillK.SwainandSharonLapkinaccordingtothetheoryofcomprehensibleinput.Itmeansthat“wecanonlyunderstandthatwhichisparalinguisticallycomprehend.
Similarity:
Bothofthetheoriesenhancepreviousknowledgeandimprovetheabilitiesofstudentstocomprehendthelanguageandspeakitoutfluently.TheyarerelatedandessentialwaysoflearningL2.
Difference:
comprehensibleinputislearnersareintakingnewknowledgefromtheoutsideorothers,liketeachers,friendsorfamilymemberswhilecomprehensibleoutputisapplyingknowledgestheyhavelearnedandgiveitouttogetherwiththenewidea.
8.Arechildrenofbilingualhouseholdsatadisadvantage?
Whyorwhynot?
No,itisnotadisadvantage.Instead,childrenofbilingualhouseholdsareatmanyadvantages.
Itwillmakethechildren’sbrainmoreflexibleifchildrenlearnasecondlanguage,theyneedtochangethelanguagefordifferentenvironments.Childrenhaveagreatabsorbingabilityforeverything.
Childrenofbilingualhouseholdsalsocanlearnmoreforeignculturesandresource.
9.Whatintelligencetypeareyou?
Describeyourintelligencetypeandtellhowitcancontributetobeinganeffectiveteacher.
Iamamusicalintelligencetype.Ilovemusic,Icanplaypiano,ukulele.Inmyclass,iwouldliketosharemanygreatsongs,andsometimeIalsomakeupsomesongsbymyselfforteaching.It’seasiertoteachstudentsbymusicorchant.Musicalwaysmakeyouhappyandrelax.
10.Describeaclassroomactivityforeachoftheintelligencetypes.
①Visual/SpatialLearnersareextremelyimaginativeandcreative.
Oneclassroomactivityforvisuallearnerscanbeusingofpictures,maps,flashcards.
Forexample,showstudentsthenewwordsbyflashcards,andpracticebymanygames.flashingcards,westcowboy,bigwindblows...
②Verbal/LinguisticLearnersareexcellentspeakersandlisteners.
Oneclassroomactivityforverballearnerscanbetellastorybysomekeywords.
③Mathematical/Logical
spotthedifferencesoftwopictures.
④Bodily/Kinesthetic
Thistypeoflearningcombinesphysicalmovementswithlanguageresponses.
Spidergame,usebodypartstotouchthecardsandtrytotouchmore.
⑤InterpersonalLearners
Thistypeoflearnersprefertolearningroups.Thegamefourcornersofdebateisanactivitythatstudentscandiscussandlearntogether.
⑥Intrapersonal
Intrapersonalintelligencestudentslikelearningalone.TeachercanmakeanEnglishcornerintheclassroom.
⑦Musical/Rhythmic
Musicalintelligencestudentsworkbestwhilelisteningtomusic.Usesongstoteachisagoodactivity.
⑧NaturalistLearners
Naturalistintelligencestudentsunderstandbiologicalstudies,theyworkbestthrough“showandtell”andfieldtrips.Teachertakesthestudentstoanatureenvironmentlikeseaparks,museumisthebetterwaytolearnknowledgeaboutnature.Studentsarebornincuriosity,sotheyarewillingtolearnandexplorenaturebythemselves.
11.NameanddescribeanintelligencetypethatwasnotnameanddescribedbyHowardGardner.
Existentialintelligence.Thisgroupofpeoplehavethecharactersliketheyhaveaincrediblesenseinspirit,theybelieveinandinspirethemselvesbyspirit,andtheydonotmindbeingalone,onthecontrary,theytrustinspiritualthingsandamusethemselvesanytime,havefaithin“afterIdie,myspiritcomesbackorgoestotheheavenortravelsinthefourth-dimensionalspace.”
12.Howdodisciplinemethodschangeandevolveforeachagegroup?
Adequatedisciplineinchildhood,nottoomuchandnottolittle,isnecessaryforthechildtoleadanorganizedandeasierlifeintoadulthood.
Inearlychildhooddevelopment,wecanusestickersortoysforawarding,andtimeoutchairtoremovethenaughtyoneforpunishment.
Inelementaryagedevelopment,thechancetobeamonitorisagoodwaytoaward,freehomeworkisgoodtoo.Punishmentcanbemorehomeworkoraskparents.
Injuniorhighagedevelopment,askparentsforpositiveornegativecommentsisbetter.
Highschoolagedevelopment,awardorcertificateisgreatchoice.
14.Nameanddescribethreewaysthatyoucancreateasafeandshamelesslearningenvironmentforeachofthelearningmethods.
Agoodwaytodothisisbymakingcircletime,duringcircletime,teacherandstudentshavethechancetogathereverybodytogether,facetoface,gettoknoweachother,tomakeeveryonefeelsequal,teachershouldmakeeyecontacttoeverybodyandmakesuretheyfeelcomfortable.Teachercantellstudents“it’salrighttomakemistakes,everybodymakesmistakes.”Theynormallymorewillingtotalkfreely.
Itisimportantfortheteachertorelaythecorrectanswerwhenthechildmakesamistake.Forexample,whenthestudentsays,“Igotopark”,theteacherreplies“Oh,youwanttogotothepark”!
thestudentgetsthecorrectideawithouttheembarrassmentofanovercorrection.
Repetitionisapositivemethodformemorization.Themethodencouragestheclasstorepeatthewordsmanytimeswithinalimitedtime,theywillknowtheyarespeakingtherightwords,soitwillcleartheirconfusionandsayitoutloudlywithoutfear.
Presentastatement.Askstudentstodotherese