TESOL 初级Assignments 4Word格式文档下载.docx
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●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.Whichtypeofmusicandmovieswouldyouliketointroducetochildrenofothercultures?
Why?
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)
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)
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)
complexadjectives:
extraordinary,incredible,dissatisfied|clauseintroducer:
which,where,while|longerwords:
economics,administration,execution,crimination
Iwouldteachchildreninthisagebyexplainingthemeaningandcreatingsentenceincludingthesevocabulariestothem。
7.Whatis“comprehensibleinput"
Whatis“comprehensibleoutput”?
Howaretheysimilar?
Howaretheydifferent?
●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.Arechildrenofbilingualhouseholdsatdisadvantage?
Whyorwhynot?
●Ithinkchildrenofbilingualhouseholdsareatadvantagestolearnmultiplelanguages.Accordingtotheconcept“commonunderlyingproficiency“mentionedbyJimCummins,twolanguageslearningprocessinvolvesthesamepartofthebrain,andthedifferentwordsintwolanguagesystemsarestoredinthesamememoryareaofakid,whichmeanschildrenlivinginthebilingualenvironmentcouldhaveadvantagesoflearningtwodifferentlanguageswithinasametime.
Assignments9—11
9.Whatintelligencetypeareyou?
Describeyourintelligencetypeandtellhowitcancontributetobeinganeffectiveteacher?
●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,throughwhichstudentscouldusedictionary