通用TESOL 11doc.docx

通用TESOL 11doc.docx

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通用TESOL11doc

TESOLforChildrenProgram

Name:

QiHongZhi

InstructorName:

Alex

Date：

2019-8-5

1.1Whichagegroupwouldyouliketoteachthemostandwhy?

Iwouldliketoteachagegroupof5-9yearolds.

First,atthisagelevel,theattentionspanandmemoryexpandsdramatically.Theycantalkaboutwhattheyaredoingandtellyouaboutwhattheyhavedoneorheard.Second,theirownunderstandingcomesthroughhandsandeyesandears.Thephysicalworldisdominantatalltimes.

Atlast,Youngchildrensometimeshavedifficultyinknowingwhatisfactandwhatisfiction.Theywillsimplythinktheteacheriswonderful.

1.2WhataretheacronymsforTESOL,SLA,L1andL2?

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：

Vocabularywords:

redcat,whitedog,bluebird,twoeyes,onenose,

tenfingers,greenfrog,bighead,smalleyes,redapple.

Teachercanintroducethembypicturesandaskquestions,likehowmanyeyesdoyouhave.

③TheSpeechEmergenceStage:

Vocabularywords:

Icanjump.Ilikered.IamTom.Ilovemyfamily.

Iwanttogotothezoo.SheisMay.Iloveyou,mum.

It’ssunny.Myfavouritefoodispizza.Thebirdisred.

Teachercanintroducewithcardsorsongs,chants.like《Howistheheather》:

Howistheweather？

It’ssunny,It’srainy,It’scloudy.

④IntermediateFluency:

Vocabularywords:

Howareyou？

Howistheweathertoday?

Whatisyourname?

Whatisthis?

Whatisyourfavouritefood？

Whoisshe？

Whoishe?

Whatcolorisyourhair?

Howoldareyou?

Howmuchisyourdress?

Teachercanintroducethroughastory,andasksomequestion,letstudentsguessthemeaning.

⑤TheAdvancedProficiencyStage:

Vocabularywords:

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.Askstudentstodothe