完整版本TESOL初级Assignments4.docx

Class: TESOL for children programmeDate: 04.20.2018Assignment 1-51.Which age group would you like to teach the most and why?1●High School Age Development(14-17 )I want to teach students about subjects like economics, statistics andbusiness-related courses. The students who age at this period have already learned English for 6-10 years, which makes the verbal-based instructionsand lectures easier understood by students. Teachers who would like togive lectures about more abstract concepts which requires students thehigher perception and English skills. Students meet requirement withenough English reading and writing skills can take subjects like economics,history and mathematics.●Describe the characteristics of your 3 most influential teachers throughoutchildhood.1.piano teacher Gao ： She always asked me training daily and she wasvery serious about the weekly progress I made after the last courseshe had given. Keep playing piano for 8 years everydayinfluences me a lot. Gao was not a teacher with mild personality,and she was always demanding in my memory.2.Host training teacher Wei: He is the most talented teacher I had evermet. He did not talk concepts much during our one-to-one course. Irecited the poem over and over, and he gave feedbackabout every word and tone. We concentrated on the feedback andmade adjustments on one piece of poem again and again. He toldme if I want to get the China Teenager Host Award I just needed tomimic his version of recite. There was rules for appreciation ofspeech sounds, but it was unnecessary to understand. To learnpronunciation, the only thing you need is trying your best to mimic.3. Math teacher Zhou when I was in primary school ：I did not performpretty well in academics after I transferred to another school when Iwas 10. Mrs. Zhou was my math teacher in the new school ，shealways encouraged me and thought I was a talented student on math. Ithen to start to have a faith in me that I actually could be excel atstudying. This faith rooted in me during my whole student period —— Ithen really became good at math1 TESOL for Children Certificate ， 2018， Page5and I even chose Finance as my college major.What are the acronyms for TESOL ， SLA，L1 and L2?●TESOL: Teaching English to Speakers of Other Languages●SLA: the second language acquisition●L1: native tongue （ first language ）●L2: a new/second language 22.What is “telegraphicspeech”?According to linguistics and psychology ，Telegraphic Speech is the speech during the two-word stage of language acquisition in children. It has the feature of concise, direct and precise. five different type of gross motor skills not mentioned in the text.Do the same for fine motor skills.●gross motor: throwing, catching, kicking, squating, waggling arms, jumping,running, walking●fine motor: shaking hands, blinking, twisting, nodding, shaking heads,fingers posture, stamping feet, shrugging shoulder4.Which type of music and movies would you like to introduce to childrenof other cultures? Why?I would introduce the cartoon movies and folk music to children. The cartoonsare with positive attitude and value, which is good for shaping thevalue of kids. The folk music are made with simple words and contains thenative culture, which is good for children to learn the culture and memory the L2 words. and describe one exercise that can be utilized for learning Englishinvolving Science ，Math, and Social Studies separately.( The answer should contain three different exercise.●Science ： running is a good exercise for students to learn the relationshipamong distance, time used and the speed. The formula among these three factors could be abstract for students in class, let them run in different speed within the same distance and record the data is a good way to learn(physics).●Math ： table tennis can be utilized for learning English and geometry. Ifyou want to get score, you need to calculate the relationship betweenthe ball you want to strike and the white ball. Students need to speakout the color and the angle after he/she strikes the ball.2 TESOL for Children Certificate ， 2018， Page4●Social Studies：playing soccer can be really good exercise for socialstudies ， as this sport has changing rules in different countries and periodof history. Moreover, students could learn vocabularies about theverb when playing soccer and interact with team members, which involvesin many knowledge about team management and teamwork cooperation. Assignment 6-8 10 vocabulary words that you think are appropriate for each of thelanguage development stages. (How would you introduce them to the student for learning?)Early Childhood Development (age 5)Vocabulary: I ，me ，her，she， he，him （ subject）| eat ， drink ，play，like， do（ verb）I wouldExplain these words use body languages, such as pointing out myselfand speak out the word”Iand” “me”，then use“like”to form sentencesto help kids figure out the relationship between the subjects andobjective.Elementary Age Development （ ages 6-9 ）Vocabulary ： more verbs—— jump ， run ， sit ， stand ， study|moreeasy nouns —— homework ，food | a little of adjectives—— happy ，angry ，anxious， colorVerbs：I would teach kids about verbs by movementsNouns ： I would take the items and show them to kids with spelling theletters and pronouncing the vocabularies to themAdjectives: I would use face expressions to teach kids about the wordsexpressing emotion | the colorful flashcards exchange game to teachthem the color-series words.Junior High Age Development(ages 10-13)Vocabulary ： adverb —— highly ， slowly | comparative adjectives ：easier， faster | preposition ： at ，with ， on， in， about|nouns aboutdirection and position: south, west, east, north ; left, right, front, behindI would teach the kids about direction and position words and relevantprepositions by the combination of the change of position between meand another students ； and I would drop a piece of feather and a ballfrom the table to show them what do “slower ”” faster ”meanHigh School Age Development (ages 14-17)Vocabulary ：complex adjectives : extraordinary ， incredible ，dissatisfied| clause introducer ：which， where， while | longer words ：economics ，administration ， execution ， criminationI would teach children in this age by explaining the meaning and creatingsentence including these vocabularies to them.7.What is “comprehensible input ”?What is “comprehensible output ”？Howare they similar? How are they different ？According to the theory generated by Stephen Krashen,“comprehensible input ” is an “intaking second”-language-learningprocess, in which the learner acquire the language a bit more difficultthan he/she could handle at the current level(Krashen， 1985 page103 ).“Comprehensible Output ”is the theory created by Merrill K. Swain andSharon Lapkin according to the theory of comprehensible input. It means that “we can only understand that which is paralinguistically comprehend, （，2018）”TESOL Examination SyllabusThe differences between Comprehensible Input(CI) and ComprehensibleOutput(CO) is that CI is more about reading and listening, and CO is more about writing and speaking(talking/communicating which engagesother S2 speakers in a conversation)8. Are children of bilingual households at disadvantage Why or why not?I think children of bilingual house holds are at advantages to learnmultiple languages. According to the concept “common underlyingproficiency “ mentioned by Jim Cummins,two languages learning process involves the same part of the brain, and the different words intwo language systems are stored in the same memory area of a kid, which means children living in the bilingual environment could have advantages of learning two different languages within a same time.3 Assignments 9-119.What intelligence type are you ？ Describe your intelligence type and tell howit can contribute to being an effective teacher4I got: Logical-mathematical IntelligenceThe logical-mathematical Intelligence are good at reasoning, recognizing patterns and logically analyze problem s. “These individuals tend to think conceptually about numbers ， relationships ，and patterns ”Because people who have advantages in logical-mathematical intelligence are good at problem-solving, thinking about abstract ideasand solving complex computation,he/she would be good at teaching math/business-related courses to high school students. As either math or economics requires teachers the ability of teaching to explain abstractconcepts and formula to students with brief and logical language ，a teacher with strengths in logical-mathematical intelligence would enable3 4TESOL Examination Syllabus ，2018 ，page 8 What Kind of Intelligence Do You Have?him/her being an effective teacher.10.Describe a classroom activity for each of the intelligence types.Visual/Spatial LearnersThe teacher show the picture and let the students to speak out thewords. And the fastest student who recognizes the vocabulary would gainsome award.Ask students preparing words and research the source for a specific topic.Then divide the students in two group to debate with each otherin class.Mathematical/Logical LearnersLet students to do the ligature game ： divide students into two group andgive each group a dice，let each group member throws the dice randomlyin one round ， then ask them to do the arithmetic with speed competition.Bodily/Kinesthetic LearnersOne student to pick up a piece of paper from the box with the instruction, the rest of the students try their fast to speak out the verb/activity on the tape.Interpersonal LearnerLet every two of students to form a little group to practice conversationthen let them stand in front in class group one by one, after all ofstudents finish talking, the teacher give the feedback of each group andindicate the best group in which the students have better understandingof sentences and words than the other groups.Intrapersonal LearnerFind proper topic for writing an essay in a class，through which studentscould use dictionary to learn the vocabularies related with the topic andtry to enhance their writing speed with understanding of the grammar.Musical/RhythmicPick up a song which contains your teaching goal of vocabularies andsentence structures which you want students to learn. Play it in class 3times. The first time let them enjoy the music without taking notes. Thesecond time let them take notes to help memory. After the third time，ask them about the meaning ，important words and grammar of thesong.NaturalistTake the biological materials into class and introduce each one by showstudents the items. Then pick up the items randomly and ask studentsto name each items correctly. and describe an intelligence type that not named and described byHoward Gardner.NaturalistPeople who are strong in Naturalist intelligence have strengths in understand biological studies, work best through “showand tell ”and field trips, and are better at recognizing the power of nature than peoplein other type of intelligence.12. How do discipline methods change and evolve for each age group？To encourage children in different age period, teachers need to usedifferential rules —— not too much nor too little，which is necessary forclass management and kids. Kids younger requires more clearinstructions and more positive feedbacks. The teenagers group evolvedless emotional rewards and positive feedback than toddlers, but a goodteacher still needs to give them encourage at least once a week. Moreover,discipline means the atmosphere management in classes. Do make sureuse more gross motors when teaching younger kids.13.What do you think is the most important rule for discipline that is not mentionedin the above text ？Violation of principles should be punished. I think appropriate rules ofpunishment for kids who violate the principles of teachers should becarefully designed. The punishment should make students feel fair andstandable ，and motivate them to correct the misbehaviors.14. Name and describe three ways that you can create a safe and shamelesslearning environment for each of the learning methods.Call students by name. Make your pronounciation of students names’correct.Present all sides of an issue. Treat all views from every students in the classas worthy of consideration. Support with a student who seems alone inan opinion. “Playthe devil's advocate for a less-popular view. ”Askingstudents to do some research for a viewpoint which they least agree with,and as a controller of the class you could play a role that advocate for it.You could set students ’ expectationshigh. Make sure they would try hardenough to reach your teaching goal，while also providing the resourcesand support they need to successfully meet those expectation15. In your own words describe five approaches to TESOL.Art/Music Approach ：art means more about images/pictures/painting/solid geometry here. Both art and music tied together in brain processing by pitch, rhythm and symmetrical phrasing. Students could learn about readingeasier with the tool of art, and be more accurate when mimicking the pronunciation when listening and singing a song.Direct Based Approach/Communicative: Speak only the target language in a class without any mother language spoken among students and the teacher. TPR: use the gross motor and fine motor effectively and fully to attract andkeep kids’attention in one class.Natural Approach ： make full use of sense organs to engage students themselves in the learning. The four language skills：listening ，speaking ，reading and writing ， may be practiced in a set of different combined strategies. The comprehensible input helps students absorb a language better.Vocabulary Approach: “ listenand repeat ”,“ quickpeek techniqu e”and “what’s missing ”can be used in this approach. Students learn the sets of vocabularies and words in direct study or by incidental acquisition.16.Lesson Planning 1Level ToddlerMonth/Theme WeekType of Class Teacher September/How to call names of fruitsSemester 2 –Week 3Small GroupMaxTopic & Specific Vocabulary Topic：Where is apple ？Key words ： apple ， banana ，orangeObjective of Lesson 1.The children will learn what isapple, banana and orange and thecolor of them: red, yellow, orange2.The children will learn to tape thefruits onto a paper3.The children will develop theability of distinguish by making the“fruit face ”Required Materials Printed colorful apple ， orange andbanana， glueSpecific Process Circle time ：1.show the picture of apple ，banana ， orange to attract kids‘attentionT: Hi everyone ，I bring threefriends with me today. Look at them2. Show the children how topronounce apple， banana andorange by show them a song withcartoon3. Show them how to make “fruitface”Table time ：4.the children will begin to stick theapples（two ），banana and orangeon a cut paper- teacher will help table by table17. Lesson Planning 2Level Elementary： 8years oldMonth/Theme October/Animalsand VerbsWeek Semester 1 –Week4Type of Class Small GroupTeacher MaxTopic & Specific Vocabulary Topic：Let’s go to the ZOOKey words ： Elephant ， monkey ，kangaroo ， stamp ， swing，jump Objective of Lesson 1.The children will learn what iselephant,monkey and kangaroo,and their action respectively:stamp, swing, jump2.The children will play the gameElephant Chases the Kangaroo in acircle,which can develop theirreaction and leg muscle throughmimicking the elephant stompingand Kangaroo jumpingRequired Materials Video song ， flashcardsSpecific Process Circle time ：4.The children will learn to sing thesong Let ’s Go To The Zoo together5. The children will learn themovement relates with the animalthrough the18. Lesson Planning 3LevelMonth/Theme WeekType of Class Teacher Junior High Age –12 years old January/ Direction Semester 2 –Week 1Small groupMaxTopic & Specific Vocabulary Topic：How to ask destination andtell someone the destination he/shewants to goKey words ： turn left/right,gostraight,right/left side,post office,bus station, hospital, hotel, library Objective of Lesson 1.The children will learn thevocabulary related to the direction2.The children will know severalnames of places3. The students will know how toask and response the topics relatedto the directionRequired Materials Picture of a map ， flashcards ofplacesSpecific Process 1.Show the children the map on thescreen then use the TPR approachto show them how to walk to thedestination2. use the flashcards to teach themhow to call the places3. after randomly ask students thequestion ， let them peer up topractice the conversation19. Lesson Planning 4LevelMonth/Theme WeekType of Class Junior High Age –13 years old January/ Frequency Semester 2 –Week 1Small groupTeacher MaxTopic & Specific Vocabulary Topic：How often do you play thepiano ？Key words ： once ， twice ， threetimes ； accordion ， cello ， drum ，violinObjective of Lesson 1.The children will learn four newwords about musical instrument2.The children will learn how todescribe how many times he/sheplays a musical instrument in oneweek/monthRequired Materials White board, ppt, diceSpecific Process 1.Draw a column to show therelationship between the times andthe date ( Monday to Sunday)2. use PPT to show the pictures ofthe new vocabularies and askstudents to repeat after me3.Make sentences in another slideand ask students repeat after me.- Example ：How often do you play theaccordion ？I play the accordion twice a week.4.I throw a dice to decide thefrequency ， then ask students tothrow sticky ball to the paintingsections each indicating a musicalinstrument. After the two steps thestudent needs to create a sentence.- Example：I play the cello once aweek.5. REPEAT 4. Three to five times withdifferent students in the class.20. Lesson Planning 5Level High School– 16years oldMonth/ThemeWeekType of Class Teacher February/ Dictation &Weekly test revisionWeek 320-30 students MaxTopic & Specific Vocabulary Topic ： Review what the studentslearned last weekKey words： grammar mistakecorrected,vocabularies/phrasesspelling revisiedObjective of Lesson 1.The students could memory andrecognize the pronunciation of thevocabulary words we learned lastweek2.The students could acquire thegrammar better after we discussand I point out the difference ofunderstanding among students ‘andthe definition in textbooks.Required Materials Test papers ， pen ， PPT for thegrammar section related to whatlearned last weekSpecific Process 1.Dictation（ 15minutes）： Ipronounce then students writedown ；They switch the handwritingworks with the classmate sittingright next to he/she ； 3 minutes forreview what each students donewrong2.Revising test: Question one byone， asking whether anyonechooses different one comparedwith the correct answers ； askingthe reason they pick up the rightone and let the student who pick upthe right answer explaining it to thestudents who fail to pick up thecorrect one. The teacher willKeep listening and recognizewhether the explanation is correct.21. Create a template for a lesson plan of your own，using flashcards，art andmusic.Level Elementary Age –9years oldMonth/Theme April/ Recognizethe4Nationalnames andsentences tointroduce whereare you come fromWeek Week 10Type of Class Small class （ 10-20）Teacher MaxTopic & Specific Vocabulary Topic：Where are you come fromKey words ：Japan ； Britain ；；America ；ChinaChinese ， British； Japanese ；American ， the UK, the USA Objective of Lesson 1.The students could know 4 namesof the nations ， speak and couldrecognize the national flagsrespectively2.The students could use colorfulpencil to draw the flags separately3.The children could distinguish thewords between nation and nationalpeople4.The children could sing the songWhere Are You Come From ， inwhich there are four words ：America, China， Japan and Britain.Required Materials A song ， printed flags,colorfulpencils, blank white paper Specific Process 1.Show the children the printedflags and speak the name of thecountries asking them to copy howthe children the printed flags andspeak the name of the countriesasking them to copy2.Play the song 3 times:1). Just listening2). Write down the names of thecountries3). Look at the lyrics and sing alongwith the rhythm3.Ask the children to play “CopyCat”Gamewith me: Read after me(the sentences are on the screen ofthe project)Example:- Where are you come from?- I am from China. And I am aChinese.22. Final Essay（ 300-400 words ）Variable Teaching Tools Are Necessary For Young Language LearnerThe young language learners know few vocabularies, are unable to keepconcentration over 20 minutes, and very curious. Based on these， theteachers who aim at teaching kids in kindergartens ，primary schools andyoung-kid training centers should use variable tools supporting the teachingprocess in a class. The tools like dice ， sticky ball ， graph on the whiteboard ，and painting works on papers are all good supportive items help younglanguage learners acquire the vocabularies and shape the perception of 2ndlanguage.Firstly, the variable tools make it possible to design a great varieties of games in your class. The games needs to be designed with clear and simpleinstructs ，so that kids could understand to play. In the game ， kids would be willing to follow a teacher so he/she could get the bonus if he/she behavein a right manner. The teacher could use 2-3 different games to motivate students to listen and avoid kids wandering. For example ，dice ，flashcards and sticky ball can be used for games activity in one 30-munite length class.Secondly，variable teaching tools like model of graph ，chart ，diagram ，could help students understand the connotation of geometry and mathematics.The visual tools are the better way to show logic than oral explanation. The teacher could easily teach young students about what is frequency （how often ），what is proportion and what is geometry by showthem the materials when talking.Finally，teaching tools could be beneficial for natural approach. Some tools used for visual presentation for students to watch ，to touch and even to smell, Which stimulate the perception growing as the use of tools activates multiple intellectual sections in brain. The more the sense organs engaged during the language learning process ， the better the kids could acquire a secondlanguage.Therefore, the teachers who aim at teaching young language learners should know how to use variable teaching tools to stimulate the performance of kidsin language learning process.。