TESOL 初级Assignments 2018.4

Class: TESOL for children programmeDate: 04.20.2018Assignment 1-51. Which age group would you like to teach the most and why? High School Age Development(14-17) TESOL for Children Certificate，2018，Page5I want to teach students about subjects like economics, statistics and business-related courses. The students who age at this period have already learned English for 6-10 years, which makes the verbal-based instructions and lectures easier understood by students. Teachers who would like to give lectures about more abstract concepts which requires students the higher perception and English skills. Students meet requirement with enough English reading and writing skills can take subjects like economics, history and mathematics. Describe the characteristics of your 3 most influential teachers throughout childhood.1. piano teacher Gao：She always asked me training daily and she was very serious about the weekly progress I made after the last course she had given. Keep playing piano for 8 years everyday influences 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 ever met. He did not talk concepts much during our one-to-one course. I recited the poem over and over, and he gave feedback about every word and tone. We concentrated on the feedback and made adjustments on one piece of poem again and again. He told me if I want to get the China Teenager Host Award I just needed to mimic his version of recite. There was rules for appreciation of speech sounds, but it was unnecessary to understand. To learn pronunciation, the only thing you need is trying your best to mimic.3. Math teacher Zhou when I was in primary school：I did not perform pretty well in academics after I transferred to another school when I was 10. Mrs. Zhou was my math teacher in the new school，she always encouraged me and thought I was a talented student on math. I then to start to have a faith in me that I actually could be excel at studying. This faith rooted in me during my whole student periodI then really became good at math and 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 TESOL for Children Certificate，2018，Page42. What is “telegraphic speech”?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.3. Name 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 children of other cultures? Why?I would introduce the cartoon movies and folk music to children. The cartoons are with positive attitude and value, which is good for shaping the value of kids. The folk music are made with simple words and contains the native culture, which is good for children to learn the culture and memory the L2 words.5. Name and describe one exercise that can be utilized for learning English involving Science，Math, and Social Studies separately.( The answer should contain three different exercise. Science：running is a good exercise for students to learn the relationship among 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. If you want to get score, you need to calculate the relationship between the ball you want to strike and the white ball. Students need to speak out the color and the angle after he/she strikes the ball. Social Studies：playing soccer can be really good exercise for social studies，as this sport has changing rules in different countries and period of history. Moreover, students could learn vocabularies about the verb when playing soccer and interact with team members, which involves in many knowledge about team management and teamwork cooperation.Assignment 6-86. Name 10 vocabulary words that you think are appropriate for each of the language development stages. (How would you introduce them to the student for learning?)l Early Childhood Development (age 5)Vocabulary: I，me，her，she，he，him（subject）| eat，drink，play，like，do（verb）I would Explain these words use body languages, such as pointing out myself and speak out the word”I”and “me”， then use “like” to form sentences to help kids figure out the relationship between the subjects and objective.l Elementary Age Development（ages 6-9）Vocabulary：more verbs jump，run，sit，stand，study | more easy nouns homework，food | a little of adjectiveshappy，angry，anxious，colorVerbs：I would teach kids about verbs by movementsNouns：I would take the items and show them to kids with spelling the letters and pronouncing the vocabularies to themAdjectives: I would use face expressions to teach kids about the words expressing emotion | the colorful flashcards exchange game to teach them the color-series words.l Junior High Age Development(ages 10-13)Vocabulary：adverbhighly，slowly | comparative adjectives：easier，faster | preposition：at，with，on，in，about | nouns about direction and position: south, west, east, north ; left, right, front, behindI would teach the kids about direction and position words and relevant prepositions by the combination of the change of position between me and another students； and I would drop a piece of feather and a ball from the table to show them what do “slower”faster”meanl High 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 creating sentence including these vocabularies to them. 7. What is “comprehensible input”? What is“comprehensible output”？How are they similar? How are they different？l According to the theory generated by Stephen Krashen, “comprehensible input” is an “intaking” second-language-learning process, in which the learner acquire the language a bit more difficult than he/she could handle at the current level(Krashen，1985 page103). “Comprehensible Output”is the theory created by Merrill K. Swain and Sharon Lapkin according to the theory of comprehensible input. It means that“we can only understand that which is paralinguistically comprehend,（TESOL Examination Syllabus，2018）”l The differences between Comprehensible Input(CI) and Comprehensible Output(CO) is that CI is more about reading and listening, and CO is more about writing and speaking(talking/communicating which engages other S2 speakers in a conversation) 8. Are children of bilingual households at disadvantage？Why or why not?l I think children of bilingual house holds are at advantages to learn multiple languages. According to the concept “common underlying proficiency“ mentioned by Jim Cummins, two languages learning process involves the same part of the brain, and the different words in two 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. TESOL Examination Syllabus，2018，page 8Assignments 9-119. What intelligence type are you？Describe your intelligence type and tell how it can contribute to being an effective teacher？l I got: Logical-mathematical Intelligence What Kind of Intelligence Do You Have?The logical-mathematical Intelligence are good at reasoning, recognizing patterns and logically analyze problems.“ 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 ideas and 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 abstract concepts and formula to students with brief and logical language，a teacher with strengths in logical-mathematical intelligence would enable him/her being an effective teacher.10. Describe a classroom activity for each of the intelligence types.l Visual/Spatial LearnersThe teacher show the picture and let the students to speak out the words. And the fastest student who recognizes the vocabulary would gain some award.l Verbal/Linguistic LearnersAsk students preparing words and research the source for a specific topic. Then divide the students in two group to debate with each other in class.l Mathematical/Logical LearnersLet students to do the ligature game：divide students into two group and give each group a dice，let each group member throws the dice randomly in one round， then ask them to do the arithmetic with speed competition.l 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.l Interpersonal LearnerLet every two of students to form a little group to practice conversation then let them stand in front in class group one by one, after all of students finish talking, the teacher give the feedback of each group and indicate the best group in which the students have better understanding of sentences and words than the other groups.l Intrapersonal LearnerFind proper topic for writing an essay in a class，through which students could use dictionary to learn the vocabularies related with the topic and try to enhance their writing speed with understanding of the grammar.l Musical/RhythmicPick up a song which contains your teaching goal of vocabularies and sentence structures which you want students to learn. Play it in class 3 times. The first time let them enjoy the music without taking notes. The second time let them take notes to help memory. After the third time， ask them about the meaning，important words and grammar of the song.l NaturalistTake the biological materials into class and introduce each one by show students the items. Then pick up the items randomly and ask students to name each items correctly.11. Name and describe an intelligence type that not named and described by Howard Gardner.l Naturalist People who are strong in Naturalist intelligence have strengths in understand biological studies, work best through “show and tell” and field trips, and are better at recognizing the power of nature than people in other type of intelligence.12. How do discipline methods change and evolve for each age group？l To encourage children in different age period, teachers need to use differential rulesnot too much nor too little，which is necessary for class management and kids. Kids younger requires more clear instructions and more positive feedbacks. The teenagers group evolved less emotional rewards and positive feedback than toddlers, but a good teacher still needs to give them encourage at least once a week. Moreover, discipline means the atmosphere management in classes. Do make sure use more gross motors when teaching younger kids. 13. What do you think is the most important rule for discipline that is not mentioned in the above text？l Violation of principles should be punished. I think appropriate rules of punishment for kids who violate the principles of teachers should be carefully designed. The punishment should make students feel fair and standable，and motivate them to correct the misbehaviors.14. Name and describe three ways that you can create a safe and shameless learning environment for each of the learning methods.l Call students by name. Make your pronounciation of students names correct.l Present all sides of an issue. Treat all views from every students in the class as worthy of consideration. Support with a student who seems alone in an opinion. “Play the devils advocate for a less-popular view.” Asking students 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.l You could set studentsexpectations high. Make sure they would try hard enough to reach your teaching goal，while also providing the resources and support they need to successfully meet those expectation15. In your own words describe five approaches to TESOL.l 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 reading easier with the tool of art, and be more accurate when mimicking the pronunciation when listening and singing a song.l Direct Based Approach/Communicative: Speak only the target language in a class without any mother language spoken among students and the teacher.l TPR: use the gross motor and fine motor effectively and fully to attract and keep kids attention in one class.l 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.l Vocabulary Approach: “listen and repeat”, “quick peek technique” and “whats 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 1LevelToddlerMonth/ThemeSeptember/ How to call names of fruitsWeekSemester 2 Week 3Type of ClassSmall GroupTeacherMax Topic & Specific VocabularyTopic：Where is apple？Key words：apple，banana，orangeObjective of Lesson1.The children will learn what is apple, banana and orange and the color of them: red, yellow, orange2.The children will learn to tape the fruits onto a paper3.The children will develop the ability of distinguish by making the “fruit face”Required MaterialsPrinted colorful apple，orange and banana， glueSpecific ProcessCircle time：1.show the picture of apple，banana，orange to attract kids attentionT: Hi everyone， I bring three friends with me today. Look at them2. Show the children how to pronounce apple，banana and orange by show them a song with cartoon3. Show them how to make “fruit face”Table time：4.the children will begin to stick the apples（two），banana and orange on a cut paper- teacher will help table by table17. Lesson Planning 2LevelElementary：8 years oldMonth/ThemeOctober/ Animals and VerbsWeekSemester 1 Week 4Type of ClassSmall GroupTeacherMaxTopic & Specific VocabularyTopic：Lets go to the ZOOKey words：Elephant，monkey，kangaroo， stamp，swing，jumpObjective of Lesson1.The children will learn what is elephant, monkey and kangaroo, and their action respectively : stamp, swing, jump2.The children will play the game Elephant Chases the Kangaroo in a circle, which can develop their reaction and leg muscle through mimicking the elephant stomping and Kangaroo jumpingRequired MaterialsVideo song，flashcardsSpecific ProcessCircle time：4.The children will learn to sing the song Lets Go To The Zoo together5. The children will learn the movement relates with the animal through the 18. Lesson Planning 3LevelJunior High Age 12 years oldMonth/ThemeJanuary/ Direction WeekSemester 2 Week 1Type of ClassSmall groupTeacherMax Topic & Specific VocabularyTopic：How to ask destination and tell someone the destination he/she wants to goKey words：turn left/right, go straight, right/left side, post office, bus station, hospital, hotel, libraryObjective of Lesson1.The children will learn the vocabulary related to the direction2.The children will know several names of places3. The students will know how to ask and response the topics related to the directionRequired MaterialsPicture of a map，flashcards of placesSpecific Process1.Show the children the map on the screen then use the TPR approach to show them how to walk to the destination2. use the flashcards to teach them how to call the places3. after randomly ask students the question，let them peer up to practice the conversation19. Lesson Planning 4LevelJunior High Age 13 years oldMonth/ThemeJanuary/ Frequency WeekSemester 2 Week 1Type of ClassSmall groupTeacherMax Topic & Specific VocabularyTopic：How often do you play the piano？Key words：once，twice， three times；accordion，cello，drum，violinObjective of Lesson1.The children will learn four new words about musical instrument2.The children will learn how to describe how many times he/she plays a musical instrument in one week/monthRequired MaterialsWhite board, ppt, diceSpecific Process1.Draw a column to show the relationship between the times and the date ( Monday to Sunday)2. use PPT to show the pictures of the new vocabularies and ask students to repeat after me3.Make sentences in another slide and ask students repeat after me.- Example：How often do you play the accordion？I play the accordion twice a week. 4.I throw a dice to decide the frequency， then ask