TESOLforChildren(最新整理)

1、tesol for children, reading assignments. answers from a tesol student.+which age group would you like to teach the most and why?i like to teach ages 2 -5 most, because i am a patient person. children of this age group need more patience than other age groups.describe the characteristics of your 3 mo

2、st influential teachers throughout childhood.my elementary english teacher always gives students encouragement; my elementary art teacher possesses a great passion for his work; and my junior high school history teacher is a knowledgeable person who has sense of humor.what do the acronyms tesol, sla

3、, l1 and l2 stand for?tesol stands for teaching english to speakers of other languages. sla stands for second language acquisition. l1 represents first language, and l2 represents second language.what is “telegraphic speech?”telegraphic speech is the use of short words and phrases that omit unnecess

4、ary modifiers and articles in order to convey general meanings”.name five different types of gross motor skills not mentioned in the text. do the same for fine motor skills.gross motor skills include kicking, crawling, skipping, lifting and throwing a ball. fine motor skills involve folding, drawing

5、, washing, wiping and zipping up.which type of music and movies would you like to introduce to children of other cultures? why?i would like to introduce well-known english folk music, and movies about folk culture, because they would help children develop a global view.name and describe one exercise

6、 that can be utilized for learning english involving science, math, and social studies separately. (the answer should contain three different exercises)suppose students are learning parts of the body (heart, lung, kidney, stomach and liver) in their science class. i would have flashcards for each bo

7、dy part. then i would like to ask students to put the cards in the right place on a diagram of the whole body.suppose elementary students are reviewing addition and subtraction in their math class. i wouldmake up a situation in which students are asked to shop in a grocery store. one students plays

8、sales clerk and the other plays the role of a shopper. the shopper is given small bills and coins to buy at most two products; moreover, the conversation between the two roles is guided. when they finish trading, they have to double check if they each have the right amount money.in the psychology cl

9、ass, the teacher directs student to make up a guided story about a drawing posted on the board. the drawing shows a boy sitting in the front of his house; he is bowing so we cant see his face clearly. as this is a guided writing exercise, the story should include answers to following questions: what

10、 is he doing? why he is sitting here? whats his facial expression?name 10 vocabulary words that you think are appropriate for each of the language development stages. (how would you introduce them to the students for learning?)a. the silent or reproductive stage:fish, dog, egg, cake, window, table,

11、book, pencil, bag, play, three, yellow. teaching these words through tpr and repetition.b. the early production stage:three fishes, a big dog, a hot egg, yummy cake, clean window, on the table, read a book, sharper pencils, put on a bag, play games, right(left) hand(leg), yellow cars.build vocabular

12、y by using real objects, pictures, graphs and charts, provide listening activities and ask y/n, either/or questions.c. the speech emergence stage:there are three fishes in the pond. the big dog is barking in the garden. mummy gives me a hot egg.i am hungry; i want to eat cakes,i helped my parents to

13、 clean the window yesterday. i like reading books.tom writes exercise book with his left hand. i enjoy playing games in the class.the sky looks so beautiful. lets go to the park.may i go to the washroom?encourage students to read short text from the book and write guidely under the help of teacher.

14、riddle like “how many lips do everyone has?”- “tulips”.d. intermediate fluency:teaching transition words, idioms, jokes and grammar.because, as, moreover, in addition to, however, firstly, secondly, lastly, while in a way of doing, if i were you, i would. i wish i could mary is as tall as her sister

15、 is.idiom likes “living without an aim is like sailing without a compass. -john ruskin joke like “h to oteacher: whats the chemical formula for water? student: h-i-j-k-l-m-n-oteacher: what are you saying?student: yesterday you said its h to o”.what is “comprehensible input”? what is “comprehensible

16、output”? how are they similar? how are they different?comprehensible input denotes that learner acquire language by intaking and understanding language that is a little beyond their current level of competence. in other words, learners move from i to i+1 by understanding input contains i+1. comprehe

17、nsible output means students have a chance to practice language at their level of english language competency.second language learners are intaking new knowledge for comprehensible input while they are performing and applying knowledge they have learned for comprehensible output. they are both essen

18、tial and complementary ways of learning second language.are children of bilingual households at a disadvantages? why or why not?no, they are not. instead, children of bilingual households are at many advantages. the bilingual children are able to communicate with foreigners effectively and independe

19、ntly when they travel, work or study abroad. moreover, learning two or more languages give rise to access more information resources. they can read a book or listen to a song in the original language which brings them totally different experience from reading and hearing the translation. in addition

20、, research shows that bilingual children perform great story-telling skills; also, they possess higher iq than monolingual children.what intelligence type are you? describe your intelligence type and tell how it can contribute to being an effective teacher?i am a type of musical intelligence, as i c

21、an remember most of rhythm easily and sing them well after i heard the song just for few times. i can use music to teach students letters, shapes, numbers, culture and any other concept. moreover, i can use music to enhance games and to prepare children for nap time. a “music smart” teacher not only

22、 helps children to enhance their cognitive skills, but also provides students with a pleasure and joyful learning environment in the class.describe a classroom activity for each of the intelligence types.students of linguistic intelligence type are good at telling stories. teacher can have one stude

23、nt sitting in front of the class and tell stories. also, he or she can make up stories with students.i would introduce the exercise called putting things in order to logical-mathematical intelligence. students of this group are given an amount of pictures which illustrate a text. the pictures are pu

24、t into disordered so that students need to put them in the right order as they listen to the text (longman keys to language teaching p25).“picture smart” students are suitable for playing pictionary game. teacher group students into two teams and show one team member a flashcard. that member then dr

25、aws the flashcard picture on the board. the student who calls first gets a point.the student of “body smart” are good at talking with their hands, therefore i would like to have them play a game called charades. the whole class is divided into two teams. teacher shows a flashcard to both students fr

26、om each team and they act it out. the first team to guess the correct word gets a point.musical intelligence enjoys songs very well. playing or singing songs make them feel happy. i will help them to pick different kinds of songs, including animal songs, event songs, counting songs, nap time songs a

27、nd so on.students from interpersonal intelligence enjoy conversation with others. circle time is a good way of group students into a number of 4-8. they also have a specific topic like “which story book do you like best? which one do you like least?”intrapersonal intelligence students have their own

28、 word, and they are easily to get into a book. therefore, silent reading is more suitable for them than other intelligence groups. teacher can build an english corner and ask students to bring their feverous storybooks from home, so there is a library open freely to the class.“nature smart” students

29、 are more willing to learn in a nature environment like parks, mountain and museum. so teacher can organize more camping activities which help students to explore nature by themselves.name and describe an intelligence type that was not named and described by howard gardner.the 9th intelligence type

30、is existential intelligence; people in this group have characterized as following:an uncanny sense of spiritual conceptsasking questions that appear beyond their years expressing concern for otherspossessing an understanding of global issues not minding being alone for long periods of time able to a

31、muse themselves when they are alonehow do discipline methods change and evolve for each age group?a punishment method tells students what not to do by warning them there are unwanted results followed by their bad behavior. for example, an elementary school student who litter everywhere may be kept b

32、ehind to clean the classroom when school day is over. older students may be required to write extra paper work, promising to keep classroom clean in the future. a lot of schoolalso inform parents about more serious behavior. it is equally important to reward good behavior. for elementary school stud

33、ents, teacher often use stickers or samples to reward students for getting good marks, being friendly with classmates and following class rules. the assertive discipline method has combinations of punishment and incentives which encourage teachers to set up five rules in the class. it is better to e

34、xpress rules in a positive ways. “being friendly and helpful with your classmates” instead of “dont swear at or fight with your classmates”. students are rewarded for following rules and punished for breaking rules. discipline with dignity states that the consequence associated with bad behavior can

35、 be determined by both student and teacher. for instance, if a student didnt hand in his assignment for many times, he might be offered three options: extra writing assignment, clean the whole classroom or call parents.what do you think is the most important rule for discipline that is not mentioned

36、 in the above text?the punishment method not mentioned in the text is as important as rewarding method. students may place restriction on themselves as they know there will be an unwanted consequence followed by their bad behavior. if a student consistently makes noise in the class, he or she might

37、be asked to sit on a time-out chair or read a book at the corner of the classroom.name and describe three ways that you can create a safe and shameless learning environment for each of the learning methods.during the circle time, students are sitting in a circle allowing everyone to face to face; to

38、 make students feel more equal, teacher should sit on the same chair and make sure everyone feels comfortable. as a teacher, i have to respect my students and be realistic about their abilities. also,i need to tell them “its ok to make mistakes when we learn a new language”. for example, when studen

39、ts say, “ i go to washroom”, i would reply to them “ ok, you need to go to washroom.” in this way, students do not fear making mistakes. dont angry with misbehavior students, but talk to them nicely and firmly. moreover, let students have noncompetitive activities and make them feel everyone is the

40、winner when they are learning second language.in your own words describe four approaches to tesol.the rassias method, developed by john rassias of dartmouth college introduces dramatic techniques, rhythmic drills and positive feedback. rassias emphasize to create safe and shameless learning environm

41、ent; moreover, it encourages students to speak and replicate target languages in real-life situations.the theory of total physical response (tpr) is introduced by dr james asher which acts like this: teacher model the physical response to illustrate the meaning of the words, then students followed to perform the actions. tpr is a good way for teaching young children, as it is interesting, repetitive and understandable.communication approach states that language is acquired through interaction as well as learnedfrom teacher. tea