青少儿考试学习大纲ATIChild

© 2 Submission Guidelines Assignments are to be submitted and graded according to the following guidelines: Grading Schedule Assignments are graded on the next business day from when they are received. Sunday will be the only day that work will not be graded. Therefore, all assignments submitted on Saturday and Sunday (EST) will be graded and reviewed on Monday. All major holidays such as Thanksgiving, Christmas and New Year’s Day will be the exception. Grades One half of a point is deducted for misspelled words. Major grammatical errors will result in three deducted points. Any average above 70 is considered a passing grade. Your exact score for this course will not be reflected on the certificate. Resubmission Work may be resubmitted one time. Depth and Scope of Assignments Questions requiring a short response should be typed in paragraph form in 2-4 sentences, and key terms must be identified. Essays should be about 2-3 paragraphs in length, which consist of about 4-5 sentences each. The thesis for the Advanced Program should be 1-2 pages. You may paraphrase or directly quote from the text or outside sources as long as you cite the source and page number. English Competency Students must demonstrate fluency in English in their answers. As stated on our website, American TESOL recommends that non-native English speakers have a 550 TOEFL score (220 CBT) or an IELTS score of 6.0 to enable them to successfully complete an online or in-class American TESOL certification. Note: We always recommend that you use a backup source to save your assignments for protection in cases of computer or internet malfunctions. © American TESOL China Management Center 2012 - All Rights Reserved 3 These assignments go along with the Teaching English to Children textbook which you will receive by mail. Instructor: Name: Class: 60-hour TESOL Course Date: _______________________________________________________________ American TESOL Assignments 1-5: Chapters - of Teaching English to Children ________________________________________________________________________ 1. Which age group would you like to teach the most and why? ________________________________________________________________________ Describe the characteristics of your 3 most influential teachers throughout childhood. ________________________________________________________________________ What are the acronyms for TESOL, SLA, L1 and L2? ________________________________________________________________________ 2. What is “telegraphic speech?” ________________________________________________________________________ 3. Name five different types of gross motor skills not mentioned in the text. Do the same for fine motor skills. ________________________________________________________________________ 4. Which type of music and movies would you like to introduce to children of other cultures? Why? © American TESOL China Management Center 2012 - All Rights Reserved 4 ________________________________________________________________________ 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 exercises.) GETTING CREATIVE IN THE CLASSROOM One of the best times to teach someone a new skill, including a new language, is in the early development stages of childhood education. In TESOL (Teaching English to Speakers of Other Languages), the second language acquisition (SLA) process functions best in the mind of a child. Rather than teaching a whole new set of rules for grammar, punctuation, structure and speech, young students are often able to learn a new language (second language or L2) as easily as their native tongue (first language or L1). For those students who move to the United States from other parts of the world, there are ESL (English as a Second Language) programs available in public and private schools. Teachers are trained to work with students at many different levels of development. One of the main goals of ESL education is to help students develop confidence in their verbal and written skills. Rather than feeling isolated by a language barrier, students involved in ESL education programs tend to develop a sense of community in a rather short period of time. In recent times, teachers have become rather creative in their ESL lesson plans. Rather than boring students with traditional spelling tests, grammar quizzes and essay writing assignments, teachers are using music, art and even theater to relate lesson plans to students from all over the world. One ESL teacher provides her class with refrigerator magnets featuring English words and lets the students create poetry with them. One of the most popular teaching tools for young ESL students is a list of commonly used words called "Dolch sight words." These words appear in more than 50 percent of the children’s books on the market today. Many lesson plans incorporate the use of these words in creative ways. These lesson plans help students learn to recognize popular words by sight develop a rudimentary English vocabulary. TESOL AGE CATEGORIES Early Childhood Development Toddler Children of this age range are mainly using language and refraining from using crying to communicate. Telegraphic speech is emerging at this point. Telegraphic speech is the use of short words and phrases that omit unnecessary modifiers and articles in order to convey general meanings. For © American TESOL China Management Center 2012 - All Rights Reserved 5 example, the child would say “cat gone” in place of “the cat is gone.” Age 5 The attention span and memory of this group expands dramatically. Newly increased logical abilities lay the groundwork for classification and discrimination. “Learning to Learn” is the key. Elementary Age Development Ages 6-9 Children at this age are developing skills. Gross motor skills are movements that involve the body as a whole such as jumping, hopping and running. Fine motor skills are movements that occur between the eye and the hands (particularly the fingers) in such activities as writing, cutting and pasting. Students also develop recognition skills (the basis of mathematical, reading and writing skills) and social skills (for example, the sharing of toys is easier). Also, they will begin to pinpoint objects or reasons behind their distress, and they can easily relay this information to others and begin to cope with feelings of separation and anger. Junior High Age Development Ages 10-13 Children begin to communicate in a clear stream of consciousness. They have a more developed ability to apply coping skills that were learned earlier in life for maintaining self preservation. Also, children at this age can potentially lose interest in their studies and worry more about being liked, so it is important to be free of the word “wrong” and instead suggest the correct action. Class content should focus on oral, writing and reading skills. High School Age Development Ages 14-17 Math, science and social studies are emphasized at this stage. Teenagers are happy to have contemporary music and movies in the classroom. Also, they begin to deeply appreciate and celebrate cultural differences and acknowledge and communicate accordingly with individuals of other cultures. Teachers can give more verbal based instructions as to what direction they intend the class to explore, but the giving of choices is important. American TESOL Assignments 6-8: Chapters - of Teaching English to Children ________________________________________________________________________ 6. 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?) © American TESOL China Management Center 2012 - All Rights Reserved 6 ________________________________________________________________________ 7. What is “comprehensible input”? What is “comprehensible output”? How are they similar? How are they different? ________________________________________________________________________ 8. Are children of bilingual households at a disadvantage? Why or why not? OVERVIEW OF SECOND LANGUAGE ACQUISITION AND TEACHING LEVELS An understanding of second language acquisition for teachers of English to speakers of other languages can vastly improve students’ absorption of instrumental points in their classroom. “Learning an L2 is not just the adding of rooms to [one’s] house by building an extension at the back - it is the rebuilding of all internal walls” (Vivian Cook). Thus it is necessary for instructors to be familiar with how those “walls” are rebuilt, and that is the basis of research from a broad array of fields such as neurolinguistics, anthropology, sociology and psychology. Stages of Language Development The following is a description of the specific stages that a learner goes through in the sequential process of second language development. These stages formulated by current theorists are most often identified as: The Silent or Preproductive Stage During the silent period, the students should never feel forced to speak. The student will understand the meaning of words through gestures and other forms of nonverbal communication. They may even possess the potentiality for understanding up to five hundred vocabulary words, although they may not yet necessarily feel comfortable with communicating them. Total Physical Response is the ideal method for teaching children of this age. The Early Production Stage At this point, students will have the capacity to comprehend up to a thousand words. Much like the “telegraphic speech,” of toddlers, the learner will start to communicate verbally using simple words, phrases and commands. This stage can last up to six months after the closing of the initial stage. © American TESOL China Management Center 2012 - All Rights Reserved 7 The Speech Emergence Stage Lasting in duration up to nearly twice as long as the Early Production Stage, students can now communicate about three thousand words. The learner is able to answer questions in complete sentences and is no longer intimidated by the second language. It is important for the teacher to relay the correct answer when the child makes a grammatical or usage mistake. For example, when the student says, “I go to park,” the teacher replies “Oh! You want to go to the park!” The student gets the correct idea without the embarrassment of an overt correction. Intermediate Fluency This stage encompasses about the same amount of time as the previous one. Fluency is Enhanced, and the learner’s mental lexicon doubles. Complicated statements, dialogues and questions are now much easier to grasp. It is important for the students to, on their own, be able to negotiate the means by which they are to express themselves coherently. The Advanced Proficiency Stage Gaining advanced proficiency in a language generally takes about five to seven years. By this stage, second language speakers usually have fluency equal to those of first language speakers. Comprehensible Input and Output Theory Stephen Krashen’s “Comprehensible Input Theory” is a popular idea among numerous second language acquisition theorists. His hypothesis denotes that learners acquire language by “intaking” and understanding language that is a little beyond their current level of competence (Krashen, 1985 p. 103). For example, a child of the early development stage already understands the statement “color your paper.” Then by carefully inserting “color my paper,” the teacher can build off of accumulated knowledge to make the new lesson more comprehensible (Sowers 2000). In other words, students are “intaking” the emphasis of the new data while enhancing their previous knowledge. The work of Krashen had been broadened by the collaboration between Merrill K. Swain and Sharon Lapkin with the creation of the theory of “Comprehensible Output.” It differs from “Comprehensible Input” which is the contextual cut above what the learner has already established. This goes to prove that we can only understand that which is paralinguistically comprehended. On the other hand, research has proven that if teachers provide the students with opportunities to produce “comprehensible output,” learners can then best achieve their fluency through their modification of their own successes of the target language (Swain and Lapkin 1995). Opportunities for practical analysis of “comprehensible output” involving the target language can be created by the many connections made by group applications. Popular ways of achieving this are through using chants, song and dialogue. In the case of dialogue, the teacher would begin by first asking yes and no questions, and then eventually move on to questions involving more advanced answers. © American TESOL China Management Center 2012 - All Rights Reserved 8 Bilingualism In the past, researchers have warned against a certain possibility that could occur when working with a group of non-native speakers. There is always the tendency for students, while learning a second language, to illicit words in their own shared native tongue. A recent study by Shehadeh recognizes that group work can be completed successfully without the usage of shared background languages. Three subjects did successfully converse completely in English without resorting to their mother tongue of Arabic. The “Two Balloon Theory,” also known as the “Separate Underlying Proficiency,” is the traditional school of thought that says that the original native language and the nonnative language evolve distantly and independently of each other. But new formulations of this data have emerged that say the evidence supports otherwise. Hence, during the addition of bilingual education, students in the early stages of learning need not choose between furthering their first language and acquiring the second. In fact in bilingual households, children gain fluency in both languages by the ages of 3 or 4, even though they are impaired at first to reach the milestones of monolingual children. Jim Cummins, a well-known Canadian linguist, suggests that the concept is now closer to what is commonly called a “common underlying proficiency.” The Common Underlying Proficiency says that the two languages are stored in the same area of the brain. The languages do not work independently. For example, imagine two icebergs. The icebergs are separate above the surface - that is, two languages are visibly different in outward conversation. Beneath the surface, though, it can be found that they are connected. So the two languages do not function separately. They both share the same “central processing unit” through which the two languages work. Learning either language can promote the development of the proficiency underlying both languages with the understanding that the basic conditions for learning to take place are present. Students must have motivation and exposure to both languages, either at school or in the home. A basic proficiency of both the mother tongue and the academically accumulated language is known to actually boost the overall performance of school age children. Armed with the newfound knowledge of ESL gathered by linguists, teachers can contrive methods of what is pragmatic for the classroom. American TESOL Assignments 9-11: Chapters - of Teaching English to Children ________________________________________________________________________ 9. What intelligence type are you? Describe your intelligence type and tell how it can contribute to being an effective teacher. © American TESOL China Management Center 2012 - All Rights Reserved 9 ________________________________________________________________________ 10. Describe a classroom activity for each of the intelligence types. ________________________________________________________________________ 11. Name and describe an intelligence type that was not named and described by Howard Gardner. LEARNING STYLES FOR DIFFERENT INTELLIGENCE TYPES Psychologist Howard Gardner identified seven different types of intelligence. The eighth term, Naturalist, has been added to the list to update it to the 21st century. Although most people are a combination of many distinct intelligence types, the TESOL instructor’s familiarizations of such is a great way to contribute to the preferred learning styles and cultural differences in the classroom. These various types of intelligence can assist teachers in finding a deep appreciation for the creativity of the world. Since most English speakers are products of the Western World, such tend to only place value on certain types of intelligence. Since the time of ancient Greek philosophy, society predisposes the most worth to right-brained modes of thinking. For example, most standardized testing is catered to logical mentality. Eight Types of Intelligence Visual/Spatial Learners • Are extremely imaginative and creative • Understand visual pictures and are experts at reading body language • Work best through sketching, drawing and constructing visual diagrams Verbal/Linguistic Learners • Are excellent speakers and listeners • Understand the meanings behind the various tones and influxes of the human voice • Work best through lectures, recordings and discussions. © American TESOL China Management Center 2012 - All Rights Reserved 10 Mathematical/Logical Learners • Have elevated abilities for problem solving • Understand complex formulations • Work best through classifications and scientific thinking Bodily/Kinesthetic Learners • Are oriented to physical touch • Understand sensory material from hands-on experience • Work best through expression of movement Interpersonal Learners • Are sociable “people persons” • Understand the workings of group psychology and are often the leaders • Work best through corroborating and organizing groups Intrapersonal Learners • Are reflective and independent thinkers • Understand their own strengths and weaknesses • Work best through self-evaluations and individually paced projects Musical/Rhythmic Learners • Are highly responsive to auditory stimuli • Understand the rhythm and structure of music • Work best while listening to music Naturalist Learners • Recognize the power of nature • Understand biological studies • Work best through “show and tell” and field trips Three Learning Styles Visual Learners seek out pictures, charts, videos, diagrams and handouts. They thrive when they sit in the front of the class so that they can examine the body language of the teacher. © American TESOL China Management Center 2012 - All Rights Reserved 11 Auditory Learners seek out discussions, reading aloud and verbal directions. They benefit from recorded lectures. Tactile-Kinesthetic Learners seek out expressive activities. They greatly benefit from the Total Physical Response me