TESOL --1(1)

TESOLforChildrenProgramName:QiHongZhiInstructorName:AlexDate：2019-8-51Whichagegroupwouldyouliketoteachthemostandwhy?Iwouldliketoteachagegroupof5-9yearolds.First,atthisagelevel,theattentionspanandmemoryexpandsdramatically.Theycantalkaboutwhattheyaredoingandtellyouaboutwhattheyhavedoneorheard.Second,theirownunderstandingcomesthroughhandsandeyesandears.Thephysicalworldisdominantatalltimes.Atlast,Youngchildrensometimeshavedifficultyinknowingwhatisfactandwhatisfiction.Theywillsimplythinktheteacheriswonderful.1.2WhataretheacronymsforTESOL,SLA,L1andL2?TESOL：TeachingEnglishtospeakersofOtherLanguages.SLA:theSecondLanguageAcquisition.L1:firstlanguage.L2:secondlanguage.Whatis“telegraphicspeech?”Telegraphicspeechistheuseofshortwordsandphrasesthatomitunnecessarymodifiersandarticlesnordertoconveygeneralmeanings.Namefivedifferenttypesofgrossmotorskillsnotmentionedinthetext.Dothesameforfinemotorskills.Grossmotorskills:swimming,walking,weightlifting,playingfootball,boxing.Finemotorskills:Playingthepiano,typing,knitting,embroidering,drawing.Whichtypeofmusicandmovieswouldyouliketointroducetochildrenofotherculture?Why?Iwouldliketointroducethechantsforchildren.Allchildrenloverhymesandliketorepeatthemagainandagain.Rhymesarerepetitive,theyhavenaturalrhythmandtheyhaveanelementoffun,ofplayingwiththelanguage.《Thedentist》(Ilovecoffee.Ilovetea.Ihatethedentistandthedentisthatesme.)Aboutmovies,Iwillintroduce《Tangled》，thisisaromanticstoryofprincessandprince.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.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.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/Logicalspotthedifferencesoftwopictures.④Bodily/KinestheticThistypeoflearningcombinesphysicalmovementswithlanguageresponses.Spidergame,usebodypartstotouchthecardsandtrytotouchmore.⑤InterpersonalLearnersThistypeoflearnersprefertolearningroups.Thegamefourcornersofdebateisanactivitythatstudentscandiscussandlearntogether.⑥IntrapersonalIntrapersonalintelligencestudentslikelearningalone.TeachercanmakeanEnglishcornerintheclassroom.⑦Musical/RhythmicMusicalintelligencestudentsworkbestwhilelisteningtomusic.Usesongstoteachisagoodactivity.⑧NaturalistLearnersNaturalistintelligencestudentsunderstandbiologicalstudies,theyworkbestthrough“showandtell”andfieldtrips.Teachertakesthestudentstoanatureenvironmentlikeseaparks,museumisthebetterwaytolearnknowledgeaboutnature.Studentsarebornincuriosity,sotheyarewillingtolearnandexplorenaturebythemselves.11.NameanddescribeanintelligencetypethatwasnotnameanddescribedbyHowardGardner.Existentialintelligence.Thisgroupofpeoplehavethecharactersliketheyhaveaincrediblesenseinspirit,theybelieveinandinspirethemselvesbyspirit,andtheydonotmindbeingalone,onthecontrary,theytrustinspiritualthingsandamusethemselvesanytime,havefaithin“afterIdie,myspiritcomesbackorgoestotheheavenortravelsinthefourth-dimensionalspace.”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.Askstudentstodotheresearchofthestatementandmaketheirowndecisionaboutthestatement.Teachershowsrespecttoalltheopinionsfromeverystudentintheclass,treatalltheviewsasworthyofconsideration,supportallpossiblepointsoftheissue,makesuretheactivityisnotacompetition,everyoneiswinner.InyourownwordsdescribefiveapproachestoTESOL.DirectApproach:Teacheronlyspeakthetargetlanguageinclass,anduserealobjectslikepictures,flashcards,gestures,facialexpressionstoexplainthemeaningofthewordsorsentences.TPR：TotalPhysicalResponsewillattracttheattentionofchildreninclass,thestudentscanresponsewithbodymovementsinsteadofforcingthemtospeak.ThestepsinTPRare:Teachersayscommandandperformstheaction.Teachersayscommandandbothteacherandstudentsperformtheaction.Teachersayscommand,studentsperformaction.Teachertellsonestudenttoperformaction.Reversetherolesorstudentsgiveeachothercommands.Rassia’sMethodThemethodsets“createanurturinglearningatmosphere,makeeverybodyfeelcomfortable,encourageeveryoneparticipatesandfreeexpressionfromtheveryfirstday”astheteachingtarget.Therefore,comfortableenvironmentwherebuildstheconfidenceofstudents,andmakingmistakesareacceptableisapositivemethodforlearning.TheCommunicativeApproachTeachershouldpreparea“real-life”situationtopracticewithstudentsandfocusonfunctionsoftargetlanguage.Dividethestudentsingroupsandpairstodothe“real-life”dialoguesuchashowtoasktoway.Art/MusicalApproach：Usingdrawing/painting/songstolearn.Forexample,teachercanshowasong，andstudentswilllearnthewordsandsentencesbylearningthelyrics.