TESOL 初级Assignments 4.docx |
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TESOL 初级Assignments 4.docx 《TESOL 初级Assignments 4.docx》由会员分享,可在线阅读,更多相关《TESOL 初级Assignments 4.docx(13页珍藏版)》请在冰豆网上搜索。 TESOL初级Assignments4 Class: TESOLforchildrenprogramme Date: 04.20.2018 Assignment1-5 1.Whichagegroupwouldyouliketoteachthemostandwhy? ●HighSchoolAgeDevelopment(14-17) Iwanttoteachstudentsaboutsubjectslikeeconomics,statisticsandbusiness-relatedcourses.ThestudentswhoageatthisperiodhavealreadylearnedEnglishfor6-10years,whichmakestheverbal-basedinstructionsandlectureseasierunderstoodbystudents.TeacherswhowouldliketogivelecturesaboutmoreabstractconceptswhichrequiresstudentsthehigherperceptionandEnglishskills.StudentsmeetrequirementwithenoughEnglishreadingandwritingskillscantakesubjectslikeeconomics,historyandmathematics. ●Describethecharacteristicsofyour3mostinfluentialteachersthroughoutchildhood. 1.pianoteacherGao: ShealwaysaskedmetrainingdailyandshewasveryseriousabouttheweeklyprogressImadeafterthelastcourseshehadgiven.Keepplayingpianofor8yearseverydayinfluencesmealot.Gaowasnotateacherwithmildpersonality,andshewasalwaysdemandinginmymemory. 2.HosttrainingteacherWei: HeisthemosttalentedteacherIhadevermet.Hedidnottalkconceptsmuchduringourone-to-onecourse.Irecitedthepoemoverandover,andhegavefeedbackabouteverywordandtone.Weconcentratedonthefeedbackandmadeadjustmentsononepieceofpoemagainandagain.HetoldmeifIwanttogettheChinaTeenagerHostAwardIjustneededtomimichisversionofrecite.Therewasrulesforappreciationofspeechsounds,butitwasunnecessarytounderstand.Tolearnpronunciation,theonlythingyouneedistryingyourbesttomimic. 3.MathteacherZhouwhenIwasinprimaryschool: IdidnotperformprettywellinacademicsafterItransferredtoanotherschoolwhenIwas10.Mrs.Zhouwasmymathteacherinthenewschool,shealwaysencouragedmeandthoughtIwasatalentedstudentonmath.IthentostarttohaveafaithinmethatIactuallycouldbeexcelatstudying.Thisfaithrootedinmeduringmywholestudentperiod——IthenreallybecamegoodatmathandIevenchoseFinanceasmycollegemajor. WhataretheacronymsforTESOL,SLA,L1andL2? ●TESOL: TeachingEnglishtoSpeakersofOtherLanguages ●SLA: thesecondlanguageacquisition ●L1: nativetongue(firstlanguage) ●L2: anew/secondlanguage 2.Whatis“telegraphicspeech”? Accordingtolinguisticsandpsychology,TelegraphicSpeechisthespeechduringthetwo-wordstageoflanguageacquisitioninchildren.Ithasthefeatureofconcise,directandprecise. 3.Namefivedifferenttypeofgrossmotorskillsnotmentionedinthetext. Dothesameforfinemotorskills. ●grossmotor: throwing,catching,kicking,squating,wagglingarms,jumping,running,walking ●finemotor: shakinghands,blinking,twisting,nodding,shakingheads,fingersposture,stampingfeet,shruggingshoulder 4.Whichtypeofmusicandmovieswouldyouliketointroducetochildrenofothercultures? Why? Iwouldintroducethecartoonmoviesandfolkmusictochildren.Thecartoonsarewithpositiveattitudeandvalue,whichisgoodforshapingthevalueofkids.Thefolkmusicaremadewithsimplewordsandcontainsthenativeculture,whichisgoodforchildrentolearnthecultureandmemorytheL2words. 5.NameanddescribeoneexercisethatcanbeutilizedforlearningEnglishinvolvingScience,Math,andSocialStudiesseparately.(Theanswershouldcontainthreedifferentexercise. ●Science: runningisagoodexerciseforstudentstolearntherelationshipamongdistance,timeusedandthespeed.Theformulaamongthesethreefactorscouldbeabstractforstudentsinclass,letthemrunindifferentspeedwithinthesamedistanceandrecordthedataisagoodwaytolearn(physics). ●Math: tabletenniscanbeutilizedforlearningEnglishandgeometry.Ifyouwanttogetscore,youneedtocalculatetherelationshipbetweentheballyouwanttostrikeandthewhiteball.Studentsneedtospeakoutthecolorandtheangleafterhe/shestrikestheball. ●SocialStudies: playingsoccercanbereallygoodexerciseforsocialstudies,asthissporthaschangingrulesindifferentcountriesandperiodofhistory.Moreover,studentscouldlearnvocabulariesabouttheverbwhenplayingsoccerandinteractwithteammembers,whichinvolvesinmanyknowledgeaboutteammanagementandteamworkcooperation. Assignment6-8 6.Name10vocabularywordsthatyouthinkareappropriateforeachofthelanguagedevelopmentstages.(Howwouldyouintroducethemtothestudentforlearning? ) ●EarlyChildhoodDevelopment(age5) Vocabulary: I,me,her,she,he,him(subject)|eat,drink,play,like,do(verb) Iwould Explainthesewordsusebodylanguages,suchaspointingoutmyselfandspeakouttheword”I”and“me”,thenuse“like”toformsentencestohelpkidsfigureouttherelationshipbetweenthesubjectsandobjective. ●ElementaryAgeDevelopment(ages6-9) Vocabulary: moreverbs——jump,run,sit,stand,study|moreeasynouns——homework,food|alittleofadjectives——happy,angry,anxious,color Verbs: Iwouldteachkidsaboutverbsbymovements Nouns: Iwouldtaketheitemsandshowthemtokidswithspellingthelettersandpronouncingthevocabulariestothem Adjectives: Iwouldusefaceexpressionstoteachkidsaboutthewordsexpressingemotion|thecolorfulflashcardsexchangegametoteachthemthecolor-serieswords. ●JuniorHighAgeDevelopment(ages10-13) Vocabulary: adverb——highly,slowly|comparativeadjectives: easier,faster|preposition: at,with,on,in,about|nounsaboutdirectionandposition: south,west,east,north;left,right,front,behind Iwouldteachthekidsaboutdirectionandpositionwordsandrelevantprepositionsbythecombinationofthechangeofpositionbetweenmeandanotherstudents;andIwoulddropapieceoffeatherandaballfromthetabletoshowthemwhatdo“slower””faster”mean ●HighSchoolAgeDevelopment(ages14-17) Vocabulary: complexadjectives: extraordinary,incredible,dissatisfied|clauseintroducer: which,where,while|longerwords: economics,administration,execution,crimination Iwouldteachchildreninthisagebyexplainingthemeaningandcreatingsentenceincludingthesevocabulariestothem. 7.Whatis“comprehensibleinput”? Whatis“comprehensibleoutput”? Howaretheysimilar? Howaretheydifferent? ●AccordingtothetheorygeneratedbyStephenKrashen,“comprehensibleinput”isan“intaking”second-language-learningprocess,inwhichthelearneracquirethelanguageabitmoredifficultthanhe/shecouldhandleatthecurrentlevel(Krashen,1985page103).“ComprehensibleOutput”isthetheorycreatedbyMerrillK.SwainandSharonLapkinaccordingtothetheoryofcomprehensibleinput.Itmeansthat“wecanonlyunderstandthatwhichisparalinguisticallycomprehend,(TESOLExaminationSyllabus,2018)” ●ThedifferencesbetweenComprehensibleInput(CI)andComprehensibleOutput(CO)isthatCIismoreaboutreadingandlistening,andCOismoreaboutwritingandspeaking(talking/communicatingwhichengagesotherS2speakersinaconversation) 8.Arechildrenofbilingualhouseholdsatdisadvantage? Whyorwhynot? ●Ithinkchildrenofbilingualhouseholdsareatadvantagestolearnmultiplelanguages.Accordingtotheconcept“commonunderlyingproficiency“mentionedbyJimCummins,twolanguageslearningprocessinvolvesthesamepartofthebrain,andthedifferentwordsintwolanguagesystemsarestoredinthesamememoryareaofakid,whichmeanschildrenlivinginthebilingualenvironmentcouldhaveadvantagesoflearningtwodifferentlanguageswithinasametime. Assignments9-11 9.Whatintelligencetypeareyou? Describeyourintelligencetypeandtellhowitcancontributetobeinganeffectiveteacher? ●Igot: Logical-mathematicalIntelligence Thelogical-mathematicalIntelligencearegoodatreasoning,recognizingpatternsandlogicallyanalyzeproblems.“Theseindividualstendtothinkconceptuallyaboutnumbers,relationships,andpatterns”Becausepeoplewhohaveadvantagesinlogical-mathematicalintelligencearegoodatproblem-solving,thinkingaboutabstractideasandsolvingcomplexcomputation,he/shewouldbegoodatteachingmath/business-relatedcoursestohighschoolstudents.Aseithermathoreconomicsrequiresteacherstheabilityofteachingtoexplainabstractconceptsandformulatostudentswithbriefandlogicallanguage,ateacherwithstrengthsinlogical-mathematicalintelligencewouldenablehim/herbeinganeffectiveteacher. 10.Describeaclassroomactivityforeachoftheintelligencetypes. ●Visual/SpatialLearners Theteachershowthepictureandletthestudentstospeakoutthewords.Andthefasteststudentwhorecognizesthevocabularywouldgainsomeaward. ●Verbal/LinguisticLearners Askstudentspreparingwordsandresearchthesourceforaspecifictopic.Thendividethestudentsintwogrouptodebatewitheachotherinclass. ●Mathematical/LogicalLearners Letstudentstodotheligaturegame: dividestudentsintotwogroupandgiveeachgroupadice,leteachgroupmemberthrowsthedicerandomlyinoneround,thenaskthemtodothearithmeticwithspeedcompetition. ●Bodily/KinestheticLearners Onestudenttopickupapieceofpaperfromtheboxwiththeinstruction,therestofthestudentstrytheirfasttospeakouttheverb/activityonthetape. ●InterpersonalLearner Leteverytwoofstudentstoformalittlegrouptopracticeconversationthenletthemstandinfrontinclassgrouponebyone,afterallofstudentsfinishtalking,theteachergivethefeedbackofeachgroupandindicatethebestgroupinwhichthestudentshavebetterunderstandingofsentencesandwordsthantheothergroups. ●IntrapersonalLearner Findpropertopicforwritinganessayinaclass,throughwhichstudentscouldusedictionary |
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