国际英语教师资格证 高级证书作业参考答案

Assignment-Define the Acronyms for TESOL,SLA,L1,and L2 TESOL:Teaching English to Speakers of Sther LanguageSLA:Second Language AcquisitionL1:"Language1"=the student's native(primary or first acquired)language.L2:"Language2"=the language being learned or studiedWhat is an icebreaker activity?What are two types of icebreakers?Icebreaker activity is used when people meet at first time in a group and they do not know much about each other.Icebreaker activity can create a comfortable and connected atmosphere to make participants feel relax.There are two types of Icebreakers:1.Facilitating Introductions:Are used to help participants ease into training and helps the participants to learn each other’s names and information(Dover, 2004).The introduction icebreakers are best used on first days of school when trying to learn student’s names and a little bit about them.2.Topic Lead-ins:Are used to identify needs and goals,share information and resources,and/or surface resistance(Dover,2004).These will direct the student into the content that will be taught.The icebreakers can be used to generate interest in a topic and activate the student’s prior knowledge.Topic Lead-ins will encourage the sharing of information and resources(Dover, 2004).Essay Assignment-Design an icebreaker activity for young learners.Icebreaker activity:Name That Person1.Divide into two teams and give each person a blank piece of card.2.Let them to write five little know facts or features about themselves on their card.3.Collect the cards into two team piles and draw one card from the opposing team pile.4.Each team tries to name the person in as few clues as possible.5.Five points if they get it on the first clue,then4,3,2,1,0.The team with the most points wins.The reasons why I like this activity:1.It is easy and convenient to conduct as it just needs cards and pens.2.It is a fast and efficient way to introduce oneself and let others know by writing several key facts and features about themselves.3.It is interesting and it can cultivate students teamwork by getting more points for their teams.The benefits for students:1.Let them get familiar with one another quickly.2.Improve their skills of observation and perception and also logical reasoning ability by naming the person in clues.3.Cultivate students teamwork by getting more points for their teams. Essay Assignment-Describe the bottom-up and top-down listening processes.Top-down listening refers to the use of background knowledge in understanding the meaning of the message.Background knowledge consists of context,that is,the situation and topic,and co-text,in other words,what came before and after.In contrast,when listening to directions to a friend’s house,comprehension is achieved by dividing and decoding the sound signal bit by bit.This is the bottom-up listenning process.The ability to separate the stream of speech into individual words becomes more important here,if we are to recognise,for example,the name of a street or an instruction to take a particular bus.In reality,fluent listening normally depends on the use of both processes operating simultaneously.Essay Assignment-DrillingAt its simplest,drilling means listening to a model,provided by the teacher,or a tape or another student,and repeating what is heard.This is a repetition drill, a technique that is still used by many teachers when introducing new language items to their students.The teacher says(models)the word or phrase and the students repeat it.There are many ways to drill new material in the classroom.Repetition drillsWhen learners are getting used to the sounds of English it may be easier for them not to see the language written down before they practise saying it,so get them to listen to your model and then repeat.∙Make sure you give clear,natural sounding and consistent models.∙Use hand movements to indicate intonation,use your fist to beat the stress,and join or separate fingers to show word boundaries and where linking occurs in phrases.This kind of gesturing may in particular helpvisual learners since it helps them visualise the language they arepractising.∙Back chaining helps learners focus on correct pronunciation and intonation and is also attention-grabbing.For example,when you aremodelling a phrase,start at the end,getting the learners to repeat aftereach chunk you give them.For example:yesterday/get up yesterday/did you get up yesterday/What time did you get up yesterday?You can vary the drill in terms of who repeats-whole class,half the class, boys only,girls only,individuals.Make sure drilling is done at a snappy pace. You can also try:∙Whisper drills(for quietening down a rowdy class)∙Shouting drills(for livening them up)These ideas work particularly well with young learners.Or you can liven drills up by saying things in different ways.For example,sound very happy,very sad, very bored,very excited with a facial expression to match as you model the language and get the learners to do the same.Putting expression into it and exaggerating the intonation helps make the language more memorable.Guessing gamesSimple guessing games which require lots of repetition of the target language are ideal for practising language items at low levels and are in fact a form of drill.∙After you have used pictures to introduce vocabulary or phrases stick the pictures on the board back to front so they can't be seen.Studentstry to guess which picture is which.∙Pick out one picture and don't show it.Students guess which one it is.If you're using real objects you can use the same principle by hiding theobjects under a cloth or in a bag and getting them to guess which object you're holding.∙For practising'Is it...?'questions,classroom objects and describing location with children,hide a plastic spider somewhere in the room and get the children to guess where it is.'Is it under the teacher's desk?','Is it behind Jose's chair?'Disappearing textThis can be done with a list of vocabulary items or phrases,a short text or a dialogue at any level.∙Write up the text on the board.Read out the text and drill.∙Rub off a small part of it.Students have to say the whole text again.∙Gradually rub off more and more in bits and each time get the students to say the whole text.This provides intensive drilling practice as the students have to repeat it so many times.However,the game factor also increases motivation to get it right and that gets more challenging as the activity continues.Name and describe the eight parts of speech.The eight basic parts of speech are simple.They are verbs,nouns,pronouns, adjectives,adverbs,prepositions,conjunctions,and interjections.All English words fit into one of these grammatical categories.Many English words function as more than one part of speech.Take the word fly for example. When you fly in a plane,it is a verb;when you swat a fly,it is a noun;and when you wear fly shades,it is a slang adjective.English can be confusing because words can mean more than one thing,but if you know your eight parts of speech,you will avoid confusion.Verbs are words used to express action,condition,or a state of being.They are used in speech to move the meanings of sentences along.An action verb expresses an action.Words such as throw,create,and draw express physical action.Mental actions can be expressed by words such as believe,desire,and visualize.Verbs such as be and feel are used to show states of being.Helping verbs,or auxiliary verbs,are used to help the main verb express action or create verb phrases.Some examples of auxiliary verbs are would,might and am.Nouns are words that name a person,place,thing or idea.A few examples of nouns are person,place,thing and idea.Proper nouns name specific things such as Jeff,California,and English.To change a noun from singular form to plural form an s or es must be added to the end of the word.Two examples are thing/things and dish/dishes.Some nouns have irregular plural forms and are a little harder to spell sometimes.A couple of these nouns are man/men,and reality/realities.To show ownership,one must add an apostrophe s to the end of a singular noun,or just an apostrophe to a plural noun.Examples of the possessive form are Jeff’s possession and fools’wisdom.Pronouns are words used in place of nouns to shorten a repeated noun that has already been mentioned.The noun that the pronoun replaces is called the antecedent of the pronoun.My girlfriend goes shopping a lot.She spends a bunch of money on garbage.In these last two sentences,she is the pronoun, and girlfriend is the antecedent.There are many forms of pronouns,such as personal,possessive,reflexive,intensive,indefinite,demonstrative, interrogative,relative and reciprocal.Adjectives are very useful words.They add information to sentences by telling us more about nouns and pronouns,usually by describing,identifying,or quantifying those words.Adjectives usually come before the words they modify, but sometimes follow linking verbs.Here are two examples.She is a nice woman.That woman is nice.Quantifying adjectives come in the form of articles and numbers such as an,and twenty-one.An adverb is defined as a word that gives more information about a verb, adjective or other adverbs.In the sentence:She runs slow,slow describes how sue performs the adjective,runs.In the sentence She runs very slow,very describes the adverb slow,and tells how slow she runs.Most,but not all adverbs end in ly,but not all words that end in ly are adverbs.Ugly is an adjective.Supply can be a noun.Quickly and not are both adverbs.A preposition is a word,which shows relationships between other words in the sentence.Relationships between words can be in the form of time or space. She went to the mall again.To is a preposition that shows direction or space. She will find more clothes than you could imagine in thirty minutes.In is thepreposition that shows time.A preposition always goes with a noun or pronoun, which is called the object of the preposition.The preposition is almost always before the noun or pronoun and that is why it is called a preposition.The preposition and the object of the preposition together are called a prepositional phrase.In the sentence She went to the mall,to the mall is the prepositional phrase.A conjunction is a word that connects words,or groups of words,to tell something about the relationship between these words.In the sentence she and I are friends,and connects two pronouns,she and I.Coordinating conjunctions are conjunctions,which connect two equal parts of a sentence. The most common ones are and,or,but,and so.She is small but strong.But is used as a coordinating conjunction.Subordinating conjunctions connect two parts of a sentence that are not equal.Some subordinating conjunctions are whether,though and because.Correlative conjunctions are pairs of conjunctions that work together.Both she and I live in San Diego.Both/and, neither/nor,whether/or are all common correlative conjunctions.Conjunctive adverbs are adverbs that show a transition between ideas within a sentence. They normally show comparison,contrast,or cause-effect relationships.She was sick;however,she still could muster up enough energy to go to the mall. An interjection is a word,or a short phrase used to express emotion or surprise. Interjections are often sentence fragments,or stand by themselves.Yeah!I’m done.Yeah is used to show the long awaited emotion of freedom.Interjections are also often used as commands,or as part of a protest.Stop!Don’t assign so much homework.Interjections are very important,and that’s why they are mentioned last,but not least,in the eight parts of speech.Final ThesisStart with a title.Write an introductory paragraph including a thesis statement (one sentence on your opinion as to which method is ideal),three-six body paragraphs and a concluding paragraph.Each body paragraph should have a topic sentence(one reason why your thesis statement is true)and3-5 supporting sentences.Compare to other teaching methods,I prefer to chose Task-Based Learning method.Task-Based Learning as tasks have included projects for producing posters,brochures,pamphlets,oral presentations,radio plays, videos,websites and dramatic performances.Why I chose TBL lesson planning model due to the following reasoning:1)The lesson becomes less teacher-centred.The teacher plays the role of a facilitator who ensures the necessary conditions for the learning to take placeby providing exposure to the language and guiding learners to use the correct language for fulfilling the task.It is the learner doing the task who becomes the centre of the lesson.The learner’s language needs for successful task fulfillment are met during the lesson.2)There is a natural progression from the holistic to the specific.On the whole, the task cycle offers learners a holistic experience of language in use.The language gradually emerges through the stages of initial drafting,rehearsal, report and final practice.3)Instead of focusing on the correct production of one single form the learner is encouraged to consider appropriateness and accuracy of language form in general.4)Because learners use the language for the purpose of communicating and sharing their ideas,they get personally involved in the lesson and they operate language for the sake of expressing a meaning.This factor is very important for reinforcing and retaining the language material.Teachers have been using tasks for hundreds of years.Frequently,in the past, the task was a piece of translation often from a literary source.More recently, tasks have included projects for producing posters,brochures,pamphlets,oral presentations,radio plays,videos,websites and dramatic performances.The characteristic of all these tasks is that rather than concentrating on one particular structure,function or vocabulary group,these tasks exploit a wider range of language.In many cases,students may also be using a range of different communicative language skills.The traditional way that teachers have used tasks is as a follow-up to a series of structure/function or vocabulary based lessons.Tasks have been'extension' activities as part of a graded and structured course.In task-based learning,the tasks are central to the learning activity.Originally developed by N Prabhu in Bangladore,southern India,it is based on the belief that students may learn more effectively when their minds are focused on the task,rather than on the language they are using.In the model of task-based learning described by Jane Willis,the traditional PPP(presentation,practice,production)lesson is reversed.The students start with the task.When they have completed it,the teacher draws attention to the language used,making corrections and adjustments to the students' performance.A lesson planned within this framework consists of three phases:pre-task,task cycle and language focus.Pre-task:The pre-task phase introduces the class to the topic and the task, activating topic-related words and phrases.Task cycle:In the task cycle the teacher sets up a communication task which learners are encouraged to do using the language means they already have at their disposal and then to improve that language,under teacher guidance, while planning their reports of the task.Feedback from the teacher comes when learners need it most to fulfill the task.Language focus:The last phase in the framework is language focus.During this phase students have a closer look at the language structures which have naturally turned up during the task cycle.By this phase they have already grasped the meaning of the new language and they need to focus on form.All kinds of practice activities,including different drills,are done at this stage. Essay Assignment-Describe three ways teachers cansuccessfully manage discipline in a classroom.1.Focusing Be sure you have the attention of everyone in your classroom before you start your lesson.It means that you will wait and not start until everyone has settled down.Experienced teachers know that silence on their part is very effective.They will punctuate their waiting by extending it3to5 seconds after the classroom is completely quiet.Then they begin their lesson using a quieter voice than normal.A soft spoken teacher often has a calmer, quieter classroom than one with a stronger voice.Her students sit still in order to hear what she says.2.Direct Instruction Uncertainty increases the level of excitement in the classroom.The technique of direct instruction is to begin each class by telling the students exactly what will be happening.The teacher outlines what he and the students will be doing this period.He may set time limits for some tasks.An effective way to marry this technique with the first one is to include time at the end of the period for students to do activities of their choosing.The teacher may finish the description of the hour’s activities with:“And I think we will have some time at the end of the period for you to chat with your friends,go to the library,or catch up on work for other classes.”The teacher is more willing to wait for class attention when he knows there is extra time to meet his goals and objectives.The students soon realize that the more time the teacher waits for their attention,the less free time they have at the end of the hour.3.Monitoring The key to this principle is to circulate.Get up and get around the room.While your students are working,make the rounds.Check on their progress.An effective teacher will make a pass through the whole room about two minutes after the students have started a written assignment.She checks that each student has started,that the children are on the correct page,and that everyone has put their names on their papers.The delay is important.She wants her students to have a problem or two finished so she can check that answers are correctly labeled or in complete sentences.She provides individualized instruction as needed.Students who are not yet quite on task will be quick to get going as they see her approach.Those that were distracted or slow to get started can be nudged along.The teacher does not interrupt the class or try to make general announcements unless she notices that several students have difficulty with the same thing.The teacher uses a quiet voice and her students appreciate her personal and positive attention. Assignment-Name and Describe Five Language Learning Strategies for TESOL1.Cognitive strategies are strategies that help learners make and strengthen associations between new and already-known information and facilitate the mental restructuring of information.Examples are guessing from context, analyzing,reasoning inductively and deductively,taking systematic notes and reorganizing information.2.Mnemonic strategies are strategies that help learners link a new item with something known,which are useful for memorizing information in an orderly string(e.g acronyms)in various ways;some examples are:by sounds also known as rhyming,by body movement also known as TPR,etc.3.Metacognitive strategies help learners manage1.themselves as learners,2. the general learning process and3.specific learning tasks.One group of metacognitive strategies helps individuals know themselves better as language learners.Another set of metacognitive strategies relates to managing the learning process in general and includes identifying available resources,deciding which resources are valuable for a given task,setting a study schedule,finding or creating a good place to study,etc.while other metacognitive strategies help learners deal effectively with a given language task,not just with the overall process of language learning.4.Affective strategies include identifying one’s feelings(e.g anxiety,angry and contentment)and becoming aware of the learning circumstances or tasks that evoke them.One good way is to use a language learning diary to record one’sfeelings about language learning.However,the acceptability or viability of affective strategies might vary from culture to culture.5.Social strategies facilitate learning with others and help learners understand the culture of the language they are learning.Examples of this strategy are asking questions for clarifications or confirmation,asking for help,learning about social or cultural norms and values and studying together outside of class.Define syllabus,and name and define the four elements of a syllabus.Any syllabus is a plan of what is to be achieved through teaching and learning. It is part of an overall language curriculum or course which is made up of four elements:aims,content,methodology and evaluation.The syllabus identifies what will be worked upon by the teacher and students in terms of content selected to be appropriate to overall aims.Methodology refers to how teachers and learners work upon the content,whilst evaluation is the process of assessing outcomes from the learning and judging the appropriateness of other elements of the curriculum.Essay Assignment-What are different concepts to explore during student assessment?I will use formative assessment like digital portfolios,self-assessment,exit slips,games,peer feedback to test students’skill level.To evaluate students progress,I will focus focus on whether they can communicate smoothly, whether they are engaged in learning,whether they have multiple solutions or critical thinking.I will measure integrated skills like the listening,speaking, reading and writing skills.Essay Assignment-Define observation and its four broad functions as it applies to TESOL instruction.Explain three observation biases that may occur.IncompleteObservation,as the term is used here,refers to the purposeful examination of teaching and/or learning events through systematic processes of data collection and analysis.Such events may occur in untutored environments or in formal instructional settings.In language teaching and applied linguistics,classroom observation has historically served four broad functions.First,pre-service teachers are often observed in the practicum context by teacher educators,who typically give them advice on the development of their teaching skills as a regular part of pre-service training programmes(Day1990).Second,practising teachersare observed either by novice teachers or by colleagues,for the professional development purposes of the observer.Third,practising teachers are observed by supervisors,course co-ordinators,department heads,principals or headteachers,in order to judge the extent to which the teachers adhere to the administration's expectations for teaching methods,curricular coverage, class control,etc.Fourth,observation is widely used as a means of collecting data in classroom research.Essay Assignment-Describe3ways to utilize computers and mobile devices in the classroom.1)Video StreamingIf a picture says a thousand words,imagine how many words a video says. Video in the classroom can really help create a clearer and more complete picture for students.YouTube is a great tool for this;chances are you can finda video clip to compliment any lesson there.2)Play GamesWhat kid doesn’t love playing games?Using mobile devices likeiPads and tablets you can keep students involved with all sorts of educational games for just about any subject.Students can keep track of their progress and work to compete with other students to advance to the next level.3)Social MediaDon’t ban social media,embrace it.Students are already engrossed with social media outside of class,so bringing it into the classroom is sure to instantly grab their attention.You can use Facebook or Twitter to post a topicfordiscussion and get all students involved and interacting with one another.It's an easy way for them to share resources and help each other out.4)BloggingHaving students post their work in blogs is a great way to allow student to showcase all their hard work or works-in-progress.Students can help each other out by posting comments and suggestions for each other.Because students work will be publically posted you are likely to get higher quality work from them too.5)PodcastsPodcasts make great learning tools for students especially when it comes time for studying.You can easily create and post podcasts for students who want to review or were absent so every student has the opportunity to soak it all in.6)Video ConferencinUsing video conferencing technology can allow students to travel the world from their classroom,speak with virtual guest lecturers,and make friends and interact with others in different countries.7)Collaborative exercisesA great way to optimize collaboration is to use mobile devices in the classroom by letting students use them in group work.Students can get together in groups with their tablet and the teacher can select which ones she wants to show on the screen.This a great option for classes with limited number of mobile devices for student use.Utilizing technology in the classroom is a great way to bring your class to life.If you’re ready to improve student engagement and enrich education by utilizing classroom technology,the first step is setting up a secure wireless network to support these devices.Assignment-Define sociolinguistics,and explain the difference between macro and micro sociolinguistics. Sociolinguistics examines the relationship between language use and the social world,particularly how language operates within and creates social structures.Sociolinguistic studies have looked at speech communities basedon social categories such as age,class,ethnicity,gender,geography, profession and sexual identity.Micro-sociolinguistics refers to research with a linguistic slant,often focusing on dialect and stylistic/register variation.Macro-sociolinguistics looks at the behaviours of entire speech communities, exploring issues such as why immigrant communities retain their native languages in some social contexts but not in others,or how social identity can affect language choice.Assignment-Define Psycholinguistics and Multilingualism. Psycholinguistics is a subject or field to study the relationship between language and the cognitive or behavioral characteristics of those who use it. Multilingualism:Using or having the ability to use several languages. Assignment-Describe and Explain Five Approaches to TESOL.Please focus on approaches.1.The Audio-lingual MethodThe audio-lingual method is closely tied to behaviorism,and thus made drilling, repetition,and habit-formation central elements of instruction.In the classroom,lessons were often organized by grammatical structure and presented through short dialogues.Often,students listened repeatedly to recordings of conversations and focused on accurately mimicking the pronunciation and grammatical structures in these dialogs.municative ApproachCommunicative language teaching makes use of real-life situations that necessitate communication.The teacher sets up a situation that students are likely to encounter in real life.The communicative approach can leave students in suspense as to the outcome of a class exercise,which will vary according to their reactions and responses.The real-life simulations change from day to day.Students'motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics.3.Total Physical ResponseTotal physical response(TPR)relies on the assumption that when learning a second or additional language,language is internalized through a process of codebreaking similar to first language development and that the process allows for a long period of listening and developing comprehension prior to production.Students respond to commands that require physical movement.In the classroom the teacher and students take on roles similar to that of the parent and child respectively.Students must respond physically to the words of the teacher.TPR can be used to practice and teach various things.It is well suited to teaching classroom language and other vocabulary connected with actions.It can be used to teach imperatives and various tenses and aspects.It is also useful for story-telling.4.Whole Language ApproachWhole language describes a literacy philosophy which emphasizes that children should focus on meaning and strategy instruction.Whole language practitioners teach to develop knowledge of language including the graphophonic,syntactic,semantic and pragmatic aspects of language.Within a whole language perspective,language is treated as a completemeaning-making system,the parts of which function in relational ways.5.The Natural ApproachThe objectives of the Natural Approach are to help beginners become intermediates and to depend on learner needs,and its syllabus is a communicative syllabus.The Natural Approach adopts techniques and activities from different sources but uses them to provide comprehensible input.Essay Assignment-Describe and explain five ways teachers can successfully motivate student learning.1.Creating the basic motivational conditionsMotivational strategies cannot work in a vacuum,nor are they set in stone. There are certainpreconditions to be met before any attempts to generate motivation can be effective.Some ofthese conditions are the following:a.appropriate teacher behavior and good teacher-student rapport。