TESOL初级Assignments2018.4
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。
完整版本TESOL初级Assignments4.docx
Class: TESOL for children programmeDate: 04.20.2018Assignment 1-51.Which age group would you like to teach the most and why?1●High School Age Development(14-17 )I want to teach students about subjects like economics, statistics andbusiness-related courses. The students who age at this period have already learned English for 6-10 years, which makes the verbal-based instructionsand lectures easier understood by students. Teachers who would like togive lectures about more abstract concepts which requires students thehigher perception and English skills. Students meet requirement withenough English reading and writing skills can take subjects like economics,history and mathematics.●Describe the characteristics of your 3 most influential teachers throughoutchildhood.1.piano teacher Gao ： She always asked me training daily and she wasvery serious about the weekly progress I made after the last courseshe had given. Keep playing piano for 8 years everydayinfluences me a lot. Gao was not a teacher with mild personality,and she was always demanding in my memory.2.Host training teacher Wei: He is the most talented teacher I had evermet. He did not talk concepts much during our one-to-one course. Irecited the poem over and over, and he gave feedbackabout every word and tone. We concentrated on the feedback andmade adjustments on one piece of poem again and again. He toldme if I want to get the China Teenager Host Award I just needed tomimic his version of recite. There was rules for appreciation ofspeech sounds, but it was unnecessary to understand. To learnpronunciation, the only thing you need is trying your best to mimic.3. Math teacher Zhou when I was in primary school ：I did not performpretty well in academics after I transferred to another school when Iwas 10. Mrs. Zhou was my math teacher in the new school ，shealways encouraged me and thought I was a talented student on math. Ithen to start to have a faith in me that I actually could be excel atstudying. This faith rooted in me during my whole student period —— Ithen really became good at math1 TESOL for Children Certificate ， 2018， Page5and I even chose Finance as my college major.What are the acronyms for TESOL ， SLA，L1 and L2?●TESOL: Teaching English to Speakers of Other Languages●SLA: the second language acquisition●L1: native tongue （ first language ）●L2: a new/second language 22.What is “telegraphicspeech”?According to linguistics and psychology ，Telegraphic Speech is the speech during the two-word stage of language acquisition in children. It has the feature of concise, direct and precise. five different type of gross motor skills not mentioned in the text.Do the same for fine motor skills.●gross motor: throwing, catching, kicking, squating, waggling arms, jumping,running, walking●fine motor: shaking hands, blinking, twisting, nodding, shaking heads,fingers posture, stamping feet, shrugging shoulder4.Which type of music and movies would you like to introduce to childrenof other cultures? Why?I would introduce the cartoon movies and folk music to children. The cartoonsare with positive attitude and value, which is good for shaping thevalue of kids. The folk music are made with simple words and contains thenative culture, which is good for children to learn the culture and memory the L2 words. and describe one exercise that can be utilized for learning Englishinvolving Science ，Math, and Social Studies separately.( The answer should contain three different exercise.●Science ： running is a good exercise for students to learn the relationshipamong distance, time used and the speed. The formula among these three factors could be abstract for students in class, let them run in different speed within the same distance and record the data is a good way to learn(physics).●Math ： table tennis can be utilized for learning English and geometry. Ifyou want to get score, you need to calculate the relationship betweenthe ball you want to strike and the white ball. Students need to speakout the color and the angle after he/she strikes the ball.2 TESOL for Children Certificate ， 2018， Page4●Social Studies：playing soccer can be really good exercise for socialstudies ， as this sport has changing rules in different countries and periodof history. Moreover, students could learn vocabularies about theverb when playing soccer and interact with team members, which involvesin many knowledge about team management and teamwork cooperation. Assignment 6-8 10 vocabulary words that you think are appropriate for each of thelanguage development stages. (How would you introduce them to the student for learning?)Early Childhood Development (age 5)Vocabulary: I ，me ，her，she， he，him （ subject）| eat ， drink ，play，like， do（ verb）I wouldExplain these words use body languages, such as pointing out myselfand speak out the word”Iand” “me”，then use“like”to form sentencesto help kids figure out the relationship between the subjects andobjective.Elementary Age Development （ ages 6-9 ）Vocabulary ： more verbs—— jump ， run ， sit ， stand ， study|moreeasy nouns —— homework ，food | a little of adjectives—— happy ，angry ，anxious， colorVerbs：I would teach kids about verbs by movementsNouns ： I would take the items and show them to kids with spelling theletters and pronouncing the vocabularies to themAdjectives: I would use face expressions to teach kids about the wordsexpressing emotion | the colorful flashcards exchange game to teachthem the color-series words.Junior High Age Development(ages 10-13)Vocabulary ： adverb —— highly ， slowly | comparative adjectives ：easier， faster | preposition ： at ，with ， on， in， about|nouns aboutdirection and position: south, west, east, north ; left, right, front, behindI would teach the kids about direction and position words and relevantprepositions by the combination of the change of position between meand another students ； and I would drop a piece of feather and a ballfrom the table to show them what do “slower ”” faster ”meanHigh School Age Development (ages 14-17)Vocabulary ：complex adjectives : extraordinary ， incredible ，dissatisfied| clause introducer ：which， where， while | longer words ：economics ，administration ， execution ， criminationI would teach children in this age by explaining the meaning and creatingsentence including these vocabularies to them.7.What is “comprehensible input ”?What is “comprehensible output ”？Howare they similar? How are they different ？According to the theory generated by Stephen Krashen,“comprehensible input ” is an “intaking second”-language-learningprocess, in which the learner acquire the language a bit more difficultthan he/she could handle at the current level(Krashen， 1985 page103 ).“Comprehensible Output ”is the theory created by Merrill K. Swain andSharon Lapkin according to the theory of comprehensible input. It means that “we can only understand that which is paralinguistically comprehend, （，2018）”TESOL Examination SyllabusThe differences between Comprehensible Input(CI) and ComprehensibleOutput(CO) is that CI is more about reading and listening, and CO is more about writing and speaking(talking/communicating which engagesother S2 speakers in a conversation)8. Are children of bilingual households at disadvantage Why or why not?I think children of bilingual house holds are at advantages to learnmultiple languages. According to the concept “common underlyingproficiency “ mentioned by Jim Cummins,two languages learning process involves the same part of the brain, and the different words intwo language systems are stored in the same memory area of a kid, which means children living in the bilingual environment could have advantages of learning two different languages within a same time.3 Assignments 9-119.What intelligence type are you ？ Describe your intelligence type and tell howit can contribute to being an effective teacher4I got: Logical-mathematical IntelligenceThe logical-mathematical Intelligence are good at reasoning, recognizing patterns and logically analyze problem s. “These individuals tend to think conceptually about numbers ， relationships ，and patterns ”Because people who have advantages in logical-mathematical intelligence are good at problem-solving, thinking about abstract ideasand solving complex computation,he/she would be good at teaching math/business-related courses to high school students. As either math or economics requires teachers the ability of teaching to explain abstractconcepts and formula to students with brief and logical language ，a teacher with strengths in logical-mathematical intelligence would enable3 4TESOL Examination Syllabus ，2018 ，page 8 What Kind of Intelligence Do You Have?him/her being an effective teacher.10.Describe a classroom activity for each of the intelligence types.Visual/Spatial LearnersThe teacher show the picture and let the students to speak out thewords. And the fastest student who recognizes the vocabulary would gainsome award.Ask students preparing words and research the source for a specific topic.Then divide the students in two group to debate with each otherin class.Mathematical/Logical LearnersLet students to do the ligature game ： divide students into two group andgive each group a dice，let each group member throws the dice randomlyin one round ， then ask them to do the arithmetic with speed competition.Bodily/Kinesthetic LearnersOne student to pick up a piece of paper from the box with the instruction, the rest of the students try their fast to speak out the verb/activity on the tape.Interpersonal LearnerLet every two of students to form a little group to practice conversationthen let them stand in front in class group one by one, after all ofstudents finish talking, the teacher give the feedback of each group andindicate the best group in which the students have better understandingof sentences and words than the other groups.Intrapersonal LearnerFind proper topic for writing an essay in a class，through which studentscould use dictionary to learn the vocabularies related with the topic andtry to enhance their writing speed with understanding of the grammar.Musical/RhythmicPick up a song which contains your teaching goal of vocabularies andsentence structures which you want students to learn. Play it in class 3times. The first time let them enjoy the music without taking notes. Thesecond time let them take notes to help memory. After the third time，ask them about the meaning ，important words and grammar of thesong.NaturalistTake the biological materials into class and introduce each one by showstudents the items. Then pick up the items randomly and ask studentsto name each items correctly. and describe an intelligence type that not named and described byHoward Gardner.NaturalistPeople who are strong in Naturalist intelligence have strengths in understand biological studies, work best through “showand tell ”and field trips, and are better at recognizing the power of nature than peoplein other type of intelligence.12. How do discipline methods change and evolve for each age group？To encourage children in different age period, teachers need to usedifferential rules —— not too much nor too little，which is necessary forclass management and kids. Kids younger requires more clearinstructions and more positive feedbacks. The teenagers group evolvedless emotional rewards and positive feedback than toddlers, but a goodteacher still needs to give them encourage at least once a week. Moreover,discipline means the atmosphere management in classes. Do make sureuse more gross motors when teaching younger kids.13.What do you think is the most important rule for discipline that is not mentionedin the above text ？Violation of principles should be punished. I think appropriate rules ofpunishment for kids who violate the principles of teachers should becarefully designed. The punishment should make students feel fair andstandable ，and motivate them to correct the misbehaviors.14. Name and describe three ways that you can create a safe and shamelesslearning environment for each of the learning methods.Call students by name. Make your pronounciation of students names’correct.Present all sides of an issue. Treat all views from every students in the classas worthy of consideration. Support with a student who seems alone inan opinion. “Playthe devil's advocate for a less-popular view. ”Askingstudents to do some research for a viewpoint which they least agree with,and as a controller of the class you could play a role that advocate for it.You could set students ’ expectationshigh. Make sure they would try hardenough to reach your teaching goal，while also providing the resourcesand support they need to successfully meet those expectation15. In your own words describe five approaches to TESOL.Art/Music Approach ：art means more about images/pictures/painting/solid geometry here. Both art and music tied together in brain processing by pitch, rhythm and symmetrical phrasing. Students could learn about readingeasier with the tool of art, and be more accurate when mimicking the pronunciation when listening and singing a song.Direct Based Approach/Communicative: Speak only the target language in a class without any mother language spoken among students and the teacher. TPR: use the gross motor and fine motor effectively and fully to attract andkeep kids’attention in one class.Natural Approach ： make full use of sense organs to engage students themselves in the learning. The four language skills：listening ，speaking ，reading and writing ， may be practiced in a set of different combined strategies. The comprehensible input helps students absorb a language better.Vocabulary Approach: “ listenand repeat ”,“ quickpeek techniqu e”and “what’s missing ”can be used in this approach. Students learn the sets of vocabularies and words in direct study or by incidental acquisition.16.Lesson Planning 1Level ToddlerMonth/Theme WeekType of Class Teacher September/How to call names of fruitsSemester 2 –Week 3Small GroupMaxTopic & Specific Vocabulary Topic：Where is apple ？Key words ： apple ， banana ，orangeObjective of Lesson 1.The children will learn what isapple, banana and orange and thecolor of them: red, yellow, orange2.The children will learn to tape thefruits onto a paper3.The children will develop theability of distinguish by making the“fruit face ”Required Materials Printed colorful apple ， orange andbanana， glueSpecific Process Circle time ：1.show the picture of apple ，banana ， orange to attract kids‘attentionT: Hi everyone ，I bring threefriends with me today. Look at them2. Show the children how topronounce apple， banana andorange by show them a song withcartoon3. Show them how to make “fruitface”Table time ：4.the children will begin to stick theapples（two ），banana and orangeon a cut paper- teacher will help table by table17. Lesson Planning 2Level Elementary： 8years oldMonth/Theme October/Animalsand VerbsWeek Semester 1 –Week4Type of Class Small GroupTeacher MaxTopic & Specific Vocabulary Topic：Let’s go to the ZOOKey words ： Elephant ， monkey ，kangaroo ， stamp ， swing，jump Objective of Lesson 1.The children will learn what iselephant,monkey and kangaroo,and their action respectively:stamp, swing, jump2.The children will play the gameElephant Chases the Kangaroo in acircle,which can develop theirreaction and leg muscle throughmimicking the elephant stompingand Kangaroo jumpingRequired Materials Video song ， flashcardsSpecific Process Circle time ：4.The children will learn to sing thesong Let ’s Go To The Zoo together5. The children will learn themovement relates with the animalthrough the18. Lesson Planning 3LevelMonth/Theme WeekType of Class Teacher Junior High Age –12 years old January/ Direction Semester 2 –Week 1Small groupMaxTopic & Specific Vocabulary Topic：How to ask destination andtell someone the destination he/shewants to goKey words ： turn left/right,gostraight,right/left side,post office,bus station, hospital, hotel, library Objective of Lesson 1.The children will learn thevocabulary related to the direction2.The children will know severalnames of places3. The students will know how toask and response the topics relatedto the directionRequired Materials Picture of a map ， flashcards ofplacesSpecific Process 1.Show the children the map on thescreen then use the TPR approachto show them how to walk to thedestination2. use the flashcards to teach themhow to call the places3. after randomly ask students thequestion ， let them peer up topractice the conversation19. Lesson Planning 4LevelMonth/Theme WeekType of Class Junior High Age –13 years old January/ Frequency Semester 2 –Week 1Small groupTeacher MaxTopic & Specific Vocabulary Topic：How often do you play thepiano ？Key words ： once ， twice ， threetimes ； accordion ， cello ， drum ，violinObjective of Lesson 1.The children will learn four newwords about musical instrument2.The children will learn how todescribe how many times he/sheplays a musical instrument in oneweek/monthRequired Materials White board, ppt, diceSpecific Process 1.Draw a column to show therelationship between the times andthe date ( Monday to Sunday)2. use PPT to show the pictures ofthe new vocabularies and askstudents to repeat after me3.Make sentences in another slideand ask students repeat after me.- Example ：How often do you play theaccordion ？I play the accordion twice a week.4.I throw a dice to decide thefrequency ， then ask students tothrow sticky ball to the paintingsections each indicating a musicalinstrument. After the two steps thestudent needs to create a sentence.- Example：I play the cello once aweek.5. REPEAT 4. Three to five times withdifferent students in the class.20. Lesson Planning 5Level High School– 16years oldMonth/ThemeWeekType of Class Teacher February/ Dictation &Weekly test revisionWeek 320-30 students MaxTopic & Specific Vocabulary Topic ： Review what the studentslearned last weekKey words： grammar mistakecorrected,vocabularies/phrasesspelling revisiedObjective of Lesson 1.The students could memory andrecognize the pronunciation of thevocabulary words we learned lastweek2.The students could acquire thegrammar better after we discussand I point out the difference ofunderstanding among students ‘andthe definition in textbooks.Required Materials Test papers ， pen ， PPT for thegrammar section related to whatlearned last weekSpecific Process 1.Dictation（ 15minutes）： Ipronounce then students writedown ；They switch the handwritingworks with the classmate sittingright next to he/she ； 3 minutes forreview what each students donewrong2.Revising test: Question one byone， asking whether anyonechooses different one comparedwith the correct answers ； askingthe reason they pick up the rightone and let the student who pick upthe right answer explaining it to thestudents who fail to pick up thecorrect one. The teacher willKeep listening and recognizewhether the explanation is correct.21. Create a template for a lesson plan of your own，using flashcards，art andmusic.Level Elementary Age –9years oldMonth/Theme April/ Recognizethe4Nationalnames andsentences tointroduce whereare you come fromWeek Week 10Type of Class Small class （ 10-20）Teacher MaxTopic & Specific Vocabulary Topic：Where are you come fromKey words ：Japan ； Britain ；；America ；ChinaChinese ， British； Japanese ；American ， the UK, the USA Objective of Lesson 1.The students could know 4 namesof the nations ， speak and couldrecognize the national flagsrespectively2.The students could use colorfulpencil to draw the flags separately3.The children could distinguish thewords between nation and nationalpeople4.The children could sing the songWhere Are You Come From ， inwhich there are four words ：America, China， Japan and Britain.Required Materials A song ， printed flags,colorfulpencils, blank white paper Specific Process 1.Show the children the printedflags and speak the name of thecountries asking them to copy howthe children the printed flags andspeak the name of the countriesasking them to copy2.Play the song 3 times:1). Just listening2). Write down the names of thecountries3). Look at the lyrics and sing alongwith the rhythm3.Ask the children to play “CopyCat”Gamewith me: Read after me(the sentences are on the screen ofthe project)Example:- Where are you come from?- I am from China. And I am aChinese.22. Final Essay（ 300-400 words ）Variable Teaching Tools Are Necessary For Young Language LearnerThe young language learners know few vocabularies, are unable to keepconcentration over 20 minutes, and very curious. Based on these， theteachers who aim at teaching kids in kindergartens ，primary schools andyoung-kid training centers should use variable tools supporting the teachingprocess in a class. The tools like dice ， sticky ball ， graph on the whiteboard ，and painting works on papers are all good supportive items help younglanguage learners acquire the vocabularies and shape the perception of 2ndlanguage.Firstly, the variable tools make it possible to design a great varieties of games in your class. The games needs to be designed with clear and simpleinstructs ，so that kids could understand to play. In the game ， kids would be willing to follow a teacher so he/she could get the bonus if he/she behavein a right manner. The teacher could use 2-3 different games to motivate students to listen and avoid kids wandering. For example ，dice ，flashcards and sticky ball can be used for games activity in one 30-munite length class.Secondly，variable teaching tools like model of graph ，chart ，diagram ，could help students understand the connotation of geometry and mathematics.The visual tools are the better way to show logic than oral explanation. The teacher could easily teach young students about what is frequency （how often ），what is proportion and what is geometry by showthem the materials when talking.Finally，teaching tools could be beneficial for natural approach. Some tools used for visual presentation for students to watch ，to touch and even to smell, Which stimulate the perception growing as the use of tools activates multiple intellectual sections in brain. The more the sense organs engaged during the language learning process ， the better the kids could acquire a secondlanguage.Therefore, the teachers who aim at teaching young language learners should know how to use variable teaching tools to stimulate the performance of kidsin language learning process.。
深圳TESOL培训和考试须知(含广东TESOL培训和考试)
全球认可TESOL证书
TESOL证书
是一个国际通行的英语教师职业资格认证，是全 球公认的ESL（教授英语为第二语言）教师职业资格 证书，其技术水准代表了英语教学技能的国际标准。 它包括了从英语教师职业资格证书到硕士学位证书等 不同级别的课程。TESOL有效性和权威性在世界范围 内得到充分认可。 拥有TESOL证书，成为英语语言 培训领域的专家，即拥有了在世界各国从事以英语为 第二语言的教学资格。
TESOL协会成立于1966年，总部设在美国的弗吉尼亚
州。TESOL协会是世界上英语教育最权威的机构，是全球首个 推出国际英语教师资格认证体系并得到联合国认可的世界性非 政府机构。 其团体会员多是各国的权威英语教学或研究机构， 在全世界拥有分布在120多个国家。 。
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谢谢
是一个国际通行的英语教师职业资格认证，是全 球公认的ESL（教授英语为第二语言）教师职业资格 证书，其技术水准代表了英语教学技能的国际标准。 它包括了从英语教师职业资格证书到硕士学位证书等 不同级别的课程。TESOL有效性和权威性在世界范围 内得到充分认可。 拥有TESOL证书，成为英语语言 培训领域的专家，即拥有了在世界各国从事以英语为 第二语言的教学资格。
学生； 6．希望在中国从事教育工作的母语为英语的在华外籍人士.
深圳TESOL（华南地区）考试安排
考试地点: 华南TESOL考试中心(深圳市罗湖区晒布路3002号二层培智乐学教育中心)
考试时间: 2011年12月24日, 2012年3月5日(具体考试时间可能有调整，请咨询华南地区考试中 心和美国TESOL教育学会中国总部)
tesol考试大纲
tesol考试大纲TESOL（Teaching English to Speakers of Other Languages）考试是针对英语教师的专业资格考试，它旨在评估教师的英语教学能力。
TESOL考试大纲通常包括以下几个主要部分：1. 语言知识：这是TESOL考试的基础部分，考察教师对英语语言的掌握程度，包括语法、词汇、发音、语用学等。
2. 教学方法：这部分考察教师对各种教学方法的理解和应用能力，如任务型教学、交际教学法、情景教学法等。
3. 教学设计：TESOL考试会评估教师设计课程和教学活动的能力，包括教学目标的设定、教学内容的选择、教学过程的规划等。
4. 教学实施：这部分考察教师在实际教学过程中的组织、管理、引导和评估能力。
5. 学习者差异：TESOL考试大纲还包括对不同学习者需求的理解，如年龄、文化背景、学习风格等。
6. 评估与反馈：教师需要掌握如何进行有效的学生评估，并能够提供建设性的反馈。
7. 教育技术：随着科技的发展，TESOL考试也会涉及教师如何利用教育技术来辅助教学。
8. 专业发展：TESOL考试大纲还包括教师的自我反思和持续专业发展的能力。
9. 文化意识与跨文化交际：教师需要具备跨文化交际的意识和能力，理解和尊重不同文化背景的学生。
10. 法律与伦理：TESOL考试还会涉及教师在教学过程中应遵守的法律和伦理规范。
TESOL考试通常包括笔试和口试两个部分。
笔试部分主要考察教师的语言知识和教学设计能力，而口试部分则更侧重于教师的教学实施和评估能力。
为了准备TESOL考试，考生需要：- 深入学习英语语言知识，包括语法、词汇、发音等。
- 掌握并实践不同的教学方法和技巧。
- 学习如何设计和实施有效的教学活动。
- 了解不同学习者的需求和差异，以及如何适应这些差异。
- 学习如何进行学生评估和提供反馈。
- 掌握教育技术的使用，以提高教学效率和效果。
- 培养自我反思和持续学习的习惯。
- 增强跨文化交际的意识和能力。
tesol专业理解
tesol专业理解TESOL，全称是Teaching English to Speakers of Other Languages，即英语作为第二语言教学。
TESOL专业理解指的是从事英语作为第二语言（ESL）、英语作为外语（EFL）教学、研究和培训的一门学科，主要针对非英语为母语的学生或者说欲学习英语作为第二语言的人们。
TESOL专业涵盖了广泛的领域，包括语言学、心理学、教育学以及应用语言学等。
TESOL专业的学生需要了解第二语言习得理论和实践，研究和运用最新的教学方法和技术，掌握教学评估和课程设计的基本知识，还需要具备跨文化沟通和全球化视野等综合素质。
TESOL专业的内容包括但不限于以下几个方面：1. 语言学与语音学：语言学研究语言的结构、规则和使用，涵盖语音学、语法学、词汇学、语义学等方面。
TESOL专业需要了解语言学的基本理论和应用，可以帮助教师更好地掌握语言知识，并针对不同的语言特点进行教学。
2.心理学与认知学：心理学研究人类的思维、情感和行为，认知学则是心理学中的一个分支，研究人类的认知和信息处理过程。
TESOL专业需要了解不同的学习风格和学习策略，能够了解和优化学生的语言学习过程。
3.教育学：教育学研究教育的理论、方法和实践，包括课程设计、教学策略、评估和管理等方面。
TESOL专业需要了解教育学中的基本理论和应用，并运用到语言教学中，以此来设计教材和制定课程内容。
4.应用语言学：应用语言学研究语言在具体情境中的运用，包括语用学、交际学、文体学等方面。
TESOL专业需要了解语言在实际运用中的特点，并根据不同的语言背景来开发相应的教学模式。
TESOL专业的学生毕业后可以在国内外学校、语言培训机构、企业和政府部门等领域从事英语语言教学和研究工作。
此外，随着全球化的深入发展，TESOL专业所具备的跨文化沟通和全球化视野等综合素质也越来越受到需要。
tesol教学法
TESOL教学法引言TESOL（Teaching English to Speakers of Other Languages）是指给非英语为母语的学生教授英语的教学方法。
TESOL教学法是一种灵活多样的方法，旨在帮助学生提高英语语言能力，以便在各种环境中有效地与其他人交流。
本文将全面探讨TESOL教学法，包括其理论基础、教学方法和策略。
理论基础语言习得与语言学习1.语言习得是通过自然交流逐渐掌握语言的过程，类似于儿童学习母语的方式。
2.语言学习是通过有意识地学习语言知识和规则来获得语言能力。
交际法1.交际法强调以交流为中心，通过语言实际运用来促进语言习得。
2.交际法注重创造真实语境，鼓励学生主动参与交流活动。
全语言法1.全语言法认为语言应当以整个词组、短语或句子为单位来学习和教授。
2.全语言法的重点是语言的整体和上下文的理解，而不是单个词汇或语法规则。
情景教学法1.情景教学法将语言学习与学习者的现实生活场景相结合。
2.情景教学法鼓励学生在真实情境中运用语言，提高语言运用能力。
教学方法沉浸式教学法1.沉浸式教学法通过将学生置于完全用英语环境中，帮助他们更好地习得语言。
2.沉浸式教学法可以通过在英语国家学习、参加英语夏令营等方式实施。
任务型教学法1.任务型教学法注重学生的实际需求，通过完成真实的任务来提高语言能力。
2.任务型教学法鼓励学生在合作和互动中学习，提高沟通能力。
合作学习法1.合作学习法通过鼓励学生之间的合作与交流，提高他们的语言能力。
2.合作学习法可以通过小组活动、角色扮演等方式实施。
多媒体教学法1.多媒体教学法利用多媒体技术，如音频、视频等，提供丰富的语言输入和互动体验。
2.多媒体教学法可以增加学生的学习兴趣，提高学习效果。
教学策略分级教学1.分级教学根据学生的语言水平和能力，将学生划分为不同的教学组，并提供相应的教材和活动。
2.分级教学可以更好地满足学生的学习需求，提高教学效果。
内容语言综合教学1.内容语言综合教学将语言和特定学科的内容紧密结合，帮助学生在学科中学习和使用英语。
tesol考试参考答案
tesol考试参考答案TESOL考试参考答案TESOL（Teaching English to Speakers of Other Languages）是指教授英语给非英语为母语的人群的教学方法和技巧。
TESOL考试是评估教师在教授英语作为第二语言时的专业知识和能力的标准化考试。
对于想要从事英语教学工作的人来说，TESOL考试是必备的证书之一。
在TESOL考试中，有多个部分需要考生进行答题。
其中包括听力、口语、阅读和写作。
以下是对每个部分的参考答案和解析。
听力部分：1. 答案：B解析：根据录音中提到的信息，选项B是正确答案。
2. 答案：C解析：根据录音中提到的信息，选项C是正确答案。
口语部分：在口语部分，考生需要回答一些与日常生活相关的问题。
以下是一些参考答案：1. Q: What is your favorite hobby?A: My favorite hobby is reading. I enjoy getting lost in different stories and exploring new worlds through books.2. Q: How do you relax after a long day?A: After a long day, I like to relax by practicing yoga. It helps me calm my mind and release any tension in my body.阅读部分：阅读部分主要考察考生对文章的理解和推理能力。
以下是一篇文章的参考答案和解析：文章标题：The Benefits of BilingualismBilingualism, the ability to speak two languages fluently, has numerous benefits. Firstly, it enhances cognitive abilities. Studies have shown that bilingual individuals have better problem-solving skills and higher levels of creativity. This is because the brain has to constantly switch between two languages, which strengthens its ability to adapt and think critically.Secondly, bilingualism opens up a world of opportunities. In today's globalized world, being able to speak multiple languages is highly valued by employers. It increases job prospects and can lead to higher salaries. Additionally, bilingual individuals have the advantage of being able to communicate and connect with people from different cultures and backgrounds.Furthermore, bilingualism has been linked to better academic performance. Research has shown that bilingual students tend to have higher scores in subjects such as math and science. This may be due to the fact that learning a second language enhances overall cognitive abilities, which in turn improves academic performance.In conclusion, being bilingual has numerous advantages. It not only enhances cognitive abilities and opens up job opportunities, but also improves academic performance. Therefore, it is highly beneficial for individuals to learn and become fluent in multiple languages.写作部分：写作部分要求考生根据给定的题目或问题进行写作。
英国tesol专业详细介绍.doc
英国tesol专业详细介绍英国tesol专业详细介绍。
跟着来看看吧。
TESOL的全称是“Teaching English to Speakers of OtherLanguages”，译为“对外英语教学”，即对说其他语言人的英语教学，是英语教育的一种。
下面我为大家分享英国TESOL专业排名、优势、成功案例和就业前景。
一、202X英国tesol专业排名二、英国TESOL专业优势TESOL的教学目的就是教授母语为非英语的英语教学的方法和理论，提升英语教学的师资水平，其主题重在如何教英语，而非如何学英语。
TESOL证书作为一项国际英语教师的职业资格证书，TESOL已经被国际上100多个国家的8000多所学校认可。
英语教学的对象依其母语可分成两群，一群是英语是母语的人(如美国人、英国人、加拿大人)和英语非母语的人(如南美洲人、中国人、法国人)，TESOL的教学对象是第二群，TESOL教学方法特别考虑到学习者的母语和文化背景。
TEFL通常指在非英语国家教授非英语母语学生学习英语;而TESOL通常指教授那些移民到英语国家的非英语母语学生学习英语。
TESOL的教学主题是“如何教英语”而不是“如何学英语”。
取得了外语或外文学位的人不一定具备了英语教学的条件。
“英语教学”,尤其是“对外英语教学”,是一个专业,有它特别的专业知识。
TESOL证书涵盖了TEFL证书的学习内容，在世界范围内其权威性也被更加广泛认可。
三、英国TESOL专业成功案例案例一：考出雅思成绩成功申请伦敦大学学院TESOL专业姓名：Y同学本科专业：英语优势：①院校背景比较好;②均分成绩比较好;③专业背景比较好。
劣势：①进入体系的时候没有可用的雅思成绩。
申请学位：硕士意向专业：TESOL专业案例二：高质量文书成功申请爱丁堡大学TESOL专业姓名：M同学本科专业：英语优势：①院校背景不错;②均分成绩也比较高;③有相关的实习工作。
劣势：①雅思单项分数偏低;②不了解文书写作和申请流程申请学位：硕士意向专业：TESOL专业入学时间：202X年秋季四、英国TESOL专业就业前景TESOL的教师可在全球非英语系或英语系国家工作，也可在各公立或私立学校任教，端看个人的专业能力而定。
TESOL-for-Children
Telegraphic speech is the use of short words and phrases that omit unnecessary modifiers and articles in order to convey general meanings”.
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 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.
Suppose students are learning parts of the body (heart, lung, kidney, stomach and liver) in their Science class. I would have flashcards for each body part. Then I would like to ask students to put the cards in the right place on a diagram of the whole body.
tesol教学法
tesol教学法TESOL教学法全面详细教学TESOL教学法是一种专门用于英语为第二语言（ESL）和英语为外语（EFL）的教学方法。
TESOL代表了Teaching English to Speakers of Other Languages，是一种非常流行的英语教学方法。
在这篇文章中，我们将探讨TESOL教学法的各个方面。
I. 什么是TESOL- TESOL的定义：Teaching English to Speakers of Other Languages- TESOL的目标：帮助非英语母语者提高他们的英语听、说、读、写能力- TESOL的应用：主要用于ESL和EFL领域II. TESOL教学法1. 概述TESOL教学法包括以下几个方面：- 教师与学生之间互动- 学生参与度高- 以交际为中心- 以任务为导向- 多媒体技术支持2. 教师角色在TESOL教学法中，教师不再是传统意义上的“知识传授者”，而是变成了“指导者”和“管理者”。
他们需要制定课程计划、设计任务、提供反馈和评估等。
同时，他们还需要关注每个学生的需求，并根据不同的情况进行调整。
3. 学生角色在TESOL教学法中，学生是课堂的主角。
他们需要积极参与课堂活动，发表自己的意见和想法，并与其他学生进行交流。
同时，他们还需要承担一定的责任，如完成任务、准备材料等。
4. 交际为中心TESOL教学法强调交际能力的培养。
教师需要设计各种交际活动，如角色扮演、小组讨论等，以帮助学生提高英语口语和听力能力。
同时，教师还需要关注语言的真实性和功能性。
5. 任务为导向TESOL教学法以任务为导向。
教师需要设计各种任务，并指导学生完成这些任务。
这些任务可以是真实的、有意义的和具有挑战性的。
在完成任务的过程中，学生可以提高英语技能并获得成就感。
6. 多媒体技术支持TESOL教学法使用多媒体技术来支持教学活动。
这些技术包括投影仪、电脑、音频和视频设备等。
通过使用这些技术，教师可以更好地呈现课程内容，并激发学生的兴趣。
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Class: TESOL for children programmeDate: 04.20.2018Assignment 1-51.Which age group would you like to teach the most and why?●High School Age Development(14-17)1I want to teach students about subjects like economics, statistics and business-related courses. The students who age at this period have already learned English for 6-10 years, which makes the verbal-based instructions and lectures easier understood by students. Teachers who would like to give lectures about more abstract concepts which requires students the higher perception and English skills. Students meet requirement with enough English reading and writing skills can take subjects like economics, history and mathematics.●Describe the characteristics of your 3 most influential teachers throughoutchildhood.1.piano teacher Gao：She always asked me training daily and she wasvery serious about the weekly progress I made after the last course shehad given. Keep playing piano for 8 years everyday influences me alot. Gao was not a teacher with mild personality, and she was alwaysdemanding in my memory.2.Host training teacher Wei: He is the most talented teacher I had ever met.He did not talk concepts much during our one-to-one course. I recitedthe poem over and over, and he gave feedback about every word andtone. We concentrated on the feedback and made adjustments on onepiece of poem again and again. He told me if I want to get the ChinaTeenager Host Award I just needed to mimic his version of recite.There was rules for appreciation of speech sounds, but it wasunnecessary to understand. To learn pronunciation, the only thing youneed is trying your best to mimic.3.Math teacher Zhou when I was in primary school：I did not performpretty well in academics after I transferred to another school when Iwas 10. Mrs. Zhou was my math teacher in the new school，shealways encouraged me and thought I was a talented student on math. Ithen to start to have a faith in me that I actually could be excel atstudying. This faith rooted in me during my whole student period——I then really became good at math and I even chose Finance as mycollege major.What are the acronyms for TESOL，SLA，L1 and L2?●TESOL: Teaching English to Speakers of Other Languages●SLA: the second language acquisition●L1: native tongue（first language）●L2: a new/second language21 TESOL for Children Certificate，2018，Page52 TESOL for Children Certificate，2018，Page42.What is “telegraphic speech”?According to linguistics and psychology，Telegraphic Speech is the speech during the two-word stage of language acquisition in children. It has the feature of concise, direct and precise. five different type of gross motor skills not mentioned in the text.Do the same for fine motor skills.●gross motor: throwing, catching, kicking, squating, waggling arms, jumping,running, walking●fine motor: shaking hands, blinking, twisting, nodding, shaking heads, fingersposture, stamping feet, shrugging shoulder4.Which type of music and movies would you like to introduce to children of othercultures? Why?I would introduce the cartoon movies and folk music to children. The cartoons arewith positive attitude and value, which is good for shaping the value of kids. The folk music are made with simple words and contains the native culture, which is good for children to learn the culture and memory the L2 words. and describe one exercise that can be utilized for learning English involvingScience，Math, and Social Studies separately.( The answer should contain three different exercise.●Science：running is a good exercise for students to learn the relationshipamong distance, time used and the speed. The formula among these three factors could be abstract for students in class, let them run in different speed within the same distance and record the data is a good way to learn(physics).●Math：table tennis can be utilized for learning English and geometry. If youwant to get score, you need to calculate the relationship between the ball you want to strike and the white ball. Students need to speak out the color and the angle after he/she strikes the ball.●Social Studies：playing soccer can be really good exercise for socialstudies，as this sport has changing rules in different countries and period of history. Moreover, students could learn vocabularies about the verb when playing soccer and interact with team members, which involves in many knowledge about team management and teamwork cooperation.Assignment 6-8 10 vocabulary words that you think are appropriate for each of the languagedevelopment stages. (How would you introduce them to the student for learning?)●Early Childhood Development (age 5)V ocabulary: I，me，her，she，he，him（subject）| eat，drink，play，like，do（verb）I wouldExplain these words use body languages, such as pointing out myself and speak out the word”I”and “me”， then use “like” to form sentences to help kids figure out the relationship between the subjects and objective.●Elementary Age Development（ages 6-9）V ocabulary：more verbs——jump，run，sit，stand，study | more easy nouns——homework，food | a little of adjectives——happy，angry，anxious，colorVerbs：I would teach kids about verbs by movementsNouns：I would take the items and show them to kids with spelling the letters and pronouncing the vocabularies to themAdjectives: I would use face expressions to teach kids about the words expressing emotion | the colorful flashcards exchange game to teach them the color-series words.●Junior High Age Development(ages 10-13)V ocabulary：adverb——highly，slowly | comparative adjectives：easier，faster | preposition：at，with，on，in，about | nouns about direction and position: south, west, east, north ; left, right, front, behindI would teach the kids about direction and position words and relevantprepositions by the combination of the change of position between me and another students；and I would drop a piece of feather and a ball from the table to show them what do “slower””faster”mean●High School Age Development (ages 14-17)V ocabulary：complex adjectives : extraordinary，incredible，dissatisfied | clause introducer：which，where，while | longer words：economics，administration，execution，criminationI would teach children in this age by explaining the meaning and creatingsentence including these vocabularies to them.7.What is “comprehensible input”? What is“comprehensible output”？Howare they similar? How are they different？●According to the theory generated by Stephen Krashen, “comprehensibleinput”is an “intaking”second-language-learning process, in which the learner acquire the language a bit more difficult than he/she could handle at the current level(Krashen，1985 page103). “Comprehensible Output”is the theory created by Merrill K. Swain and Sharon Lapkin according to the theory of comprehensible input. It means that“we can only understand that which is paralinguistically comprehend,（TESOL Examination Syllabus，2018）”●The differences between Comprehensible Input(CI) and ComprehensibleOutput(CO) is that CI is more about reading and listening, and CO is more about writing and speaking(talking/communicating which engages other S2 speakers in a conversation)8.Are children of bilingual households at disadvantage？Why or why not?●I think children of bilingual house holds are at advantages to learn multiplelanguages. According to the concept “common underlying proficiency“ mentioned by Jim Cummins, two languages learning process involves the same part of the brain, and the different words in two language systems are stored in the same memory area of a kid, which means children living in the bilingual environment could have advantages of learning two different languages within a same time.33 TESOL Examination Syllabus，2018，page 8Assignments 9-119.What intelligence type are you？Describe your intelligence type and tell how itcan contribute to being an effective teacher？●I got: Logical-mathematical Intelligence4The logical-mathematical Intelligence are good at reasoning, recognizing patterns and logically analyze problems.“These individuals tend to think conceptually about numbers，relationships， and patterns”Because people who have advantages in logical-mathematical intelligence are good at problem-solving, thinking about abstract ideas and solving complex computation, he/she would be good at teaching math/business-related courses to high school students. As either math or economics requires teachers the ability of teaching to explain abstract concepts and formula to students with brief and logical language，a teacher with strengths in logical-mathematical intelligence would enable him/her being an effective teacher.10.Describe a classroom activity for each of the intelligence types.●Visual/Spatial LearnersThe teacher show the picture and let the students to speak out the words. And the fastest student who recognizes the vocabulary would gain some award.●Verbal/Linguistic LearnersAsk students preparing words and research the source for a specific topic.Then divide the students in two group to debate with each other in class.●Mathematical/Logical LearnersLet students to do the ligature game：divide students into two group and give each group a dice，let each group member throws the dice randomly in one round， then ask them to do the arithmetic with speed competition.●Bodily/Kinesthetic LearnersOne student to pick up a piece of paper from the box with the instruction, the rest of the students try their fast to speak out the verb/activity on the tape.●Interpersonal LearnerLet every two of students to form a little group to practice conversation then let them stand in front in class group one by one, after all of students finish talking, the teacher give the feedback of each group and indicate the best group in which the students have better understanding of sentences and words than the other groups.●Intrapersonal LearnerFind proper topic for writing an essay in a class，through which students could use dictionary to learn the vocabularies related with the topic and try to enhance their writing speed with understanding of the grammar.●Musical/RhythmicPick up a song which contains your teaching goal of vocabularies and sentence structures which you want students to learn. Play it in class 3 times.The first time let them enjoy the music without taking notes. The second time let them take notes to help memory. After the third time， ask them about the meaning，important words and grammar of the song.●NaturalistTake the biological materials into class and introduce each one by show 4 What Kind of Intelligence Do You Have?students the items. Then pick up the items randomly and ask students to name each items correctly. and describe an intelligence type that not named and described by HowardGardner.●NaturalistPeople who are strong in Naturalist intelligence have strengths in understand biological studies, work best through “show and tell” and field trips, and are better at recognizing the power of nature than people in other type of intelligence.12.How do discipline methods change and evolve for each age group？●To encourage children in different age period, teachers need to use differentialrules——not too much nor too little，which is necessary for class management and kids. Kids younger requires more clear instructions and more positive feedbacks. The teenagers group evolved less emotional rewards and positive feedback than toddlers, but a good teacher still needs to give them encourage at least once a week. Moreover, discipline means the atmosphere management in classes. Do make sure use more gross motors when teaching younger kids.13.What do you think is the most important rule for discipline that is not mentionedin the above text？●Violation of principles should be punished. I think appropriate rules ofpunishment for kids who violate the principles of teachers should be carefully designed. The punishment should make students feel fair and standable，and motivate them to correct the misbehaviors.14. Name and describe three ways that you can create a safe and shameless learningenvironment for each of the learning methods.●C all students by name. Make your pronounciation of students’ names correct.●P resent all sides of an issue. Treat all views from every students in the class asworthy of consideration. Support with a student who seems alone in anopinion. “Play the devil's advocate for a less-popular view.” Askingstudents to do some research for a viewpoint which they least agree with, andas a controller of the class you could play a role that advocate for it.●You could set students’expectations high. Make sure they would try hardenough to reach your teaching goal，while also providing the resources and support they need to successfully meet those expectation15.In your own words describe five approaches to TESOL.●Art/Music Approach：art means more about images/pictures/painting/ solidgeometry here. Both art and music tied together in brain processing by pitch, rhythm and symmetrical phrasing. Students could learn about reading easier with the tool of art, and be more accurate when mimicking the pronunciation when listening and singing a song.●Direct Based Approach/Communicative: Speak only the target language in a classwithout any mother language spoken among students and the teacher.●TPR: use the gross motor and fine motor effectively and fully to attract and keepkids’ attention in one class.●Natural Approach：make full use of sense organs to engage students themselves inthe learning. The four language skills：listening，speaking，reading andwriting，may be practiced in a set of different combined strategies. The comprehensible input helps students absorb a language better.Vocabulary Approach: “listen and repeat”, “quick peek technique”and “what’s missing”can be used in this approach. Students learn the sets of vocabularies and words in direct study or by incidental acquisition.21.Create a template for a lesson plan of your own，using flashcards，art and。