TESOL--1(1)(最新整理)

1、tesol for children program name : qi hong zhi instructor name : alexdate：2019-8-51.1 1 which age group would you like to teach the most and why? i would like to teach age group of 5-9 year olds.first ,at this age level ,the attention span and memory expands dramatically. they can talk about what the

2、y are doing and tell you about what they have done or heard. second, their own understanding comes through hands and eyes and ears. the physical world is dominant at all times.at last, young children sometimes have difficulty in knowing what is fact and what is fiction. they will simply think the te

3、acher is wonderful .1.2 what are the acronyms for tesol , sla,l1 and l2? tesol：teaching english to speakers of other languages. sla: the second language acquisition.l1: first language. l2: second language.2. what is “telegraphic speech?”telegraphic speech is the use of short words and phrases that o

4、mit unnecessary modifiers and articles n order to conveygeneral meanings.3. name five different types of gross motor skills not mentioned in the text. do the same for fine motor skills.gross motor skills:swimming, walking, weightlifting, playing football, boxing. fine motor skills:playing the piano,

5、 typing, knitting, embroidering, drawing.4. which type of music and movies would you like to introduce to children of other culture? why?i would like to introduce the chants for children. all children love rhymes and like to repeat them again and again. rhymes are repetitive, they have natural rhyth

6、m and they have an element of fun, of playing with the language.the dentist(i love coffee. i love tea. i hate the dentist andthe dentist hates me.)about movies, i will introducetangled，this is a romantic story of princess and prince.5. name and describe one exercise that can be utilized for learning

7、 english involving science,math,and social studies separately.(the answer should contain three different exercises.)science：fishing game:put a magnet on the small cards,and make afishing sticker with a big magnet. use the attraction of the magnet, fish the correct card under teachers instructions.ma

8、th：count how many.:prepare many colors blocks, and letstudents count how many yellow blocks,how many red blocks, students will count and answer you.teacher also can ask about addition,like how many red and yellow blocks together.social:i can grow a flower:bring students to community and grow flowers

9、.prepare some seeds and bulbs,shovels to teach studentshow to grow a flower.and tell them that everyone should protect our environment by plant more flowers and tree.6. name 10 vocabulary words that you think are appropriate for each of the language development stages.( how would youintroduce them t

10、o the students for learning？）the silent stage:vocabulary words: cat,dog,bird,red,yellow,blue,run,jump,one,two,three.teacher can introduce them by gestures,like 1、2、3,physicalaction,like jump、run、walk，material objects or pictures for cat、dog、bird.the early production stage：vocabulary words:red cat,wh

11、ite dog,blue bird,two eyes,one nose,ten fingers,green frog,big head,small eyes,red apple.teacher can introduce them by pictures and ask questions,like how many eyes do you have.the speech emergence stage:vocabulary words:i can jump.i like red.i am tom.i love my family. i want to go to the zoo.she is

12、 may. i love you,mum.its sunny.my favourite food is pizza. the bird is red.teacher can introduce with cards or songs,chants.likehow is the heather:how is the weather？its sunny,its rainy,itscloudy.intermediate fluency:vocabulary words:how are you？ how is the weather today?what is your name?what is th

13、is?what is your favourite food？ who is she？who is he? what color is your hair? how old are you? how much is your dress?teacher can introduce through a story,and ask some question,let students guess the meaning.the advanced proficiency stage:vocabulary words:they are able to learn some idioms and sla

14、ngs.such as:god closed a door,but he will open a window. its raining cats and dogs.you jump,i jump. no pain,no gain.never put off till tomorrow what you can do today. to feel under the weather.come rain or shine. drive you crazy.one is never too late to learn.7. what is “comprehensible input”? what

15、is “comprehensible output”? how are they similar?how are they different ?according to the theory generated by stephen krashen, “comprehensible input” 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 cur

16、rent level.“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.similarity:both of the theories enhance previous knowledge and improve the a

17、bilities of students to comprehend the language and speak it out fluently.they are related and essential ways of learning l2.difference: comprehensible input is learners are intaking new knowledge from the outside or others,like teachers, friends or family members while comprehensible output is appl

18、ying knowledges they have learned and give it out together with the new idea.8. are children of bilingual households at a disadvantage?why or why not?no, it is not a disadvantage.instead, children of bilingual households are at many advantages.it will make the childrens brain more flexible if childr

19、en learn a second language ,they need to change the language for different environments.children have a great absorbing ability for everything.children of bilingual households also can learn more foreign cultures and resource.9. what intelligence type are you?describe your intelligence type and tell

20、 how it can contribute to being an effective teacher.i am a musical intelligence type.i love music ,i can play piano,ukulele.in my class,i would like to share many great songs,and sometime i also make up some songs by myself for teaching.its easier to teach students by music or chant.music always ma

21、ke you happy and relax.10. describe a classroom activity for each of the intelligence types. visual/spatial learners are extremely imaginative andcreative.one classroom activity for visual learners can be using of pictures,maps,flashcards.for example,show students the new words by flashcards,and pra

22、ctice by many games.flashing cards,west cowboy,big wind blows. verbal/linguistic learners are excellent speakers andlisteners.one classroom activity for verbal learners can be tell a story by some keywords.mathematical/logicalspot the differences of two pictures.bodily/kinestheticthis type of learni

23、ng combines physical movements with language responses.spider game,use body parts to touch the cards and try to touch more.interpersonallearnersthis type of learners prefer to learn in groups. the game four corners of debate is an activity that students can discuss and learn together.intrapersonalin

24、trapersonalintelligencestudentslikelearning alone.teacher can make an english corner in the classroom.musical/rhythmicmusical intelligence students work best while listening to music.use songs to teach is a good activity.naturalist learnersnaturalist intelligence students understand biological studi

25、es,they work best through “show and tell”and field trips.teacher takes the students to a nature environment like sea parks, museum is the better way to learn knowledge about nature.students are born in curiosity,so they arewilling to learn and explore nature by themselves.11. name and describe an in

26、telligence type that was not name and described by howard gardner.existential intelligence. this group of people have the characters like they have a incredible sense in spirit, they believe in and inspire themselves by spirit,and they do not mind being alone,on the contrary,they trust in spiritual

27、things and amuse themselves anytime,have faith in “after i die, my spirit comes back or goes to the heaven or travels in the fourth- dimensional space.”12. how do discipline methods change and evolve for each age group?adequate discipline in childhood,not too much and not to little,is necessary for

28、the child to lead an organized and easier life into adulthood.in early childhood development,we can use stickers or toys for awarding ,and time out chair to remove the naughty one for punishment.in elementary age development,the chance to be a monitor is a good way to award,free homework is good too

29、. punishment canbe more homework or ask parents .in junior high age development,ask parents for positive or negative comments is better.high school age development ,award or certificate is great choice.14. name and describe three ways that you can create a safe and shameless learning environment for

30、 each of the learning methods.a good way to do this is by making circle time,during circle time,teacher and students have the chance to gather everybody together, face to face,get to know each other,to make everyone feels equal,teacher should make eye contact to everybody and make sure they feel com

31、fortable.teacher can tell students “its alright to make mistakes,everybody makes mistakes.”they normally more willing to talk freely.it is important for the teacher to relay the correct answer when the child makes a mistake. for example,when the student says,“i go to park”,the teacher replies“oh,you

32、 want to go to thepark” ! the student gets the correct idea without theembarrassment of an over correction.repetition is a positive method for memorization.the method encourages the class to repeat the words many times within a limited time,they will know they are speaking the right words,so it will

33、 clear their confusion and say it out loudly without fear.present a statement.ask students to do the research of the statement and make their own decision about the statement. teacher shows respect to all the opinions from every student in the class, treat all the views as worthy of consideration,su

34、pport all possible points of the issue,make sure the activity is not a competition, everyone is winner.15. in your own words describe five approaches to tesol. direct approach:teacher only speak the target language in class, and use real objects like pictures, flash cards,gestures,facial expressions

35、 to explain the meaning of the words or sentences.tpr：total physical response will attract the attention of children in class,the students can response with body movements instead of forcing them to speak.the steps in tpr are:1. teacher says command and performs the action.2. teacher says command an

36、d both teacher and students perform the action.3. teacher says command,students perform action.4. teacher tells one student to perform action.5. reverse the roles or students give each other commands. rassias methodthe method sets “create a nurturing learning atmosphere,make everybody feel comfortable, encourage everyone participates and free expression from the very first day ”as the teaching target.therefore,comfortable environment where