TESOL-for-Children培訓(xùn)講學(xué)

1、TESOLforChildren,ReadingAssignments.AnswersfromaTESOLstudent.+Whichagegroupwouldyouliketoteachthemostandwhy?Iliketoteachages2-5most,becauseIamapatientperson.Childrenofthisagegroupneedmorepatiencethanotheragegroups.Describethecharacteristicsofyour3mostinfluentialteachersthroughoutchildhood.Myelementa

2、ryEnglishteacheralwaysgivesstudentsencouragement;myelementaryartteacherpossessesagreatpassionforhiswork;andmyjuniorhighschoolhistoryteacherisaknowledgeablepersonwhohassenseofhumor.WhatdotheacronymsTESOL,SLA,L1andL2standfor?TESOLstandsforTeachingEnglishtoSpeakersofOtherLanguages.SLAstandsforSecondLan

3、guageAcquisition.L1representsfirstlanguage,andL2representssecondlanguage.Whatis“telegraphicspeech?”Telegraphicspeechistheuseofshortwordsandphrasesthatomitunnecessarymodifiersandarticlesinordertoconveygeneralmeanings”.Namefivedifferenttypesofgrossmotorskillsnotmentionedinthetext.Dothesameforfinemotor

4、skills.Grossmotorskillsincludekicking,crawling,skipping,liftingandthrowingaball.Finemotorskillsinvolvefolding,drawing,washing,wipingandzippingup.Whichtypeofmusicandmovieswouldyouliketointroducetochildrenofothercultures?Why?Iwouldliketointroducewell-knownEnglishfolkmusic,andmoviesaboutfolkculture,bec

5、ausetheywouldhelpchildrendevelopaglobalview.NameanddescribeoneexercisethatcanbeutilizedforlearningEnglishinvolvingScience,Math,andSocialStudiesseparately.(Theanswershouldcontainthreedifferentexercises)Supposestudentsarelearningpartsofthebody(heart,lung,kidney,stomachandliver)intheirScienceclass.Iwou

6、ldhaveflashcardsforeachbodypart.ThenIwouldliketoaskstudentstoputthecardsintherightplaceonadiagramofthewholebody.SupposeelementarystudentsarereviewingadditionandsubtractionintheirMathclass.Iwouldmakeupasituationinwhichstudentsareaskedtoshopinagrocerystore.Onestudentsplayssalesclerkandtheotherplaysthe

7、roleofashopper.Theshopperisgivensmallbillsandcoinstobuyatmosttwoproducts;moreover,theconversationbetweenthetworolesisguided.Whentheyfinishtrading,theyhavetodoublecheckiftheyeachhavetherightamountmoney.InthePsychologyclass,theteacherdirectsstudenttomakeupaguidedstoryaboutadrawingpostedontheboard.Thed

8、rawingshowsaboysittinginthefrontofhishouse;heisbowingsowecantseehisfaceclearly.Asthisisaguidedwritingexerciset,hestoryshouldincludeanswerstofollowingquestions:Whatishedoing?Whyheissittinghere?WhatshisfacialexpresName10vocabularywordsthatyouthinkareappropriateforeachofthelanguagedevelopmentstages.(Ho

9、wwouldyouintroducethemtothestudentsforlearning?)A. Thesilentorreproductivestage:Fish,dog,egg,cake,window,table,book,pencil,bag,play,three,yellow.TeachingthesewordsthroughTPRandrepetition.B. Theearlyproductionstage:Threefishes,abigdog,ahotegg,yummycake,cleanwindow,onthetable,readabook,sharperpencils,

10、putonabag,playgames,right(left)hand(leg),yellowcars.Buildvocabularybyusingrealobjects,pictures,graphsandcharts,providelisteningactivitiesandaskY/N,either/orquestions.C. Thespeechemergencestage:Therearethreefishesinthepond.Thebigdogisbarkinginthegarden.Mummygivesmeahotegg.Iamhungry;Iwanttoeatcakes,Ih

11、elpedmyparentstocleanthewindowyesterday.Ilikereadingbooks.Tomwritesexercisebookwithhislefthand.Ienjoyplayinggamesintheclass.Theskylookssobeautiful.Letsgotothepark.MayIgotothewashroom?Encouragestudentstoreadshorttextfromthebookandwriteguidelyunderthehelpofteacher.Riddlelike“Howmanylipsdoeveryone-“has

12、T?ulips”.D. Intermediatefluency:Teachingtransitionwords,idioms,jokesandgrammar.Because,as,moreover,Inadditionto,however,firstly,secondly,Sfcly,whileinawayofdoing,IfIwereyou,Iwould.IwishIcouldMaryisastallashersisteris.Idiomlikes“Livingwithoutanaimislikesailingwithoutacom-pJoahssn.RuskinJokelikeHt“oOt

13、eacher:whatsthechemicalformulaforwater?student:H-I-J-K-L-M-N-Oteacher:whatareyousaying?student:yesterdayyousaidit'sHtoO”.Whatis“comprehensibleinpuWtha”t?is“comprehensibleoutput”?Howaretheysimilar?Hoaretheydifferent?Comprehensibleinputdenotesthatlearneracquirelanguagebyintakingandunderstandinglan

14、guagethatisalittlebeyondtheircurrentlevelofcompetence.Inotherwords,learnersmovefromitoi+1byunderstandinginputcontainsi+1.ComprehensibleoutputmeansstudentshaveachancetopracticelanguageattheirlevelofEnglishlanguagecompetency.Secondlanguagelearnersareintakingnewknowledgeforcomprehensibleinputwhiletheya

15、reperformingandapplyingknowledgetheyhavelearnedforcomprehensibleoutput.Theyarebothessentialandcomplementarywaysoflearningsecondlanguage.Arechildrenofbilingualhouseholdsatadisadvantages?Whyorwhynot?No,theyarenot.Instead,childrenofbilingualhouseholdsareatmanyadvantages.Thebilingualchildrenareabletocom

16、municatewithforeignerseffectivelyandindependentlywhentheytravel,workorstudyabroad.Moreover,learningtwoormorelanguagesgiverisetoaccessmoreinformationresources.Theycanreadabookorlistentoasongintheoriginallanguagewhichbringsthemtotallydifferentexperiencefromreadingandhearingthetranslation.Inaddition,re

17、searchshowsthatbilingualchildrenperformgreatstory-tellingskills;also,theypossesshigherIQthanmonolingualchildren.Whatintelligencetypeareyou?Describeyourintelligencetypeandtellhowitcancontributetobeinganeffectiveteacher?Iamatypeofmusicalintelligence,asIcanremembermostofrhythmeasilyandsingthemwellafter

18、Iheardthesongjustforfewtimes.Icanusemusictoteachstudentsletters,shapes,numbers,cultureandanyotherconcept.Moreover,Icanusemusictoenhancegamesandtopreparechildrenfornaptime.A“musicsmart”teachernotcohnilydrheenlptosenhancetheircognitiveskills,butalsoprovidesstudentswithapleasureandjoyfullearningenviron

19、mentintheclass.Describeaclassroomactivityforeachoftheintelligencetypes.StudentsofLinguisticintelligencetypearegoodattellingstories.Teachercanhaveonestudentsittinginfrontoftheclassandtellstories.Also,heorshecanmakeupstorieswithstudents.Iwouldintroducetheexercisecalledputtingthingsinordertological-mat

20、hematicalintelligence.Studentsofthisgrouparegivenanamountofpictureswhichillustrateatext.Thepicturesareputintodisorderedsothatstudentsneedtoputthemintherightorderastheylistentothetext(LongmankeystolanguageteachingP25).“PictureSmart”studentssuaitraebleforplayingPictionarygame.Teachergroupstudentsintot

21、woteamsandshowoneteammemberaflashcard.Thatmemberthendrawstheflashcardpictureontheboard.Thestudentwhocallsfirstgetsapoint.Thestudentof“bodysmart”aregoodattalkingwiththeirhands,thereforeIwouldliketohavethemplayagamecalledCharades.Thewholeclassisdividedintotwoteams.Teachershowsaflashcardtobothstudentsf

22、romeachteamandtheyactitout.Thefirstteamtoguessthecorrectwordgetsapoint.Musicalintelligenceenjoyssongsverywell.Playingorsingingsongsmakethemfeelhappy.Iwillhelpthemtopickdifferentkindsofsongs,includinganimalsongs,eventsongs,countingsongs,naptimesongsandsoon.Studentsfrominterpersonalintelligenceenjoyco

23、nversationwithothers.CircletimeisagoodwayofGroupstudentsintoanumberof4-8.Theyalsohaveaspecifictopiclike“Whichstoryboolikebest?Whichonedoyoulikeleast?”Intrapersonalintelligencestudentshavetheirownword,andtheyareeasilytogetintoabook.Therefore,silentreadingismoresuitableforthemthanotherintelligencegrou

24、ps.TeachercanbuildanEnglishcornerandaskstudentstobringtheirfeverousstorybooksfromhome,sothereisalibraryopenfreelytotheclass.“Naturesmart”studentsaremorewillingtolearninanatureenvironmentlikeparks,mountainandmuseum.Soteachercanorganizemorecampingactivitieswhichhelpstudentstoexplorenaturebythemselves.

25、NameanddescribeanintelligencetypethatwasnotnamedanddescribedbyHowardGardner.The9thintelligencetypeisExistentialIntelligence;peopleinthisgrouphavecharacterizedasfollowing:AnuncannysenseofspiritualconceptsAskingquestionsthatappear'beyondtheiryears'ExpressingconcernforothersPossessinganundersta

26、ndingofglobalissuesNotmindingbeingaloneforlongperiodsoftimeAbletoamusethemselveswhentheyarealoneHowdodisciplinemethodschangeandevolveforeachagegroup?Apunishmentmethodtellsstudentswhatnottodobywarningthemthereareunwantedresultsfollowedbytheirbadbehavior.Forexample,anelementaryschoolstudentwholitterev

27、erywheremaybekeptbehindtocleantheclassroomwhenschooldayisover.Olderstudentsmayberequiredtowriteextrapaperwork,promisingtokeepclassroomcleaninthefuture.Alotofschoolalsoinformparentsaboutmoreseriousbehavior.Itisequallyimportanttorewardgoodbehavior.Forelementaryschoolstudents,teacheroftenusestickersors

28、amplestorewardstudentsforgettinggoodmarks,beingfriendlywithclassmatesandfollowingclassrules.Theassertivedisciplinemethodhascombinationsofpunishmentandincentiveswhichencourageteacherstosetupfiverulesintheclass.Itisbettertoexpressrulesinapositiveways.“Beingfriendlyandyourclassmates”insteadof“Dontswear

29、atorfightwithyourclassmates”.Studforfollowingrulesandpunishedforbreakingrules.Disciplinewithdignitystatesthattheconsequenceassociatedwithbadbehaviorcanbedeterminedbybothstudentandteacher.Forinstance,ifastudentdidnhtandinhisassignmentformanytimes,hemightbeofferedthreeoptions:extrawritingassignment,cl

30、eanthewholeclassroomorcallparents.Whatdoyouthinkisthemostimportantrulefordisciplinethatisnotmentionedintheabovetext?Thepunishmentmethodnotmentionedinthetextisasimportantasrewardingmethod.Studentsmayplacerestrictiononthemselvesastheyknowtherewillbeanunwantedconsequencefollowedbytheirbadbehavior.Ifast

31、udentconsistentlymakesnoiseintheclass,heorshemightbeaskedtositonatime-outchairorreadabookatthecorneroftheclassroom.Nameanddescribethreewaysthatyoucancreateasafeandshamelesslearningenvironmentforeachofthelearningmethods.Duringthecircletime,studentsaresittinginacircleallowingeveryonetofacetoface;Tomak

32、estudentsfeelmoreequal,teachershouldsitonthesamechairandmakesureeveryonefeelscomfortable.Asateacher,Ihavetorespectmystudentsandberealisticabouttheirabilities.Also,Ineedtotellthem“ItsOktomakemistakeswhenwelearnanewlanguage”.Forestudentssay,“Igotowashroom”,Iwouldreplytothem“Ok,youneedtogotowInashrooth

33、isway,studentsdonotfearmakingmistakes.Dontangrywithmisbehaviorstudents,buttalktothemnicelyandfirmly.Moreover,letstudentshavenoncompetitiveactivitiesandmakethemfeeleveryoneisthewinnerwhentheyarelearningsecondlanguage.InyourownwordsdescribefourapproachestoTESOL.TheRassiasmethod,developedbyJohnRassiasofDartmouthCollegeintroducesdramatictechniques,rhythmicdrills