you jump i jump

TESOLforChildrenProgram

Name:QiHongZhi

InstructorName:Alex

Date：2019-8-5

1.1Whichagegroupwouldyouliketoteachthemostand

why

Iwouldliketoteachagegroupof5-9yearolds.

First,atthisagelevel,theattentionspanandmemory

ntalkaboutwhattheyare

doingandtellyouaboutwhattheyhavedoneorheard.

Second,theirownunderstandingcomesthroughhandsand

sicalworldisdominantatalltimes.

Atlast,Youngchildrensometimeshavedifficultyin

llsimply

thinktheteacheriswonderful.

WhataretheacronymsforTESOL,SLA,L1andL2

TESOL：TeachingEnglishtospeakersofOtherLanguages.

SLA:theSecondLanguageAcquisition.

L1:firstlanguage.

L2:condlanguage.

“telegraphicspeech”

Telegraphicspeechistheuofshortwordsandphras

thatomitunnecessarymodifiersandarticlesnorderto

conveygeneralmeanings.

vedifferenttypesofgrossmotorskillsnot

ameforfinemotorskills.

Grossmotorskills:

swimming,walking,weightlifting,playingfootball,

boxing.

Finemotorskills:

Playingthepiano,typing,knitting,embroidering,

drawing.

ypeofmusicandmovieswouldyouliketo

introducetochildrenofothercultureWhy

childrenloverhymesandliketorepeatthemagainand

arerepetitive,theyhavenaturalrhythmand

theyhaveanelementoffun,ofplayingwiththelanguage.

《Thedentist》(he

dentistandthedentisthatesme.)

Aboutmovies,Iwillintroduce《Tangled》，thisisa

romanticstoryofprincessandprince.

ddescribeoneexercithatcanbeutilizedfor

learningEnglishinvolvingScience,Math,andSocial

Studiesparately.(Theanswershouldcontainthree

differentexercis.)

Science：

《fishinggame》:Putamagnetonthesmallcards,andmake

attraction

ofthemagnet,fishthecorrectcardunderteacher’s

instructions.

Math：

《counthowmany...》:Preparemanycolorsblocks,andlet

studentscounthowmanyyellowblocks,howmanyredblocks,

studentswillcountandansweralsocanaskabout

addition,likehowmanyredandyellowblockstogether.

Social:

《Icangrowaflower》:Bringstudentstocommunityand

growsomeedsandbulbs,shovelstoteachstudentshow

togrowatellthemthateveryoneshouldprotectour

environmentbyplantmoreflowersandtree.

10vocabularywordsthatyouthinkareappropriate

foreachofthelanguagedevelopmentstages.(Howwould

youintroducethemtothestudentsforlearning）

①TheSilentStage:

Vocabularywords:

cat,dog,bird,red,yellow,blue,run,jump,one,two,three.

Teachercanintroducethembygestures,like1、2、

3,physicalaction,likejump、run、walk，materialobjects

orpicturesforcat、dog、bird.

②TheEarlyProductionStage：

Vocabularywords:

redcat,whitedog,bluebird,twoeyes,oneno,

tenfingers,greenfrog,bighead,smalleyes,redapple.

Teachercanintroducethembypicturesandask

questions,likehowmanyeyesdoyouhave.

③TheSpeechEmergenceStage:

Vocabularywords:

yfamily.

ou,mum.

It’disred.

Teachercanintroducewithcardsorsongs,《Howisthe

heather》:HowistheweatherIt’ssunny,It’srainy,It’s

cloudy.

④IntermediateFluency:

Vocabularywords:

HowareyouHowistheweathertodayWhatisyourname

WhatisthisWhatisyourfavouritefoodWhoisshe

WhoisheWhatcolorisyourhairHowoldareyou

Howmuchisyourdress

Teachercanintroducethroughastory,andasksome

question,letstudentsguessthemeaning.

⑤TheAdvancedProficiencyStage:

Vocabularywords:Theyareabletolearnsomeidiomsand

as:

Godclodadoor,buthewillopenawindow.

It’srainingcatsanddogs.

Youjump,Ijump.

Nopain,nogain.

Neverputofftilltomorrowwhatyoucandotoday.

Tofeelundertheweather.

Comerainorshine.

Driveyoucrazy.

Oneisnevertoolatetolearn.

“comprehensibleinput”Whatis

“comprehensibleoutput”HowaretheysimilarHoware

theydifferent

AccordingtothetheorygeneratedbyStephen

Krashen,“comprehensibleinput”isan“intaking”

cond-language-learningprocess,inwhichthelearner

acquirethelanguageabitmoredifficultthanhe/she

couldhandleatthecurrentlevel.

“ComprehensibleOutput”isthetheorycreatedby

ndSharonLapkinaccordingtothe

sthat“wecan

onlyunderstandthatwhichisparalinguistically

comprehend.

Similarity:Bothofthetheorienhanceprevious

knowledgeandimprovetheabilitiesofstudentsto

comprehendthelanguageandspeakitoutarerelatedand

esntialwaysoflearningL2.

Difference:comprehensibleinputislearnersare

intakingnewknowledgefromtheoutsideorothers,like

teachers,friendsorfamilymemberswhile

comprehensibleoutputisapplyingknowledgestheyhave

learnedandgiveitouttogetherwiththenewidea.

childrenofbilingualhouholdsatadisadvantageWhy

orwhynot

No,itisnota,childrenofbilingualhouholdsare

atmanyadvantages.

Itwillmakethechildren’sbrainmoreflexibleif

childrenlearnacondlanguage,theyneedtochange

thelanguagefordifferenthaveagreatabsorbing

abilityforeverything.

Childrenofbilingualhouholdsalsocanlearnmore

foreignculturesandresource.

telligencetypeareyouDescribeyour

intelligencetypeandtellhowitcancontributetobeing

aneffectiveteacher.

Iamamusicalintelligencelovemusic,Icanplay

piano,myclass,iwouldliketosharemanygreat

songs,andsometimeIalsomakeupsomesongsbymylf

for’asiertoteachstudentsbymusicoralways

makeyouhappyandrelax.

aclassroomactivityforeachoftheintelligencetypes.

①Visual/SpatialLearnersareextremelyimaginative

andcreative.

Oneclassroomactivityforvisuallearnerscanbe

usingofpictures,maps,flashcards.

Forexample,showstudentsthenewwordsby

flashcards,andpracticebymanycards,west

cowboy,bigwindblows...

②Verbal/LinguisticLearnersareexcellentspeakers

andlisteners.

Oneclassroomactivityforverballearnerscanbetell

astorybysomekeywords.

③Mathematical/Logical

spotthedifferencesoftwopictures.

④Bodily/Kinesthetic

Thistypeoflearningcombinesphysicalmovementswith

languagerespons.

Spidergame,ubodypartstotouchthecardsandtry

totouchmore.

⑤InterpersonalLearners

gamefourcornersofdebateisanactivitythatstudents

candiscussandlearntogether.

⑥Intrapersonal

Intrapersonalintelligencestudentslikelearning

canmakeanEnglishcornerintheclassroom.

⑦Musical/Rhythmic

Musicalintelligencestudentsworkbestwhile

listeningtosongstoteachisagoodactivity.

⑧NaturalistLearners

Naturalistintelligencestudentsunderstand

biologicalstudies,theyworkbestthrough“showand

tell”andfieldtakesthestudentstoanature

environmentlikeaparks,muumisthebetterway

tolearnknowledgeaboutarebornincuriosity,sothey

arewillingtolearnandexplorenaturebythemlves.

anddescribeanintelligencetypethatwasnotnameand

describedbyHowardGardner.

oupofpeoplehavethe

charactersliketheyhaveaincredibleninspirit,

theybelieveinandinspirethemlvesbyspirit,andthey

donotmindbeingalone,onthecontrary,theytrustin

spiritualthingsandamuthemlvesanytime,havefaith

in“afterIdie,myspiritcomesbackorgoestothe

heavenortravelsinthefourth-dimensionalspace.”

isciplinemethodschangeandevolveforeach

agegroup

Adequatedisciplineinchildhood,nottoomuchandnotto

little,isnecessaryforthechildtoleadanorganized

andeasierlifeintoadulthood.

Inearlychildhooddevelopment,wecanustickersor

toysforawarding,andtimeoutchairtoremovethe

naughtyoneforpunishment.

Inelementaryagedevelopment,thechancetobeamonitor

isagoodwaytoaward,freehomeworkisgoodtoo.

Punishmentcanbemorehomeworkoraskparents.

Injuniorhighagedevelopment,askparentsforpositive

ornegativecommentsisbetter.

Highschoolagedevelopment,awardorcertificateis

greatchoice.

anddescribethreewaysthatyoucancreateasafeand

shamelesslearningenvironmentforeachofthelearning

methods.

Agoodwaytodothisisbymakingcircletime,during

circletime,teacherandstudentshavethechancetogather

everybodytogether,facetoface,gettoknoweachother,to

makeeveryonefeelqual,teachershouldmakeeyecontact

toeverybodyandmakesuretheyfeelcantellstudents

“it’salrighttomakemistakes,everybodymakes

mistakes.”Theynormallymorewillingtotalkfreely.

Itisimportantfortheteachertorelaythecorrectanswer

mple,whenthe

studentsays,“Igotopark”,theteacherreplies“Oh,you

wanttogotothepark”!thestudentgetsthecorrectidea

withouttheembarrassmentofanovercorrection.

Repetitionisapositivemethodformethodencourages

theclasstorepeatthewordsmanytimeswithinalimited

time,theywillknowtheyarespeakingtherightwords,so

itwillcleartheirconfusionandsayitoutloudlywithout

fear.

Prentastudentstodotherearchofthestatement

r

showsrespecttoalltheopinionsfromeverystudentin

theclass,treatalltheviewsasworthyof

consideration,supportallpossiblepointsofthe

issue,makesuretheactivityisnotacompetition,

everyoneiswinner.

ownwordsdescribefiveapproachestoTESOL.

DirectApproach:

Teacheronlyspeakthetargetlanguageinclass,andu

realobjectslikepictures,flash

cards,gestures,facialexpressionstoexplainthe

meaningofthewordsorntences.

TPR：

TotalPhysicalResponwillattracttheattentionof

childreninclass,thestudentscanresponwithbody

movementsinsteadofforcingthemtostepsinTPRare:

rsayscommandandperformstheaction.

rsayscommandandbothteacherandstudents

performtheaction.

rsayscommand,studentsperformaction.

rtellsonestudenttoperformaction.

etherolesorstudentsgiveeachother

commands.

Rassia’sMethod

Themethodts“createanurturinglearning

atmosphere,makeeverybodyfeelcomfortable,encourage

everyoneparticipatesandfreeexpressionfromthevery

firstday”astheteaching,comfortableenvironment

wherebuildstheconfidenceofstudents,andmaking

mistakesareacceptableisapositivemethodfor

learning.

TheCommunicativeApproach

Teachershouldpreparea“real-life”situationto

practicewithstudentsandfocusonfunctionsoftarget

thestudentsingroupsandpairstodo

the“real-life”dialoguesuchashowtoasktoway.

Art/MusicalApproach：

Usingdrawing/painting/

example,teachercanshowasong，andstudentswilllearn

thewordsandntencesbylearningthelyrics.