Table of Contents
Submission Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Getting Creative in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 TESOL Age Categories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Overview of Second Language Acquisition and Teaching Levels . . . . . . . . . . . . . . . . . 6 Learning Styles for Different Intelligence Types . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Discipline in the Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Teaching Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Lesson Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Class Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Teacher Resources on the Net . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Assignments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Assignment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39日期的英文表达
TESOL for Children Cour E-Book
池鱼之殃Submission Guidelines
Assignments are to be submitted and graded according to the following guidelines:
Grading Schedule
Assignments are graded on the next business day from when they are received. Sunday will be the only day that work will not be graded. Therefore, all assignments submitted on Saturday and Sunday (EST) will be graded and reviewed on Monday. All major holidays such as Thanksgiving, Christmas and New Year’s Day will be the exception. Grades
One half of a point is deducted for misspelled words.
Major grammatical errors will result in three deducted points.
Any average above 70 is considered a passing grade.
Your exact score for this cour will not be reflected on the certificate.
Resubmission
Work may be resubmitted one time.
Depth and Scope of Assignments
Questions requiring a short respon should be typed in paragraph form in 2-4 ntences, and key terms must be identified.
each.
You may paraphra or directly quote from the text or outside sources as long as you cite the source and page number.
Students must demonstrate fluency in English in their answers. As stated on our website, American TESOL recommends that non-native English speakers have a 550 TOEFL score (220 CBT) or an IELTS score of 6.0 to enable them to successfully complete an online or in-class American TESOL certification.
The final essay should be 1-3 pages.
Assignments should be about 2-3 paragraphs in length, which consist of about 4-5 ntences A lways u a backup source to save your or internet malfunctions.assignments for protection in ca of computer
English Competency
Backup
八拜之交H
Assignments:
________________________________________________________________________ Which age group would you like to teach the most and why?
________________________________________________________________________ Describe the characteristics of your 3 most influential teachers throughout childhood.
________________________________________________________________________ What are the acronyms for TESOL, SLA, L1 and L2?
________________________________________________________________________ What is “telegraphic speech?”
________________________________________________________________________ Name five different types of gross motor skills not mentioned in the text.
Do the same for fine motor skills.
________________________________________________________________________ Which type of music and movies would you like to introduce to children
of other cultures? Why?
________________________________________________________________________ Name and describe one exerci that can be utilized for learning English
involving Science, Math, and Social Studies parately. (The answer should
contain three different exercis.)
GETTING CREATIVE IN THE CLASSROOM
One of the best times to teach someone a new skill, including a new language, is
in the early development stages of childhood education. In TESOL (Teaching English to Speakers of Other Languages), the cond language acquisition (SLA) process functions best in the mind of a child. Rather than teaching a whole new t of rules for grammar, punctuation, structure and speech, young students are often able to learn a new language (cond language or L2) as easily as their native tongue (first language or L1).
皮皮虾怎么清洗For tho students who move to the United States from other parts of the world,
there are ESL (English as a Second Language) programs available in public and private schools. Teachers are trained to work with students at many different levels of development. One of the main goals of ESL education is to help students develop confidence in their verbal and written skills. Rather than feeling isolated by a language barrier, students involved in ESL education programs tend to develop a n of community in a rather short period of time.
关于勤俭节约的名言警句
断桥是否下过雪In recent times, teachers have become rather creative in their ESL lesson plans.
Rather than boring students with traditional spelling tests, grammar quizzes and
essay writing assignments, teachers are using music, art and even theater to
relate lesson plans to students from all over the world. One ESL
teacher provides her class with refrigerator magnets featuring English
words and lets the students create poetry with them.
One of the most popular teaching tools for young ESL students is a list of
commonly ud words called "Dolch sight words." The words appear in more中国红酒品牌
than 50 percent of the children’s books on the market today. Many lesson plans incorporate the u of the words in creative ways. The lesson plans help
轮胎动平衡的作用
students learn to recognize popular words by sight develop a rudimentary English vocabulary.
TESOL AGE CATEGORIES
Early Childhood Development
Toddler
Children of this age range are mainly using language and refraining
from using crying to communicate. Telegraphic speech is emerging at this point. Telegraphic speech is the u of short words and phras that omit unnecessary modifiers and articles in order to convey general meanings. For
example, the child would say “cat gone” in place of “the cat is gone.”
Age 5
The attention span and memory of this group expands dramatically.
Newly incread logical abilities lay the groundwork for classification
and discrimination. “Learning to Learn” is the key.
Elementary Age Development
Ages 6-9
Children at this age are developing skills. Gross motor skills are movements that involve the body as a whole such as jumping, hopping and running. Fine motor skills are movements that occur between the eye and the hands (particularly the fingers) in such activities as writing, cutting and pasting. Students also develop recognition skills (the basis of mathematical, reading and writing skills) and social skills (for example, the sharing of toys is easier). Also, they will begin to pinpoint objects or reasons behind their distress, and they can easily relay this information to others and begin to cope with feelings of paration and anger.
Junior High Age Development
Ages 10-13
Children begin to communicate in a clear stream of consciousness. They have a more developed ability to apply coping skills that were learned earlier in life for maintaining lf prervation. Also, children at this age can potentially lo interest in their studies and worry more about being liked, so it is important to be free of the word “wrong” and instead suggest the correct action. Class content should focus on oral, writing and reading skills.
High School Age Development
Ages 14-17
Math, science and social studies are emphasized at this stage. Teenagers are happy to have contemporary music and movies in the classroom. Also, they begin to deeply appreciate and celebrate cultural differences and acknowledge and communicate accordingly with individuals of other cultures. Teachers can give more verbal bad instructions as to what direction they intend the class to explore, but the giving of choices is important.
Assignments:
________________________________________________________________________ Name 10 vocabulary words that you think are appropriate for each of the
language development stages. (How would you introduce them to the
students for learning?)
