這是我選讀的tesol筆試
1. Look at a needs analysis for the following learners and write an approach for the class. You should include:
○ Teaching approach and why
○ Type of tasks and why
○ Activity examples and why
○ Kind of materials and why
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Age: 18-30 Nationality: Taiwanese Learning styles: formal learning experience in high school Goals: study in America Interlanguage skills: can verbally communicate at an elementary level and write and read at an intermediate level Course duration: 3 times a week for two hours each time, for 2 months |
For this class, I would choose the materials like English Knowhow(Oxford) or Side by Side (Longman). Since the students are going to study in America, I would build up their oral ability first. In class, we could use the situations in the book and discuss the situations with other students in class. The reason I choose these two books is there are variety of everyday life situations in the books and there are many vocabularies about daily lives we didn’t learn from school. If the students only had formal learning experience in high school they may know a lot about formal vocabularies but not about everyday life situations. I would like to give them more opportunities to discuss about the situations they would confront to study abroad,and to let them know more about how to make conversations with people they would meet in the future.
To build up the ability of speaking and listening, I would use the topics or situations in the book to make my students discuss with each other in class. For example, if I am teaching the unit All work and no play, I would ask students to think about what they do to relax after working or studying for a long day. Then, to let students write it down, and discuss in small groups. After they finish dicussion with each other, make them talk about whether they like other students’ ways to relax and which way they think is the best way to relax? And talk about why.
And of course, I would use the conversations in the books to build up their listening. For example, I would play the conversations from the book on the CD player to the students ask them to listen to it one time. And ask them what they find from the CD and make them talk about the situations from the CD. Then, let them complete the conversations pracitce and listen to it again while I play it for the second time, I would correct them step by step. By doing this, to ask them both oral and listening then questions their writing to build up their abilities before studying abroad.
I think the type of tasks is extensive listening and intensive listening. Because I want to encourage students to get as much information as is necessary and gradually train them to listen effectively. Since with each listening they may feel more secure, and with each listening they will understand more than they did previously. And provoke their awareness of certain language topics. Most listening sequences involve a mixture of language skills and listen for specific information.
2. Plan an integrated lesson to practice reading and speaking skills about the topic of travel. The lesson must last for approximately 60 minutes use the inductive approah for at least 1 activity. You should include:
○ Description of class
○ Aims
○ Timetable
○ Procedures
○ Interaction patterns
○ Skills practiced
○ Materials resources used
Lesson Plan
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Date: June 12th Time: 7:30-8:30 Class: |
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Lesson and Activities |
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Aims: To teach about the situation at the arrival lobby and how to get tourist information.
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Timetable: 7:30-7:45 Introduction 7:45-8:00 Activity: group talking 8:00-8:25 Reading and topic talking 8:25-8:30 Summarize |
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Introduction(15 minutes): Give the students the sheet of at the arrival lobby. And ask them about whether they have ever been abroad? Talk about it for 10 minutes. Prepare them some questions, for example, I’ll give them questions like: ◎ If you travel alone to America, what will you do to exchange the local currency? ◎ What would you do to get to your hotel, tourist spots to visit? ◎ How do you get the transportation information? And then I would talk about my experience to be a tour leader when I was a college student. I would like to talk about the experiece of the very first time I led the customers to Japan. It was my summer vacation, and I was hunting for a job. When I got to the interview with the owner, he asked me some questions like if you can speak English? And if you have been abroad? I answered to him “Yes, I speak English and I have been abroad.” Then the boss told me the task of being a tour leader,and ask me to lead the customers to Japan on the end of that weekend.
Activity(15 minutes): Then, ask the students if they were me, would they accept the mission? Why or why not? And have the students to pretend they are the tour leaders and it was the first time they ever lead the customers abroad. What would they do? And why?
Reading(25 minutes): Off the Beaten Track Why do thousands of young people around the world leave their homes to backpack around foreign countries? Tigh budgets, dormitory-style hostels, and public buses and trains hardly sound like the makings of a luxurious holiday. So why do they do it? Many travelers feel that the charms of backpacking are found in the unexpected adventures they run along the way. Tammy, a Canadian backpacker in China, tells her story: “When my friend and I arrived in Beijing, all of the hostels were booked. There weren’t any places within our budget to stay, so we hopped on a night train and went to Hohhot. We met some Chinese friends, and they showed us around the city. We never planned on going there, but we’re glad we did!” The flexibility to travel wherever and whenever adds to the charm of backpacking. Armed with a guidebook and a map, backpackers can travel to many places largely inaccessible tour groups. Is backpaking lonely? For those who travel alone, it can be. However, in popular backpacking areas, such as South Asia and Europe, meeting other backpackers is never a problem. Other travelers prove to be a great source for travel tips and stories. Sometimes, they can even become travel partners. For many yound travelers, backpacking through a foreign country is not only a rite of passage but also a way to see the world and oneself from a new perspective.
Give the students the reading of “Off the beaten track.” Talk about every paragraph step by step with the students, and ask them the question from the text. For example, when I finish the first paragraph, I’ll ask them the same questions of why people go backpacking? Will they plan to go backpacking themselves? Discuss it for 5 minutes. For the second paragraph, I would let the students discuss “What’s the differences between hostels and hotels?” and “the experiences they have in hotels and hostels” for 10 minutes. Then finish the rest of the paragraphs in class, and give them a question to discuss for 10 minutes. For example, I would give them a question like: ◎ Do you have the courage to go backpacking? Why or why not? At the end of the class, I would use the last 5 minutes to summarize the lesson. For example, I would show the students how important it is to use the language well when they are traveling. I probably would tell them about the experience I have in Japan. |
The meterials I used is from Putting Everyday Eglish into Practice(by Jay Sailors. Nocole L’Esperance. Joel Finnestad/Live ABC Intteractive Corporation).
3. Analyze the folowing dialogue according to speech act theory. Which act is being performed, line by line? Why do you think that? Are there any communication strategies used?
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1. Lilly: Wanna go for a walk? 2. Jake: Not really, I don’t feel like doing anything. 3. Lilly: But we haven’t done anything all day! I want to get outside. 4. Jake: (＊＊＊mumbles something＊＊＊) 5. Lilly: Excuse me? 6. Jake: I said, “Why don’t you go outside by yourself?” 7. Lilly: How rude! Maybe I will. 8. Jake: Excellent. Now move so I can see the TV. 9. Lilly: And maybe I just won’t come back. 10. Jake: Fine. Que tonto! 11. Lilly: ARGH! I hate it when you use Spanish. Just speak English! 12. Jake: Whatever. Leave already. 13. Lilly: I swear, I’m not comin back here again. |
① My answer is directive because that is what Lilly wants to do.
② My answer is expressives because that is Jake wouldn’t do it.
③ My answer is Representatives and Direction because that is what Lilly thinks and what she really wants to do.
④ My answer is expressives because I believe that since Jake doesn’t want to go out he must say something like complaining.
⑤ My answer is directives because maybe Lilly is angry about the act Jake behaved.
⑥ My answer is directives because he just wants to stay and watch TV.
⑦ My answer is directives because she just wants to say something to make Jake go out with her.
⑧ My answer is directives because it is clearly that Jake dosen’t want to move.
⑨ My answer is commissives because Lilly is angry and she might go out and wouldn’t come back.
⑩ My answer is declaritives because Jake says this to show he doesn’t care matter what it will happen he wants to stay.
⑪ My answer is Directives because Lilly just wants Jake to do something for her then she would feel better.
⑫ My answer is Commissives because Jake will stay home and Lilly might go out.
⑬ My answer is Commissives because Lilly would go out and might not to come back again.
4. .Define English in your own words. Write approximately 500 words. Include the following:
○ What do you thik are the most important events in its development and why?
○ What are the common ways that language changes?
○ What is “correct” English? Are there any dialects you consider incorect? Why or why not?
○ Which English type should you teach your students?
What is the importance of English in the world today?
In my opinion, English’s development is that it is flexible. With more and more people around the world using this language, it becomes varies and suits people in different countries. Such as in western countries or in eastern countries people use English differently in some ways. Includes different pronunciations, different ways to use it. For example,I am a Chinese, of course I can understand “Long time no see.” because it’s a translation from a Chinese greeting. To be used by people from all over the world, English becomes flexible in this language, it accepts different cultures and even different grammar usage.
Languages change when people create new words to express the special feelings in their mind or just want to use languages briefly. And of course, people would correct languages they used for some ways they think that is wrong. Also, languages change because of the trend. Such as, people would say super ~ for many kinds of things. Like, super big and super nice. But as for me, I think there is no right or wrong in languages. If people can use it to communicate with each other, it’s a language for me.
As an English teacher in Taiwan, I think to teach students how people use English in western countries is interesting and also important. There are so many different cultures and different situations in daily lives. Students can learn a totally different ways to use a language from different cultures. And as for some of the situations I’ve been in and felt so shamed that foreigners in Taiwan think people here don’t speak English properly? They wonder maybe Taiwanese students don’t study English.But in fact, students study it at school and parents here spend big money letting the kids learn English from different kinds of institutions, but the result of learning doesn’t show the efforts.
I would like to be a teacher that can make students use English as an using language not only learn for passing the tests. I hope my students can use the language freely but not just copy it from the textbooks. For example, it’s really funny that when you ask students in Taiwan “How are you?”, they can aswer you right away without thinking “I’m fine, thank you. And you?” with teardrops on their faces.
I would try my best to be a nice, gentle, wise and interesting English teacher. First, to be a nice teacher, I think we should teach students nicely of course. About how to be a good teacher, the answer to me is to be good friends with the students.Second, I want to be a gentle teacher. I would like to teach my students gentlely and not to give them too much pressure. As for my own opinion, I don’t think people really learn well if they feel too much pressured. Even if some of them can do well, but learning without joy is not what I want my students to experience. Third, to be a wise teacher that I can offter the students knowledge with variety and I can surly also teach them many interesting things. For example, if I teach a topic of animals, I would talk about the stories from DiscoveryChannel such as elephants have a very good memory, and they can remember things well like who their mothers are and they can even tell from the remains on the ground. Students just love to learn from interesting stories. And through this way, they can even remember the lesson better. Last, I would like to be an interesting teacher, and now I am. Being an interesting teacher can not only be loved by the students but also can make the students carry on in the program. If they like to come to my class, they would try their best to learn well. At least, they would be interested in English. That is enough for me.
Since English is a lingua franca. I would talk about the importance of this language to my students. Because I think we actually use English everywhere. If you want to go abroad, you have to use it. If you want to do business with people from other countries, you have to use it. If you want to travel around the would, you have to use it. And if you want people to come to your country, you have to use it. English is such an important communication language. For these reasons, I would try my best to teach my students to speak English as a using language. Of course, next time when I see foreigners on the street, I would like to see Taiwanese people can use English to communicate with foreigners. Not just smile or pretend they don’t understand the language.
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