One page overview- TESOL mini-lesson

英国英语教育研究生专业的全面介绍TESOL专业英国TESOL专业是“Teaching English to Speakers of Other Languages”的缩写，中文翻译是“对外英语教学”。

英语教学的对象依其母语可分成两群：英语是母语的人(如美国人,英国人,加拿大人)和英语非母语的人(如南美洲人,中国人,法国人).TESOL的教学对象是第二群.因为是“对外”，所以TESOL教学方法特别考虑到学习者的母语和文化背景。

以中文教学做比喻，给一个在中国长大的孩子教中文和给一个在美国长大的孩子教中文，教学方法当然会是不一样。

特别要澄清的是：TESOL的主题是“英语教学”而不是“英语”.取得了“外语”或“外文”学位的人不一定自不过然地具备了英语教学的条件。

“英语教学”是一个专业，有它特别的知识，特别的资格要求。

TESOL证书作为一项国际英语教师的职业资格证书，TESOL已经被国际上80多个国家的5000多所学校认可。

在英国、美国、澳大利亚等英语国家，绝大部分学校和语言培训机构都认可TESOL证书。

当前，已经有包括中国在内的80多个国家和地区开设了TESOL课程。

这类专业故名思议就是Teaching English to Speakers of Other Languages，主要学习的会是包括英语教学方式，方法，文化区别以及语言架构等之类课程。

TESOL专业比较好的学校：剑桥，华威，杜伦，爱丁堡，谢菲尔德Education专业教育学是研究人类教育现象和问题、揭示一般教育规律的一门社会科学。

教育学能够是整体也能够是细分。

从宏观角度来说，教育学是一个大的概念，它其中包括高等教育学，基础教育学，学前教育学，特殊教育学，比较教育学，成人教育学等等。

从微观角度来看，教育学是一门专门研究教育现象，揭示教育规律，指导教育实践的一门学科，具有很强的理论性和实践性。

教育学主要学习现代教育思潮，教育研究，教育和社会研究、教育管理，教育心理学，政策研究(教育)，所以教育学专业特别适合educational professionals,policy developer especially thosein teaching, management or administration at all levels of education。

TESOL for Children ProgramName : Qi Hong ZhiInstructor Name ： AlexDate：2019-8—51.1 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 they 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 teacher 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 omit unnecessary modifiers and articles n order to conveygeneral meanings。

TESOL for Children Sample AnswersQuestions 1 – 5注意：此文档中所有答案均获满分，仅供参考。

用绿色标注的部分在书本上有答案，可以直接使用。

用黄色标注的部分必须根据自己理解修改或重写，禁止照搬答案。

***所有答案版权归本人所有，禁止抄袭商用。

更多参考答案请见同作者百度文库***1.Which age group would you like to teach most and why?***仅供参考，这个问题要根据自己真实经历填写，不可以照抄！I would like to teach teenagers aged from 14 to 17 years old because of the followingreasons. Firstly, it is more likely for me to provide meaningful learning opportunities such as contemporary case studies that can help students from this age group develop problem-solving and critical thinking abilities. This can potentially bring me withmore rewarding experiences compared to teaching children from younger age groups.In addition, I am looking forward to interacting with teenagers from diversebackgrounds who can contribute different thoughts and ideas to classroom activities, which allows me to develop more effective communication skills with futuregenerations. Lastly, because I have been working with multiple secondary colleges fora few years in Melbourne, I personally feel more confident in providing high-qualityeducational experiences to secondary students from the age group of 14 to 17.2.Describe the characteristics of your 3 most influential teachers throughout childhood.***仅供参考，这个问题要根据自己真实经历填写，不可以照抄！1)Ms Yousif was my form teacher in the primary school who had a high level ofpatience towards students. She was a good listener who always ensured that everychild was feeling supported at school, especially when people failed their tests. Ifound it comfortable talking to Ms Yousif as she would let students finish talking, then respond to our needs and help us resolve problems patiently.Patience. My form teacher in the primary school had a high level of patiencetowards students. She was a good listener who always ensured that every child was feeling supported at school, especially when we failed our tests. I found it comfortable talking to my form teacher as she would let us finish talking, then respond to our needs and help resolve problems patiently.2)Mr Wu taught me Mathematics in Year 9 when I was preparing for my entryexams for high school. By incorporating numbers of engaging activities such as academic games, Mr Wu has transformed Mathematics into an interesting subject that most students loved to learn. During that stressful time of aiming at highscores, Mr Wu still prioritised engagement and participation of students, which has assisted me in achieving satisfactory results in Mathematics.My Mathematics teacher in Year 9 has demonstrated his creativity in teaching this subject by incorporating numbers of engaging activities such as academic games to help students participate better. He has transformed Mathematics into aninteresting subject that most students loved to learn, and assisted us in achieving satisfactory results in Mathematics.3)Ms Colaluca had the greatest impacts on my career choice of becoming a teacher.As a highly responsible English teacher, Ms Colaluca often made herself available after school hours for ESL students who require additional support to askquestions. I remembered one time when I was struggling with my grammarmistakes, Ms Colaluca has spent one hour correcting my essay and providing me with constructive feedback on how can I improve on my writing skills.As a highly responsible teacher, my English teacher often made herself available after school hours for ESL students who require additional support to askquestions. I remembered one time when I was struggling with my grammarmistakes, my English teacher has spent one hour correcting my essay andproviding me with constructive feedback on how I can improve on my writingskills.3.Define the acronyms TESOL, SLA, L1, and L2.有标准答案，可以抄：TESOL: Teaching English to Speakers of Other LanguageSLA: Second Language AcquisitionL1 (Language 1): The student’s native (primary or first acquired) languageL2 (Language 2): The language being learnt or studied4.What is an icebreaker activity? What are two types of icebreakers? (Describe what anicebreaker activity is, two types of icebreakers, when it should be used, and why it is useful to students.)有标准答案，可以抄：An icebreaker activity can be used to help classroom participants better connect with each other when they meet for the first time by creating a comfortable learningenvironment. There are two types of icebreaker activities:以下不能全抄，需要稍作修改：1)Facilitating Introductions can be used to help teachers and students learn moreabout others including their names, personal experiences and birth dates. This type of icebreaker activities should be used on the first day of school when students are unfamiliar with their new classmates, which can be helpful for them to buildconnections and open conversations with each other.2)Topic Lead-ins can be used to generate interests and activate prior knowledge ofstudents, which also allows the teacher to identify learning needs and objectives.This type of icebreaker activities can be used when introducing new topics byincorporating multiple choice questions and short quizzes to assess students’existing knowledge. It is useful to students because they can develop interest inthe new topic and identify personal learning goals through these icebreakeractivities.5.Design your own icebreaker activity, or choose one you like from the e-book readingassignment above. Outline the steps of the activity, describe why you like thisactivity, and indicate what you think the benefits are for your students.***仅供参考，步骤不可以全抄，需要自行另外找一个icebreaker activityIcebreaker Activity: Two truths and a lieSteps:1)The teacher will group students in pairs, or in small teams of three to four people.2)Each student will be given a sheet of paper, or a sticky note.3)Students write down three sentences with information about themselves. (Note: Inthese three sentences, one must be a lie.)4)Other students in the same team can ask questions to find out which statement is alie.5)Students will take turns to ask questions until everyone’s lie has been discovered.***仅供参考，需要自行解释为什么选用以上activityI like this icebreaker activity because it allows students to exchange informationin a game setting on the first day of class. Students can also take the opportunity of asking follow-up questions to communicate with each other and find out their similarities and differences. In addition, teachers can participate in this activity by asking students to guess their truths and lies.Students can benefit from this icebreaker activity by building positiverelationships with classmates and the teacher, which can subsequently enhance their engagement and participation in following classroom activities such as group discussion.。

tesol教学法TESOL教学法全面详细教学TESOL教学法是一种专门用于英语为第二语言（ESL）和英语为外语（EFL）的教学方法。

TESOL代表了Teaching English to Speakers of Other Languages，是一种非常流行的英语教学方法。

在这篇文章中，我们将探讨TESOL教学法的各个方面。

I. 什么是TESOL- TESOL的定义：Teaching English to Speakers of Other Languages- TESOL的目标：帮助非英语母语者提高他们的英语听、说、读、写能力- TESOL的应用：主要用于ESL和EFL领域II. TESOL教学法1. 概述TESOL教学法包括以下几个方面：- 教师与学生之间互动- 学生参与度高- 以交际为中心- 以任务为导向- 多媒体技术支持2. 教师角色在TESOL教学法中，教师不再是传统意义上的“知识传授者”，而是变成了“指导者”和“管理者”。

他们需要制定课程计划、设计任务、提供反馈和评估等。

同时，他们还需要关注每个学生的需求，并根据不同的情况进行调整。

3. 学生角色在TESOL教学法中，学生是课堂的主角。

他们需要积极参与课堂活动，发表自己的意见和想法，并与其他学生进行交流。

同时，他们还需要承担一定的责任，如完成任务、准备材料等。

4. 交际为中心TESOL教学法强调交际能力的培养。

教师需要设计各种交际活动，如角色扮演、小组讨论等，以帮助学生提高英语口语和听力能力。

同时，教师还需要关注语言的真实性和功能性。

5. 任务为导向TESOL教学法以任务为导向。

教师需要设计各种任务，并指导学生完成这些任务。

这些任务可以是真实的、有意义的和具有挑战性的。

在完成任务的过程中，学生可以提高英语技能并获得成就感。

6. 多媒体技术支持TESOL教学法使用多媒体技术来支持教学活动。

这些技术包括投影仪、电脑、音频和视频设备等。

通过使用这些技术，教师可以更好地呈现课程内容，并激发学生的兴趣。

TESOL for Children ProgramName : Qi Hong ZhiInstructor Name : AlexDate：2019-8-51.1 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 they 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 teacher 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 omit unnecessary modifiers and articles n order to conveygeneral meanings. 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, 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 rhythm and they have an element of fun, of playing with the language.《The dentist》(I love coffee. I love tea. I hate the dentist and the dentist hates me.)About movies, I will introduce《Tangled》，this is a romantic story of princess and prince. and describe one exercise that can be utilized for learning 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 a fishing sticker with a big magnet. Use the attraction of the magnet, fish the correct card under teacher’s instructions. Math：《count how many...》:Prepare many colors blocks, and let students 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.Prepare some seeds and bulbs,shovels to teach students how to grow a flower.And tell them that everyone should protect our environment by plant more flowers and tree. 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？）①The 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,physical action,like jump、run、walk，material objects or pictures for cat、dog、bird.②The Early Production Stage：Vocabulary words:red cat,white 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.③The 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 May. I love you,mum.It’s sunny. My favourite food is pizza. The bird is red.Teacher can introduce with cards or songs,chants.like《How is the heather》:How is the weather？It’s sunny,It’s rainy,It’s cloudy.④Intermediate Fluency:Vocabulary words:How are you？How is the weather today? What is your name? What is this? 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.⑤The Advanced Proficiency Stage:Vocabulary words:They are able to learn some idioms andslangs.Such as:God closed a door,but he will open a window.It’s 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 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 current 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 abilities 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 applying 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 children’s brain more flexible if children 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 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.It’s easier to teach students by music or chant.Music always make you happy and relax.10.Describe a classroom activity for each of the intelligence types.①Visual/Spatial Learners are extremely imaginative and creative.One classroom activity for visual learners can be using of pictures,maps,flashcards.For example,show students the new words by flashcards,and practice by many games.flashing cards,west cowboy,big wind blows...②Verbal/Linguistic Learners are excellent speakers and listeners.One classroom activity for verbal learners can be tell a story by some keywords.③Mathematical/Logicalspot the differences of two pictures.④Bodily/KinestheticThis type of learning combines physical movements with language responses.Spider game,use body parts to touch the cards and try to touch more.⑤Interpersonal LearnersThis type of learners prefer to learn in groups. The game four corners of debate is an activity that students can discuss and learn together.⑥IntrapersonalIntrapersonal intelligence students like learning alone.Teacher can make an English corner in the classroom.⑦Musical/RhythmicMusical intelligence students work best while listening to e songs to teach is a good activity.⑧Naturalist LearnersNaturalist intelligence students understand biological studies,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 are willing to learn and explore nature by themselves. and describe an intelligence 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 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 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. Punishment can be 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. and describe three ways that you can create a safe and shameless learning environment for 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 comfortable.Teacher can tell students “it’s 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 want to go to the park”! the student gets the correct idea without the embarrassment 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 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 inthe class, treat all the views as worthy of consideration,support 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 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 and 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. Ra ssia’s MethodThe method sets “create a nurturing learning atmosphere, make everybody feel comfortable, encourage everyone participa tes and free expression from the very first day ”as the teaching target.Therefore,comfortable environmentwhere builds the confidence of students,and making mistakes are acceptable is a positive method for learning.The Communicative ApproachTeacher s hould prepare a “real-life”situation to practice with students and focus on functions of target language. Divide the students in groups and pairs to do the “real-life”dialogue such as how to ask to way.Art/Musical Approach：Using drawing /painting/songs to learn. For example,teacher can show a song，and students will learn the words and sentences by learning the lyrics.。

Teaching grammar can be a daunting challenge, with many rules and structures to consider.Grammar is not the most exciting subject in the world, but it is important. Many job applications and cover letters are passed over because the applicant did not use proper grammar. Grammar used to be taught using a language book, learning about parts of speech and doing language exercises such as diagramming sentences. Now grammar is usually taught with writing, and it is taught through mini-lessons. It may also be taught in literature circles when teachers discuss with students how an author writes or a character's speech pattern. When you teach grammar with these methods, students are more likely to remember the grammar rules and apply them to their everyday life.Step 1: StepsHi. I'm yuanmingni and I'm from Greater London Tutors, andI am an English major as a second language. And today I'mgoing to give you some tips on how to teach. GrammarWhen learning a new language, grammar is very important.Grammar is really the foundation of the language. It givesyou the rules and regulations. Without good grammar, you could still make yourselfunderstood - obviously you have the vocabulary - but as soon as you start saying more complicated thingsthat involve different times, tenses, that's when grammar becomes very useful. Without grammar, youdon't know how many people you're talking about, who you're talking about, and that's why it's important.Now, I find that when I'm teaching grammar it's always very good to elicit the grammar out of the students. Things You'll Need∙Literature books∙Chart paper∙Markers∙Paperinstructionso1Assess your students before you teach any grammar. If they alreadyknow what a noun and verb is, then you don't need to waste classtime teaching them and doing exercises where everyone is getting100 percent. The important thing about nouns, for example, arerules such as each sentence needs a subject, capitalizing propernouns making sure nouns and verbs agree. What are yourobjectives in grammar for your grade level, and where are yourstudents in regards to these objectives?o2Teach grammar rules systematically. Exposure alone won't teach all the grammar lessons children needto know. Perhaps you've heard of the whole language versus phonics debate. Most professionals agreethat exemplary reading and writing instruction requires a balance of these two technique. However, don'ttry to dole out too much information at one time. Instead, focus on one particular skill that you wantyour students to learn, and provide a mini-lesson teaching this skill. Your mini-lesson should introducethe grammar rule in question and give examples of its use. If your students can'tremember to always capitalize the word "I" (such as a first gradeclass), then before writing workshop one day, gather thestudents around your chart paper and do a lesson on capitalizingthe word "I." Students can practice this skill by writing a personalnarrative where they use the word, I, and immediately, theyincorporate the lesson into their everyday writing.Once your students masterthe selected skill, move on to other topics.o Sponsored LinksOnline TESOL MastersEarn a Master's in Teaching English Online from USC. Learn More Now./TESOLo3.for example, if I'm teaching the conditional tense, I might show my students a clip from 'Who Wants To Be A Millionaire', and Imight show a clip where someone has lost out on some money, or they've won some money. And then I'll say to my students "We'll pretend that you are that person", and so, from my students I elicit "If I were him, I would spend the money on a new car". They don't always get it right, but I've elicited the conditional tense from them; that's come from them, without me having to teach them.with grammar, before you start teaching the exact rules, it's also quite good to put it into context. So, for example, if you're teaching simple past, it's always good to start talking to students about what they did at the weekend, or what they did last summer. That way, it becomes much more relevant to them.And then, once they've got the basic idea of when to use the tense and how to use it, that's when you can start bringing in the finer details, such as changes in the structure, whether you add an 's' at the end, whether it stays the same for different subjects. So, for example, in English the classic one is 'I go', 'you go', 'he goes', so the 's' at the end. So, once you've put the grammar into context, and you've got the students to think of the different rules, I find it's also a good idea to think of any other tenses that are similar. 3 Teach grammar points while you are also discussing books you arereading to the class or that students are reading themselves. Realauthors can be amazing tools to use to teach about contractions,noun/verb agreement and all other grammar points you may need to teach. There are even picture books that focus on certain parts ofspeech or punctuation. Ask your local or school librarian to help you find these books if you want to share them with your class. Showstudents how real-live authors use grammar in their writing, sostudents will also use correct grammar and punctuation in theirwriting. Point out if a character has a weird speech pattern anddiscuss it. Discuss why that character might not be using propergrammar. These discussions will be more meaningful than doinglanguage exercises.4..Provide hands-on experience to help children master grammar rules. Provide your students with ampleopportunities to write. Then, provide grammar-based feedback. Take your students' writing level intoaccount when providing feedback. For example, in a second-grade classroom, you will see many grammarand usage errors. Don't mark up every mistake in red pen; it's too discouraging for students. Instead,focus on the grammar rules you have specifically taught.o 5.Practice punctuation, proper grammar, and capitalization withspelling sentences. Teachers often assign students to writespelling sentences, using a spelling word correctly in eachsentence. What have your mini-lessons been focusing on? Askstudents to practice these skills with spelling sentences. Thesesentences are also a good assessment when you teachgrammar. They will show you if students are applying thegrammar rules they are learning, or if students need moreinstruction and practice.6.There are some great grammar quizzes on the BBC language website, for example, but there are lotsof others. Get them to do some written work, speaking work, listening work, and I find that repetitionis very good because it's very easy to think you understand a rule of grammar, and then forget it. Sothese are just some basic ways of teaching grammar, and I find that it depends on the level that you'reteaching, how difficult the grammar is.Expose your students to the proper use of English grammar. Children will internally develop many grammarrules on their own through exposure to the language. It's your responsibility as the teacher to providethis exposure. This means always modeling proper grammar in your speech and writing. If you don't wantyour students to make errors in subject-verb agreement, don't make these errors yourself. Also, getyour students reading as much as possible. Good writers do a lot of reading.。

美国大学硕士TESOL专业解析TESOL是Teaching English for Speakers of Other Language的缩写，是英语作为第二语言教学，强调的是教学，而不止是英语本身。

TESOL主要学习语言学。

以宾州大学课程为例，包括教育语言学、社会语言学、语言多样性与教育、第二语言习得和英语结构、第二语言教学的经典著作以及课堂实习，学习时间一般是两年。

在美国拿到TESOL MA学位之后可以回国从事英语教学工作，或者留在美国的学校和培训机构教汉语。

由此可以看出TESOL专业是英语专业和对外汉语专业学生留学美国很好的选择。

从目前英语在中国的普及和汉语在世界的广泛传播势头来看，TESOL专业的就业前景非常广阔。

TESOL可取得的硕士学位分为三种：M.A.(Master of Arts)M.S.(Master of Science)M.Ed.(Master of Education)一般来说，这三种硕士大同小异，通常会因为学校课程规划的方向而稍有不同而已。

取得教育硕士需修30－36个学分，依各学校规定，有些学校也要求学生交一篇毕业论文。

关于毕业后的规划，学生如想在美国当地于小学或国高中任教，需注意一点。

美国各州都有一套自己的教师标准及认证考试。

所以如果有心留下任教，最好在选校时就选在自己喜欢的州，有时间就多了解该州教师认证的规定，以提早准备相关的考试或需修得的学分。

如何选择适合自己的学校？第一步：根据自己的语言成绩、GPA和对实践经验的要求来选择符合要求的学校。

（1）TOEFL/IELTS：TESOL是培养英语教师的专业，所以对申请人的英语水平要求相对更高。

在综合排名50名以前的学校中，许多都要求托福IBT100以上，比如哥伦比亚大学的要求是最高的,102分以上，还有南加州大学、纽约大学、威斯康辛大学、宾州州立大学等。

而其他的学校即使要求90分左右，也还会对各单项做出规定。

以学校综合排名25的UCLA(加州大学洛杉矶分校)为例，申请要求IBT达到87，但同时还需要达到writing 25、speaking24、reading21、listening17，从中可以看出对口语要求是很高的，并不只总分考出87分那么简单。

TESOL for Children ProgramName : Qi Hong ZhiInstructor Name ： AlexDate：2019-8—51.1 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 they 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 teacher 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 omit unnecessary modifiers and articles n order to conveygeneral meanings。

Rationale（lesson plan）This article will analyse the rationales of three lessons which cover listening, speaking, reading, writing, vocabulary and grammar instructions, focusing on the topic of rules and laws. The analyses will be demonstrated one by one first, and then some general methods and approaches throughout all lessons will be illustrated.Lesson 1 is an instruction combining listening skills and grammatical rules of modal verbs. The typical use of modal verbs in the listening materials have decided on the teaching method of learners’ consciousness-raising of grammatical rules during the listening procedure. In the pre- task phase, authentic materials are displayed to give the students a general concept of how modal verbs construct the language of expressing rules. This step is setting the background information and making the learners familiar with the topic to be performed (Shehadeh, 2005, p.27). Right before listening, learners are given the task of predicting the contexts where the language takes place. To this extent, in the process of listening and dictating, the students are not only checking their spelling accuracy but also picking up the meaning of the language (Shehadeh, 2005, p.27). Thompson (1996, p.11) has suggested that “learners should first be exposed to new language in a comprehensible context” to understand its function and meaning, and then be led to notice the grammatical forms used to convey the meanings. As lesson 1 shows, learners are asked to underline modal verbs and pay attention to the stress, incorporating weak forms and linking at either phonological or syntax level in the third-time listening. After the forms are noticed and drilled, students are asked to interpret the relationship between form and meaning, that is, to clarify the function of modal verbs in describing rules. By performing this step, learners analyse the meanings, reason out how the forms fit into the sentences, and intake the knowledge for the future output. Throughout the whole lesson, learners are doing most of the discovery of grammatical rules, with guidance from the teacher.If lesson 1 is a process of noticing and presentation, lesson 2 is a procedure of practicing and producing. It is a complete speaking lesson, focusing mainly on the practice on modal verbs learnt in the last class to describe rules. Firstly students perform a free talk about their family rules. In this step, teacher listens and checks whether they can produce the language accurately in a comprehensible context. A further check of the accuracy is conducted by putting learners into a real situation. Provided with signs and notices, students are asked to describe the rules using modal verbs learnt in the last class. Following this, a game isdesigned to test learners’ fluency of using the language. By describing to the partners the rules of a specific place, the learners are improving their fluency of using the forms. This step matches Richards and Lockhart’s (1994, p.118) suggestion that “accuracy-focused activities should precede fluency-focused ones”. Finally, a competition among the learners is carried out in order to make the best class rules for themselves. This activity motivates learners to cooperate and negotiate with each other in order to be the winner (Fotos and Ellis,1999, p.206). By conducting this activity, the teacher is trying to improve learners’ ability of using the language, and to set up a foundation for their writing performance. It is not difficult to see that spoken language is frequently used to involve a knowledge of target forms and functions and to generate the interaction between speakers and listeners to make meanings and negotiation of meanings clear (Mcdonough and Shaw, 2003, p.135).Compared with the previous 2 lessons, lesson 3 is more concentrating on meanings. It is an integrative instruction of reading, vocabulary and an argument writing. In terms of improving reading skills, students are given different tasks to achieve efficient reading strategies. By finding the appropriate heading for each paragraph, students practice scanning the articles quickly. By matching the meanings with the words, learners are improving their ability of reading between lines. Drilling is also performed to make learners familiar with the pronunciation of new vocabulary. Following this, the task of summarising the statements of items is provoking learners’ critical thinking of the laws. As Mcdonough and Shaw (2003, p.159) suggests, the answers to the questions on a text can be used as the basis for a piece of writing. Therefore, a bridge is built between reading tasks and writing in this lesson. Students are asked to pick up a topic in the exercise and conduct a group discussion and writing. Formats are provided to guide student to expressing opinions and write an argument passage. Finally, the homework of detailed writing not only functions as a consolidation of learners’ writing ability but also a path for teacher to give feedback.Except for the strategies for the macro teaching, some methods and approaches are conducted throughout the whole procedure of teaching. For example, group work is frequently used for negotiating meanings, as Allwright (2003, p.114) mentions that group work creates a productive and encouraging atmosphere and leads to the “Exploratory Practice” by bringi ng people together. Also, group work gives the instructor an opportunity to observe students’ learning as a stand-by (Allwright, 2003, p. 114). However, “the input learners receive from peers may be less grammatically correct than what they obtain from th e teacher” (Fotos and Ellis, 1999, p.194). In order to make up for this disadvantage, students are asked to perform“public demonstrations”, which, according to Diaz-Rico (2004, p.43), can make learners keep longer memory of new knowledge by experiencing “anticipation, concern, excitement, and suspense”. Teacher can recast the language or give explicit feedback appropriately during public demonstrations. As claimed by Richards and Rodgers (2003, p.156), even in communicative language teaching context, drilling may still occur though peripherally. Therefore, drillings of the words and sentences is performed to consolidate the knowledge.To sum up, the three lesson plans are an integrative conduction of many methods and approaches for EFL learners’ second lan guage acquisition.ReferencesAllwright, D. (2003). Exploratory practice: rethinking practitioner research in Language Teaching. In Language Teaching Research, 7(2):113-41.Diaz-Rico, L.T. (2004). Teaching English Learners: Strategies and Methods. Boston: Pearson Education.Fotos, S & R. Ellis. (1999). Communicating About Grammar. In Ellis, R. Learning a Second Language Through Interaction. Oxford: Oxford University Press.McDonough, J & Shaw, C. (2003).Speaking skills. In J. McDonough & C. Shaw. Materials and methods in ELT: A Teacher’s Guide. Malden: Blackwell Publishing.Richards, J. C., & Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms.Cambridge: Cambridge University Press.Richards, J. & Rodgers, T. (2001). Communicative Language Teaching. In J. Richards& T.Rodgers. Approaches and methods in Language Teaching.Cambridge: Cambridge University Press. Pp. 153-177.Shehadeh, A. (2005). Task-based Language Learning and Teaching: Theories and Applications. In C. Edwards & J. Willis. Teachers Exploring Tasks in EnglishLanguage Teachig. Hampshire & New York: Palgrave Macmillan. Pp. 13-30.Thompson, J. (1996). Some misconceptions about communicative language teaching. ELT Journal Volume 50(1): 9-15.。

tesol课程内容TESOL课程内容TESOL（Teaching English to Speakers of Other Languages）是一门专门教授非英语母语者英语的课程。

这门课程旨在培养学员成为高效的英语教师，帮助他们掌握教学技巧和知识，以便能够成功地教授英语作为第二语言或外语。

TESOL课程内容丰富多样，涵盖了以下几个方面：1. 语言学理论：TESOL课程首先介绍了语言学的基本理论，包括语音学、语法学、语义学和语用学等。

学员将学习不同的语言结构和规则，并了解语言习得的过程和原则。

2. 教学方法和策略：TESOL课程教授了多种教学方法和策略，帮助学员设计和实施有效的教学计划。

这些方法包括交际法、任务型教学法、情境语言教学法等，学员将学习如何根据学生的需求和能力设计教学活动，提高学生的语言技能。

3. 课程设计和评估：TESOL课程教授了课程设计和评估的原则和技巧。

学员将学习如何制定教学目标，设计教学材料和活动，并使用不同的评估工具和方法来评估学生的语言能力和进步。

4. 跨文化交际：TESOL课程强调跨文化交际的重要性。

学员将学习不同文化背景下的语言和交际习惯，并了解如何帮助学生跨越文化差异，提高他们的跨文化交际能力。

5. 教学资源和技术：TESOL课程还介绍了各种教学资源和技术，包括教材、多媒体教具和网络教学工具等。

学员将学习如何有效地利用这些资源和技术，增强教学的吸引力和效果。

6. 实习和反思：TESOL课程通常包括实习和反思的环节。

学员将有机会在真实的教学环境中实践所学知识和技能，并通过反思和反馈不断改进自己的教学。

TESOL课程提供了丰富的学习内容和实践机会，帮助学员全面提升教学能力。

通过系统学习和实践，学员将掌握英语教学的核心原则和技能，成为优秀的TESOL教师。

无论是在学校、语言培训机构还是国际教育组织，TESOL教师都扮演着重要的角色，为学生提供高质量的英语教育服务。

在全球化的背景下，英语已成为国际交流和合作的重要工具。