Teaching English to Speakers of Other Languages - Assignment Example

Reflective journal Module, Module 6, 7 & 8 Module 6 Task Reflective Journal. After completing the three sessions in this module, you are to add a reflective journal entry into your Assessment Wiki. You may find it useful to complete this entry after completing the other two assessment tasks for this module. Your reflection (400 - 500 words in total for this module) should cover the following points: 1. Summarise the key understandings you have gained from the three sessions in this module and your own (referenced) research and comment on the implications for your future practice as a TESOL teacher. Writing itself is an important communicative tool and it is crucial in written tests. Along with focusing on interaction through speaking and listening, under language teaching, writing skills also has to be developed. Writing is a part of language learning tool, as it helps in attending daily activities. Writing short passages are essential, these are permanent records, preplanned, and arranged systematically. Writers should be aware of the audience and the purpose of writing, as different texts contain particular structures (the way it is organized and its contents or elements 2. briefly describe (with example where possible) the following: genres in TESOL including: Concept of register in writing: Our knowledge of register, a variety of language fitting a particular context, tells us the difference in context the language fits. A particular genre draws on the linguistic resources of the appropriate register or a register helps us to clarify the relationship between individuals, and identifies the tone of the communication both in writing and speaking.. o basic social genres Different kinds of text are called 'genres' in writing, which are patterned in a distinctive way in a particular culture for achieving a particular purpose. Genres are culture specific. Major genre groups are Narrative/story genres are (recounts, anecdote, new story, biography/autobiography, myth legend, fable, etc.) transactional genres (service/goods transaction, written, consultation, interview, and others) procedural genres instructions, directions, recipe, process explanation, etc.), factual genres(description, report, explanation, etc.), persuasive genres (argument, advertisement/feature article, discussion, appraisal/evaluation) teaching writing including: o spelling rules and strategies including introducing the alphabet IN TESOL a mistake is a specific case where a known rule is broken by a native speaker. Whereas, an error is a regular and systematic occurrence which indicate that a particular rule is not known or available for use. For making the learner error free in punctuations, structure, and grammar, TESOL teachers should keep conventional tools handy, and experiment with more conclusive strategies. pedagogic aspects (form, function, concept, likely error etc) of the verb phrase in English including: o modal verbs (for obligation, permission, deduction, ability etc) Model verbs are a complex area of English, and different modals can have similar meanings (e.g must and have to) or different meanings (eg. You must study and that must be nice). Modals are auxiliary verbs, such as should, must, can, etc., that indicate speaker's attitude towards rest of the sentence. The auxiliary verb may express certainty, probability, or possibility, and usually have a present and past form. Modal verbs and their forms in the past, namely will, must, should, may might, could are used to express obligations, permission, deduction, ability, etc. o future tenses Future tense, with different forms, are used to express what is intended for the future, and a particular future form may express different concepts in different situations. Future forms include: will + infinitive, going to + infinitive, present continuous, present simple, future perfect, and future continuous o hypothetical forms (conditionals etc) Using simple, present, simple past, past simple or past perfect form of the verb in a sentence indicate a hypothetical idea, and not the time of happening. There are four forms of hypothetical conditions, besides Zero conditional, such as : First conditional: If + simple present + will/won't + infinitive without 'to' Second conditional: If + Past simple + would(n't) + infinitive without 'to' Third conditional: If + past perfect + would(n't) have + past participle Mixed conditional: If + past simple + would(n't) have + past participle. Module 7 Task 1 Reflective Journal last edited by JonathanEdwards on Friday, 02/08/2008 11:26 AM After completing the three sessions in this module, you are to add a reflective journal entry into your Assessment Wiki. You may find it useful to complete this entry after completing the other two assessment tasks for this module. Your reflection (400 - 500 words in total for this module) should cover the following points: 1. summarise the key understandings you have gained from the three sessions in this module and your own (referenced) research and comment on the implications for your future practice as a TESOL teacher. It is essential to understand effectiveness and impact of any activity and to assess it with established tools. TESOL is no exception, and systematic checking to ensure the effect of teaching is assessed for validity, reliability, fairness, and flexibility. A teacher should also be capable to assess the vocabulary and grammar learning of the students with the help of established language tests and examinations.. 2. briefly describe (with example where possible) the following: nouns, noun phrases and nominalisation including: In TESOL, difference between countable and uncountable nouns have crucial role as it is possible to make countable to uncountable by adding a phrase 'a piece of' in front of them. Nominalization, the process of making noun phrases or 'large nouns' is important in academic English. o compound nouns Free joining of nouns produce compound nouns, where the first noun tells more about the first. (e.g earth + quake = earthquake). It may also form by combining two short words as one word (grandchildren), with a hyphen (baby-sitter), or as two words (coffee cup) o articles and determiners Articles are found before nouns and their types are : indefinite ( a & an); definite (the); and zero article. o relative clauses Relative clause is used to add information to a noun, like inserting a sentence inside another sentence. The two basic kinds of relative clauses are defining relative clause and non-defining relative clause. Non-defining relative clauses put additional information to clauses that are grammatically independent. the use of CALL and Internet resources in TESOL Drama technique involving role play is one of the major activities employed in TESOL. Drama Technique contains non-verbal warm-up activities, observation, mime, working with-voice, object, visuals, imagination, words, texts, and scenario and scripts. CALL or Computer Assisted Language Learning is the modern technique incorporating computers and networking in teaching TESOL. Internet also assists second language learners to complete their study without skipping their work or attending regular class. Module 8 Reflective journal. This is the final Reflective Journal entry. After completing the three sessions in this module, you are to add a reflective journal entry into your Assessment Wiki. You may find it useful to complete this entry after completing the other two assessment tasks for this module. Your reflection (400 - 500 words in total for this module) should cover the following points: 1. summarise the key understandings you have gained from the three sessions in this module and your own (referenced) research and comment on the implications for your future practice as a TESOL teacher. Multiple Intelligence (MI) scheme is an efficient approach in Learning Teaching under TESOL. It identifies linguistic, visual, musical, logical/mathematical, bodily/feeling, interpersonal, and intrapersonal relations as major attributes of MI. that a learner could score most. 2. briefly describe (with example where possible) the following: learning to learn in TESOL including learning and teaching styles: Learning style schemes are categorized into sensory preferences, personality types, degree of generality, and biological differences. Most important effect of learning style is to ensure that the activities developed covers a broad range of styles, and is not imposing on the students. The activities, which are visual, auditory, kinesthetic, and tactile, should be suitable to the sensory preference of all learners. For developing learner autonomy teachers should not overuse learning style and preferred strategies. It is also important to understand the learners and try the full range of language learning strategies, for making the learner realize their preferred style and experimenting with other's style. Just like a jigsaw puzzle cohesion and coherence acts like pieces that fit together in terms of shape and parts of the picture, and composition of the whole picture. Thus, cohesion prompts the learners to incorporate sequences of their learning and coherence is their ultimate language skill, in both writing and speaking, in English. Read More