Sample Assignment on Tesol PDF

Running Head: TESOL
TESOL
Name of the Student:
Academic Affiliation:
Date:

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Teaching context
Target students
The book marks learners below:
Age – 7 to 8
Class size – 30 students
Level – A1 or A2
Category – non-native students/ Chinese learners
Gender – mixed
Needs – non native
Objectives
 To develop learners’ cognitive effort to learn latest things
 To stimulate learners’ effort to effectually express themselves
 To develop learners’ attitude in English
 To develop learners’ to express themselves in day-today life.
Syllabus content
This unit aimed at drinking and eating as part of day-today life. Its outcomes are brought through
pictures, activities and interesting videos that attach learners’ interest in the linguistic class.
According to this chapter it has some other units that originate from related topics. This gives
opportunity for effectual communication (Mathew, 2017).
Introduction
Drinking or eating is a unit that has six chapters in the studying textbook with 4 sections. I
observed at the subcategories grouped with various instructions and found out that every section
has practice exercises, activities and practical examples (Goulah, 2017). The material gives out a

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systematic way of approaching language sessions with student activities that help to enhance
speaking, reading, listening and emotional skills. The chapter that deals with instructions has a
make that focuses students at smaller age. Focusing seven to eight years of age, the section
contains videos, narratives and colorful image for interactive studying. I should agree that this
chapter is effectual due to its applications of rules and regulations of studying (Kitchen, 2017).
Developing knowledgeable skills at this level comprises; basic communication, syntax,
vocabulary, basic phonology and meaning of words. Young people learn by instructions for I
have dealt with them. The use of visual aids and pictures makes it more effectual. Learning
programmed approach is changeable for two language teaching. I observed that application of
studying 3 principles includes;
 Stimulating the learners feeling ability and intellectual participation
 Involving students with contents to stimulate their ability and curiosity to be attentive.
 Allowing learners to have opportunity of using another language to achieve communication.
I was in position to attest if the material was valid in this accordance,
Principle 1 – opportunity to use the focus language to obtain communicative intentions
“Chun” two thousand and fourteen researches out the usefulness of instructions adequately in
(EFL). In conjunction with the notion, I have confidence that learning international language at a
start stage requires effectual teaching techniques. Studying at various levels has effectualness
depending on the experience of the teacher (.Madden, 2017). Learner 1 puts down foundation for
further capabilities and strengths. However, an effectual preparation technique is effective and
linguistic sessions need relieving literature for development and teaching materials. Conversation
is a procedure that involves the use of memory and brain. Siblings at this level are in position to
change information via instructions. The “instructional theory” acts by the states and cognitive

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that shaping of instructions should link with procedure. The queries operate as an aid to search
information in the textbook. I hope psychologists in education were on fact to pin out that
“cognitive psychology is useful in bilingual growth. Principle teaching samples such that support
one interactive studying for bilingual siblings. This helps me to remember the research that came
across as l was observing into the bilingual studying. According to the study, Williams and Byers
of the year two thousand and thirteen dismiss the common myths on bilingual learners.
The samples of chapter six of such chances comprise activity four, which contains conversations
and pictures. The use of constructive sentences helps students an opportunity to participate in
studying through practical samples. Remaining focused on the topic, this piece of work provides
a student a picture that now they are acquitted with in life. Challenging the memory of student,
the chapter gives out communications around the images (Riazi, 2018). From the visual
examples now it is clear that this chapter is sensitive to the learners’ cultural background.
Chinese peoples’ images are used to give the student familiar setting and confidence. Chapter 3
of session 3 has got more chances to participate. My observation of this chapter is to capture the
responsibility of narratives the same as query and solution techniques in studying. It captures the
learners and enhances the obtaining of literacy via observation “It is believed that studying
bilingual language confuses the students.
The drinking and eating chapter puts into use common sense examples using predictable aids to
grammar. Example; unit two Activity one presents a hymn for learners to pay attention and
pictures of fruits observed in the hymn (Alharbi, 2017). As the learners are ready to get the
responses, students will pay attention to images found in the hymn. Conversation in this
linguistic session captures; reading skills, writing and speaking. When writing activity 2.2
provides a learner with a chance to indicate on paper groups of balanced meal and junk food. Is

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also a chance for the learners to employ extra vocabularies. Skill acquisition and knowledge
development are particular to students and various contexts. In this chapter was interested on
speaking chapters’ reason being students studying two languages encounter a number of
pronouncement difficulties with customer (Alharbi, 2017). I noted that the images found in
activity 4.1 was suitable reason being the teacher has an opportunity to spot students with
weakness who cannot understand well.
Principle 2- involving content to bring out students’ attention and curiosity
Using methodology and messages for linguistic studying and educational growth involves
students’ content, stimulating intellectual activities and language communication. According to
the absorption of studying materials engages developing what suits the learners and various
situations. The chapter uses a usual theme that convinces everybody making easy to be
understood by two language learners. The images used are appropriate and friendly for young
students. I looked into bilingual students connecting with delicious meals as they perused
through the section. Other activities had much interest to others. For instance, each learner aged
between seven and eight have an interest in shopping edibles activity instead of one involving on
balanced nutrition and proper eating habits (Villegas et al, 2018). Teaching aids assist teaching
procedures as well as helping the student needs. A tutor frequently requires ideas on the best way
to involve students by using a number of materials.
All through the section, the student is engaged in studying process. In activity five point one of
this chapter points out an instructional message using animated person (Harry). The tutor is in
capacity to engage the student in this work reason being the learner employs comprehension and
listening skills to pay attention to the narratives and get engaged effectively. The growth of
language engages a mental procedure through a learner under goes self-discovery. The student

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obtains insights via social version. This section gives examples of real life engagements. Such
images indicate a shopping child father and mother at the restaurant, bakery and grocery. The
responsibility of family brings out clearly issuing the learner a chance to expand on imagination.
The tutor has a number of chances to involve the learners’ curiosity via the activities.
Cluster ‘work activities’, for example activity four of chapter one inquires the learner to on
things they like. Phrases such as; ‘I don’t like and I like’ provides the learner to an opportunity
for test their mind (Shehadeh, 2018). Activity five comes up with samples for communication
with colleagues. Asking them queries about what they prefer a chance for the two-language
learners to understand other group members. It is an effectual method to instruct learners in an
environment of diverse culture. Tutors require teaching material than the learners’ need,
particularly if they lack their own plans. Demonstration materials make studying more student
friendly by grouping them. This chapter consists of; videos, pictures, role-plays and poems that
shapes a student’s enthusiasm.
The chapter is also suitable other people. It gives direction for writers of books about how to
make ready suitable materials for a right group. Writers of materials are informed about how
effective cartoon characters are since they engage students at a certain age group. Developing
listening skills can be done by use of “video based approach”. By planning the work with
varying content, the writer gives a total picture on learning. Tutors employ suitable content to
help motivating students in a two-language class to be involved.
Principle 3- Enhancing intellectual and emotional participation.
I frequently do not understand the responsibility of studying and teaching experiences. The
applicability of chapter 6 depends on the development on the development of the material, which
aims at missing skills, Linguistic studies. Theories about two-language routes for employment

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of ‘grammar patterns’ in this situation. It gives way the student to discover pieces and bits of
language grouping. The linguistic area at the bottom of the end of chapter one teaches the
student. Picking words enables the student to come up a vocabulary. Examples of words include;
pragmatic, syntax and lexicology. Linguistic formulation via groups in chapter two activity one
and activity two assists students to link meal classes grouping them to various types of foods.
Students at this stage understand images reason being their reality factors. Clear images in
activity 2.1 of section two are more applicable and actual pictures in activity 2.2 on the page
below. Examining you tube images like four point one and presenting the images properly is one
option for the tutor to jog the learners mind. Chapter 3 sums it by giving an activity for the
learner to see and link words. The mind engagement at this level means the linguistic sense of
language emphases ones expression and is acceptable (Cho & Adams, 2018).
From the chapters, the activity that comes first linking the words accompanied by
references, videos and images. Mastering communication techniques putting to use of decree
samples from day today life experience. The students’ attitude relies on the methods employed
by the tutors and gives the basis for the techniques of language in future. Considering tactics of
behavior needs special methods, attention on studying objectives and material approaches. The
decree approach to identify gaps and original learners focus linguistic so as to develop
competence (Coffey et al, 2017). Skills acquisition includes capacity to assist learners and
expand their insight, positive energy and intelligence. Using role- plays embraces the students to
expect lessons to come eagerly. When learners participate in studying in clusters, they study
from each other, finding courage and social support. Psychologists in social support cluster
formation in a two-cultural surrounding. The students think themselves as animated for real

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performance. Learners at the primary level and unrealistic thinking. The dialogue between the
tutor and the student is most frequent strategy.
The linguistic studying principle obvious in studying material in lecture room. Chapter 6 is a
sample of a complete course input that capitalizes on a number of ways guided by the learners’
principles. Language grows as it needs frequent use through assignments and a number of
activities. This chapter is about drinking and eating it employs suitable texts and audio-visual
strategy to get students interests (.Khodabakhshzadeh, Arabi & Samadi, 2018) Studying through
videos and images is suitable for the learners that are aimed at due to their age. As make
materials for students, language professionals and tutors gives priority to the methods of
triggering the students using psychological factors, involvement activities and proper use of the
required language for passing the messages.
Conclusion
Linguistic guidelines show the learner and the tutor alike. Getting a dependable learning input
relies on effectuality of sessions and language knowledge gained. Study written matter used in a
two language contains clear messages, visual aids and simplified language. This chapter is a
reflection of the guide book since it provides a series of activities containing; reading, writing,
speaking and listening techniques. The chapter has activities in sections and sub-sections for
effectuality.

TESOL
References
Alharbi, S. H. (2017). Principled Eclecticism: Approach and Application in Teaching Writing to
ESL/EFL Students. English Language Teaching, 10(2), 33.
Alharbi, S.H., 2017. Principled Eclecticism: Approach and Application in Teaching Writing to
ESL/EFL Students. English Language Teaching, 10(2), p.33.
Cho, H., & Adams, D. J. (2018). Service-Learning as a Means for Preparing Preservice Teachers
to Work With English Language Learners. In Handbook of Research on Service-Learning
Initiatives in Teacher Education Programs (pp. 59-78). IGI Global.
Coffey, H., Harden, S. B., Brown, K. E., & Williams, M. (2017). Civic Minor in Urban Youth
and Communities: A New Service-Learning Curriculum Disrupts Traditional Teacher
Education. In Community Engagement Program Implementation and Teacher
Preparation for 21st Century Education (pp. 48-65). IGI Global.
Goulah, J. (2017). Climate Change and TESOL: Language, Literacies, and the Creation of Eco‐
Ethical Consciousness. TESOL Quarterly, 51(1), 90-114.
Khodabakhshzadeh, H., Arabi, M., & Samadi, F. (2018). The Relationship between English
Foreign Language Teachers' Willingness with Post-Method Pedagogy and Their
Teaching Effectiveness. International Journal of Instruction, 11(2), 425-436.
Kitchen, M., Jeurissen, M., Gray, S., & Courtney, M. (2017). Teacher engagement with
academic reading in a post-service tesol course. Indonesian Journal of Applied
Linguistics, 6(2), 260-270.
Madden, A. (2017). 2017 JALT Summary: Teachers and Professional Development. Kanda
Academic Review, 1(2).

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Mathew, L., 2017. Mandated Resistance, Embodied Shame: The Material and Affective
Contours of a TESOL Method. TESOL Quarterly.
Riazi, A.M., 2018. Mixed methods approaches to studying second language writing. The TESOL
Encyclopedia of English Language Teaching.
Shehadeh, A. (2018). Introduction to Approaches and Methods in English for Speakers of Other
Languages. The TESOL Encyclopedia of English Language Teaching, 1-3.
Villegas, A. M., SaizdeLaMora, K., Martin, A. D., & Mills, T. (2018, April). Preparing future
mainstream teachers to teach English language learners: A review of the empirical
literature. In The Educational Forum (Vol. 82, No. 2, pp. 138-155). Routledge.