TESOL考試高級全部作業(yè)參考答案

TESOLisanacronymstandsforTeachingEnglishtoSpeakersofOtherLanguages.Besides,itcan

alsostandforarelatedassociation,TeachersofEnglishtoSpeakersofOtherLanguages.

L1meansthefirstlanguageasnativetongue,suchsEnglishforpeoplewhocomefromUSAand

UK.

L2meansthesecondlanguage,suchasEnglishforpeoplewhocomefromChinaandJapan.

SLAmeansSecondLanguageAcquisition,whichusuallyreferstotheacquisitionofanyother

languageaftertheacquisitionofthemothertongue

Pedagogy

Pedagogyisusuallydefinedastheapproachtoteaching,focusingontheinfluenceofthelearningprocessonlearnersfrommanyaspects.Pedagogyisakindofacademicdiscipline,studyingtheappropriateuseofknowledgeandskillsintheeducationalprocess,andtheinteractionbetweenteachersandlearnersinthelearningprocess.Pedagogycangiveteachersboththeoreticalandpracticalguidanceontheirteachingbehaviorsandmethods,theirunderstandingofstudents'needs,andhowtodealwithdifferentstudents.Pedagogyhasgreatinfluencesonmanyfields,andit

developsgradually.

DefinePsycholinguisticsandMultilingualismPsycholinguistics

Psycholinguisticsisthestudyoftherelationshipbetweenlinguisticfactorsandpsychologicalaspects.Itstudieshowpsychologicalandneurobiologicalfactorsinfluencepeople'sacquiring,use,comprehension,andproductionoflanguage.Itisconcernedwithmanyaspects,suchasthecognitivefacultiesandprocessesthatrefertogrammaticalformsoflanguageandtheperceptionof

constructionsbyalistener.

Multilingualism

Multilingualismistheuseofmorethanonelanguage,whichcanbeusedtodefineapersonoragroupofpeoplespeakingmorethanonelanguageaswell.Itnowoftenappearsinourdailylife.It

isalsoapartofcontinuumbetweeninternationalizationandlocalization.

Assignment-Definesociolinguistics,andexplainthedifferencebetweenmacroandmicro

sociolinguistics.

Write1-2paragraphsabout4-5sentenceseach.

Sociolinguisticsstudiestherelationshipbetweenlanguageandthewayitisusedfrommanyaspects.Fromtheviewofsociolinguistics,languagehasitssocialdimension,whilesocietyhasitslinguisticdimension.Itstudieshowlanguagevarietiesdifferbetweengroupsseparatedbysocialdifferences.Meanwhile,itstudieshowtousethesedisciplinestocategorizepeopleinsocialand

socioeconomicclasses.

Micro-sociolinguisticsreferstoresearchthatfocusesondialectandstylisticvariation.Macro-sociolinguisticsstudieshowlanguagecreatesandmanagessocialculturesaswellastherelativestatusandfunctionsofthelanguagesinthecertainsociety.Ittriestoexplainwhy

immigrantschoosetokeeporabandontheirnativelanguage,andtheinfluenceofsocialidentity

onhowtochoosealanguage.Bothstudyhowlanguageinfluencesculturesandcitizensofa

society.

Assignment-DescribeandExplainFiveApproachestoTESOL

Essay:Anapproachisawayofdoingsomething,whileamethodistheprocessofdoingit.ReviewtheGuide(typeApproachesandclickTeach),theReading-ApproachesandMethodstoTESOLandTeachingEnglishtoSpeakersofOtherLanguages:AnIntroductionpps.8-14.Focusonapproachesasmethodsarediscussedinanotherassignment.Write5

paragraphsabout3-5sentenceseach.

CommunicativeApproach

Thisapproachismadebyeducatorsandlinguistswhoaredissatisfiedwithteachingapproachesmerelyfocusingongrammar.Theythinkstudentscannotproperlyusetheirlearninglanguageinthecommunity.SoCommunicativeApproachguidesteacherstousereal-lifesituationstohelpstudentsfinishnecessarycommunicationunderdifferentcircumstances.Throughthisapproach,studentscanbemoremotivatedtomakemeaningfulconversationsandtrulyuselanguageindaily

communication.

WholeLanguageApproach

Itisaliteracyphilosophythatemphasizesthatchildrenshouldfocusonmeaningandstrategyinstruction.Itoftencorrespondstophonics-basedmethodsofteachingreadingandwriting.Itemphasizestheunderstandingandexpressionofmeanings,theloveofbooks,andtheabilityof

readingandwriting.However,somescholarsdisagreewiththisapproachforitsboundedness.

TheNaturalApproach

TheNaturalApproachbasesonlanguageasasetofmessagesthatcanbeunderstood.Itaimstohelplearnersmakeprogressaccordingtotheirownneeds,whichalsoaffectsthecorrespondingsyllabus.TheNaturalApproachadoptstechniquesandactivitiesfromdifferentsourcesbutusesthemtoprovidecomprehensibleinput.Besides,manyhypothesesdevelopunderthisapproach,liketheacquisitionhypothesis,themonitorhypothesis,thenaturalorderhypothesis,theinput

hypothesis,andtheaffectivefilterhypothesis.

Art/MusicalApproach

Teacherscanuseactivitiesrelatedtoartandmusictohelpstudentsstudy.Musicandlanguagehaveacloseconnectiontobrainprocessingbypitch,rhythm,andbysymmetricalphrasing.Musicplaysaveryimportantroleinlearningalanguage.Itcanhelpconsolidatestudents'expressions

andmaketheclassmoreinteresting.

VocabularyApproach

Thisapproachistheintroductionandpracticeofvocabularies.Studentscanaccumulatetheirvocabulariesbyincidentalacquisitionorthroughdirectstudy.Tostrengthenstudents'vocabulary.

teacherscanuseactivitieslike"listenandrepeat","quickpeektechnique"and"what'smissing?".

Assignment-ListandDefineFiveMethodsofTeachingEnglishasaSecondLanguage

Essay:Anapproachisawayofdoingsomething,whileamethodistheprocessofdoingit.

ReviewtheReading-ApproachesandMethodstoTESOL,Reading-TESOLMethodologies

andApproaches,andTeachingEnglishtoSpeakersofOtherLanguages:AnIntroductionpps.8-14.Focusonmethodsasapproachesarediscussedinanotherassignment.Write5

paragraphsabout3-5sentenceseach.

TheAudiolingualMethod

ItisbasedontheBehavioristPsychologyandlearnedmuchfromtheDirectMethod.Itaskedteacherstousemethodslikemimicry,memorization,andover-learningtomasterknowledgepointsonebyone.UnlikeGrammarMemorization,theAudiolingualMethodteacheslittlegrammarbutusesrepetitivedrillstotrainlearnerslistening,speaking,reading,andwriting

abilities,andpreventthemfrommakingmistakes.

TotalPhysicalResponse

TPRisamethodthatcombinesinformationandskillsusingtouchandmovement.Teachersalwaysuseimperativesentencestogivestudentsinstructionsthatwillbeperformedbythemselves,comfortablyandconfidently,insteadofforcingbyothers.TPRisbasedontheLllanguage

learningprocess,andseveralstudiesbelievethattheefficiencyofTPRismuchhigher.

RassiasMethod

Thismethodencouragesteacherstouseentertainmentwhileteachingasecondlanguage.Byusingthismethod,studentscanbothrepeatwordsseveraltimesforpracticeandremainenthusiastic.Besides,itcanbooststudents'confidenceaswell.RassiasMethodadvocatesbiggesturesand

makesthestudentssitinacircletodomoreactivitiesinclass.

GrammarMemorizationSpeech

ItisoppositetotheDirectBasedapproach.Usingthismethod,teachersshouldteachstudentsgrammaticalstructures.Someoftheactivitiesaimtomemorizeandapplyallgrammarrulesfor

students

CommunityLanguageLearning

Thismethodisbasedoncounselingtechniquestosolvepotentialproblemsapersonmaymeetinthelearningofforeignlanguages.Underthismethod,alearnerequalstoaclient,whileateacher

isseenasaninstructor.Skillsadaptedtotheirrolesareseenaslanguagecounselors.

Assignment-NameandDescribeFiveLanguageLearningStrategiesforTESOL

Essay:ReviewtheReading-StrategiestoTESOL,Reading-LanguageLearningStrategies,Guide(typeLearningStrategiesandclickTeach)andTeachingEnglishtoSpeakersofOtherLanguages:AnIntroductionp.157-162.Write5paragraphsabout4-5

sentenceseach.

CognitiveStrategies

Cognitivestrategieshelplearnersmakeandstrengthentherelationshipbetweennewandalready-knowninformation.Thesestrategiescanalsofacilitatethementalrestructuringofinformation.Guidedbycognitivestrategies,learnerscanlearnfromcontext.Theycanalso

analyze,reasoninductivelyanddeductively,takesystematicnotesandreorganizeinformation.

MnemonicStrategies

Mnemonicstrategieshelplearnerscombineanewitemwithalready-knownknowledge.These

strategiesareusefulformemorizinginformationincertainways.Forexample,acronymsisagood

waytoremember.Besides,someexamplesarerhymingandTPR.

MetacognitiveStrategies

Metacognitivestrategieshelplearnersmanagethemselvesaslearners,theirlearningprocess,andcertainlearningtasks.Somemetacognitivestrategieshelpindividualsknowthemselvesbetteraslanguagelearners,othersrelatetothelearningprocess.Identifyingavailableresources,decidingvaluableresourcesforagiventask,settinganappropriatestudyschedule,andfindingorcreatingagoodplacetostudyareincluded.Otherstrategieshelplearnersdealwithagivenlanguagetask

insteadoftheoverallprocessoflanguagelearning

AffectiveStrategies

Affectivestrategiesincludeidentifyingone'sfeelingsanddifferentiatingthelearningcircumstancesortaskstheyareinterestedin.Learnerscanusealanguagelearningdiarytorecordtheirfeelingsduringthelearningprocess.Itcanalsomotivatetheirlearningbehaviors.However:

theacceptabilityorfeasibilityofaffectivestrategiesmayvaryfromculturetoculture.

SocialStrategies

Socialstrategiesmeanstudyknowledgewithothers.Thesestrategiescanfacilitatelearningwithothersandhelplearnersunderstandthecorrespondingculturetheyarelearning.Forexample,learnersusingthesestrategieswouldliketoaskforclarificationsorconfirmation,askforhelp,learnaboutsocialorculturalnormsandvalues,andstudytogetheroutsideofclass.Thestrategies

cannotonlyhelplearnerslearntheknowledgepoints,butalsousethelanguageinthecommunity.

NameanddescribethreestepstoteachlisteninginanESLclassroom.

Essay:ReviewtheReading-HowtoTeachListening,Reading-TipstoTeachListeningandTeachingEnglishtoSpeakersofOtherLanguages:AnIntroductionp.42.Nameanddescribethreestepstoteachlistening(before,duringandafter)inanESLClassroom.

Write3paragraphsabout3-5sentenceseach.

TherearethreestepstoteachlisteninginanESLclassroom.

Beforelistening:Forpreparation,teacherscanintroducethetopictothelearnersandfindoutwhattheyhavealreadyknown.Activitieslikebrainstormanddiscussionquestionsrelatedtothetopicaregoodchoices.Teacherscanthenoffernecessarybackgroundinformationandvocabulary

whichwillbeneededforthelisteningactivitytolearners.

Duringlistening:Teachersshouldbespecificaboutwhatlearnersneedtolistenfor.Learnerscanlistenforselectivedetailsorgeneralcontent,offorthecertainemotionaltone.Iftheydon'tmarkanswersorrespondduringlisteningprocess,tellthemaheadwhatwillberequiredafterthe

process.

Afterlistening:Afterthelisteningprocess,teacherscanfinishwithanactivitytoextendtotopicandhelpthemremembernewwords.Adiscussiongroup,craftproject,writingtask,andgamearegoodchoices.Toaddmorechallenge,teacherscanmakelearnerscontinueastorytext,solvea

problem,performasimilartaskwithaclassmateorparticipateinreal-timeconversation

Assignment-NameandDescribeThreeExamplesofInputSourcesusedtoTeachListeningEssay:ReadTeachingEnglishtoSpeakersofOtherLanguages:AnIntroductionp.40.Nameanddescribethreeexamplesofinputsources(otherthantheteacher,otherstudents,podcasts,videosandsongs)thatareusedtoteachlistening.Thesecanbeliveorrecorded.Also,theycanbeaudiooraudiovisual.Writeyourownthreeexamples;donotcopyfrom

thetext.Write3paragraphsabout3-5sentenceseach.

Englishmovies:PeoplewatchEnglishmovieswiththesubtitlecanpracticelistening.Moviesofferthelearnerscontextandcircumstancesofthedialogueandmuchmorerealcommunication

Thisisalsoonethemostfeasiblesourcesforlinguisticstudents

Appsonmobilephones:Learnerscanreachsomenativeprogramsbyappsontheirmobilephones.ProgramslikeScientificAmerican60SecondScienceandVOAarebothgoodresourcesforlearnerstopracticelisteningandgetsomeknowledgeaswell.Itsadvantageisthatitcanbe

updatedquicklyandeasytogetforlearners.

EnglishTVprograms:TherearemanyprogramsliketalkshowsinEnglish-speakingcountries.Theseprogramsaregoodforlearnerstopracticelistening,becauseofitsrealcommunicationcircumstances,variationsoftones,andpronunciationskills.Learnerscanalsogetcultural

backgroundknowledgethroughthesedailydialogues

Essay:ReviewtheGuide(typeListeningProcessesandclickTeach),andreadTeachingEnglishtoSpeakersofOtherLanguages:AnIntroductionp.39.Write2paragraphsabout

3-5sentenceseachexplainingtheconceptofbottom-upandtop-downlistening

Bottom-uplistening:Bottom-uplisteningprocessrequireslistenerstoidentifyincomingspeechsignalsbylearningskillsthathelpdecodethespeechpatterns.Thisprocessrequiresthelistenertolearnskillsbasedonphonetics,grammar,detail,andtonalstresstounderstandthespeechpatterns.Teacherscangiveinstructionsonsyllables,wordstress,pronunciation,andintonations.Besides,listenerscanattendtheactivitieslikelisteningandfindingthewordgroupswhichcarrymeanings

inthescript

Top-downlistening:Top-downlisteningprocessletleanersusetheirpreviousknowledgeandpredictionstoidentifyspeechsignals.Top-downlisteningprocessisbasedonknowledgeandperceptionsthestudenthasalreadydeveloped.Insteadofbuildingfromsimplewordknowledge.top-downprocessusescontexttounderstandwhatthestudentislearninginsteadofmerelytranslation.Teacherscangivelistenerskeywordstoletthemguessthetopicortheanswersassoon

astheyseethemultiplechoices.

EssayAssignment-InputSources

Essay:ReviewtheReading-InputSourcesandGuide(typeInputSourcesandclickTeach).Thenanswerthesequestions:①Whichoftheseinputsourceswouldbemoreappropriateforteachingadults?Why?②Whichoftheseinputsourceswouldbemore

appropriateforteachingchildren?Why?Write2paragraphsabout4-5sentenceseach.

Ithinkthepodcastismoreappropriateforteachingadults.Thepodcastcoversmanykinds,liketalentshows,news,interviewsetc.Itgivesadultlistenersmorechoicestofindwhattheyarefondof.Besides,asthelengthofscriptandaudiovariesfromshorttolong,adultlistenerscanchoosewhattheypreferespeciallyindifferentlevels.Sothepodcastwillbemoreeffectivetoteach

listeningforadults

Onthecontrary,songsaremoreappropriateforteachingchildren.First,songshaverhythmiclyricswhichcanmakechildrenmorerelaxedduringthelearningprocess.Theycaneasilyremembertherhythmandsingalong.Second,songsaregoodfordevelopinglisteningautomaticity,whichcanhelpchildrenknowthemeaningofsongsandexpressmorefluently.

Finally,songsarenotsolongordifficultforchildrentoacceptandacquire

Nameanddescribethefourfundamentalpropertiesofspokenlanguage.

ShortResponse:ReviewtheInfographic-FourFundamentalPropertiesofSpokenLanguageandGuide(typePropertiesandclickTeach).DefinePhonotacticrules,Stress

system,Tonemelodies,andPhonologicalsystem.Write1-3sentencesperterm.

Phonotacticrules:Phonotacticrulesarethefundamentalrulesthatmanagethesoundsequencesinalanguagethatmakeupsyllables

Stresssystem:Thestresssystemisthewayinwhichlexicalstressisfixedwithinanutterance.

Tonemelodies:Tonemelodiesarethevaryingtoneswithinaspokenlanguagethatindicate

lexicalordiscoursemeanings.

Phonologicalsystem:Thephonologicalsystemisthephonemesthatareusedinaspecific

language

Definespeechproduction.Nameanddescribethefourmajorprocessesofspeech

production.

ShortResponse:ReviewtheReading-SpeechProductionandGuide(typeConceptualizationandclickTeach).Definespeechproduction.Nameanddescribethefour

majorprocessesofspeechproduction.Write1-3sentencesperterm.

Speechproductionistheprocessoftranslationfromthoughtstospeech,whichincludestheselectionofwords,theorganizationofrelevantgrammaticalforms,andthearticulationofthe

resultingsoundsbythemotorsystemusingthevocalapparatus.

Therearefourstagesinspeechproduction.

Conceptualizationstage:Inthisstage,aspeakerspontaneouslythinksaboutwhattheywillsay.howtobehelpedbypriorknowledgeofthesubjectandtheexchangeitself.Speakerswillalsochecktheaccuracyoftheirspeechtoascertainthattheintendedspeechwilldelivertheirthoughts

withfidelity

Formulationstage:Inthisstage,aspeakersearchesforandfindstheappropriatewords,

auxiliaries,andarticleswithwhichtheywillexpresstheirspeech.

Articulationstage:Thisstagetakesplacethroughthephysicalfunctionsofthemotorspeech

organs:thepalate,teeth,tongue,lips,velum,glottis,mouthcavity,andevenbreath,controllingthe

flowofspeech.

Self-monitoring:Inthisstage,aspeakerchecks,identifies,andcorrectsmistakes.

Nameanddescribetheeightpartsofspeech.

ShortResponse:ReviewtheReading-PropertiesofSpokenLanguage-EightPartsof

Speech.Write1-3sentencesperterm.

Verbsarewordsusedtoexpressaction,condition,orastateofbeing,whichareusedinspeechto

movethemeaningsofsentencesalong.

Nounsarewordsthatnameaperson,place,thingoridea

Pronounsarewordsusedinplaceofnounstoshortenarepeatednounthathasalreadybeenmentioned.Therearemanyformsofpronouns,suchaspersonal,possessive,reflexive,intensive,

indefinite,demonstrative,interrogative,relativeandreciprocal.

Adjectivesaddinformationtosentencesbytellingusmoreaboutnounsandpronouns,usuallybydescribing,identifying,orquantifyingthosewords.Adjectivesusuallycomebeforethewordsthey

modify,butsometimesfollowlinkingverbs.

Adverbsaredefinedaswordsthatgivemoreinformationaboutaverb,adjectiveorotheradverbs.Prepositionsarewordswhichshowrelationshipsbetweenotherwordsinthesentence,usuallyintheformoftimeorspace.Theprepositionisalmostalwaysbeforethenounorpronounandthatis

whyitiscalledapreposition.

Conjunctionsarewordsthatconnectwords,orgroupsofwords,totellsomethingabouttherelationshipbetweenthesewords.Coordinatingconjunctions,subordinatingconjunctions,and

correlativeconjunctionsareincluded.

Interjectionsarewords,orshortphrasesusedtoexpressemotionorsurprise.Interjectionsare

oftensentencefragmentsorstandbythemselves.

EssayAssignment-Drilling

Essay:ReviewtheReading-DrillingActivitiesfortheClassroomandReading-ClassroomDrilling.Describeandexplainthetechniqueofdrilling//andhowitisbest

utilizedintheclassroom.Write2paragraphsabout4-5sentenceseach.

Toputitsimply,drillingisthelistenerlistenstoamodelprovidedbytheteacher,thetape,orotherstudents,andthenrepeatswhattheisheard.Thisisarepetitiondrill,awaythatisgenerallyusedbyteachersonintroducingnewlanguageitemstostudents.Besides,substitutiondrillsand

questionandanswerdrillsarealsoincluded.Itisanessentialstepwhenlearningnewmaterial

Therearemanywaysofdrilling.Choralrepetitionisthatstudentssimplyrepeatwordsorphrasesaftertheteacher.Itcanbeusedinthelearningofpronunciation.Drillingusingflashcardscanchallengethestudentswhentheybecomemorefamiliarwithcertainvocabulary.Besides,askingforstudentstogiveyouasynonym,antonym,ortranslationofanewvocabularywordwillcheckindividualcomprehension.Andteacherscanconductpairactivitiestofurtherteststudent's

comprehension.Usinggamesintheclasscanalsohelpdrawstudents'attentionandparticipation.

EssayAssignment-ChoralRepetition

Essay:ReviewtheReading-ChoralRepetitionandTeachingEnglishtoSpeakersofOther

Languages:AnIntroductionpps.92-94.Explainchoralrepetition,howitworks,and

benefitstousingitintheESLclassroom.Write3paragraphsabout4-5sentenceseach.

Choralrepetitionisthatstudentssimplyrepeatwordsorphrasesaftertheteacher.Inotherwords,choralrepetitioniswhentheteacheroralearnermodelslanguageandthegroupoflearnersrepeatittogether.Althoughitisnotaverycommonchoiceofactivity,itcancontributewelltolearningsomeaspectsoflanguage,especiallypronunciationofconnectedspeechandformulaiclanguage

suchasclassroomlanguage.Itisalsoanactivitythatmanylearnersenjoy.

First,theteacherdemonstrateswordsfromalistorstudentsaregivenexcellentmodelpronunciation.Makesuretheteachergivesclear,naturalsoundingandconsistentmodels.Then,studentsimmediatelyrepeatthemtogether.Theteachercanalsopracticestressandword

boundariesinthisactivity.

IntheESLclassroom,choralrepetitioncanfirstlymakesurestudentshavemechanicaltrainingaboutbasicinformationaboutthesubject,especiallyaboutvocabulariesandphrases.Usingthismethod,studentsarenotcalledonindividuallytopronouncewordswhichcangiveweakerstudentsmoreconfidencetopractice.Besides,teacherscanbreakupthemonotonybychangingthespeedorvolumeandhavestudentschangetheirresponsesaccordingly,whichcanmaketheclassmoreactive.Teacherscanalsoinsertsomeindividualteststomakesureeveryoneinchoral

repetitionmanagethepoints.

EssayAssignment-Describesevenstepstoteachreading.

Essay:ReviewtheReading-HowtoTeachReading,Reading-Phonics,WordStrategiestoDevelopDecodingSkills,andTeachingEnglishtoSpeakersofOtherLanguages:AnIntroductionpps.69-72.Describesevenstepstoteachreading.Write7paragraphsabout4-5

sentenceseach.

Step1:Engagethestudent.Thefirststepistogetthestudents"warmed-up"byengagingtheminthetopicofthereadingpassage,inordertointroducethethemeortopicofthereading.Forexample,thestudentcanbeengagedbyusingvisualsora"warm-up"conversation.TheESLteachershouldelicitresponsesfromthestudents.Andlessonsshouldbestudent-focused,somost

ofthetalkingshouldbedonebythestudents.

Step2:Pre-teachnewvocabulary.Beforethereadingactivities,teachersshoulddecidetheimportantvocabulariesfortheESLlearnerstoknowinordertounderstandthestoryandchoosethewaytoteachnewwordsorkeywords.Teachersdonotneedtoteacheverywordthatthestudentmaynotknow,justthosethatarecriticaltounderstandingthepassage.Thispartshouldn't

taketoomuchtime.

Step3:Askafocusquestion.AlessonplanteachingreadingtoESLstudentsshouldhaveafocusquestion.QuestionaboutdetailsofthetextcanbeusedforESLbeginningreadingexercises.Foradvancedlevelstudents,agistquestioncanbebetter.Thisissomethingthatthestudentshavetodeducefromthereadingpassage.Remembertowritethefocusquestionontheboardsothatall

studentscanseeit.

Step4:Thestudentsread.Next,it'sreadingtimeforstudents!Besuretogiveenoughtimeforthestudentstoreadtheentirepassage.Teachersshouldwatchthestudentstoseehowtheyare

doingandwhentheyfinish.Ifonestudentistakingaparticularlylongtime,teacherscandecideto

waitornot.

Step5:Askquestionsaboutthereading.Atfirst,askthestudentsthefocusquestionagain.Besidesthefocusquestion,askthestudentsseveralotherquestionsaboutthereading.Ifthestudentsareunabletoanswerthequestions,allowthestudentstoreadthepassageagain.Give

somehintsorsuggestionsifneeded.

Step6:Followupwithatask.AlessonplanteachingreadingtoESLstudentsshouldalwaysbefollowedupwithatask.Thetaskcanbeoralorwritten.Thisallowsstudentstobringintheirknowledgeonthetopicandhelpstoreinforcecomprehensionandthelearningprocess.Tasks

shouldberelatedtothereadingpassage.

Step7:Followupwithanactivity.Iftimeisenough,teacherscanaddanotherESLactivity.Thiscouldbeadditionalwritingpracticeorspeakingpractice.Ifstudentsareinterestedinthepassage,usethistopicforthestudentstowriteaboutortocontinuewithaconversation.Inadditiontoteachingreadingcomprehension,teacherscanalsousethesereadingstrategiestoteachgrammarin

thereadingpassage

EssayAssignment-Nameanddescribesixtechniquesandmethodsthataresuccessfulin

EnglishL2writingclassrooms.

Essay:ReviewtheGuide(typeCompositionTechniquesandclickTeach),Reading-WritingExercisesforESLStudents,Read-FiveTechniquestouseinEnglishL2WritingClassroomsandTeachingEnglishtoSpeakersofOtherLanguages:AnIntroductionpps.84and85.

Write6paragraphsabout4-5sentenceseach.

Technique1:Carefulneedsanalysistoplancurricula.NewresearchhasshownthatplanningthewritingcurriculumtomeetL2students'needswillhelpthesestudentsbecomesuccessfulwriters.WhenL2writingcurriculumisrelevantandsatisfiestheELLstudents'academic,affective,andsocialneeds,performancewillimprove.Planningacurriculumthatmeettheir

linguisticneedsgivesthemthekeytosuccessfulwriting.

Technique2:Cooperativeandgroupwork."Groupandcollaborativeworkinlanguagec