Assignment-DefinetheAcronymsforTESOL,SLA,L1,andL2TESOL:TeachingEnglishtoSpeakersofStherLanguageSLA:SecondLanguageAcquisitionL1:"Language1"=thestudent'snative(primaryorfirstacquired)language.L2:"Language2"=thelanguagebeinglearnedorstudiedWhatisanicebreakeractivity?Whataretwotypesoficebreakers?Icebreakeractivityisusedwhenpeoplemeetatfirsttimeinagroupandtheydonotknowmuchabouteachother.Icebreakeractivitycancreateacomfortableandconnectedatmospheretomakeparticipantsfeelrelax.TherearetwotypesofIcebreakers:1.FacilitatingIntroductions:Areusedtohelpparticipantseaseintotrainingandhelpstheparticipantstolearneachother’snamesandinformation(Dover,2004).Theintroductionicebreakersarebestusedonfirstdaysofschoolwhentryingtolearnstudent’snamesandalittlebitaboutthem.2.TopicLead-ins:Areusedtoidentifyneedsandgoals,shareinformationandresources,and/orsurfaceresistance(Dover,2004).Thesewilldirectthestudentintothecontentthatwillbetaught.Theicebreakerscanbeusedtogenerateinterestinatopicandactivatethestudent’spriorknowledge.TopicLead-inswillencouragethesharingofinformationandresources(Dover,2004).EssayAssignment-Designanicebreakeractivityforyounglearners.Icebreakeractivity:NameThatPerson1.Divideintotwoteamsandgiveeachpersonablankpieceofcard.2.Letthemtowritefivelittleknowfactsorfeaturesaboutthemselvesontheircard.3.Collectthecardsintotwoteampilesanddrawonecardfromtheopposingteampile.4.Eachteamtriestonamethepersoninasfewcluesaspossible.5.Fivepointsiftheygetitonthefirstclue,then4,3,2,1,0.Theteamwiththemostpointswins.ThereasonswhyIlikethisactivity:1.Itiseasyandconvenienttoconductasitjustneedscardsandpens.2.Itisafastandefficientwaytointroduceoneselfandletothersknowbywritingseveralkeyfactsandfeaturesaboutthemselves.3.Itisinterestinganditcancultivatestudentsteamworkbygettingmorepointsfortheirteams.Thebenefitsforstudents:1.Letthemgetfamiliarwithoneanotherquickly.2.Improvetheirskillsofobservationandperceptionandalsologicalreasoningabilitybynamingthepersoninclues.3.Cultivatestudentsteamworkbygettingmorepointsfortheirteams.EssayAssignment-Describethebottom-upandtop-downlisteningprocesses.Top-downlisteningreferstotheuseofbackgroundknowledgeinunderstandingthemeaningofthemessage.Backgroundknowledgeconsistsofcontext,thatis,thesituationandtopic,andco-text,inotherwords,whatcamebeforeandafter.Incontrast,whenlisteningtodirectionstoafriend’shouse,comprehensionisachievedbydividinganddecodingthesoundsignalbitbybit.Thisisthebottom-uplistenningprocess.Theabilitytoseparatethestreamofspeechintoindividualwordsbecomesmoreimportanthere,ifwearetorecognise,forexample,thenameofastreetoraninstructiontotakeaparticularbus.Inreality,fluentlisteningnormallydependsontheuseofbothprocessesoperatingsimultaneously.EssayAssignment-DrillingAtitssimplest,drillingmeanslisteningtoamodel,providedbytheteacher,oratapeoranotherstudent,andrepeatingwhatisheard.Thisisarepetitiondrill,atechniquethatisstillusedbymanyteacherswhenintroducingnewlanguageitemstotheirstudents.Theteachersays(models)thewordorphraseandthestudentsrepeatit.Therearemanywaystodrillnewmaterialintheclassroom.RepetitiondrillsWhenlearnersaregettingusedtothesoundsofEnglishitmaybeeasierforthemnottoseethelanguagewrittendownbeforetheypractisesayingit,sogetthemtolistentoyourmodelandthenrepeat.Makesureyougiveclear,naturalsoundingandconsistentmodels.Usehandmovementstoindicateintonation,...