Evidence-Base Reading and Writing. CollegeBoard Test #10

ASU Tesol Capstone 1 philosophy

https://www.coursera.org/learn/teaching-english-capstone/supplement/WLjAR/sample-teaching-philosophy

Sample Teaching Philosophy

Since this is the first time you're being asked to write a teaching philosophy, here is an example of a strong, well-written teaching philosophy that includes a clear, detailed explanation of  teaching purpose, style and techniques, written by one of our very own Teach English Now! learners.  Please use this as a guide/model for what you're expected to write.  

My Teaching Philosophy, by Robert Errington

Teaching Purpose: When I arrived in Germany I barely knew a word of the language.  I could say, ‘Ja’, ‘Nein’ and ‘Danke’ but that was about all. I spent the first few months terrified that anyone would start a conversation with me or ask me a question.  I was like a frightened mouse, hiding away from social situations and people in general.   Gradually, thanks to some great teachers, I got to grips with the language.  It was tough, but with really good support I developed a real enthusiasm for learning a new language and through that, I learnt about a whole new culture.

This is why I teach English.  I know how important learning a language can be to someone.  Learning a language can lead to a job, friends and can even make the difference between being happy to face new challenges or hiding in an apartment and being a frightened mouse.   To me, teaching is about giving someone the confidence, the skills, the motivation and the enthusiasm to learn.  It’s like opening a door to a new world and encouraging the person to step inside. 

At the moment I am mainly teaching Business English.  My short-term teaching purpose is to equip my students with the vocabulary and grammatical structures to enable them to communicate effectively with customers from around the world.  However my long-term purpose is to help my students develop an enthusiasm for learning – not just a language but anything.  Some people think that once they have left school or college, their education is over.  But we can, and do, learn new things every day.  Sometimes what we need is someone to open a door for us and encourage us to step inside.   At first we might feel a bit like a frightened mouse.  But with the right support, we can achieve many things. 

My teaching style is rooted in the Communicative Approach (1980).  This approach particularly appeals to me because I teach English Business to Managers and Consultants.  My students want to learn all four skills (Reading, Writing, Listening and Speaking) and need to do this through resources relevant to their professions.  As a result I often use authentic materials (magazine articles/blogs) and carefully levelled books with high interest themes (management books etc.)  I like to use the language games, group and pair work, dialogues and conversations used in both the Communicative Approach and the Direct Approach (1900).  Through these approaches the learners get a chance to develop and practice their skills in situations that mimic, or are related to, real-life situations.

I also recognise that students have different levels of confidence and abilities.  To help motivate them to learn I also draw on other approaches.  I like the way that the Affective Humanistic Approach (1970) respects the feelings of students as they learn a language.  I try to use positive reinforcement as much as possible and hope to lower their ‘Affective Filter’ through games.  Meanwhile from the Comprehension Approach (1980) I really like the idea of Role-Reversal.  Encouraging the students to take the initiative and become the teacher is something that can really help some people to gain confidence and be more willing to produce language.  And it allows students to demonstrate the knowledge and skills they already have. 

I use a number of teaching techniques in my lessons.  One of the most important for me is finding ways to gain attention and to motivate my students.   The lessons take place in training rooms in their workplace.  When the students come into the lessons they are generally thinking about the meeting they have just come from, or the emails they haven’t replied to.  Therefore I have to find ways to quickly gain their attention and to motivate them to learn.  This means that I spend at least the first 5 minutes in every lesson plan, sometimes more, on a warm-up activity.  To gain their attention I sometimes use music, or videos to ‘mark’ the start of the lesson.  I also try to use warm language and humour to help the students relax into the lesson. To recall prior learning I sometimes start off with a quiz, based on what we have learned in previous weeks.  It is also important for me to remember that my students are not empty vessels.  Many have a lot of professional and life-experience.  When introducing a new topic or I try to draw on their experience through questions and answers and allowing role-reversal where they can become the teacher.  I also encourage learners to use a range of Language Learning Strategies. I encourage them to take notes, ask questions, use imagery and even look ridiculous.  The classroom should be a safe place where mistakes are not only accepted but sometimes encouraged.  We can take risks here.

I try to stick to the 80 (practice)/20 (teaching rule). It is important that my students spend as much time as possible practicing the language they will be using in their workplace. I do this by encouraging Guided practice and Independent Practice, making sure that there is an element of both every lesson plan.  The Independent Practice often takes place during the session because the students, as full-time employees, have only limited time for homework.  The advantage of using Independent Practice in the lessons is that I can use this time to speak to the students individually while they work and give some formative assessment.  Generally the learners are not working towards any qualification, but I do schedule regular quizzes which allows for an element of summative assessment. 

Books I want to read

 Joseph Conrad who wrote one of the most definitive books in English of all time, the Heart of Darkness? In fact, he was purported to have such a strong Polish accent that his own wife had difficulties understanding him. Now, let's think about this, was this a man that didn't know English well? Absolutely not! His language was pristine!

ASU Tesol Cert #7, Teach English Now! Technology Enriched Teaching

Technology is not a babysitter

Week1

• Curriculum and technology must be aligned.
• Control technology or it will control you.
• Balance happiness when you are outcomes driven.

• am I ready for an LMS?  (learning management system)
• Are students ready for an LMS?
• What LMS do I choose?  (Blackboard,  and Schoology, Moodle free, Google Classroom free)
• How do I use an LMS

Week 2

The nine categories of technology come to us from educational technology experts, Pitler, Hubbell, and Kuhn

• Word processing applications (word processing and word cloud generators )
• organizing and brainstorming software  (Webspiration, Inspiration, SMART Tools)
• data collection and analysis (Google Forms, SurveyMonkey, Poll Everywhere, classroom clickers)
• communication and collaboration software (Skype, FaceTime, TypeWith.Me, Facebook, Twitter) 
• instructional media (BrainPOP, Discovery Education Streaming, Khan Academy, TEDx, TED Talks)
• multimedia creation (PowerPoint Prezi, Keynote, VoiceThread, iMovie, blogs, and vlogs)
• instructional interactives (MathBoard, Voxie, EnglishCentral, Duolingo)
• database and reference resources (Wikipedia, Wolfram|Alpha, Gapminder, RubiStar)
•  kinesthetic technology (Nintendo Wii, Xbox Kinect, GPS.)

https://www.coursera.org/learn/tesol-technology/lecture/FLyHp/video-5-technology-tools-organized-by-events-of-instruction

Six teaching events based loosely on Robert Gagne's Events of Instruction.

• Event one, stimulate background information. This is often called a warm-up or attention-getter, and is done not only to see what students already know but to introduce students to the new theme.
• Event two, organize and manage information. While this may be done at any point in a lesson, often teachers, after or during the warmup, give an indication of the major objectives of the instruction. Gagne calls this informing learners of the objectives. 
• Event three, giving instruction. This portion of the lesson plan is intended to present new information. It is often scaffolded, meaning that it is presented in bite sized chunks, meant to help learners retain the information. 
• Event four, practice and collaboration. This portion of time in a classroom students spend time trying to understand and practice the concepts taught. It is sometimes done in stages as well. Meaning that students may go from easier to more complex problems, or from guided to independent tasks. 
• Event five, produce and demonstrate proficiency. Generally at the end of a practice period students demonstrate their skills and understanding. This may be for example in front of a class in the form of a presentation, in the form of an essay or often in the form of a test or quiz.
• Event six, assessment and feedback. Teachers in this final stage or event must now assess the presentation, essay or test and give feedback to the learner. The learner may be given an opportunity to revise or re-test their skills. Or an instructor, seeing what students did or did not understand may begin the cycle of instruction yet again.

Week 3

COIK. clear only if known  写的只有知道此事的人看得懂

Digital nativity: A digital native is someone who is simply born with technology around them.

• Learner 1: non-digital native, put them in pairs, create tutorials and provided guided activities.
• Leaner  2, digital native, limit distractions and set clear boundaries. Use a pomodoro.
• Learner 3. digital native, Slow down, go over portions of assignment sheet during the activity to make sure they're on task.

Week 4

integrating technology into their classroom. 

• Technological Pedagogical Content Knowledge, TPACK
• Substitution Augmentation Modification and Redefinition, SAMR 

https://www.coursera.org/learn/tesol-technology/lecture/w9BYl/video-2-technological-pedagogical-content-knowledge-tpack

what to teach, how to teach it and what technology to use in order to do it effectively

• content knowledge. This is knowing what to teach.
• pedagogical knowledge. This is knowing how to teach.
• technological knowledge. This refers to a teacher's understanding of technology, and how it can be applied to specific situations.

This is called redefinition. And example of this would be asking students to review the list of media resources that we provided, evaluate the information and then develop their own video presentation on the topic.

modification stage. Where we change the learning task because of the possibilities that technology provides. In this stage, instead of just reading from a textbook, we might give students, a list of media resources where they can obtain information. And have them decide which information is important and construct knowledge about the topic on their own. 

https://www.coursera.org/learn/tesol-technology/lecture/fUZow/video-4-substitution-augmentation-modification-and-redefinition-samr

Higher-order thinking, known as higher order thinking skills (HOTS), is a concept of education reform based on learning taxonomies (such as Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.

Week 5

Reject Vendor, select your tools

• First, remember your objective
• Second, remember SAMR.
• Third, find early adopters. 
• My fourth and final bit of advice is simple, become curious.

Find your objectives. Evaluate technology using SAMR. Use early adopters to help you discover and evaluate technologies. And above all, be curious.

These principals come from a man named Richard Mayor

the point we want to make is that technology itself can exert its own influence on the information that you are trying to relay to learners. It can truthfully change, transform the nature of the instruction itself. 

imagine, design, transform. I dare you.

https://www.coursera.org/learn/tesol-technology/lecture/TKbPj/video-4-straight-talk-about-instructional-design

ASU Tesol Cert #6, Second Language Listening, Speaking, and Pronunciation

ASU Tesol Cert #6, Teach English Now! Second Language Listening, Speaking, and Pronunciation

Week 1 Basic Principles of Listening

Blending is a way to reduce two or more words so that the sound of the words run together. I remember my basketball coach would always say,Yagottawanna! He said it so quickly it sounded like a single word. What was he trying to say? You have got to want it. What did he mean? That in order to win a game, or be successful at basketball, motivation was key.

A morphological reduction means a reduction on the level of word parts. And the most common example of this kind of reduction is a contraction. Contractions are definitely more common in speaking, and can sometimes be difficult for basic learners, who often need to hear each word individually. To illustrate, I will not is easier than I won't for some basic learners, because it is easier to hear and identify each separate word.

Pragmatic reductions are common also. These reductions are also used to increase the speed of conversation by simply leaving out already understood information. My two year old child doesn't say, daddy I would very much enjoy reading a book with you why do you snuggle me, but first, we must find my favorite blanket. Instead, he uses pragmatic reductions. And simply says, daddy read, snuggle, where's blanky?

Ellipses are similar to pragmatic reductions in that they also leave out entire words. But generally, they leave out a phrase in the middle of two thoughts and ask the listener to add in the missing details by once again predicting or relying on context. In writing, we commonly see an ellipses indicated by three dots to indicate that information is being passed over. For example, if someone said, next week...for sure. That seems like a simple sentence, but it is hard to know what will happen next week unless we have more information. Ellipses reduce or eliminates previously understood information, but only helps if you have that information.

Now, let's talk about paralinguistics, performance variables and types of oral discourse. These three are all related in that they demonstrate not variables that reduce language, but variables that add to the complexity of the listening experience.

paralinguistic 副语言 variables, paralinguistics means everything outside of what we normally think of as language. An unusual accent certainly can make things hard, as can stress and tone. Volume and speed can definitely affect understanding. And one huge difference maker, gestures can influence meaning too. Think about how many ways you can play with accent, tone, stress, and gestures to change the meaning of the sentence.  paralinguistic elements: stress, tone, accent, Volume, rate of speech, gestures and even how you dress for a presentation.

performance variables: we refer to as repairs, and fillers. When you repair language, you often say things like, my gosh! I'm so sorry, I mean, or what I meant to say was. When you use fillers in the English language you often use words like, well. Or here's a word that barely even qualifies as a word, em..., redundancy

Types of oral discourse, monologue, a presentation, a lecture, a dialogue (a transactional and interactional dialogue). 

Oral discourse  David Noonan, for example, all the way back in 1991, identified two broad categories, monologues and dialogues. He demonstrated that monologues might include political speeches, lectures, and news reports. Dialogues, on the other hand, involved two or more parties and might be divided in the categories such as interactional and transactional. H Douglas Brown, in 2007, went even further by suggesting that monologues might be both planned or unplanned. And that unplanned monologues might be the trickiest for learners of language because unplanned monologues may feature more fillers, more redundancies saying the same thing more than once. Repeating yourself and adding unnecessary information and distracting information and stuff

regionalisms. In Australia, they say trolley, and in the United States, we say cart. 

In England, they say biscuit, and in the United States, we say cracker. Crisps instead of potato chips.

socio-cultural context and cue's. Heady stuff.

Do you know how or when it is appropriate to cut someone off?

Week 2

Requests for clarification and elaboration (to request clarification or elaboration) , waiting to respond and taking mental notes, focusing your attention through repeat viewings, watching online talks or television shows, and using Cornell notes. Suspending or holding off on interrupting is sometimes a useful language learning strategy.

• please hold all questions until the end
• What do you mean by that
• I would love to know more about that
• excuse me I didn't understand what you meant there
• you say that again

In a bottom-up process, students are paying close attention to a particular detail, such as the speaker's tone or attitude. Whereas in a top down process, students are listening for big picture ideas and overall meaning, connecting these new ideas to previous knowledge. 

The first time students listen, you might invite them to speak about what they know about the topic already, and then relax and simply pick up the main ideas. This kind of casual, relaxing kind of listening is what is often referred to as top-down processing. When learners listen the second time, you might write a number of questions on the board and tell them that you want them to listen for specific details. This kind of focused attention is a technique common to bottom-up processing. in a bottom-up process, you invite students to play close attention to a particular feature. Please pay attention to the speaker's gestures, please pay attention to tone. Pay attention to the speaker's attitude. In bottom-up processing, you're asking students to pay attention, to notice details. A sense quite similar to Mr. Tortoise's idea of intensive reading because you're looking at specific linguistic items within a listening activity and then you break it down. You might even call it intensive listening.

Conversely, in a top-down process, you might think of it as less intensive and more extensive. A top-down process is more casual, more global as learnings look for overall meanings and piece things together from previous knowledge. In top-down processing, you are seeking for the meaning of a single word. You are searching for the gist of an idea. You can invite students to do this by saying, so, what's this story all about? Why did the author write this story or this article? How is this article similar to other articles you have listened to?

Week 3-4 speaking

• classroom size 
• five hour problem
  
  

• affective factors: affective factors are positive or negative emotions which influence your ability to speak. These might range from environmental considerations such as, not eating lunch, having a fight with a good friend. Or forgetting your visual aid when giving a presentation, to linguistic and academic factors. Such as, forgetting to study or not knowing how to pronounce a particular word.We humans are easily upset and often the smallest things can make a difference in changing how we feel and as a result how we behave?

• interlocutor 参加谈话者 effects: interlocutor effect for example, the interlocutor effect means that who you are speaking with can affect how you speak. In other words, some people can make you more nervous, more relaxed, more formal or more informal.

• the interaction: The interaction affect has to do how you change, how and what you say because of the real time questions and thoughts the other person or people who will share information back at you half. Have you ever lost your train of thought because someone said something right in the middle of your thought? That made you think of something else? That is the interaction affect, it is changing what and how you speak not only do you have to pay attention to your thinking. But when you interact with others you have to pay attention to what they're thinking as well.

• Imitative speaking
• Intensive speaking
• Responsive speaking
• interactive speaking   ( turn-taking, interrupting, social cues such as politeness. And is subject to those pesky, effective, and socio-cultural factors we discussed such as the interlocutor and interactive effects)

Speakers are required to produce short segments of language that demonstrates grammatical, lexical or phonological accuracy. 

silent period to denote how some learners simply don't speak at all. And many language professionals feel that it is okay to give learners a certain grace period. A certain amount of space to just listen, read, and learn English in a receptive rather than productive fashion. Getting students to open their mouths requires a particular skill, it requires a knowledge of language ego and your ability to help students relax and find their identity. make speaking easier through  Questions, authentic language, feedback and impossible tasks.

Week 5 pronunciation 

https://www.coursera.org/learn/tesol-speaking/lecture/q1wou/video-1-what-makes-pronunciation-hard

Pronunciation, while important, 

is at least to some degree intrinsically tied to who someone is. 

While it might be important to teach your learners different varieties of English 

and different sounds, you don't need to get them to lose their accent completely. 

The goal shouldn't be speaking like someone else, rather the goal should be 

whether or not the accent interferes with intelligibility. 

If people can understand you, your accents fine.

I like what Amy Tan says about second language learner accents. 

She says that accents are a badge of honor and I completely believe that. 

Only those who have studied a second language know just how hard it is.

And when I hear an accent I think of all the effort and 

work my learners put into speaking a different language, and 

I think learners should be proud of their accents. 

 It's just so beautiful. 

phonemic symbols chart like the one created by Underhill. 

Compare, identity, produce. 

Minimal pairs are two words that are nearly identical except for the key sound. For example, red and wed, rake and wake, rich and which, and run and one.

Why are bough, though, enough, and through all pronounced differently if they have the same ending

Expressing opinion

https://www.coursera.org/learn/tesol-speaking/lecture/TsbL8/video-2-barriers-to-pronunciation

lexical elision: When I speak fast I drop e in elision when I say lexical elision. Lexical elision I almost eat that e completely

One of the unique phenomena of second language learning is that some people, well, retain an accent. There has been a lot of discussion over the last 100 years as to why some people attain high levels of proficiency, but still retain the sounds and rhythms of their first language, when they articulate speech. One example of someone with a high degree of language proficiency, yet with an accent that didn't quite fit in, is Joseph Conrad. You know that Joseph Conrad who wrote one of the most definitive books in English of all time, the Heart of Darkness? In fact, he was purported to have such a strong Polish accent that his own wife had difficulties understanding him. Now, let's think about this, was this a man that didn't know English well? Absolutely not! His language was pristine! It was amazing. I love that book, but for some reason, as the story goes, his accent remained.

Unfortunately, in society your accent may define how other people perceive you. 

In fact, there is a belief that some accents are considered prestige. 

Prestige accents. 

A prestige accent means that the accent itself carries some sort of message. 

Perhaps that'd be a smart, or beautiful, or otherwise, agreeable in some way. 

Some people are often stereotyped according to accent. 

And this can create problems for 

how learners of a second language are perceived. 

Several learners over my career, 

recognizing that their accent was not a prestige accent have been 

quite insistent that they wanted to remove their accent completely, that didn't want people to recognize them as being from their particular culture.

But the truth is that accents carry with them a psycho-social dynamic 

that can be difficult for you as a teacher to navigate. 

Is your job to remove an accent entirely so that learners feel that they fit in? 

Is your job to allow them to keep their accent but make them more intelligible? 

These are difficult questions to ask and difficult questions to answer and 

prove even more that teaching language is quite simply a complex and difficult task and worthy of serious thought and reflection.

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I think Joseph Conrad kept his polish accent because he couldn't speak English. I want to speak perfect English, but I couldn't do it. As a Chinese, I couldn't pronounce a few sounds no matter how hard I try: for example, vine vs. wine, sat vs. set, fun vs fan, etc. 

Accent is the problem that has troubled me all the time. ONLY NOW I am very relieved to hear, I quote from our lecture, "She says that accents are a badge of honor and I completely believe that. Only those who have studied a second language know just how hard it is."

Although I can design the supposed pronunciation moment, it is not an authentic lesson plan. It is because it is beyond my ability.  So I would like to skip this section and I hope I can get pass from peer review.  Even our teaches design such homework impossible to a non-native speaker. So much for authenticity :)

Language learning involves risks. Every foreign language learner is ridiculed for their poor foreign language skills. To speak and to write in a foreign language is like constantly challenging our fragile ego and ask one question: could I have the courage to face and admit my own shortcoming?  

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1. What is the age of the students you are planning this listening passage for?

Chinese High school students

2. Describe your students' language proficiency.

Their English learning starts in elementary school.

3. List the title and speaker(s) or characters (if fiction) of the listening.

Chinese Step Empress who Disappeared from History | Step Empress Ulnara (Nara/Ruyi)

4. Discuss why you think this listening would be appropriate for your learners.

This is an extremely popular drama called The story of Ruyi: 如懿传 乌拉那拉氏  為乾隆生育三個孩子卻「被」消失. This 6 minutes of history speaking in English will connect English with Chinese. 

https://www.youtube.com/watch?v=pRJUk1NYync

https://www.youtube.com/watch?v=RlCtb_7zGeg

ASU Tesol Cert #5, Second Language Reading, Writing, and Grammar

Week 1 Overcoming Reading Difficulties: Dorothy in the Land of Oz

• utomatic Recognition Skills (to recognize and decode letters and sounds, phonics rules)
• Vocabulary and Structural Knowledge
• Discourse and Knowledge of Genres.
• World Knowledge.
• Reading Strategies.

seven major phonics rules for second language learning suggested by May and Elliott.

https://www.coursera.org/learn/tesol-writing/lecture/L16z1/video-3-tips-for-scarecrows-meet-ignorance-with-information

semantic cue, sight words

• The first reader, the scarecrow, gave us insights into the learner who is unable to read. In general, this learner may be engaged, diligent, and willing to learn, but simply doesn't have the information necessary to be a successful reader. In other words, you as a teacher need to fight a lack of knowledge with information.

• second reader, the tin man. Our tin man had a problem understanding that reading can be done in an interactive and involved way. He thought of reading as a solitary, isolated activity.

• final reader, the lion, was presented as a self absorbed anti-reading personality through Immediacy, 直接性；即时性, means to use a student's own story and context in the readings you present. Autonomy means to allows students some freedom to choose material they might be interested in. And future authenticity means to give learners a reading that can speak to a real future context.

Week 2 Reading Strategies: The Tortoise and the Hare

extensive 泛讀 and intensive 精讀 reading strategies   

https://www.coursera.org/learn/tesol-writing/lecture/Pq1dj/video-1-meet-coach-hare

Mr. Hare, whose purposes for reading might be summarized to two words, pleasure and exposure. passion fuels passion.

https://www.coursera.org/learn/tesol-writing/lecture/uBTNg/video-3-meet-coach-tortoise

proficiency fuels passion.

Hare: My readers are the best in the world at reading a lot. Volume is the answer. In order to read well, you need to put in the mileage. You need to get lost in books. The people who become fluent are those that are able to let go and enjoy the journey of the book. The people who read well are those that find information that they want to find, go exploring, and get the information they want and need. 

>> So what you are saying is that students need to read for pleasure. 

Hare: That is exactly it, reading for pleasure, reading for passion. Reading because you love what you are reading, without being told by your teacher what you have to read. It's precisely what makes learners fall in love with reading. If you never love reading, you're never going to want to do it correctly. 

>> And how do you get your learners to read for pleasure? 
Hare:  One thing I love to do is to provide a library full of possibilities for all learners. In this library are literally hundreds of books to choose from, and books that other learners in the past have loved. I ask students questions about there interests, and I think about where students want to go, and what adventures I can take them on. I will often read the first chapter of certain novels that I love, get them hooked, and then invite them to finish that novel. The whole point is to start a fire in the students, so that they want to start reading. If they get addicted to reading, I know I have been a successful coach.

>>How do you evaluate students who simply choose to read whatever they want? You can't have an individualized test for each learner, can you?

Hare: I like to help students share their adventures with me using book reports, reading logs, picture books, and outlines. They can do character maps and skits, discussions and debates. They can bring objects to class that relate to the book, and give a presentation about what they learned and loved about the book. There are so many ways we can get students to rev up their motors and go. I don't need to give multiple choice tests to evaluate reading comprehension, because I am assessing student success based on the amount they read, the pleasure they have reading, and their ability to share their ideas about what they read. 

Week 3 Overcoming Writing Difficulties: Hansel and Gretel, or How to Literally Get Out of a Jam

This common teacher problem is called appropriation. Which basically means that a teacher hijacks the writing assignment to the point where it's no longer the student's own ideas and language, but the teacher's.

Week 4 Writing Techniques: Aladdin and the 1,000 Arabian Nights

The six traits are Ideas, Organization, Voice, Word Choice, Sentence Fluency, and Conventions.

a paragraph in a five paragraph essay or a chapter in a much longer writing assignment. 

Pre-writing, writing and post-writing.

• In the pre-writing phase, a writer should focus on their ideas, the organization and their voice. When we say, voice, we mean that writers should have a purpose and an audience in mind when writing. And use language and ideas that, that particular audience would most strongly respond to.
• Later in the writing process while keeping ideas, organization and voice in mind, writers should primarily focus on their vocabulary or word choice and their sentence fluency.
• Finally, in the post writing stage, a writer's main focus should be the conventions. Making sure he or she has used the correct punctuation, formatting and spelling.

Often, one of the most frustrating struggles for students is to do the simple job of choosing a topic. strategies are 

good writing is good reading!

good writing is good thinking!

good writing is good speaking!

• Our first strategy that was mentioned was good writing is good reading.
• A second strategy we mentioned was that good writing is good thinking. Write their thoughts down on paper. We call this brainstorming. Once suggested to help students brainstorm is to asking them to free right
• Finally, we mentioned that good writing is good speaking. Essentially, students work with a partner or a group to talk about their ideas together. 

Outlines, mind-webs, Paragraph Blocks are three activities that our students can use to help them organize their ideas. outlining, making a mind map and writing block paragraphs are three excellent ideas for organizing.

• The first organization strategy was to outline thoughts. The ideas are written in the forms of notes not complete sentences 
• Another organizational strategy mentioned was using a mind web or a word web. For this strategy, the writer places the main idea in the center of the page and writes related words around it. These words will later become the main subsections or subtopics in the writing assignment. If further details are needed, then related words are written around the subsections. Typically, mind webs don't contain as much detail as outlines. They're merely meant to help writers see how their ideas fit together overall. 
• The third organizational strategy discussed was creating block paragraphs. A technique, especially useful for kinesthetic learners. For this activity, students write the topic of each sub section at the top of a piece of paper. Under each subsection, the writer notes as many ideas as he or she can. Each subtopic is on a different page to help keep ideas ordered and easy to move around, if the writer wants to change the order.

Week 5 The Princess and the Pea

Theory of Input Enhancement, put forth by Mike Sharwood Smith, who suggests that if students continually miss things, then your job is to enhance the elements that they are missing.

Richard Schmidt, explained that even though learners may have acquired a number of language features, other language features go completely, well, unnoticed. He devised a hypothesis called, The Noticing Hypothesis.

Week 6 Summary

Module 1: 

• The scarecrow represented ignorance. Which the teacher can combat with information such as teaching students vocabulary, parts of speech, or how to connect different sounds with letters, or groups of letters.
• With  stiff, robotic tin man, reading was a solitary activity. Some great strategies to get students involved include breaking reading activities into three parts. Pre-reading, reading, and post-reading. And inviting students to evaluate, summarize, and or give opinions about the text. 
• Our last character, the uninterested lion, overcame his apathy through his teacher's ability to intrigue him with immediacy, autonomy, and future authenticity.

Engage our non-readers with the three I's of reading proficiency. Information, involvement, and intrigue. 

Module two, we looked at two different philosophies of reading instruction through Coach Hare and Coach Tortoise.  Coach Hare focused on techniques related to extensive reading such as newspaper corners, reading zones, reading logs, among others. While Coach Tortoise's main purpose was to use strategies to help students understand what they are reading. We shared many intensive reading strategies. Such as breaking down sentences into parts of speech, using a jigsaw activity and a closed passage. Feel free to go back to module two to review these intensive and extensive reading strategies.

third module, gave you some useful tips to help your students, just like Hansel and Gretel, to improve their writing skills. We talked about the importance of helping students see writing as a process by breaking down large assignments into smaller, manageable chunks, like bread crumbs, that they can accomplish in stages so that the assignment doesn't seem so daunting. Pre-writing, writing and post-writing are all steps or stages in the writing process.

We also talked about you can help your student to understand your expectations for the writing assignment by giving them clear guidelines along with an explicit rubric. Providing several model texts will also be helpful to students. As well as having students discuss their ideas and give feedback to each other so they can change their writing through the recursive process. We also discussed how important it is for you, as the teacher, to avoid appropriation by giving your students the freedom to be creative in their writing assignments. Don't take over their assignments or rewrite their sentences for them. Think of yourself as a consultant or a writing coach rather than a director in the writing classroom.

fourth module, we met Jeanie, who discussed specific strategies that you can use with your students in every stage of the writing process. We talked about the importance of giving students time to brainstorm during the pre-writing stage so they can explore many different possibilities for the writing piece. We also focused on the six traits of writing and how students can use those traits to guide them through the writing process.Remember that those six traits are ideas, organization, voice, word choice, sentence fluency and conventions.

you think of extensive and intensive reading you always think of our Mr. Hare and Mr. Tortoise. When you think of writing, you think of Hansel and Gretel's desire to change a gingerbread house into an organic paradise. And when you think of enhanced input, you think of changing a gray gate, red.

Glossary

Glossary:

USA or US for the United States of America

 service or servant leadership for other people

peak or pique 

Is it peak or pique your interest?

The traditional idiom is to pique one's interest, with pique meaning “to provoke or arouse.” Like perk, however, peaked can also make sense in context. Peak means “to bring to a maximum value or intensity,” and this is certainly what one might mean when saying, “my interest was peaked.”

https://www.vocabulary.com/articles/chooseyourwords/peak-peek-pique/

A profession is an occupation that involves specialised training and a formal qualification before one is allowed to practice or work. In other occupations this isn't the case. In many cases, for example, people learn on the job, watching somebody else gradually being shown what to do, and we would call this sort of approach a craft. When we talk about the body of people who make up the profession, or the occupation, we often give it a label: the legal profession, the medical profession, the engineering profession and so forth. Professions and members of professions often have significant responsibility, for other people and resources.

How are you? I'm fine. Doing good! Great! Never better! Not bad! Simply peachy! Out of this world! Unbelievably well! Can't complain. 

Hi Mary, or Hi Mr. Smith to Dear Mr. Smith, Dear Ms. Smith, Dear Sir or Madam 

Bye or Take care or Goodbye to Sincerely or Yours sincerely

So, thank you very much indeed, for agreeing to do the whole course, but for allowing us to have these kind of conversations.

Sure, you're welcome. It's been a pleasure.

 "How long have you been in practice?"

you will be assessing their essays at a later date

COIK. clear only if known  写的只有知道此事的人看得懂 写的只有知道此事的人看得懂

remediation  補救   補課 補習

preferential treatment  优惠待遇

favoritism 

Speak off the cuff 脫口而出

Prior to having mobile phones, everyone depended on landlines. 

The impact of America’s Great Depression in the 1930s greatly affected businesses and families.

atomistic and somehow inchoate 初期的 or incoherent understanding.

regionalism. In Australia, they say trolley, and in the United States, we say cart. 

In England, they say biscuit, and in the United States, we say cracker. Crisps instead of potato chips.

socio-cultural context and cue's. 

Heady stuff  头痛的事情

Do you know how or when it is appropriate to cut someone off?

https://www.coursera.org/learn/tesol-speaking/lecture/rwO6B/video-3-what-makes-listening-hard-take-2

Cogent 令人信服的 response to a task

Requests for clarification and elaboration (to request clarification or elaboration) , waiting to respond and taking mental notes, focusing your attention through repeat viewings, watching online talks or television shows, and using Cornell notes. Suspending or holding off on interrupting is sometimes a useful language learning strategy.

• please hold all questions until the end
• What do you mean by that
• I would love to know more about that
• excuse me I didn't understand what you meant there
• you say that again

we look forward to seeing you again very soon.

there's often a storm just underneath the surface.

My very elderly mother just sat upon new paint. (Mercury, Venus,Earth, Mars, just,Uranus, Neptune, Pluto)

insufferable.难以忍受

Multiple Meanings and confused words

detractors 诋毁者；批评者 vs. distractors 分心物.

Say the words out loud and pay attention to the word stress, because word stress can change that word's meaning. For example, produce is a verb, which means make. But produce refers to things that are grown by farming.  [accent]

Sound Volume vs. solid volume

volume. Most often when you say volume, children in primary school might think it refers to the sound in a Walkman

Current:  中国学生做不出来是current 不明白的用法。Answer: A

flow,stream,undercurrent,tide,flux  电流；趋势；水流；气流

adj.present,existing,in progress,recent,up-to-date 现在的；现行的；通用的；现在有效的

current situation.   currency 货币

Schools 學校  

Tuition 学费  

Living expense  生活费

Non-service scholarship: Fellowship 助学金, Scholarship, Tuition & Fee Waiver

Service Assistantship: 付出劳动  10－12 hours/per week Teaching Assistant TA 助教, Research Assistant RA 助研

Loan 貸款

Need-based; Merit-based;

Need-blind 录取时不考虑学生是否需要资助，按学生情况做出资助

Community colleges offer associates degrees, whereas universities offer bachelors, masters and doctoral degrees.

The U.S. Department of State, Bureau of Educational and Cultural Affairs (ECA)

TESOL: Teaching English to Speakers of Other Languages

AA or AAS, which is associate of arts or associates of applied science. These are two year degrees from community colleges and technical schools. B.A. or B.S., Bachelor of Arts or Bachelor of Science. These are typically four year degrees from a college or a university. M.A. or M.S., Master of Arts or Master of Science. These are graduate level degrees from a university. M.B.A., Master of Business Administration. This is a graduate degree in business from a university. And five is PhD. A doctorate degree is the highest level degree from a university.

Dean's List awards go to students who received very high grades at the end of the academic year.

Study 學習

That stage-fright feeling is called the affective filter,

Monitor, monitoring refers to correction of your own speech for accuracy and pronunciation, grammar, vocabulary, and appropriateness. A learner who pays attention to both form and meaning is often the best language learner.

non-native English speakers

modeled examples  示范

can be nerve-wracking

whiteboard: a white plastic board in a classroom that a teacher writes on with ink that can be washed off  白黑板

widely held assumption

content and language integrated learning. Referred to as CLIL. 

CALL (Computer-Assisted Language Learning) 

extracurricular, meaning more than (extra) the curriculum (academics). 

Others

Appeal means to be very interesting or attractive.

1. 上诉；申诉a formal request to a court or to sb in authority for a judgement or a decision to be changed

2. 吸引力；感染力；魅力a quality that makes sb/sth attractive or interesting

an informed media literate consumer.

captions: the descriptions under each of the pictures. vs. subtitle  字幕

red tape 〈贬〉繁文缛节；原指扎文件的红带 , bureaucracy.

a core value, a core belie, fundamental principles

A commercial （电台或电视播放的）广告 is an advertisement played on the radio or television.

A jingle 短曲 is a short song used in advertising to discuss a product or company.

facade: a false appearance or way of behaving that hides what someone or something is really like

French fries:  fried potatoes  炸薯条. but French is the style, the cut. Very thin is called French style, that's why Americans call them French fries.

equality, equity

Homogenous, Homogenous  (two pronunciation ) 

home country

spin: Commonly associated with political public relations,  spin can be characterized as presenting an issue in a perspective most favorable to a given point of view

Credential stuffing is a type of cyberattack in which stolen account credentials, typically consisting of lists of usernames and/or email addresses and the corresponding passwords, are used to gain unauthorized access to user accounts through large-scale automated login requests directed against a web application.

user(s) – n. a person or thing that uses something  

Information that spreads very quickly through social media is called viral.

LOL: laughing out loud

SMH  shaking my head.

YOLO: you only live once  (less popular)

FOMO: fear of missing out (more popular)

Since advertising fees are pegged to audience size 价格等固定于某水平（或与…挂钩）

We noticed an excessive hike in the price of smartphone plans. （价格、花费等的）大幅度提高

Am I in the right place?

prime the pump.

“present by staying in the present?: When you present content, be sure to do so in a lively, engaging manner that draws students in and motivates them to learn more.

extemporaneous or impromptu speech 脱口而出的

Haiku

Haiku: The first line has five syllables. The second line has seven syllables. And the third line is like the first, it has five syllables. Let's read two haiku that use gerunds as adjectives. 

The hound chased the fox, breathing, flexing, and baring his teeth to his prey. 

The boy saw the girl smiling, staring, and batting her eyes just for him.

Phones 

Hello, who is this?  [First, there is an introduction.]

>> It's Justin Timberlake. 

. 

Justin, nice to hear from you again. What can I do for you [Second, a request for information]

>> I just wanted to hear your voice. 

Justin, that is very nice. Is there anything else?

>> Yes, I need to know your birthday. I would like to give you a gift. 

Justin, that is so sweet of you. My birthday is the 20th of December. [Third, a display of information.]

>> I hope you like flowers. 

I sure do. See you at your next concert. [And fourth, closing remarks.]

>> I will have tickets for you, like always.

Books

The Art and Teaching of Language by Francois Gouin, considered a predecessor of Charles Berlitz, who revolutionized language learning in his day.