https://padlet.com/peonyzhongpeiying/y7gtx4lbh5pcvl09 Intensive TESOL Course 2021 en-us 2021-07-28 03:34:17 UTC 2025-12-23 12:07:07 UTC hello@padlet.com https://padlet.net/icons/png/1f425.png peonyzhongpeiying https://padlet.com/peonyzhongpeiying/y7gtx4lbh5pcvl09/wish/1667424595 Reflection 1.
In the week one class, we learnt about that as a language teacher what we should do to familiar with our students to perform a better class. There are several factors that are attributed to build a relatively comprehensive cognition to your students. Understanding the motivations of your students, and their language level, then according to the individual level to assess and conclude the level of whole class. In addition, the needs of students, timely feedback, appropriate training also play important parts in the instructions of teachers. ]]> 2021-08-03 04:19:18 UTC https://padlet.com/peonyzhongpeiying/y7gtx4lbh5pcvl09/wish/1667424595 peonyzhongpeiying https://padlet.com/peonyzhongpeiying/y7gtx4lbh5pcvl09/wish/1667426357 Reflection 2
There are two groups of skills, receptive skill and productive skill separately. Reading and listening belong to the receptive group because the knowledge is absorbed from the materials. Speaking and writing incorporate into the receptive knowledge, based on the truth that learners are executing to product language by themselves. There are several characteristics of receptive knowledge and productive knowledge. For example, in a language task, the two kinds of skills actually make function at the same time, they are existing simultaneously. In a listening task, the listening is the focus definitely, then learners distribute a bit of their attention to productive parts, like speaking imitation. Moreover, the two groups of skills are working together to make up each other. In real teaching, to design a high-effective learning task, as a language teacher, you are expected to combine the receptive and productive skills together to achieve an ideal effect. Such as assigning speaking as preparation, reading as a body. Etc. 

]]> 2021-08-03 04:21:12 UTC https://padlet.com/peonyzhongpeiying/y7gtx4lbh5pcvl09/wish/1667426357 peonyzhongpeiying https://padlet.com/peonyzhongpeiying/y7gtx4lbh5pcvl09/wish/1672788889 My favorite template is the number 2, which is different from Template 1 that has too large space to fill up by teachers themselves, as well as is different from Template 3 that divides the 'Procedure' part so specifically. Same as the number 3, Template 2 also has a quietly detailed design to the 'procedure' part, 'lesson stage and timing' is the bone of this part, teachers can record what happened in class based on the timeline easily. It's easy to catch the meaning of your record by readers. Moreover, I don't think in one 45-50 minutes class, the material will change in every stage, thus, the overly detailed segments in Template 3 may take the exhausted feeling to teachers. According to the timeline, procedures, activities, and interactions are recorded, resorting to this, Template 2 shows a clear tendency if you compare the presentation of students at the end of a semester, it's direct and effective. By the way, in my opinion, as to improve the class design by teachers themselves, the 'timing' part which refers to every stage how long you are going to give to your students in this class is a possibility to incorporate into Template 2.]]> 2021-08-09 12:09:39 UTC https://padlet.com/peonyzhongpeiying/y7gtx4lbh5pcvl09/wish/1672788889