1. What does what I learned today mean to me as a language TEACHER?
I think that as a language teacher, they should fit in with the students' need in the class and they have to create the proper teaching way to let the students know what they really want to express. Besides, the teachers have to trigger students' willings to learn a new language. Maybe the teachers will encounter the active students who really enjoy the activities that the teachers design; however, the teachers should think about the shy students who have no courage to raise their hands.

2. What does what I learned today mean to me as a language LEARNER?
As a language learner, they should have interst in the things that they have, and they should learn a new language actively instead of passively. They should find the learning resource about the new languages. Furthermore, they should practice in their daily life when the opportunity appears.

Take "Silent Way" as an example: as a teacher do this kind of teaching language, teacher just can express the things or the sentences by pointing out or acting by several ways in order to get the right information or the correct words from the language learners. Althogh the learners' responses are similiar with the correct answers that the teachers think of in mind, the teacher just can nod or shake thier heads to show whether the learners are right or not.
As the language learners, they observe the teachers' actions and then they will come a lot of ideas or words in their minds. Maybe there are similar to the correct words but their teachers' answer is the only one. By doing this way, the learners will try thier best to think about the perferct words to fit into the teachers' answer. There will be a lot pf space for the learners to come up with more good ideas.

In today's class, I learn that the teacher should not point out the mistake directly and that we should guide the students to figure out their mistakes by themselves. There are some steps that we can follow. Besides, the teahcer should avoid punishment to students and the teacher should give them so rewards when the students do good jobs. By doing so, the students will be encouraged to join the activities more than before.

Today's warm up exercise is very intersting because we can know everybody's strong points and we can get compliment from our classmates. We will be curious about what the next step that the teacher wants us to do and we will be intersted about today's class.
Second, we try to teach little children the story Goldilocks and the three bears and we all read the plot to the children. However, after I see how teacher teaches us, I realize that we cannot make the little children know what we are doing if we just read the lines. We need to make the little children feel that they can participate in the story and we can use some mother language to explain about what we are doing. Besides, we can use the tool, for example, tiger Woods, to finish our conversation because the tiger can speak English.
Finally, we learn how to be a good learner and a good teacher. The teacher role can be various to the languge learners.

Rapport is the relationship between teacher and students, and teacher said that how a teacher build the rapport with students:
1. Show your concern to the students.
2. Show a sense of humor.
3. Be professional in your teaching.
4. Remember details about your students' lives.
5. Treat every students fairly.
6. Do not judge the students' value by thier score.
7. Have a personal teaching style; show your personality in the classroom.
I think rapport is very important to the teacher because you should make the students believe what you want to teach to them. Besides, the teacher may give some advice about the daily life or the students' future instead of study only.

I think that the teacher will not be the same when they enter the classroom and outside the classroom. For example, the teacher should be happier and more enegetic than thier daily life. I remember that one day I feel very upset because of my personal event, and I should still be happy and energetic when I go teaching the littel children. The teacher should not bring the personal emotion to the classroom and do not influence the students because I think a teacher should be the model to their students.

Today, we try to teach the students about the second language from every part. I figure out that because we are not the beginner for target language, we always ignore some problems that the beginners will encounter. For example, the sentences will be too long to understand or the words which teacher uses will be too difficult to realize. Sometimes, we do not know how to survive as a teacher because we spend so much time that we cannot prepare for so many items in textbook. Besides, we can use some stories or gestures to imply or demonstrate what we want to teach. Also, we can combine ESA to the teaching just like Lily's teaching. First, we should make the students feel interest in the learning and they will want to learn more about the second language. Furthermore, when we want to teach the beginner, we should explain the meanings in English first. Then, we can give some examples and some sentences or then we can explain in Chinese about the meanings.

We still do the activities in class, and we find that we also encounter the same questions, for example, we will explain too much about the rules or we will use too difficult words to describe the grammar. Maybe we should think about the students' ability of learning the language because sometimes we will ignore the things which we take for granted. We should use more ESA learning elements to teach the students. The teacher should use not only the linguistic aspect but also use the visual and kinaethtic aspects. By the way, I like Alice's designed activity because we can have more kinaesthtic action to do, and we can practice with our classmates by communicating and talking to others.

We talk about the teaching of reading in class. There are two kinds of reading: extensive reading and intensive reading. Extensive reading means that the students can choose what they are interested and it is also called joyful reading. Intensive reading means the students focus on the details in class. Besides, we talk about top-down reading and buttom-up reading, and top-down reading means the listeners can predict what the speaker says by viewing the cover of books and the title of books. And the reading skill involves skim and scan, skim means that the students should get the main ideas from the article and can give summary about the article. For example, read newspaper. Scan means the students can get specific information from the reading context and the students will not have to read the whole article.

The target of our group is junior high school students and we choose the article from the magazine "Global Village". After our discussion, we think there are some weak points in this article: first, we think that we should delete the Chinese translation for the whole sentences because the junior high students may look at the transltion directly and they may ignore the English context. Secondly, we figure out that this article has some problems about the contnet because it is not coherent a little bit. However, we still choose this article bacause the level can fit the junior high students. Now, we start to teach them about the volcabulary and the phrases in the article. Then, we ask them some engage question about the personal experience like "Have you ever had fight with your best friend?" or "Have you ever comfort your friend when your friend are upset?" to trigger their interest and the students can predict the following things in class. At the same time, we devide the class into pair work to talk about their own experience. Then, we explain the text for them and the text explanation can be seperated into "opinion expression phrases use" and "specific grammar". After they understand the main idea from the article, we can ask the two groups students to design the comprehensive questions from the article. Finally, we will keep the specific phrase patterns and we will ask the students to fill the blank that we design for them to tell their own stories from the discussion.

Today, we discuss the teaching of writing and speaking. We have controlled, guided and creative writing activities: when we talk about the controlled writing activities, we have copying (for very basic learner), matching and copying, organizing and copying, delayed copying (ask the students to remember the sentences and then the teacher will erase the sentences and then ask the students to write them down) and dictation. Guided writing activities: fill-in exercise, dictation and completion, letters/ cards/ invitation, and dictoglass. Dictoglass means the teacher will read a passage and the students should write it down and discuss with others to reconstrucct the text because it is difficult to complete the passage by themselves. After the students do this activity, they will feel fun and challenge about it, Besides, we also can use music and picture to ask students to write down the lyrics and the descriptions to them and sometimes we can use the newspaper and magazines for genre analysis. When we talk about the speaking, we realize that speaking is output and this output requires deeper processing and provides opportunities to notice the errors. When we want the students to practice speaking, we can let them repeat after we read for them.

Today we have to show how we teach in class from the textbook that we choose last week and what I choose is "Timesaver Games". My target audience is junior high students, maybe first-grade or second-grade. First, I will give them the handouts from the textbook and then teach them about the sentence pattern "How often do you have to...?" and the answer pattern "I never/rarely(seldom)/sometimes/quite frequently(usually)/often/always have to ...". I will explain every word to the students in Chinese and then I will seperate the class into pair work. The student can ask the questions to the other and the other student have to answer the above pattern I have taught them before and then the charaters will change. By doing so, all of them can practise the questions and answers patterns in class. After the students finish this activity, I will ask them to calculate their grades according to the following items in this pages and turn to look at the next page, and then we will emphasize "must" and "mustn't". The same, I will explain the meanings of the words in Chinese and then ask the students to focus on the sentences below. They will find that those sentences are something we know that we mustn't do. I think they are guides for students to know they should not do in their daily life. Then I will ask them to come up with their grades by looking up from the books and I will design the result about thier grades to let them know whether they have a hard life or not.

We discuss the use of coursebook today, and we should design and adapt the animal quiz from the textbook. Our target students are junior high and first we can talk to students that today we have a role-play game. We divide the class into ten groups and there are three-four members in each group by counting off ten, and every number one goes together.... Every group represents one kind of animal and we have ten kinds of animals at the same time. Then the teacher will give each group one sheet about the specific animal's information that the teacher have prepared for the students. We can give them twenty minutes to read the information and also give them twenty minutes to make up the questions to ask the other groups. Before they are going to ask other groups, they can practice asking those questions in their own group and then they can figure out if there is any problem in their designed questions. The better way is group work because they can help each other. In the ZPD, the students' ability can improve after someone helps them. So they will do better than working by themselves. Besides, they should have the sheet about other groups' information like the following table:





Everyone in every group should have one sheet and then they should have the same information by checking with each other's work sheet. Then they can discuss with their members to get the right animals.

We discuss the planning lessons today: we should increase output and increase student talk time. By increasing student talk time, we can increase the output of learning a new language. Scaffolding from the teacher and or peers: scaffolding means to help the students to extent their ability. When we talk to students, we can modify their sentences instead of forcing chidren to correct thier sentences(Do not push them too much and you should know how much of ZPD the students can reach). Sometimes, the teacher can use some mediators and tools to support thier class and there is private talk which means that you talk to yourself in brain and practice talking what the teacher has taught. Teaching materials are important too because you should know what you are going to teach and by doing so, you will not forget what you have taught before. Procedure can be devided into two parts: time left and running out of time. If you have a lot of time left, you can do some exercises and games to know whether the students understand what you are talking about.

Because I and Alice prepared for graduation performanece, we did not go to class.

We discuss the teaching for the little children about seven years old.