quantity-quality

marking/grading-advice for improvement

comparing-idenifying initiative

continuous long-term assessment, untimed, free-response format, contextudalized, communicative tasks

formative, interactive, feedback

criterion-referenced scores

behavioral pshychology, stimuluas response

constructivism, learner's role, interaction

facilitating learners

information-p*essing theory, autonomous learner, self-regulating

assessment for learning

assessment as learning

evidence

facts，verifiable, statistics, objective, surveys, studies, expert opinions, authoritative, examples, representative, personal experiences, subjective

argument, claim, reasons

writing practice

introduction, issue, background infor, definition of terms

claim, thesis statement

body, reasons and evidence, reason 1 evidence, reason 2 evidence, reason 3 evdidence

conclusion

practice makes perfact

focus

make use of every minute to repete language, language needs repetition

the line of the whole class

better than college english class

pictures that suit college students 

以新代旧，无限机会带动旧知识，上学期教材

大学老师普遍觉得大学课堂节奏快，内容过于饱和，只有快节奏授课没有练*，课堂“灌”知识

上课无法全讲完，但是尽可能教会学生会学*，passive learning和active learning同样重要

为下节课做准备，上课应该做学生自己做不了的事情，

杨；导入部分需要恰当处理，时间不需要太长。

词汇部分需要跟读

语言的学习需要重复，language support非常必要。

Does teaching equal learning?

课堂学习应该是教会学生学习，课堂上给予学生更多的机会去练习模仿，课下给予学生更多的机会去自我学习练习然后回到课堂上进行分享。

大学英语教学中更多地应当激发学生的学习兴趣，内容不用全讲，可以要求学生课后学习，然后回到课堂上去present their understanding.

学生应当成为一个auntonomous learner.

上课跟读，朗读很必要

词汇教学运用图片，contexualized，language support， 总结：重复加深印象

重点突出，focus

practice，reinforcement

Does teaching equal learning? No.所以灌是没有意义的。教会学生如何去学习。要让学生写autonomous learner学生课下做什么？课上做学生做不了的事情

invlove the students

engaging the students