range of the form

structure of the noun

activities involved words

input and output of the meaning-focused

language-focused learning

meaning-focused output

fluency development

limited effects

strategy training

teacher plan

plan  train  test teach

Homework

meaning form use

input interaction output 

poem use in vocabulary learniing

homework:write poem

vacabulary is very important

word formation: affix, compound, blend

lexical chunks

collocations

homonyms

polyseme

hyponyms

lexical fields

style and connotations

receptive /passive knowlege

productive/active knowledge

explicit learning

incidental learning

watch two video clips and evaluate the teaching effect

Three factors: teachers; learners; materials

A good teacher should be a good language learner

Levels of learners: beginning； intermediate;

                             advanced

efficient teaching: cognitive principles

automaticity

meaningful learning

anticipation of reward

intrinsic motivation

strategic investment

教学与研究共同发展

以教促研，以研促教

It's a very interesting article to read, and I especially like the idea of considering yourself an "apprentice" in the academic community, learning all the skills for survival. It takes many years of life experience to understand how you feel when your grant application failed for three consecutive years and realise you might not be the only one to have a/some specific skill(s) in your research centre. 

Your supervisor is very nice, I wish I could have the same support in the future.

nature of W

1.not an ed a means of learning about content/culture

explore the world express the ideas

relatiohship 

r and w reciprocal activity

outcome of R input for W 

W lead further R resourses

push serach libirary

best way improve w is to improve r

link between R and W

R & W should be together

W cognitive process 

explore/generate our ideas

discover and reformu;ate to express ideas in an approrite way

W not lineqar 

draw on longterm memory 

put the ideas into words (translate)