TESOL学员线下学习感受分享

Second language acquisition become increasing popular and is paid more attention to than before which require English teachers to be more professional and knowledgeable about the teaching methods. Before coming to the TESOL training session, as an English teacher who did not majored in teaching or educational areas but with three years teaching experience, I was nervous because of making mistakes and confused about some concepts. Meanwhile I was also excited to learn new teaching methods which could both benefit my students in the future and enrich myself. I used to teach reading and writing in school, however, my classes seems to be normal and lack of creativeness which could not motivate the students and make them feel engaged. After the training, many teaching methods were taught and we have been practiced with peers, therefore, this thesis will mainly focus on the keys points of how to teach reading and writing.

Reading is considered to be very important in learning English as it provides essential input and is related to listening, speaking, grammar, writing and vocabulary, which is the core of the language instruction. In order to teach reading, it is essential to be divided into three steps, including pre-reading, while-reading and post-reading, known as PWP. For pre-reading session, teachers should help students to guess and predict. Titles and pictures are one of the sources for prediction. In this session, students would be asked some questions about the pictures and titles which are basically wh-questions, such as “who are in the picture?” and “what are the relationship between the two people?” From this activity, learners would have an assumption about the topic of the reading article and what they will learn from the text. Moreover, teachers can conduct other activities for pre-reading, such as focusing on illustrating one key sentence and guessing from the missing sentences. Then, it will move on to the while-reading section in which skimming and scanning are the two vital skills should be trained. For skimming, it requires the learners to read the passage quickly for a rather general idea; whereas scanning allows students to read for specific information, such as scan for a date, a number or a name of a country and city. Learners should read the first sentence in each paragraph in order to get a general idea in skimming activity. Both skimming and scanning activity requires the teacher to conduct in a limited time. In addition, two activities can be utilized in while-reading session, shadow reading and echo reading. In terms of shadow reading, students are asked to listen first without the reading transcript and then listen with the transcript. Next, they will read the text silently and finally orally read the text. While doing this activity, teachers should engage in a comprehension check and repeat the steps as many times as necessary till the students manipulate the reading material to a great extent. As for echo reading, students are will first follow silently and track the line with their finger as the teacher speaks, then they will practice with a partner and take turn reading lines from the text. By this, they will comprehend the article better and feel more engaged as they need to provide feedback for their own partner. After this, teacher will move on to the post-reading section which is mainly about association and summarizing. In this section, teacher could apply graphic organizers if the reading article is about pros and cons, in which students could comprehend and extend their knowledge about the mentioned topic. Overall, the three sections (PWP) are essential for English teachers to utilize in teaching reading and can help students comprehend the article more engaged and better.

As for writing, teachers could basically apply five steps in teaching process, including prewriting, drafting, revising, proofreading and publishing. Before teaching students what to write and how to write, we as teachers need to encourage students to think about some basic ideas, for example, by asking probing questions or using a circle map for brainstorming activity. By this, learners are able to acquire background information and knowledge about what to write about. Then, time will be given to drafting process which focuses on writing structures, in terms of introduction, body and conclusion. This process help students to divide the writing essay into clear paragraphs and easier for the readers to understand. Moreover, students need to revise and edit their drafts with two principles, ARMS (add some sentences and words, remove unneeded words, move and substitute) and CUPS (capitalization, usages, punctuation and spelling). Next, teachers will help the students to revise their drafts in the proofreading section by marking different symbols, such as capital letter, add a space and etc. By using the symbols, it can save time for the teachers and also clear for the students to correct the mistakes without coming to the teacher again. This is the most useful tool that I learned in the training session. Finally, it is the publishingsection. Before, in my own class, I seldom asked students to share their writing in front of the class because it was too slow and I thought it was a waste of time. However, now I realize that students can learn from each other by sharing and also work harder than before because they do not want to lose face while sharing their work.

In conclusion, I have learned a lot in the five days training, both theoretical and practical knowledge. As mentioned above, I mainly focused on reading and writing, because I used to teach these two aspects. Apart from this, I also acquired many approaches for teaching listening, speaking and vocabulary which benefit me and help me with the further career development. I would like to give great appreciation to the instructor Alex.

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