Course Orientation English in Daily Life & English at Leisure - PowerPoint PPT Presentation

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  1. Course OrientationEnglish in Daily Life & English at Leisure

  2. 1 Program Survey

  3. Module OneEnglish Language Communication (skill-oriented)高级通用英语主题模块 Courses on integrated language skills • A Guide to Success 1: Orientation • English in Daily Life • English at Leisure • English at Work • English in Current Affairs

  4. Module TwoLiterature and culture (skill-oriented)高级英语文学文化模块 Courses on skills(60%) + content(40%) • A Guide to Success 2: Learning Strategies • English for Studying • Cross-cultural Communication • English in a Changing World • English Through Literature • English-speaking Countries Today (1) (2)

  5. Module Three Professional training (content-oriented) 高级英语专业模块 Courses on professional upgrading • A Guide to Success 3: Professionalism • Language and Linguistics *English Teaching Methodology /*Translation and Interpretation/*Business English • Practical Project Design

  6. Module Four Common courses高级公共课程模块 • Second foreign language • Law basics • Contemporary capitalist economics • International politics and cultures

  7. 2 Course Introduction

  8. What do I need to know about a course in order to meet its requirement?

  9. assessment resources aim What do I need to know about the two courses in order to meet their requirement? content Study methods Course design My responsibilities time

  10. assessment resources aim What do I need to know about the two courses in order to meet their requirement? content Study methods Course design My responsibilities time

  11. Aim – What can I do at the completion of the courses? You can: • Listen to, talk/read/write about the general issues concerning daily and leisure life activities (with a focus on vocabulary, sentence structures, topics, etc.); • Acquire essential listening/speaking/reading/writing skills; • Obtain cultural information concerning daily and leisure life of English-speaking countries.

  12. assessment resources aim What do I need to know about the two courses in order to meet their requirement? content Study methods Course design My responsibilities time

  13. Content – What is the course about? It introduces you to the basic language skills necessary for daily and leisure life contexts. The focus is predominantly on the listening and speaking skills required in informal situations, like chatting with friends, family members and neighbors. There are also reading and writing activities. They are designed toreinforce your listening and speaking skills. Locate the key information!

  14. Content – What is the course about? It introduces you to the basic language skills necessary for daily and leisure life contexts. The focus is predominantly on the listening and speaking skills required in informal situations, like chatting with friends, family members and neighbors. There are also reading and writing activities. They are designed toreinforce your listening and speaking skills.

  15. Content – What is the course about?

  16. Content – What is the course about? Titles for each unit of ED: Local community Life and relationship Health People The family The home Daily routines Getting around

  17. Content – What is the course about? Titles for each unit of EL: Shopping Gathering and celebrations Eating and drinking Home improvement Entertainment at home Travel Sports Theater, cinema and concert

  18. assessment resources aim What do I need to know about the two courses in order to meet their requirement? content Study methods Course design My responsibilities time

  19. Design -- How is the course structured? Course Task-based Unit (8) Activity(6~8) Instruction  Task (4~8) Exercise Teacher-proof  Feedback

  20. Design -- How is the course structured? How many tasks are there in each course? E in Daily Life 278 E at Leisure 295 Why do we count the number of tasks?

  21. assessment resources aim What do I need to know about the two courses in order to meet their requirement? content Study methods Course design My responsibilities time

  22. Time – How much time do I need to spend on the course? Number of tasks: 278 Average working time for each task: 20 min. Total working time: 5560 min.(93 hrs) Time for the course: 56 days (8 weeks) 99 min. How much time a day? 5 tasks How many tasks a day?

  23. Time – How much time do I need to spend on the course? Now comes the critical question: Can you spare 99 minutes a day to complete 5 tasks? Yes!!!

  24. Activities Task No. Activities Task No. One 3 tasks Five 8 tasks Two 3 tasks Six 8 tasks Three 3 tasks Seven 7 tasks Four 2 tasks Total: 34 tasks Time – Make a weekly plan Step 1: Count the number of tasks you are required to do for the week (Unit 1 of ED)

  25. Study routine Tasks per day Hours per day • Average hour on weekdays 7 tasks 2.5 hours • Average hour everyday 5 tasks 1.5 hours • Average hour on weekdays and more on weekend Weekdays: 3 tasks 1 hour Weekend: 20 tasks 7 hours Time – Make a weekly plan Step 2: Calculate time needed to do all the tasks (Each task needs an average of 20 minutes). Make sure that you leave 4 hours for review.

  26. Day Time Activity Monday (6T) 6:00 – 6:20 am A 1(T1) 9:00-11:30 pm A1(T2-T3) A 2(T1-T3) … … … Sunday (R) 2:00 – 5:00 pm Review/Platform 9:00 – 10:30 pm Assignment Time – Make a weekly plan Step 3: Make a weekly plan. Unit 1 of English in Daily Life

  27. assessment resources aim What do I need to know about the two courses in order to meet their requirement? content Study methods Course design My responsibilities time

  28. Assessment – How can I pass the course? Scores of the three assignments ÷ 3 × 15% 1. + 2. Scores of progress reports 5% + × 3. Final exam 80% + 4. Tutorial attendance bonus 1%~5% Final score (60 or above) = 4.5 credits

  29. Assessment – How can I pass the course? The final exam: 1. Written exam: • Skills tested: Listening + Reading + Writing • Time: 120 minutes • Score: 100 2. Oral exam: • Skill tested: speaking • Time: 10 minutes • Score: 100 3. Guidelines and sample paper Available at the Announcement Column of the e-learning platform

  30. assessment resources aim What do I need to know about the two courses in order to meet their requirement? content Study methods Course design My responsibilities time

  31. Resources -- What materials should I have? Core resources  1 printed textbook  2 cassettes (to accompany the book)  A multi-media courseware (to cover )  An online courseware (Duplication of )  Demo tutorials ( 10VCDs;4CD-ROMS)  Suppl. audio materials (4VCDs)

  32. Resources -- What materials should I have? Online resources Tutorial resources FAQ bank Reference bank Assignment resources Online and offline learner support Self-assessment bank

  33. assessment resources aim What do I need to know about the two courses in order to meet their requirement? content Study methods Course design My responsibilities time

  34. Methods – Is there a magic pill? Symptoms that need treatment: • This text is easy because I find no new words and structures in it. • I complete all the tasks through reading. • My listening/speaking is poor. • I can improve my listening/speaking through a lot of practice.

  35. Methods – Is there a magic pill? Doctors’ diagnosis: • This text is easy because I find no new words and structures in it. -- Can you close the book and reproduce the text verbally or in written form? • I complete all the tasks through reading. -- Can you listen or speak with your eyes? • My listening/speaking is poor. -- Can the doctor do anything if you just tell him/her that “I am ill” without describing the symptoms? I can solve my listening/speaking problem by a lot of practice. -- Should you try all kinds of medicine when you are ill?

  36. Methods – Is there a magic pill? Doctors’ treatment (1): • This text is easy because I find no new words and structures in it. -- Can you close the book and reproduce the text verbally or in written form? • I complete all the tasks through reading. -- Can you listen or speak with your eyes? Learning By Doing

  37. Learning By Doing Your approach to the tasks: a) doing the tasks creatively by using strategies. b) going over all the tasks by reading them up very quickly before going to tutorials. c) doing the tasks according to instructions, but jumping to feedback without making efforts first in looking for solutions. d) doing the tasks creatively and applying what is learned to life use. e) going over all the tasks by reading them up, and look up the unknown words. f) doing the tasks strenuously according to instructions. g) leaving the tasks for the tutorial, expecting the tutor to lead through.

  38. Learning By Doing Use your mouth  To make sure that you have developed some of the effective listening and speaking skills, please answer the following questions ORALLY with Yes or No according to your situation. Use your pen/hand  Try to predict how Chris and Jane conduct their conversation. Can you decide whether it is Chris or Jane who does the following thing by writing the names Chris, or Jane on the given lines?

  39. Methods – Is there a magic pill? Doctors’ treatment (2): • My listening/speaking is poor. --Can the doctor do anything if you just tell him/her that “I am ill” without describing the symptoms? • I can solve my listening/speaking problem by a lot of practice. --Should you try all kinds of medicine when you are ill? An action plan

  40. An Action Plan -- Listening Step 1: Identify the specific problem Step 2: Analyze the causes Step 3: Make an action plan Step 4: Design practical activities Step 5: Assess progress

  41. Step 1: Identify the specific problem When you fail to understand a sentence through listening, you might find yourself in the following situations: S1: You can understand every word and comprehend its meanings through reading. S2: You have a new word/phrase in the sentence. (eg. Who is going to peruse this?) S3: You have been mispronouncing a word/words in the sentence. (eg. The dessert tastes wonderful. -- /’de s:t/ /di’s :t/) S4: You take a linkage in a sentence as one word. (eg. I’ll meet you at lunch hour.) S5: You can understand every word but can not comprehend the meaning. (eg. I feel quite under the weather today.) S6: You understand and comprehend everything but fail to provide a correct answer in the exercise.

  42. Step 2: Analyze the causes S1: You can understand every word and comprehend its meanings through reading. Cause: Need further analysis S2: You have a new word/phrase in the sentence.(eg. Who is going toperuse this?) Cause: Vocabulary problem S3: You have been mispronouncing a word/words in the sentence. (eg. Thedessert tastes wonderful. -- /’de s:t/ /di’s :t/) Cause: pronunciation problem S4: You take a linkage in a sentence as one word. (eg. I’ll meet you at lunch hour.) Cause: pronunciation problem S5: You can understand every word but can not comprehend the meaning. (eg. I feel quite under the weather today.) Cause: Vocabulary problem S6: You understand and comprehend everything but fail to provide a correct answer in the exercise. Cause: Reading comprehension/speed or writing problem

  43. Step 3: Make an action plan For this month, I will analyze my performance on one listening task each day. I will use the situation analysis sheet below. By the end of the month, I should be able to tell what my major problem for listening is. L1 L2 L3 L4 L5 ... S1: S2: S3: S4: S5: S6:

  44. Step 4: Design practical activities • When you discover what your major problem is, you can design practical activities to deal with the problem. • Vocabulary problem (words/phrases) • Pronunciation problem (individual word pronunciation/mispronunciation/linkage) • Reading comprehension problem (vocabulary/grammar/culture) • Reading speed problem • Writing problem

  45. Step 5: Assess progress At the completion of Step 4, check my progress by comparing my present performance with my performance recorded in Step 3. If I made much progress, I will turn to deal with another major problem. If not, I should keep to my practical activities or try some new ones.

  46. An Action Plan -- Speaking Step 1: Listen and repeat with the script Step 2: Listen and repeat without the script Step 3: Listen, note key words/structures and speak from the note Step 4: Listen, make an outline and speak from the outline Step 5: Make speeches or conversations on your familiar topics, based on the organization and language of the listening input

  47. Step 1 & 2: Listen and repeat with/without the script English in Daily Life, Unit 1, A5 (A family photo) I love this photo. It’s quite a good one of everyone. It really captures the moment. We’re all looking so tired at the end of a long day. It was a good picnic though. Look, I’m in the middle wearing a long sleeved, checked dress. And that’s Richard, behind me -- the tall guy with the short, dark hair. He’s always elegant even when he’s wearing jeans and a T-shirt as he is here. The old lady, the plump one there, sitting under the tree on the left … wearing the flowered dress … is my mom. Isn’t she great! ...

  48. Step 3: Listen, note the key words/structures and speak from the note Key words: ... love ... photo. … a good one of everyone. ... captures ... moment. ... look ... tired .... ... a good picnic. ... I ... in the middle ... a long sleeved, checked dress. ... Richard, behind ... tall ... short, dark hair. ... elegant ... jeans and a T-shirt .... ... old lady, ... plump ..., ... under the tree on the left … flowered dress … mom. ... great! Key structures: I love this photo. It’s quite a good one of everyone. It really captures the moment. We’re all looking ..., I’m ... wearing …. And that’s ..., … me -- the ... with … hair. He’s always … even when he’s wearing ... as he is here. The ..., the ... one there, ...ing … on the … wearing … is ... Isn’t she …!

  49. Step 4: Listen, make an outline and speak from the outline Outline 1. A general introduction of the photo (quality, feelings, time, situation) 2. A description of I (position, clothes) 3. A description of Richard (position, height, hair, style, clothes) 4. A description of my mom (age, weight, position, clothes

  50. Step 5: Work on your own topic I love this photo. It’s quite a good one of everyone. It really captures the moment. We’re all looking ..., I’m ... wearing …. And that’s ..., … me -- the ... with … hair. He’s always … even when he’s wearing ... as he is here. The ..., the ... one there, ...ing … on the … wearing … is ... Isn’t she …! Use your own picture here.