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Course Orientation English in Daily Life & English at Leisure 1 Program Survey Module One English 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

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slide2

1

Program Survey

module one english language communication skill oriented
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
module two literature and culture skill oriented
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)
module three professional training content oriented
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
module four common courses
Module Four Common courses高级公共课程模块
  • Second foreign language
  • Law basics
  • Contemporary capitalist economics
  • International politics and cultures
slide7

2

Course Introduction

slide9

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

slide10

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

aim what can i do at the completion of the courses
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.
slide12

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

content what is the course about
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!

content what is the course about14
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.

content what is the course about16
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

content what is the course about17
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

slide18

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

design how is the course structured
Design -- How is the course structured?

Course

Task-based

Unit (8)

Activity(6~8)

Instruction

Task

(4~8)

Exercise

Teacher-proof

Feedback

design how is the course structured20
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?

slide21

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

time how much time do i need to spend on the course
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?

time how much time do i need to spend on the course23
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!!!

time make a weekly plan

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)

time make a weekly plan25

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.

time make a weekly plan26

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

slide27

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

assessment how can i pass the course
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

assessment how can i pass the course29
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

slide30

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

resources what materials should i have
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)

resources what materials should i have32
Resources -- What materials should I have?

Online resources

Tutorial resources

FAQ bank

Reference bank

Assignment resources

Online and offline learner support

Self-assessment bank

slide33

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

methods is there a magic pill
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.
methods is there a magic pill35
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?

methods is there a magic pill36
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

learning by doing
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.

learning by doing38
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?

methods is there a magic pill39
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

an action plan listening
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

step 1 identify the specific problem
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.

step 2 analyze the causes
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

step 3 make an action plan
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:

step 4 design practical activities
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
step 5 assess progress
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.

an action plan speaking
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

step 1 2 listen and repeat with without the script
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! ...

step 3 listen note the key words structures and speak from the note
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 …!

step 4 listen make an outline and speak from the outline
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

step 5 work on your own topic
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.

methods is there a magic pill51
Methods – Is there a magic pill?

Doctors’ summary:

Practice doesn’t always make perfect. What makes a difference?

Rapid progress lies in quality practice, active listening and guided speaking instead of quantity practice, passive listening and free speaking.

Practice

Quantity & Quality

Listening

Passive & Active

Speaking

Free & Guided

methods is there a magic pill52
Methods – Is there a magic pill?

A final remark

Remember: For these two courses, you listen, read or write in order to speak!

A reading exercise

A writing exercise

A listening exercise

A vocabulary exercise

U1-A3-T2

U1-A5-T6

U1-A6-T2

U1-A4-T2

Retell the passage

Do it orally first or afterwards

Role play the conversation

Read aloud the words

slide53

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

my responsibilities
My responsibilities

A weekly responsibility checklist

Date: Week:

1. Make a weekly plan.

2. Keep to the plan.

3. Complete the tasks through “learning by doing” (before the tutorial).

4. Complete and submit progress report/assignment before the due date.

5. Seek for help when I have problems.

6. Review the unit (via tutorial, self-tutoring).

7. Visit the e-learning platform at least once.

8. Keep a minimum of 3-hour exposure to English each day.

Score: _____

Yes

No

slide55

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

now can you answer the following questions
Now can you answer the following questions?

aim

What can I do at the completion of the course?

content

What is the course about?

design

How is the course structured?

time

How much time do I need to spend?

assess

How can I pass the course?

resources

What materials should I have?

methods

Is there a magic pill?

responsibilities

What are my responsibilities?

what s next

What’s next?

Dive into the courses and enjoy your swim!

thank you

Thank you!

See you online.