大学英语导学

nullAn Introduction to College English Course*An Introduction to College English Course 大学 英语 关于好奇心的名言警句英语高中英语词汇下载高中英语词汇 下载英语衡水体下载小学英语关于形容词和副词的题 导学 夏纪梅（教授） 中山大学外语教学中心 angelaxjm@163.com 13642674506null*主题:高等教育人才的外语能力培养 现代大学英语的学习目标与方法热身问题: 大学是什么？什么是高等教育？当大学生意味着什么？ 06级管理/软件三级起点班课程结束主要 内容 财务内部控制制度的内容财务内部控制制度的内容人员招聘与配置的内容项目成本控制的内容消防安全演练内容 *主要内容 大学生的学习角色和学习方法 英语的全面定义和教学主要内容 外语能力的层次和课堂教学效益的延伸 外语教学的重心和目标从传统到现代的转移 大学英语教学国家验收考试 CET 任务型合作式教学法推介 以奥林匹克精神上大学，在人才赛场上追求更快、更高、更强的目标！ null* Campus Life: Which do you prefer?null*What are they doing?null*What can we do?Why is he doing so?null*Would you like to take part in the extra-curriculum activities?null*What does that mean? Updated and upgradedWhy What howLearn more Learn well Learn efficiently Learn effectively我应该怎样读大学？ 我应该怎样学大学英语？*我应该怎样读大学？ 我应该怎样学大学英语？大学是什么？“大”在哪里？ 高等教育是什么？“高”在哪里？ 大学生应当学什么？怎样学？ 大学英语的课程意义、目标、内容、要求、方法、标准、测试 大学英语与中学英语的区别 null*School-related Person-related QuestionsWhat are you going to learn? How are you expected to learn? What level are you expected to reach? How difficult is it at this level? What’s the difference between Middle School English and College English? Etc.Why do you attend university? For what purposes do you study English? What do you need in learning English? How much time, energy and effort will you invest onto English study? How can you learn College English well? Etc.Teaching & Learning Ways *Teaching & Learning Ways null*Your knowledge about ELT Traditional approach Modern approach Teacher: Learner: Classroom: Out of class: (in a group of four, try to work out the points and collect the ideas, then present/share them in class)null* Traditional Modern Teacher-centred vs learner-centred Instruction/text-based vs task-based Language knowledge focused vs skill focused Paper test vs performance test Mark-minded vs ability developed Individual learning vs cooperative learning Spoon-feeding by teacher vs autonomous learning “Classroomese” exercises vs real-world like practice “Book worm” vs human resources/talents The features of the ELT in Summarynull*Your Choice/preferenceA Traditional approach B modern approach C traditional + modern approaches D modern + traditional approaches Why? null*What Is College English?6 what’s What is “college/university”? What is “college/university student”? What is “English”? What is “College English”? What is “learning”? What is “Task-based Learning”? at the college/tertiary level: Objectives, Contents, Methods, Requirements Assessment, Criteria What do you think of the saying?*What do you think of the saying?“ College is a fountain.” some students come to drink. some students come to sip. some students come to gargle.Sip: drink slowly, taking very small mouthfuls 慢慢品尝 Gargle: wash your mouth 漱漱口“Luck and preparation are always together.” “Luck favours those who are prepared.”null*What is College? Modern Higher Educational Missions Learn to know knowledge Learn to do skill/ability Learn to live together attitude/strategies Learn to be qualitynull* learn to know: Knowledge: linguistic, cultural (Chinese and Western, English-speaking countries, cross-cultural communication), common knowledge on science and arts, etc. learn to do: Skills/methods, capabilities: learn to learn. learn to do things (writing, presenting, debating, questioning, arguing, organizing, dealing with problems, coping relationships, handling matters, etc. to develop your capabilities, personal and interpersonal, academic and social learn to live together: Attitude: team spirit, learn cooperatively, complete tasks/projects learn to be: Quality: Well-educated and cultivated human being, qualified human resources, talentsnull*What are the university students? Higher-educated human resources Highly-qualified Human being: intellectual being, thinking being, emotional being, intelligent being, creative being, productive being, social being, cultural being, global being, valuable being Students who want to, have to, are able to use the international language effectively for future international communication in the work place or academic field null*What is English?null*English as a LanguageCommon/popular languageInternational languageNative languageFirst languageSecond languageMother tongueForeign languageOfficial languageComputer languageWidely-used languageInfluential languageCosmopolitan languageUniversal/global languageBusiness languageScientific languageBut what is language? Code system, linguistic rules tool, communicative abilitiesnull*English as a ToolcommunicationBridging gapsinternetE-mailLearning/studyingHow to make the tool usable/workable?It is a matter of “use” instead of “usage”!null*English as SkillsListening skillSpeaking skillReading skillWriting skillTranslating skillServing skillHow to learn/command/develop skills?It is a matter of “can” instead of “know”!null*English as MeansConvey thoughtsExpress feelingFind good jobsStudy abroadSurvive in the “global village” Compete with rivalsPay attention to its functions and your performance!null*English as Culture & CulturesliteraturehistoryreligionbeliefsattitudesvaluesconceptscourtesymannerscustomsInternational communication is cross-cultural communication!The target language culture and the speaker’s cultural background!null*English as BehavioreducationcultivationimagemannersprofitProper behavior, spoken or written, can help winning the business.Inappropriate behavior can result in losing the business.null*Varieties of EnglishStandard / RP(received pronunciation)/ BBC / Oxford / Royal EnglishScottish, American, Australian EnglishformalslangwrittenFour-letter wordtaboojargonColonial, Indian, Malaysia EnglishinformalspokeneuphemismJapanese English, China EnglishDon’t just learn textbook English, classroom English and Chinese English!null*English Learning PurposesEGP: English for General PurposesESP: English for Specific/Special PurposesEEP: English for Educational purposesEAP: English for Academic PurposesEBP: English for Business PurposesEOP: English for Occupational PurposesEST: English for Science and TechnologyEMP: English for Medical PurposesE…P: Don’t learn English just for examination purposes!null*What is College English? College English Syllabus (2007 updated edition)Objectives: To develop yourselves as modern human resources with cross-cultural communication knowledge and capabilities that the global world needs To receive higher education through language learning To operationally command English as a tool for international communication null* 语言知识 语言应用语言策略linguisticSocio-linguistic strategicLanguage Communicative Competence LevelsprimarysecondarytertiaryPreliminary Intermediate advancedEducationally linguisticallynull* MAJOR AREAS OF ENGLISH LESSONSlinguistic &cultural knowledgelanguage skillslearning methodssocial strategies & working abilitiesknowledgeskillabilitymethodnull*linguistic & cultural knowledgepronunciationgrammarstylistics word buildingcultureknownull*language skillslisteningspeakingreadingwritingtranslatingcannull*learning methods find information use dictionaryProcess knowledgedeductioninductiondeal with gapslearn by using/doingcannull*social strategies & working abilitiesnegotiatingpersuadingarguingdefendingcooperating dealing with relationshipsolving problemscannull*personal capabilities: be ready to accept responsibility for their own lifelong development, set realizable personal goals and career plans, possess the learning and communication skills interpersonal capabilities: share ideas, opinions and experiences with others, work in a team, use oral and written methods to communicate effectively in the work place vocational capabilities: deal with relationship, handle matters, solve problems, fulfil tasks, respond to challenges, etc. 人才职场能力发展null*Information technology capabilities: make confident use of computer-based systems for handling textual, graphical and numerical information appropriate to the nature of the work they are likely to pursue Innovative and problem solving capabilities: apply their transferable skills to the execution of individual and group projects, demonstrate creativity, flexibility, perception, decisiveness, confidence and an awareness of values (Coventry University 1997: capabilities to be developed for talents)人才职场能力发展null*CLASSROOM LESSONS grammar SOCIETY LESSONS situationsfunctionstopicsneedsLESSONS OF PERSONAL DEVELOPMENTcommunicativecreativeinitiativeproductivecapablecompetentup-graded up-datedcooperativeresponsible integritedcultivatedefficientindependentconscientious Expanding the Classroom / Getting Away from “Classroomese”skillsvocabularyculturetransferableflexiblesmartnull* intakeinputoutputnoticeA Complete Language Learning ProcessOutside-forced input Self-driven input Purposeful input Motivated/effective inputLack, need, want, mustnull*College English STUDENTCommunicator Participant “fisherman” “athlete” “practitioner” “human resources”Audience “receptacle” Onlooker Fish buyer “scholar”Active learningPassive learningTeacher-centred Spoon-feedingStudent-centred Autonomous learningnull* Changes of ELTAnalyze grammarInput-amountTeaching-basedKnowledge-basedknowText-basedProduct-orientedTeaching assignmentsdeductionScore-mindedinductionAbility-targetedLearning assignmentsProcess-orientedTask-basedLearn “ usage”Learn to communicateLearn to l,s,r,wcanSkill-basedOutput-amountLearning-basedUse grammarLearn “use”Communicate to learnL,s,r,w to learnTraditional approachModern approachnull*Assessment of College English Placement tests (at the beginning) Achievement tests (at the end of a term) Proficiency tests ( CET-4, CET-6) ESP certificate tests (BEC, PET, etc.) International entrance exams (IELTS, TOEFL, GRE, etc.) Job recruitment tests/interviews by international enterprises (P&G, Motorola, etc.) Communicative Methodology*Communicative Methodology learner-centred Use, not just usage Oracy Interaction Fluency as well as accuracy Authenticity Discourse Exchange of information Skills integration learning by doingnull*What Is TBEL? Task-based English Learning Approach Principles: learn by doing, by finishing real-world tasks, by working cooperatively in a team, by demonstrating knowledge, skills, creativity and productivity Criteria: Preparation 30%, Participation 30%, Performance 30%, Reflection 10% End Products: Theme-based, Multi-media, ppt 关于艾滋病ppt课件精益管理ppt下载地图下载ppt可编辑假如ppt教学课件下载triz基础知识ppt course ware, team work 20’-30’ presentation and interactionnull* Tell me and I forget. Teach me and I remember. Involve me and I learn.----Benjamin Franklin from New Directions (Peter S. Gardner) 1998 CUPWhat is learning? Learners are an important resource for their own collective learning, and this resource can be accessed through collaboration,cooperation and experiential learning. from Designing Tasks for Communicative Classroom (David Nunan) CUP 1989null*forced stimulated motivated activatedoutputnoticelacked wanted needed must encouragedinputPurposeful Authentic Reading Listening Multi-sourcedCollege English Learning Modelnull*The Process of a Task: Form a team,choose a topic Trade ideas,divide jobs Search,select and sequence the information Design the initial courseware and class activities Make appointment with Prof./TA Revise the product Present the end-product/organize activities Receive comment and evaluation Earn credits and make reflections null*“Task” means all kinds of things in the work place or in the real world that people have to do/deal with/handle/sort out with a language and its related abilities such as planning, organizing, thinking, negotiation, persuasion, explanation, argumentation, defense, evaluation, comment, comparison, decision making, solving problems, etc. null*Interactive EnglishFulfilling Tasks needs: involvementengagement team-work spiritnegotiationSolving problems, dealing with relationship, real-world/work-place practicecouragecooperation Skills, capabilities, strategies, creativity, originalitynull*TBL Observation sheet By both the teacher and the studentsConcurrent Noting observation sheet*Concurrent Noting observation sheetCriteria*Criteria3 Cs: contents, coherence, creativity - clear in content - coherent in organization - creative in designing 3 Ps: preparation, presentation, power point slides 3 –tions: presentation, demonstration, interactionnull* Presentation: - contents: theme-based, text-related, content-extended，author’s points of view, team’s interpretation, class’ opinions, perspective, supportive - speech: well-prepared, fluent, clear, talk instead of reading aloud, opening and concluding remarks Demonstration: - clear thought clue, well-arranged points, professional structure composed of front page, content/outline page, acknowledgement and references, end page - creativity: ppt design, multi-media, variety of sources, activities, materials (e.g. internet download, media, TV, radio, movie, self-DV, VCD, newspaper, magazine, catalogue, photo, picture, ads, scanning documents, etc.) activities (games, interview, role play, debate, contest, discussion, guess, etc.) Interaction: between team members, between classmatesguidelinesnull* Effects : stimulating, motivating, activating, involving, interesting, language learning, communication practice, real-world like experience Structure: three-step presentation: Introduction—body--conclusion six-part ppt pages: 1）Front page: title, theme, presenters, background picture, 2) Outline page: components 3) Content pages: sources and means of materials 4) Acknowledgement page 5) References page 6) End page Timing: 20 minutes at least.guidelinesnull*Varieties for Designing: 1) questions (warming-up, leading-in, open-ended, connected, further down, back-up, developed, student-involving, common-sensed, etc.) 2) games/activities (interesting, interactive, dynamic) 3) interview (DV, on-site, in-class, out of class) 4) role play (prepared, live) 5) comparison between China and West 6) debate (for and against, pro and con, left vs right, different voices, PK) guidelinesTeacher’s Comments*Teacher’s CommentsRecall: what the team did by replaying the ppt Review: the criteria Respond: comments about the good points first, then where and how to improve Reflect: lack, need, want, must Grading: excellent, very good, good, fair, poor, failed Scores rates: 50% of the term totalnull*Formative assessment Process-oriented developmentnull*Students’ Reflection and Feedback 3 W: Why, What, How R: Review, Recall, Reflect Forms: Questionnaire, “can do statements” self evaluation checklist, word Former students’ feedback, comments, notes (’05, ’06, ‘07)null*Review RecallReflectThe objectives of the course you understand The contents you go over The methods you applyWhat you did What you learnt What you developed Attitude Action Achievements Encouragement Enlightenment Enjoyment Problem/difficulty/frustration/pity/regret feedback sheet three Rs: null*Results Traditional learning:Task-based learning:null*语言是工具: 交流、工作、经商、挣钱、谋职、求学、发展 “工欲善其事，必先利其器”。 “磨刀不误砍柴工”。 语言的功效： 21世纪是信息时代，信息靠语言传递。 21世纪是经济全球化时代，全球化行为需要全球化语言沟通。（世界500强企业例） 21世纪是人才竞争的时代，国际人才的必要条件之一是掌握 英语。 21世纪是跨文化交际时代，跨文化交际需要跨国用语/世界 普通话。（刘翔在国际赛事上差点吃语言亏例） 有人说，WTO是“狼”，那么，“与狼共舞”也要懂得 “狼”的语言，要知道“狼”想干什么，要骂人也要让对方听得懂。 null*大学英语教学的“四变化” 教学要求变：加强听说能力 教学目标变：发展自主学习能力 教学模式变：课堂人际+网络自主 教学评价变：综合应用能力大学新生英语教学的“四转变” *大学新生英语教学的“四转变” 转变学习观念/态度：变被动为主动 转变学习习惯/方法：变依赖为自主 转变行为方式/行动：变做题为做事 转变成果 表 关于同志近三年现实表现材料材料类招标技术评分表图表与交易pdf视力表打印pdf用图表说话 pdf 现形式：变分数为业绩 变独自学习为合作学习 变书本学习为干中学习学习的标志性成果*学习的标志性成果显性：业绩得分，卷面成绩 隐性：努力、做事、应用过程中的发现 改善、收获 自主性：自我转型，自我认识， 自我实现，自我超越我在开学典礼上的发言要点*我在开学典礼上的发言要点以奥林匹克精神上大学 争当追求梦想超越自我的明星 在人生跑道上，在人才赛场上， 敢拼争赢，实现 更快、更高、更强的目标null*愿大家明确目标， 努力达标！ 祝大家科学地用功， 致力应用！ 大学学习进步，素质全面提高！ Good Luck! null*Food for thought: What do you think of the phenomena? （链接“讽刺录像两节”、“音乐动画：大学自习曲”、“舞台闹剧：如此课堂”)null*Teacher’s Observation and Comments (samples by XJM) Scanning materials: 1) excellent team work 2) excellent but need improved 3) fair work 4) weak/poor work XJM’s authentic notebooksTBEL Students’ Products (selected) *TBEL Students’ Products (selected) College English Book 3 SFLEP College English Book 4 SFLEP Liberty studies CUP Business English Cross-cultural Communication Gender study