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Peter的教学博客

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[置顶] Placement Test

2014-9-8 14:45:54 阅读339 评论0 82014/09 Sept8

The English Placement Test is administered to all incoming graduate students at the beginning of the fall semester every year. The purpose is to determine students' overall English proficiency levels and divide them into either Class A (with an international instructor) or Class B (with a domestic instructor), ensuring students are being taught at appropriate levels that

作者  | 2014-9-8 14:45:54 | 阅读(339) |评论(0) | 阅读全文>>

Teaching Syllabus for Master Program(B) (Rvised on Sep. 15, 2017)

2017-9-17 19:54:17 阅读103 评论0 172017/09 Sept17

Course Description

This integrated English is a -16 weeks -teaching program (Ss meet twice a week) from Sep. 18 to Jan.5 for graduate students at SCUT. It aims to provide them with balanced training in all four skills area with a focus on further improving their speaking and writing skills.

作者  | 2017-9-17 19:54:17 | 阅读(103) |评论(0) | 阅读全文>>

Teaching Syllabus for Master Program(A) (Rvised on Sep. 15, 2017)

2017-9-17 18:53:57 阅读2 评论0 172017/09 Sept17

Course Description

This integrated English is a -14 weeks -teaching program (Ss meet twice a week) from Sep. 18 to Dec. 22 for graduate students at SCUT. It aims to provide them with balanced training in all four skills area with a focus on further improving their speaking and writing skills.

作者  | 2017-9-17 18:53:57 | 阅读(2) |评论(0) | 阅读全文>>

Oral English Syllabus for Spring Term, 2017

2017-3-5 11:32:53 阅读17 评论0 52017/03 Mar5

Classes start week of March 6, 2017

Classroom:  A 702

Instructor: Dr. William Smith

Office: A3-304

Office Hours: by appointment Mondays 15:30-17:00

Email: 1211438638@qq.com

Please send the instructor an e-mail as soon as possible. Include your English name, Chinese name and your class number with all correspondence. A QQ group will be used

作者  | 2017-3-5 11:32:53 | 阅读(17) |评论(0) | 阅读全文>>

B06

2016-9-18 0:20:19 阅读187 评论0 182016/09 Sept18

 Name  T1(20%)  T2(20%)  T3(20%)  T4(20%)  T5(20%) CA  Total 
 G1              
 陈昊男
 19  19  17  19  16    90/94
 王景威  17  19  17  18  15    86/60
 李正全  16  19  17

作者  | 2016-9-18 0:20:19 | 阅读(187) |评论(0) | 阅读全文>>

Writing Tasks

2015-12-6 22:41:20 阅读200 评论0 62015/12 Dec6

Task A  
Choose one of the following writing topics 
(Suggested length--one double-spaced page)
1. Describe a time when you felt very happy/sad/angry// you felt very disappointed.//you  were moved to tears.//you became very embarrassed.//

作者  | 2015-12-6 22:41:20 | 阅读(200) |评论(0) | 阅读全文>>

“个人自述”为什么那么重要--by薛涌

2014-3-2 23:25:19 阅读220 评论0 22014/03 Mar2

留美的意义在于接受美国教育。这种美国教育,从最初申请时就应该开始。作为“过来人”,美国教育给我打上的最深的烙印之一,就是申请入学和毕业求职时写个人自述的经历。初看起来,这两页纸似乎是枯燥的官样文章,本能地就想逃避。可就是为写这两页纸,一个求职的博士要反复修改几个月,可谓呕心沥血。有些雇主用人主要就看这两页纸。哈佛大学录取部院长威廉·菲茨西蒙斯(William Fitzsimmons)特别强调,这种自述乃一生经验之结晶,有经验的录取官员一眼就能看出深浅,很难造假。

自述是你对自己生活、学习的总结,同时也是对未来的界定,即你的人生

作者  | 2014-3-2 23:25:19 | 阅读(220) |评论(0) | 阅读全文>>

Final Oral Test Format and Components

2013-11-11 16:26:42 阅读303 评论0 112013/11 Nov11

Directions for the test---The final oral test is designed to assess your spoken English in different types of situations and on a wide variety of topics. It consists of three parts, each involving a particular speech activity. Generally, the more you speak, the better

作者  | 2013-11-11 16:26:42 | 阅读(303) |评论(0) | 阅读全文>>

Debate

2011-11-14 13:54:51 阅读150 评论0 142011/11 Nov14

1. Definitions of Debate Terms (compiled from Hanson, 1999) 

 

 Debate Terms  Definition
 Affirmative (team)     the side that supports the resolution in a debate
 Argument  a claim supported by evidence

作者  | 2011-11-14 13:54:51 | 阅读(150) |评论(0) | 阅读全文>>

Assessment Sheet

2011-11-14 0:10:19 阅读129 评论0 142011/11 Nov14

 

Rate the presenter by using the scale:

Poor (0-2) Unsatisfactory (2-4) Satisfactory (4-6) Good (6-8) Excellent (8-10)

 

作者  | 2011-11-14 0:10:19 | 阅读(129) |评论(0) | 阅读全文>>

《大学体验英语》专家书评

2011-10-12 15:46:45 阅读73 评论0 122011/10 Oct12

——新一代大学英语教材的最新力作

1. 编写背景及指导思想
  随着我国对外开放不断向纵深发展和世界经济一体化进程的不断加快,英语作为一种交际工具被越来越广泛地应用于社会经济、科技文化和日常生活的各个方面。我国社会经济的迅猛发展更迫切地需要大批既懂专业知识又具有较强英语应用能力的高级复合型人才。如何顺应新时代、新形势对人才培养提出的新要求,改进大学英语教学,切实提高大学生综合运用英语的能力,是我们必须要面对的一项重大课题。

  纵观我国大学英语教学的历史,由于不同历史时期的社会经济条件和社会需求不同,其教学目标也不断地发生变化。多年来大学英语的教学目标一直定位在"培养学生具有较强的阅读能力和一定的听、说、写、译能力"上。这一定位突出地强调了阅读能力的培养,而对听、说、写、译等能力的培养则有所忽视。结果培养出来的学生,尽管英语阅读能力有所提高,但听力和口语能力的提高不大,听不懂、说不出,即出现人们常说的"聋子英语"、"哑巴英语"等现象(戴炜栋,2

作者  | 2011-10-12 15:46:45 | 阅读(73) |评论(0) | 阅读全文>>

建立多元评估体系,提高外语教学质量

2011-10-12 0:10:39 阅读1359 评论0 122011/10 Oct12

——— 非英语专业研究生英语教学的探索与实践 

       摘要:本文论述了与形成性评估英语语言能力相对应的教学理论、教学目标和教学组织,具体评估内容和结合学生互评的定量评估方法,旨在建立多元的成绩评估体系,最大限度地调动学生学习的积极性和主动性,从而提高课堂外语教学效率。

 关键词:多元评估;形成性评估;反拨效应;研究生英语教学

作者  | 2011-10-12 0:10:39 | 阅读(1359) |评论(0) | 阅读全文>>

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