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Teaching Syllabus for Master Students (Sep 2016 SCUT)  

2015-09-20 22:33:33|  分类: 默认分类 |  标签: |举报 |字号 订阅

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Course Description

This integrated English is a -16 weeks -teaching program (Ss meet twice a week) from Sep. 12 to Dec. 30 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.

Main components of this course will include

* Study of listening materials in the set textbooks, AND/OR, use themes found in the video episodes of Connecting with English as a springboard for classroom discussion.

It is suggested that teachers choose some parts of the set textbooks to practice students’ effective listening strategies. AND/OR   teachers play one video episode each time. Ss watch for global ideas, and exchange their opinions like the Discussion Group in the video. Teachers then prompt students with some factual questions, as well as some extended questions or more abstract questions.

 * Task-based activities to enhance oral communication skills

e.g., presentation, pair work, role play, group discussion (debate)

 * Supplementary readings to build critical reading skills

Electronic versions or photocopies of supplementary reading passages will be available in November.

 * Composition / essay / paper writing and their critique in class

e.g., cohesion and coherence, abstract/summary, key words, citation, reference list, etc.

Course Goals

At the end of this course, students are expected to be able to

* express ideas, exchange thoughts and state positions orally and in a clear way

* develop formal oral presentation skills and present in an effective and audience-appropriate way

* develop written arguments in depth - full explanation, adequate specific details and adequate evidence

* write research papers in their specialized field via English medium 

Course Books/Teaching Materials

Burt Gabler & Nadia E. Scholnick (2004) Take on Listening-Listening and Speaking Strategies Book 1&2    Beijing: Higher Education Press

Burt Gabler & Nadia E. Scholnick (2004) Take on Listening-Listening and Speaking Strategies  ---Instructor's Mannual Book 1&2 Beijing: Higher Education Press

AND/OR

Michael Berman & Janet Battiste (2008)  Instruction Manual 1--4. Beijing: Beijing University Press

Pamela McPartland-Fairman, et al. (2008) Video Comprehension Book 1--4 Beijing: Beijing University Press

Pam Tiberia, et al. (2008) Conversation Book 1--4 Beijing: Beijing University Press

Video CDs

Assessment and Evaluation

 A student's final grade consists of an instructor's assessment score (50%) + English proficiency test score (50%)

For the instructor's assessment (50%), you may refer to the following assessment sheet.

 Group Name T1(20%) T2(20%) T3 (20%) T4(20%) T5(20%) Total
 G1 S1      
  S2      
  S3      
 G2 S4      
  S5      
  S6      
 ..... ...      

 It is suggested that the whole class be put into several groups of three or four. Some of the tasks are assessed a group as a whole, some are on an individual basis.

Task 1 is presentation. It is suggested that each week, a group of students be required to give a -10 minutes- presentation to share with classmates anything they feel like interesting or important.

Task 2 is role play. Each group is required to do a role play performance in class (See page 116 of the set textbook 1)

Task 3 is supplementary reading. Ss may first be allowed 20 minutes to read a passage independently. Then each group should work out the answers to the question sheet within 10 minutes and submit it for the teacher's assessment.

Task 4 is composition writing. For instance, students may be required to write a personal statement or a biography, or they may be given a certain topic to write about. Ss write the first draft and read each other’s writings in a group to choose the best one to submit for group assessment. In this way the teacher’s work load to read and mark the compositions can be reduced. Preferably, each student should write at least two compositions over the semester.

Task 5 is oral proficiency test. This is done at the end of this unit of study. It can be a teacher-student talk or a group discussion. Each student should have at least 5 minutes to demonstrate his/her oral proficiency. The actual format or procedures of the test is up to the individual teacher to decide.

Of course, you may add some more tasks to the assessment sheet if you wish, but you need to reconsider the percentage of the score weight for each task.

The English proficiency test exclusively consists of objective test items in a multiple choice form and has no direct connection with classroom teaching. It is worth 50% of your final grade.

 Please note:   if you fail to pass the proficiency test (below 50 points), then your instructor’s assessment score will not be calculated or added. You fail the course and have to take it again.

 Class Attendance

Ss regular class attendance is required. If a student is absent from the class once, certain points will be deducted from the final grade. If someone needs to ask for a leave, he/she should get permission from the teacher at least 24 hours in advance.  


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