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

2017-09-17 18:53:57|  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 -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.

Main components of this course will include

* Study of reading and writing materials in the set textbook.

It is suggested that teachers choose some units of the set textbook to practice students’ effective reading and writing skills and spend about 16 class hours on the study of the book. The remaining units are for students’ independent learning.

 *Study of Take on Listening, Book I, 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 textbook to practice students’ effective speaking 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)

 * Analytical writing/research paper writing and their critique in class

e.g. cohesion/coherence, abstract/summary, key words, literature review, 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

Li Yingyuan, et al (2017) Reading and Writing in English-A Coursebook for Non-English Major Graduates  Guangzhou: South China University of Technology Press. (We strongly advise that each student should have a copy of this set textbook)

AND/OR

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

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

AND/OR

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

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

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

Assessment and Evaluation

 A student's final grade consists of an instructor's assessment (50%) + final exam (50%)

For the instructor's assessment, 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 -8 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

Task 3 is interview. Each group of students should interview an international student or an foreign teacher on campus for about 8 minutes and at the same time videotape the interview. In class, students report back by playing the VCR.

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 Final Exam

The final exam mainly tests students’ understanding of the book content from Unit 1 through Unit 6 (Reading and Writing in English). Ss should be responsible for all the information in these six units plus all the corresponding exercises. The first part of the test includes objective test items in a multiple choice form (total points 90). The second part of the test is composition writing (30 points). Ss will know the actual test format and test forms a few weeks before the final.

 Please note:   if Ss fail to pass the first part of the test (less than 50 points out of total points 90), then the instructor’s assessment score or the writing test score will not be calculated or added. Ss 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 (say 2 or 3 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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