1、1,An Introduction to College English Course,大学英语导学夏纪梅（教授）中山大学外语教学中心 13642674506,2,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,3,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！,4,rich a
2、nd colourful,vs,dull and boring,Campus Life: Which do you prefer?,5,What are they doing?,6,What can we do?,Why is he doing so?,7,Would you like to take part in the extra-curriculum activities?,8,What does that mean?,Updated and upgraded,Why What how,Learn more Learn well Learn efficiently Learn effe
3、ctively,9,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,10,What Is College English?,What does higher education mean? What does university student mean? What is college English?-Objectives -Contents -Methods -Requirements -Assessment(6 what
4、s),11,School-related Person-related Questions,What 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? Whats the difference between Middle School English and College English? Etc.,Why do you attend university? For what purpo
5、ses 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.,12,What do you think of the saying?,“ College is a fountain.” some students come to drink. some students come to sip. some
6、 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.”,13,Teaching & Learning Ways,traditional way,14,Your knowledge about ELT,Traditional approach Modern approach Te
7、acher: Learner: Classroom: Out of class:(in a group of three, try to work out the points and collect the ideas, then present/share them in class),15,Your Choice/preference,A Traditional approach B modern approach C traditional + modern approaches D modern + traditional approachesWhy?,16,Traditional
8、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” exerci
9、ses vs real-world like practice“Book worm” vs human resources/talents,The features of the ELT in Summary,17,What is College? Modern Higher Educational Missions,Learn to know knowledgeLearn to do skill/abilityLearn to live together attitude/strategiesLearn to be quality,18,Knowledge: linguistic, cult
10、ural (Chinese and Western, English-speaking countries, cross-cultural communication), common knowledge on science and arts, etc.,Skills/methods, capabilities: learn to learn. learn to do things (writing, presenting, debating, questioning, arguing, organizing, dealing with problems, coping relationsh
11、ips, handling matters, etc. to develop your capabilities, personal and interpersonal, academic and social,Attitude: team spirit, learn cooperatively, complete tasks/projects,Quality: Well-educated and cultivated human being, qualified human resources, talents, holistic developed with expertise,19,Wh
12、at are the university students?Higher-educated human resourcesHighly-qualified Human being: intellectual being, thinking being, emotional being, intelligent being, creative being, productive being, social being, cultural being, global being, valuable beingStudents who want to, have to, are able to u
13、se the international language effectively for future international communication in the work place or academic field,20,What is English?,21,English as a Language,Common/popular language,International language,Native language,First language,Second language,Mother tongue,Foreign language,Official lang
14、uage,Computer language,Widely-used language,Influential language,Cosmopolitan language,Universal/global language,Business language,Scientific language,But what is language? Code system, linguistic rulestool, communicative abilities,22,English as a Tool,communication,Bridging gaps,internet,E-mail,Lea
15、rning/studying,How to make the tool usable/workable?,It is a matter of “use” instead of “usage”!,23,English as Skills,Listening skill,Speaking skill,Reading skill,Writing skill,Translating skill,Serving skill,How to learn/command/develop skills?,It is a matter of “can” instead of “know”!,24,English
16、as Means,Convey thoughts,Express feeling,Find good jobs,Study abroad,Survive in the “global village”,Compete with rivals,Pay attention to the functions and performance!,25,English as Culture & Cultures,literature,history,religion,beliefs,attitudes,values,concepts,courtesy,manners,customs,Internation
17、al communication is cross-cultural communication!,The target language culture and the speakers cultural background!,26,English as Behavior,education,cultivation,image,manners,profit,Proper behavior, spoken or written, can help winning the business.,Inappropriate behavior can result in losing the bus
18、iness.,27,Varieties of English,Standard / RP(received pronunciation)/ BBC / Oxford / Royal English,Scottish, American, Australian English,formal,slang,written,Four-letter word,taboo,jargon,Colonial, Indian, Malaysia English,informal,spoken,euphemism,Japanese English, China English,Dont just learn te
19、xtbook English, classroom English and Chinese English!,28,English Learning Purposes,EGP: English for General Purposes,ESP: English for Specific/Special Purposes,EEP: English for Educational purposes,EAP: English for Academic Purposes,EBP: English for Business Purposes,EOP: English for Occupational P
20、urposes,EST: English for Science and Technology,EMP: English for Medical Purposes,EP: Dont learn English just for examination purposes!,What is College English? College English Syllabus (2007 updated edition),Objectives: To develop yourselves as modern human resources with cross-cultural communicati
21、on knowledge and capabilities that the global world needsTo receive higher education through language learningTo operationally command English as a tool for international communication,30,语言知识,语言应用,语言策略,linguistic,Socio-linguistic,strategic,Language Communicative Competence Levels,primary,secondary,
22、tertiary,Preliminary Intermediate advanced,31,MAJOR AREASOF ENGLISH LESSONS,linguistic &cultural knowledge,language skills,learning methods,social strategies & working abilities,knowledge,skill,ability,method,32,linguistic & cultural knowledge,pronunciation,grammar,stylistics,word building,culture,k
23、now,33,language skills,listening,speaking,reading,writing,translating,can,34,learning methods,find information,use dictionary,Process knowledge,deduction,induction,deal with gaps,learn by using/doing,can,35,social strategies&working abilities,negotiating,persuading,arguing,defending,cooperating,deal
24、ing with relationship,solving problems,can,36,personal capabilities: be ready to accept responsibility for their own lifelong development, set realizable personal goals and career plans, possess the learning and communication skillsinterpersonal capabilities: share ideas, opinions and experiences wi
25、th others, work in a team, use oral and written methods to communicate effectively in the work placevocational capabilities: deal with relationship, handle matters, solve problems, fulfil tasks, respond to challenges, etc.,人才职场能力发展,37,Information technology capabilities: make confident use of comput
26、er-based systems for handling textual, graphical and numerical information appropriate to the nature of the work they are likely to pursueInnovative and problem solving capabilities: apply their transferable skills to the execution of individual and group projects, demonstrate creativity, flexibilit
27、y, 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,38,CLASSROOM LESSONS,grammar,SOCIETY LESSONS,situations,functions,topics,needs,LESSONS OF PERSONALDEVELOPMENT,communicative,creative,initiative,productive,
28、capable,competent,up-graded,up-dated,cooperative,responsible,integrited,cultivated,efficient,independent,conscientious,Expanding the Classroom / Getting Away from “Classroomese”,skills,vocabulary,culture,transferable,flexible,smart,39,intake,input,output,notice,A Complete Language Learning Process,O
29、utside-forced input Self-driven input Purposeful input Motivated/effective input,Lack, need, want, must,40,College English STUDENT,Communicator Participant “fisherman” “athlete” “practitioner” “human resources”,Audience “receptacle” Onlooker Fish buyer “scholar”,Active learning,Passive learning,学生角色
30、,Teacher-centred Spoon-feeding,Student-centred Autonomous learning,41,Changes of ELT,Analyze grammar,Input-amount,Teaching-based,Knowledge-based,know,Text-based,Product-oriented,Teaching assignments,deduction,Score-minded,induction,Ability-targeted,Learning assignments,Process-oriented,Task-based,Le
31、arn “ usage”,Learn to communicate,Learn to l,s,r,w,can,Skill-based,Output-amount,Learning-based,Use grammar,Learn “use”,Communicate to learn,L,s,r,w to learn,Traditional approach,Modern approach,42,Assessment of College EnglishPlacement tests (at the beginning)Achievement tests (at the end of a term
32、)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.),43,Communicative Methodology,learner-centred Use, not just usage Oracy Interaction Fluency
33、 as well as accuracy,AuthenticityDiscourseExchange of informationSkills integrationlearning by doing,44,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
34、 productivityCriteria: Preparation 30%, Participation 30%, Performance 30%, Reflection 10%End Products: Theme-based, Multi-media, ppt course ware, team work 20-30 presentation and interaction,45,Tell me and I forget. Teach me and I remember. Involve me and I learn.-Benjamin Franklin from New Directi
35、ons (Peter S. Gardner) 1998 CUP,What is learning?,Learners are an important resource for their own collectivelearning, and this resource can be accessed through collaboration,cooperation and experiential learning. from Designing Tasks for Communicative Classroom (David Nunan)CUP 1989,46,forced stimu
36、lated motivated activated,output,notice,lacked wanted needed must encouraged,input,Purposeful Authentic Reading Listening Multi-sourced,College English Learning Model,47,The Process of a task-based team work:Form a team,choose a topic Trade ideas,divide jobs Search,select and sequence the informatio
37、n Design the initial courseware and class activities Make appointment with Prof./TA Revise the product Present the end-product/organize activities Receive comment and evaluationEarn credits and make reflections,48,“Task” means all kinds of things in the work place or in the real world that people ha
38、ve 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.,49,Interactive English,Fulfilling Tasks needs:,involvement,en
39、gagement,team-work spirit,negotiation,Solving problems, dealing with relationship, real-world/work-place practice,courage,cooperation,Skills, capabilities, strategies, creativity, originality,50,TBL Observation sheet By both the teacher and the students,51,Concurrent Noting observation sheet,52,Crit
40、eria,3 Cs: contents, coherence, creativity - clear in content- coherent in organization - creative in designing 3 Ps: preparation, presentation, power point slides 3 tions: presentation, demonstration, interaction,53,Presentation: - contents: theme-based, text-related, content-extended，authors point
41、s of view, teams interpretation, class opinions, perspective, supportive - speech: well-prepared, fluent, clear, talk instead of reading aloud, opening and concluding remarksDemonstration: - clear thought clue, well-arranged points, professional structure composed of front page, content/outline page
42、, 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, rol
43、e play, debate, contest, discussion, guess, etc.) Interaction: between team members, between classmates,54,Effects : stimulating, motivating, activating, involving, interesting, language learning, communication practice, real-world like experienceStructure:three-step presentation: Introductionbody-c
44、onclusionsix-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 pageTiming: 20 minutes at least.,55,Varieties for Designing: 1) questions (warming-u
45、p, 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
46、 and against, pro and con, left vs right, different voices, PK),56,Teachers Comments,Recall: 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, f
47、air, poor, failed Scores rates: 50% of the term total,57,Teachers Observation and Comments (samples by XJM)Scanning materials: 1) excellent team work2) excellent but need improved3) fair work4) weak/poor workXJMs authentic notebooks,58,Formative assessment Process-oriented development,59,Students Re
48、flection and Feedback3 W: Why, What, How R: Review, Recall, Reflect Forms: Questionnaire, “can do statements” self evaluation checklist, wordFormer students feedback, comments, notes (05, 06, 07),60,Review,Recall,Reflect,The objectives of the course you understand The contents you go over The methods you apply,What you did What you learnt What you developed,Attitude,Action,Achievements,Encouragement,Enlightenment,Enjoyment,Problem/difficulty/frustration/pity/regret,feedbacksheetthreeRs:,61,Examples of Former Students TBEL Products (03-07),
