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Business English: Case Study of Joseph (part 2)  

2015-07-31 21:52:38|  分类: SYSU |  标签: |举报 |字号 订阅

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A Short Teaching Sequence

Here is a short sequence for teaching within one week.

Table 2 English Class Arrangement

 

Mon

Tue

Wed

Thu

Fri

Sat

Morning Reading

-----

Text reading

Listening

-----

Text reading

Listening

-----

-----

Teaching period 1

Revision and Ability Training

New Text, New Words and Phrases

Grammar

(based on the text)

New Text, New Words and Phrases

Grammar

(based on the text)

Quiz

Teaching period 2

-----

-----

------

Writing Skills and Exercises

------

 

Two passages from the textbook would be included in this one-week teaching sequence with each taking two teaching period (40min for each).

The lesson on Monday would include reviewing the two texts learned a week ago and assigning additional exercises. After a weekend, it is highly likely that what the students learned last week would be forgotten, so revision is necessary on Monday. Additionally, according to Joseph’s remark, he might be too exhausted to focus on a new passage on Monday, so he would expect some challenging new materials and thought-provoking exercises to ignite his interest in English classes.

On Tuesday and Thursday, there would be English morning readings during 7:00-7:45 am. It should be noted that on Tuesday, the morning reading is followed by an English lesson (see both Table 1 and 2), which enables students to repeat the sentences they have just heard in the recording to preview the passage and practice their oral English. As a result, it would best if the teacher choose to start with a new text on Tuesday and Thursday. In addition of the texts, the morning reading would also include listening to extracurricular listening materials, such as VOA, BBC news, 60-Second Science, etc.

The studying on the texts begins with vocabulary and phrases. In this part, new words would be explained in English first, and Chinese definitions would be given only if the students are unable to understand the meaning of words through English definitions only. Also, students need to learn about synonyms by identifying their differences in English definitions, and try to make sentences with these words or phrases.

On Wednesday and Friday, there would be further studies on the texts focused on grammar. In these two periods, students would be asked to rewrite some sentences into certain forms in order to memorize newly taught sentence structures and put them into use. They would also need to transform written language into spoken language which requires them to stand up and speak out, or rewrite spoken sentences in written language.

To be specified, there would be an extra teaching period on Thursday, so adopting additional writing exercise in class become possible. Additionally, a quiz would be held on Saturday, of which form is similar to Gaokao but has less amount of questions.

A detailed arrangement for the two lessons on Thursday is presented below.

Morning reading (45min):

1.       Read the new text after the tape

2.       Do the listening part from previous College Entrance Exams

3.       Explanations from the teacher

Lesson 1: Texts (25min)

1.     Read over the text and find out new words and phrases;

2.     Define and explain the new words in English;

Group tasks (15min)

1.     Brainstorming: find out the synonyms of the new words as many as possible;

2.     Sentence making: Make sentences with new words and phrases quickly and correctly.

Lesson 2: Writing skills (40min)

1.     Revise the previously learned writing skills;

2.     Write a composition from previous College Entrance Exams.

Assessment and Evaluation

In China, at least 80% of the students’ assessments and evaluations are based on tests and examinations, while in Hong Kong, at least 75% of them are based on students’ coursework (Liying, W. Todd, & Xiaoying, 2008, p. 15). It may seem unfair to judge a student merely by marks, but in China, Gaokao still plays a crucial role in most senior high students’ life, so both teachers and students feel obliged to take examinations seriously. Consequently, we have to rely on quizzes and tests to a large extent to monitor students’ progress and assess their academic achievement, but this doesn’t go against referring to his performance in or outside the class.

As for the contents of the tests, several types of questions can be found in traditional tests including standardized listening, reading and writing tests, multiple-choice and sentence completion items. These types can be divided into two categories called “selection assessment method” and “supply assessment method” respectively (Liying, W. Todd, & Xiaoying, 2008, p. 11). Selection assessment method, just as its name implies, focuses on multiple choices, which is simpler for students to understand and answer, but also makes it possible to guess the correct answer. Supply assessment method, however, pays more attention to the comprehensive abilities of a student, which requires understandings and descriptions by themselves at the same time. Of course, supply assessment method requires a higher level of the ability to use English properly.

In order to balance the need of obtaining higher marks and acquiring greater abilities, both methods indicated above are adopted in the newly designed quizzes. New types of questions such as rewriting sentences, syntactic transfer and oral-literal transfer would be added as a supplementary to traditional questions. These questions serve as a tool for examining the command of multiple meanings of a single word or phrase. Since students have already been trained in similar ways in the teaching sequence, it might be easier for them to get accustom to new question types.

In conclusion, our program aims to enable Joseph to cultivate excellent abilities in English from all aspects. We regard this program as an appropriate way to improve English in the contemporary educational setting. That is to say, he can not only obtain high marks in Gaokao but also acquire greater English learning abilities. Although Gaokao remains some disadvantages, there is no need to fustigate it. Human effort is the decisive factor, and only those who learns English step by step and persevere until the end can finally reach their goals. We sincerely wish Joseph to achieve his highest aspiraions.

Reference

Penny, U. (1999). A course in language teaching. Cambridge: Cambridge University Press.

H. Douglas, B. (2000). Principles of language learning and teaching. New York, NY: Addison Wesley Longman, Inc.

Liying, C., W. Todd, R., & Xiaoying, Wang. (2008). Assessment purposes and procedures in ESL/EFL classrooms. Assessment & Evaluation in Higher Education, 33:1, 9-32. DOI: 10.1080/02602930601122555

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