Course Orientation (“当代大学英语”课程学习指南）

Course Orientation (“当代大学英语”课程学习指南）
Tang Jinlan （唐锦兰） Institute of Online Education Beijing Foreign Studies University

Content Outline: I Orientation to Active English Series (1-4)
II Orientation to Comprehensive English (1-4) III Orientation to Enrichment Reading (1-4) IV Orientation to Interactive English (1-4)

I. Orientation to Active English Series (1-4)

I. Orientation to Active English Series (1-4)
Introduction to Active English Series(1-4) Introduction to BeiwaiOnline Version of Active English Series(1-4) How to Learn Active English Series (1-4) ? What is the Assessment Scheme for Active English Series(1-4)?

1. Introduction to Active English Series (1-4)

1. Introduction to Active English Series(1-4) (1)
Your queries: Why should I study CE,IE, ER together? Why should I have two books for CE, IE, ER respectively? Which is more important, textbook or workbook? What’s the relationship between textbook and workbook?

1. Introduction to Active English Series (1-4) (2)
Major components Comprehensive English(1-4) Interactive English (1-4) Enrichment Reading (1-4) 2. How are they related to each other?

Active English Common Core Module Advanced Module Band 1 CE, IE, ER
CE, IE, ER in one volume Life skills: self-presentation, job interview, conferencing Topics of major concern to college students Band 5 Band 2 CE, IE, ER Band 6 Band 3 CE, IE, ER Band 4 CE, IE, ER Band 4 Exam

Active English ---Common Core Module
Comprehensive English Autonomous learner with high proficiency & Band 4 Exam Certificate Reading Writing Translating Listening Speaking Learning skills Enrichment Reading Culturally and intellectually informed Interactive English

Active English ---Advanced Module
Autonomous learner capable of talking about serious matters with Band 6 Exam into the bargain Life skills: e.g. self-presenting, interviewing, conferencing, etc. Topics of serious concern: e.g. Cloning, DNA, AIDS, Drugs, Big bang, Pollution, globalization of economy, etc. Band 5 Band 6 Five skills integrated Five skills integrated

General Design Features
Language, general knowledge and cultural awareness integrated ---knowledge network Activity-based ---Learning by doing Authentic input Maximizing transfer value Language skills & Enabling skills integrated Encourage autonomous learning

Comprehensive English
Reading skills: linguistic, cognitive, cultural and knowledge-wise Grammar: Language in action Vocabulary development: Word power Writing Learning skill-building: Enabling skills Learner-training: autonomy and assessment

Interactive English

Enrichment Reading Provide students with a rich diet of interesting, enjoyable and useful texts, usually on topics related to CE Develop faster reading skills widen and strengthen vocabulary Develop learning skills, e.g. keep journal Encourage co-operative learning

1. Introduction to Active English Series (1-4) ( 11)
3. What are its potential users? Non-English majors, on-campus, year 1-2 students 4. Aim (Intermediate level, Band 4 exam for non-English majors)

2. Introduction to BeiwaiOnline Version of AE series

Introduction to BeiwaiOnline Version of AE series (1)
Potential users: English major students Vs. Non-English major students --- Difficulty level Online students Vs. on-campus students --- Content presentation style Users are different. What shall we do?

We need to produce something that can help bridge the gap. That is ---
Workbook Series!!!

Workbook Series Purposes: Content: learn, review, consolidate, and expand Presentation style: suitable for online learners

Workbook Series Features: Task-based Feedback provided, with study guides Review and self-assessment How does the workbook differ from the textbook?

Different Versions Print version (textbook+workbook) CD-ROM version (combination of the two) Online version (combination of the two) What are the differences between them?

3 How to learn AE (1-4) Series?

How to learn AE (1-4) series? (1)
Some General Guidelines: Do all the tasks in the learners’ workbook, including Review and Self-assessment Choose to do some tasks in the main textbook Learn by doing. Not reduce everything into a reading task. Summarize and reflect what you have learned constantly.

How to learn AE(1-4) series? (2)
Some General Guidelines: (At the beginning of each unit, you should) Skim through the unit objectives. Skim through the table of contents, knowledge and skills focus, time limit for each task.

4. What is the marking scheme for AE(1-4) series?

What is the marking scheme for AE series? (1)
Final score = Formative assessment(20%) + Final exam (80%)

Formative assessment (20%) Progress reports (5%) 5 unit-based questions Objective Instant marking

Assignments (15%) 3 assignments for each course Items similar to that appeared in the final exam Based on the texts Tutor-marked Scores uploaded

Final Exam (80%) (E-learning platform) Exam specifications Exam structures Sample exam papers (What is assessed in the 3 course exams, will be discussed later.)

Review Can you answer the following questions now ? Your queries:
Why should I study CE,IE, ER together? Why should I have two books for CE, IE, ER respectively? Which is more important, textbook or workbook? What’s the relationship between textbook and workbook?

II. Orientation to Comprehensive English

II. Orientation to Comprehensive English (1)
What is the focus of Comprehensive English? How to learn Comprehensive English? What are the learning resources available? How to be assessed in the final exam?

II. Orientation to Comprehensive English --- Course focus (2)
Intensive reading skills Vocabulary development Grammar Writing

II. Orientation to Comprehensive English --- How to learn the course
In terms of content focus In terms of learning procedures In terms of time distribution In terms of supplementary materials

In terms of content focus: Intensive reading of a reading text
II. Orientation to Comprehensive English --- How to learn the course? (4) How to learn the course In terms of content focus: Intensive reading of a reading text Read the text carefully and try to understand everything in the text (reading for general information, reading for details, reading between the lines, infer the cultural background knowledge embedded)

2. Intensive study of vocabulary items Practice the use of key vocabulary items Do all the vocabulary exercises in the workbook strenuously Keep a vocabulary notebook

3. Intensive review and study of grammar items Grammar: one grammatical item in one unit

4. Acquiring basic writing skills Do the writing exercises in the workbook Do the writing exercises in the textbook

5. Learning some study skills Study “skill building” part in the textbook carefully and learn some useful study skills.

In terms of learning procedures:
II. Orientation to Comprehensive English --- How to learn the course? (9) In terms of learning procedures: Macro-level: Objectives --- Warm-up --- Tasks --- Review --- Self-assessment Mid-stream level: Understanding the text --- Vocabulary---Grammar --- Oral/writing --- Review & self-assessment Micro-level: Tasks: Learning guide --- Text --- Exercise(s) --- Feedback

In terms of time distribution Intensive reading (2.5hrs) Core text Vocabulary (1hr) Grammar (0.5 hr) Writing (0.5 hr) Oral presentation (0.5 hr) Review & self-assessment (1hr)

In terms of supplementary materials Read and recite some well-written articles Recite some famous speeches

Resources survey and study
II. Orientation to Comprehensive English ---The learning resources survey (1) Resources survey and study 1. Course resources: Objectives Warm-up Tasks Review Self-assessment Translations to the reading texts

II. Orientation to Comprehensive English ---The learning resources survey (2) Resources survey and study 2. Supplementary study resources: FAQs Readings Websites

II. Orientation to Comprehensive English ---The learning resources survey (3) Resources survey and study 3. Tutorial resources: Lesson plan in word document Lesson presentation in powerpoint document Lesson in VCD or video clips

II. Orientation to Comprehensive English --- Final Exam (1)
Score distribution 50% --- From textbook and learners’ workbook 30% --- based on the two books 20% --- outside the two books, 50%的《综合英语》课程终结考试以教材（包括《学生用书》和《学生学习课本》）为主要内容，30%以教材内容为指导，20%不涉及教材。

II. Orientation to Comprehensive English --- Final Exam (2)
Test structure (100%) Section 1: Spelling Check (10%) Section 2: Vocabulary and Grammar (30%) Section 3: Reading Comprehension (35%) Paraphrase Cloze Sequencing Section 4: Translation (25%) Final exam guidelines and sample tests, see 教学平台---综合英语1（课程公告）

Comprehensive English --- Review
Can you answer the following questions now? What is the focus of Comprehensive English? How to learn Comprehensive English? What are the learning resources available? How to be assessed in the final exam?

III. Orientation to Enrichment Reading (1-4)

III. Orientation to Enrichment Reading (1)
Outline: What is the focus of Enrichment Reading? How to learn Enrichment Reading? What are the learning resources available? How to be assessed in the final exam?

III. Orientation to Enrichment Reading --- Course focus (2)
Speed reading Additional reading Vocabulary development

III. Orientation to Enrichment Reading --- How to learn the course? (3)
In terms of content focus In terms of learning procedures In terms of time distribution In terms of supplementary materials

In terms of content focus (36-60 texts for each band) Speed reading of two texts: reading speed progress monitoring chart (band 3-4) Detailed reading of two texts: read the text for details, read between the lines

3. Selective study of key vocabulary items 4. Extra reading of a text 5. Reading for enjoyment (to expand your knowledge and develop language sense, optional)

In terms of learning procedures: Macro-level: Objectives --- Warm-up --- Tasks --- Review --- Self-assessment

Mid-stream level: Understanding the texts in general ---Understanding the texts in detail --- Beyond reading (voc, translation, paraphrase,writing) --- Extra reading ---Review & self-assessment --- Reading for enjoyment Micro-level: Tasks: Learning guide --- Text --- Exercise(s) --- Feedback

In terms of time distribution Warm up (10min) Text1 (40min, gist,detail,beyond reading) Text 2 (60 min, gist,detail,beyond reading) ER Extra reading text (30min) Self-assessment (40 min) Supplementary readings (optional)

In terms of supplementary materials Read some simplified classics in year 1 and classics in year 2; Read English news in the newspaper, on the Internet, in the magazines.

III. Orientation to Enrichment Reading---The learning resources survey (1) Resources survey and study 1. Course resources: Objectives Warm-up Tasks Review Self-assessment Translations to the reading texts Supplementary readings

III. Orientation to Enrichment Reading---The learning resources survey (2) Resources survey and study 2. Supplementary study resources: FAQs Readings Websites

III. Orientation to Enrichment Reading---The learning resources survey (3) Resources survey and study 3. Tutorial resources: Lesson plan in word document Lesson presentation in powerpoint document Lesson in VCD or video clips

III. Orientation to Enrichment Reading--- Final Exam
Test structure (100%) Section 1: Vocabulary (25%) Section 2: Graded reading (1) (35%) Section 3: Graded reading (2) (40%) Final exam guidelines and sample tests, see 教学平台---强化阅读英语1（课程公告）

Enrichment Reading --- Review
Can you answer the following questions now? What is the focus of Enrichment Reading? How to learn Enrichment Reading? What are the learning resources available? How to be assessed in the final exam?

IV. Orientation to Interactive English (1-4)

IV. Orientation to Interactive English (1)
Outline: What is the focus of Interactive English? How to learn Interactive English? What are the learning resources available? How to be assessed in the final exam?

IV. Orientation to Interactive English --- Course focus (2)
Listening skills Speaking skills Vocabulary development

IV. Orientation to Interactive English--- How to learn the course? (3)
In terms of content focus In terms of learning procedures In terms of time distribution In terms of learning methods In terms of supplementary materials

In terms of content focus (36-48 listening texts for each band) Listening for gist Listening for details Listening for oral reproduction and discussion Guided speaking practice Free speaking practice

In terms of learning procedures: Macro-level: Objectives --- Warm-up --- Tasks --- Review ---Self-assessment (Do it Yourself studio)---Professor Interactive’s café

IV. Orientation to Interactive English --- How to learn the course? (6)
Mid-stream level: Listening to the texts for gist---Listening to the texts in detail --- Oral reproduction of the listening texts (guided speaking) --- Free speaking --- Review (Bank of key patterns) --- Self-assessment (Do-it-yourself studio) --- Professor Interactive’s Café Micro-level: Tasks: Learning guide --- Text --- Exercise(s) --- Feedback

In terms of time distribution Warm up (10min) Listening and Speaking Practice( 2 hrs) IE Review and Self-assessment (30 min) Professor Interactive’s Café (optional)

In terms of learning methods
IV. Orientation to Interactive English--- How to learn the course? (8) Methods – Is there a magic pill? In terms of learning methods Symptoms that need treatment: I complete all the tasks through reading. My listening/speaking is poor. I can improve my listening/speaking through a lot of practice.

Methods – Is there a magic pill?
Doctors’ diagnosis: I complete all the tasks through reading Can you listen or speak with your eyes? My listening/speaking is poor Is it really a listening/speaking problem? I can solve my listening/speaking problem by a lot of practice Should you try all kinds of medicine when you are ill?

Doctors’ treatment (1): I complete all the tasks through reading. -- Can you listen or speak with your eyes? Learning By Doing

Learning By Doing Your approach to the tasks:
a) doing the tasks creatively by using strategies. b) going over all the tasks by reading them up very quickly before going to tutorials. c) doing the tasks according to instructions, but jumping to feedback without making efforts first in looking for solutions. d) doing the tasks creatively and applying what is learned to life use. e) going over all the tasks by reading them up, and look up the unknown words. f) doing the tasks strenuously according to instructions. g) leaving the tasks for the tutorial, expecting the tutor to lead through.

Learning By Doing Use your mouth  Use your pen/hand  
Now you have a better understanding of why the dialogue between Debbie and her teacher should be the way as it is, can you reproduce this dialogue ORALLY with proper formality? You can use the cues in Exercise 1 of Task 1 as prompters. Use your pen/hand   Please do not hasten to the dialogue. First I’d like you to predict what this dialogue should be like. Please WRITE DOWN your suggestions on the given lines according to the cues.

Doctors’ treatment (2): My listening/speaking is poor. -- Is it really a listening/speaking problem? I can solve my listening/speaking problem by a lot of practice. -- Should you try all kinds of medicine when you are ill? A problem-solving plan

A Problem-solving Plan -- Listening

A Problem-solving Plan -- Listening
Step 1: Identify the specific problem Step 2: Analyze the causes Step 3: Make an action plan Step 4: Design practical activities Step 5: Assess progress

Step 1: Identify the specific problem
When you fail to understand a sentence through listening, you might find yourself in the following situations: S1: You can understand every word and comprehend its meanings through reading. S2: You have a new word/phrase in the sentence.(eg. Who is going to peruse this?) S3: You have been mispronouncing a word/words in the sentence. (eg. The dessert tastes wonderful. -- /’de s:t/ /di’s :t/) S4: You take a linkage in a sentence as one word. (eg. I’ll meet you at lunch hour.) S5: You can understand every word but can not comprehend the meaning. (eg. I feel quite under the weather today.) S6: You understand and comprehend everything but fail to provide a correct answer in the exercise.

Step 2: Analyze the causes
S1: You can understand every word and comprehend its meanings through reading. Cause: Need further analysis S2: You have a new word/phrase in the sentence.(eg. Who is going to peruse this?) Cause: Vocabulary problem S3: You have been mispronouncing a word/words in the sentence. (eg. The dessert tastes wonderful. -- /’de s:t/ /di’s :t/) Cause: pronunciation problem S4: You take a linkage in a sentence as one word. (eg. I’ll meet you at lunch hour.) Cause: pronunciation problem S5: You can understand every word but can not comprehend the meaning. (eg. I feel quite under the weather today.) Cause: Vocabulary problem S6: You understand and comprehend everything but fail to provide a correct answer in the exercise. Cause: Reading comprehension/speed or writing problem

Step 3: Make an action plan
For this month, I will analyze my performance on one listening task each day. I will use the situation analysis sheet below. By the end of the month, I should be able to tell what my major problem for listening is. eg1 eg2 eg3 eg4 eg5 ... S1: S2: S3: S4: S5: S6:

Step 4: Design practical activities
Vocabulary problem (words/phrases) Pronunciation problem (individual word pronunciation/mispronunciation/linkage) Reading comprehension problem (vocabulary/grammar/culture) Reading speed problem Writing problem

Step 5: Assess progress Analyze my performance on one listening task each day, for two weeks, using the situation analysis sheet. By the end of the two weeks, I should compare the analysis with the one I did in Step 1. Check if there is progress. If yes, I will turn to deal with another major problem. If no, I should keep to my practical activities or try some new ones.

An Action Plan -- Speaking

An Action Plan -- Speaking
Step 1: Listen and repeat with the script Step 2: Listen and repeat without the script Step 3: Listen, note key words/structures and speak from the note Step 4: Listen, make an outline and speak from the outline Step 5: Make speeches or conversations on your familiar topics, based on the organization and language of the listening input

Doctors’ summary: Practice doesn’t always make perfect. What makes a difference? At the beginning stage, more emphasis should be given to quality practice, active listening and guided speaking. Practice Quantity & Quality Listening Passive & Active Speaking Free & Guided

In terms of supplementary materials VOA Special English, CCTV 9 in year 1 VOA Standard English, BBC English in year 2 Other relevant listening resources

IV. Orientation to Interactive English---The learning resources survey (1) Resources survey and study 1. Course resources: Objectives Warm-up Tasks Review Self-assessment Professor Interactive’s Café

IV. Orientation to Interactive English---The learning resources survey (2) Resources survey and study 2. Supplementary study resources: FAQs Audio-visual input

IV. Orientation to Interactive English ---The learning resources survey (3) Resources survey and study 3. Tutorial resources: Lesson plan in word document Lesson presentation in powerpoint document Lesson in VCD or video clips

IV. Orientation to Interactive English --- Final Exam (1)
Test structure (100%) Listening test: 60% Section 1: Spot dictation (15%) Section 2: A short conversation (10%) Section 3: A longer conversation (15%) Section 4: A monologue (20%)

IV. Orientation to Interactive English --- Final Exam (2)
Speaking test: 40% Conversation (based on text topics) Two students each time Final exam guidelines and sample tests, see 教学平台---听说交互英语1（课程公告）

Interactive English --- Review
Can you answer the following questions now? What is the focus of Interactive English? How to learn Interactive English? What are the learning resources available? How to be assessed in the final exam?

Conclusion: What have we done so far?

What have we done so far? I Orientation to Active English Series (1-4)
II Orientation to Comprehensive English (1-4) III Orientation to Enrichment Reading (1-4) IV Orientation to Interactive English (1-4)

Questions and Answers!

Thank you ! See you on line!

Course Orientation (“当代大学英语”课程学习指南）

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Course Orientation (“当代大学英语”课程学习指南）

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