Enrichment Reading

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Enrichment Reading

• Wu Ligao
• BeiwaiOnline

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Outline

• Module introduction
• Course instructional design
• Tutoring methods (video-based analysis)
• Testing scheme
• Learner support
• Group project

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1Module Introduction
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1 Module Introduction

• Module position in curriculum
• Course characteristics
• Themes textbooks
• Course resources

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1.1Module position in curriculum

• AE (16)
• CE Intensive reading skills, Vocabulary
  development, Grammar, Writing
• IE Listening and speaking skills, Vocabulary
  development
• ER Fast reading, Additional reading,
• Vocabulary development

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1.2 ER characteristics

• Providing interesting and useful texts (usu. on
  topics related to those in CE) to develop reading
  skills, learning skills and strengthen
  vocabulary.
• A steep gradient in both language and
  intellectual content
• Two books on one

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1.3 Themes textbooks

• Themes related to those of CE and to students
  real life situation, for example, business,
  computers, relations, etc.
• Textbooks (TB) and students workbook (WB)

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1.4 Course resources

• General introduction to the course
• Exam resources
• Courseware
• Assignment and progress card, Self-assessment
  exercises
• Tutorial resources(video clips, lesson plan, vob
  learning orientation, test preparation)
• Reference
• Forum(course-based forum,FAQ)

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1.5 Something new

• Unit 0
• Why to learn, What to learn and how to learn
• Unit 9
• Test Preparation

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2Course Instructional Design
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2.1 Instructional Design Diagram

• One tutorial every two weeks
• One tutorial lasts for 6 hours and covers one
  unit
• AE(14) 2h for CE, 2h for ER, 2h for IE
• AE(56) integrated skills

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2.2 Important Features in the Design

• Fast reading,Reading for information and
  vocabulary development
• Design tasks for fast reading, reading skills,
  learning skills, strengthen vocabulary
• Motivation and learning orientation

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3Tutoring Methods(Video-based analysis)
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3.1 General Tutoring Methods for the Course (1)

• Focus on textual understanding, topic discussion,
  key vocabulary items
• Provide practice for language skills and learning
  skills
• Review and consolidate what students have learned

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3.1 General Tutoring Methods for the Course (2)

• Provide assessment-orientated activities to check
  students performance and to identify the support
  they need.
• Give guidance to autonomous study skills using
  examples from the unit.
• Give students encouragement and to inspire their
  desire to learn.

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3.2 Tutoring Methods Example 1

• Task 8 Finding difficulties (15 min)
• Some of the difficulties
• 1. A land of climatic and geographic extremes
  2. Go camping 3. Settlers 4. Rebels 5. Loyalists
  6. G8 7. Foreign exchange earner 8.
  Good-humored 9. deport
• 10. Intellectual 11. The scale of arrests
  12. Appeal
• 13. Coordinate globally 14. Permissive legal
  system
• 15. Cakewalk
• .

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3.2 Tutoring Methods Example 1

• Questions for discussion
• 1. Is it a good method to start with words and
  expressions?
• 2. If it is good, can we have alternative ways to
  do it?
• 3. If it is not, please suggest some practical
  ways to deal with it.

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3.2 Tutoring Methods Example 2

• Task 9 What is your impression about New
  York?(15min)
• You go over the text of pp24-26 of ER3.
• Discuss in groups about the text.
• Describe your impression of New York.
• Compare New York with a Chinese city.

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3.2 Tutoring Methods Example 2

• Questions for discussion
• 1. Is it a good method to check students reading
  this way?
• 2. If it is good, can we have alternative ways to
  do it?
• 3. If it is not, please suggest some practical
  ways to deal with it.

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3.3 Typical Tutoring Problems with this Course

• Students havent prepared well or havent
  prepared at all
• Many students dont turn up in the tutorial
• Tutorial contact time is not enough
• Students are passive in the tutorial

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4Testing Scheme
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4.1 Testing Scheme for the Course

• Study progress card (Unit-based, 5)
• Assignments (2 for each term, 15)
• Final exam (80)

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4.2 Testing Scheme Example 1

• ER3
• Ms. Keenan said that the escalator analogy was
  based on a false premise.
• A. ?? B. ?? C. ?? D. ??

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4.2 Testing Scheme Example 2

• ER4
• Smoking restrictions in designated public
  places clearly benefit non-smokers, and there is
  also some evidence that they can reduce the
  prevalence of smoking. A. spread B. danger
• C. cost D. consequence

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4.3 Assignment Features Test

• Go to platform and find assignments.
• Go to platform and find sample tests

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5Learner Support
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5.1 Typical Learning Problems with this Course

• Vocabulary problem
• Detail reading and fast reading
• Reading skills
• Time constraints
• Motivation

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5.2 Your Part in Helping Learners in their
Learning

• Introduce students to the resources available
• Motivate students
• Help students with their autonomous learning

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6Group Project
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Group Project

• Requirements
• Do a lesson plan (word) in a group.
• Present one activity (ppt) of it before all the
  trainers and trainees.
• The lesson plan and the activity show the
  teaching principles as well as your creative
  ideas.

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• Thank you!