教案大二上英语college english lecture

1、Lecture 1 IntroductionDr. Lucille Hu2nd September, 2013 Dr. Lucille HuEmail: Phone: Office: 314Office hours: by appointmentContact information I was born in Wuchang located in Harbin, Heilongjiang Province. I did my undergraduate study at Harbin Normal University majoring in English education. I got

2、 my bachelor degree in 2003. After my undergraduate study, I became an English teacher at Heilongjiang Province Nongken Vocational College where I worked one and a half years. In 2005, I went to HK and did my Master and PhD study in the department of Linguistics at The University of HK. I had been a

3、 teaching assistant since I entered into HKU. I mainly helped with two courses: Language and Information Technology which explores the interface between Linguistics, language and Information Technology. Grammatical Description, a core course in Linguistics, aims to give a comprehensive introduction

4、to the basics of grammatical analysis and the basic issues that underlie syntax and morphology. My major responsibilities include organizing course materials for the instructor, conducting tutorials, and maintaining and updating the course WebCT (a web-based course tool) with course materials. I got

5、 my master degree in 2006 and PhD degree in 2011. My research interests lie mainly on English acquisition by mandarin speakers and syntax. The title of my PhD thesis is The Acquisition of English Articles by Mandarin-speaking Learners: An Optimality-theoretic Syntax Account. In the thesis, I investi

6、gated the underlying reason why Chinese learners have difficulties with using English articles properly with the help of Optimality Syntax (OT-LFG). The learning procedure of English articles is exploited. Having finished my PhD study, I worked at Harbin Institute of Technology Shenzhen Graduate Sch

7、ool for a year.With 4 years of education training at Harbin Normal University (Harbin Teachers University), 5 years of research study on the acquisition of English at The University of Hong Kong, and 8 years teaching experience in both Mainland China and Hong Kong, I am confident in my ability to be

8、 a good English teacher. I wish you a successful, rewarding, meaningful and happy college life.3Self-introductionWhere did I obtain my bachelor degree? What is my major? What did I do after my undergraduate study?In which university did I pursue my Master and PhD study?What courses did I help with a

9、s a TA at HKU? What were my main responsibilities as a TA?What is the topic of my PhD thesis? What are my research interests?How many years of teaching experience do I have? Where did I teach?4Listening ComprehensionEnglish learningCourse introductionSelf-introduction5Lecture OutlineHow can I improv

10、e my English skills?We a native language and a foreign language.A normal child can his native language without any conscious effort or overt instruction, while when a foreign language, a normal student has to exert himself.Learning and acquiringAcquire: to gain or come to possess subconsciouslyLearn

11、: to gain through being taughtOvertAn overt action or attitude is done or shown in an open and obvious way. 公开的; 明显的例：虽然没有明显的敌意，但黑人学生和白人学生还是交往不多。 Although there is no overt hostility, black and white students do not mix much.Exert oneselfIf you exert yourself, you make a great physical or mental eff

12、ort, or work hard to do something. 耗费 (自己的精力)例： Do not exert yourself unnecessarily. 不要无谓地耗费自己的精力。8First language acquisition is remarkable for the speed with which it takes place. By the time a child enters the elementary school, he or she is an extremely sophisticated language-user, operating a co

13、mmunicative system which no other creature, or computer, comes close to matching .The speed of acquisition and the fact that it generally occurs, without overt instruction, for all children, regardless of great differences in a range of social and cultural factors , have led to the belief that there

14、 is some innate device in the human infant to acquire language .9母语的获得是以它发生的速度著称的。一个孩子到上小学的时候就已经是一个复杂语言的使用者了。他她可以操控一个任何生物或者电脑都做不到的交流系统。这种获得的速度以及所有的孩子，不管有多大的社会和文化差异，无需明显的教导就能获得母语的事实使得人们相信人类婴儿有一个天生的装置用来获得语言。10Child: Want other one spoon, Daddy.Father: You mean, you want the other spoon.Child: Yes, I w

15、ant other one spoon, please Daddy.Father: Can you say “the other spoon”?Child: Other . one . spoon.Father: Say “other.Child: Other.Father: SpoonChild: SpoonFather: “Other spoon”.Child: Other . spoon. Now give me other one spoon.11AcquiringWhen learning a foreign language, there is already a language

16、 system in our mind.The language environment for learning and acquiring is different. Children are intrinsically motivated to learn a language; L2 learners can have many different motivations for learning another language. Learning and acquiring (contd)Exposure to comprehensible INPUT is both necess

17、ary and sufficient for second language learning to take place.Learners must practice producing language OUTPUT, if they are to learn to use their second language system efficiently.Language input assists to produce language output. Only with language input can we produce language output. Only with p

18、roduction of language output can we acquire what we have taken in.13Input & OutputExposure: N form of the verb “expose” make (something) visible by uncovering it: at low tide the sands are exposed. (expose someone to) introduce someone to (a subject or area of knowledge): students were exposed to st

19、atistics in high school.Comprehensible: able to be understood; intelligible. E.g.: clear and comprehensible English.Sufficient: enough; adequate. E.g.: they had sufficient resources to survive.Efficient: (of a person) working in a well-organized and competent way.14VocabularySecond language learners

20、 differ greatly in the degree of success that they achieve. (individual difference)Two major factors causing the differences: Cognitive factor: aptitude Affective factor: attitude15Aptitude & attitudeAptitude: a natural ability to do sth. E.g.: children with an aptitude for painting and drawing.Atti

21、tude: a way of thinking or feeling about sth.E.g.: In language learning it is attitude, not aptitude, that determines success.16Aptitude & AttitudeWith the concepts in mind, what do we need for language learning?EffortContactPracticePatienceQuestionHow to improve my English skills?Where should I sta

22、rt?Two skills of language productionSpeaking & writingTwo skills of language comprehensionListening & readingFour basic language skillsControlled language + free discussionFactors hindering the practice of spoken English (Zhang, 2006)An oral practice needs listener(s) and responses.Speaking in front

23、 of the public can generate high level of anxiety.Lack of experience in oral practiceHow to e these obstacles?SpeakingBackground knowledgeReal-world knowledge e.g. London OlympicsCultural and language knowledge e.g. “Hi, Whats up?”How to gain more background knowledge to improve listening?ListeningR

24、eading helps gain background knowledge for speaking and listening.Reading provides good models for English writing.Reading provides opportunities to study language: vocabulary, grammar, punctuation, and the way we construct sentences, paragraphs and texts.Reading introduces interesting topics, stimu

25、late discussion and make language acquisition more successful.As technology advances and jobs e more diversified, the need for advanced reading skills also increases.ReadingSuccessful readingSufficient comprehensionVocabulary skillsReading skillsScanSkimBasic reading skills such as context clues, st

26、ructural analysis etc.Reading (contd)Writing as a college studentInvolving presentation of ideas and argumentsEnglish Scientific writingCET 4&6 writingIELTS & TOEFL writing Academic writingWritingMy suggestion:1. Do extensive reading.2. Spend at least 30 minutes on reading English every day.Where sh

27、ould I start?26Course IntroductionThis course is an integrated program with primary focus in developing reading and writing skills. Speaking, listening, grammar and vocabulary development are integral parts of the course. The goal of this course is to aid students to write good academic and technica

28、l English and improve their overall English communication skills. Course description Read, pronounce and properly express yourselves in good English. The Italian man who went to MaltaDo academic studies and analyses including academic expression, argumentation, presentation, and discussion in good E

29、nglish. Develop basic composition skills and do technical and academic writing in good English.More detailed objectivesCET4 & CET6Learning objectivesBasic reading skills and texts learningLanguage points involved in the textbook and supplementary materials.General scienceAcademic English writingPrac

30、tical writingPractical topics Presentation skills How to avoid plagiarismCourse contentAcademic English writingWriting A Paragraph（process of writing, unity & outlining, coherence, logical order, concrete support etc.）Writing an Essay (patterns of essay organization)Writing an Abstract (the elements

31、 of abstract writing)Writing for academic journalsCourse content (contd)Explain main points Offer guidance and create opportunities for listening, speaking, reading and writing practiceWhat the instructor will do in classLearn the correct spelling, pronunciation, meanings and definitions of words an

32、d their correct usage in context. Research for their own comprehension and understanding of all assigned reading material.Actively participate in classroom activities and complete all assignments.What students will do Reading assignmentsWriting assignmentsOral presentation Format of assignmentsPart

33、I Listening practicePart II Text A: In-class reading taskPart III Text B: Home reading taskPart IV Comprehensive language Practice34The textbook35Tentative Lecture ScheduleAttendance (15%)Participation (25%) Active participationOral presentation Mid-term quiz (25%) Reading testWriting assignmentFinal exam (35%)AssessmentAssignment identification: topic, class, and namePr