e-reading course description

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E-READING 3 COURSE DESCRIPTION COURSE TITLE: e-READING 3 PRESEQUISITE: e -READING 2 MODULE VALUE: 15 modules; 1 module = 1.5 hour in-class contact TARGET GROUP: Second year English major students. LEVEL: Intermediate (FCE - an intermediate level Cambridge ESOL exam, at level B2 of the Council of Europe's Common European Framework of Reference for Languages) COURSE CONVENER: ______________ Contact Details Phone E-Mail: Assumptions Prior to attending the course, participants are assumed to have been able to accomplish e-Reading 2. They have acquired good insights into the variety of task types and the specific skills required. They are also supposed to have developed, to some extent, their strategic approaches toward comprehending authentic reading materials and accomplishing the tasks given. Course Description E-Reading 3 is divided into two parts. The first part consists of six modules and it is strategy-based. It is designed to provide participants with the general knowledge of the six targeted reading skills and to practice the reading skills on focus via a great many of reading exercises. The second part includes nine modules and it is devoted to further theme- based reading practice which aims to apply the learnt reading skills into dealing with different texts and tasks. E-Reading 3 is a course that consolidates and advances the participants’ skills that enable them to understand authentic reading materials, such as extracts from articles from newspapers, magazines, journals and books of a variety of interesting and up-to-date themes. It also aims to build up and strengthen the learners’ reading strategies via slideshow presentations, provision of numerous reading tips and steps to approach to different reading formats and highly interactive reading practice. The course is to help you READ SMARTER, NOT HARDER. The course is conducted in the light of the principles of adult learning established UN Department of Development Support and Management Services, Managing the development project: a training curriculum, New York, 1993 and the humanistic approach supported by Elias & Merriam (1980). Principles of Adult Learning • Learning is enhanced when the learner accepts responsibility for the learning. • Learning starts from the concrete experience of the learner. • Learning happens when everyone teaches – including the learners. • The most effective learning is participatory. • The most effective teaching is a collective effort. • This kind of adult learning strengthens the abilities of adults to organize their learning. • It leads to actions which, in turn, yield long-term behavioural change. • It exposes the learner to their own needs for new knowledge. • The most effective learning environment is one which enables the learner to reflect on what is being learned and how it should be applied. • Effective learning links the new knowledge to the learners’ experiences as well as to events in contemporary times. • Above all, adult learning has to be interesting and enjoyable or the learners just will not learn. (Taken from UN Department of Development Support and Management Services, Managing the development project: a training curriculum, New York, 1993) Course Objectives Upon successful completion of this course, students should be able to develop: 3.1. Communication/ creative, critical and analytical thinking o produce effectively written sentences to reply to reading comprehension questions derived from a variety of textual materials using appropriate vocabulary documenting ability to answer questions in written form o understand main ideas and major supporting details in textual materials o organize data in own words to exhibit ability to comprehend implied main ideas presented in reading selecting o formulate written conclusions and generalizations to represent skill at interpreting and evaluating ideas implied and stated in a variety of textual patterns, complexities and contexts 3.2. Reading/ critical and analytical thinking o read independently to acquire information to plan and prepare written responses to inquiries to exhibit abilities to collaborate effectively with peers on assignments o demonstrate comprehension to practice abilities to use contextual strategies, notation and reference sources during reading of a variety of textual selections o detect state and implied meaning by drawing conclusions, identifying cause and effect, distinguishing comparisons and contrasts o value reading as an active learning strategy to convey understanding of reading skills by actively participating in discussions, composing reactions to ideas, and marking texts 3.3. Community/ global consciousness and responsibility o internalize the idea of learning as life-long process that increases knowledge and enhances personal growth by improving study skills through use of newly learned vocabulary and through exploration of reading interests by independently selecting materials and engaging in discussions regarding human issues By the end of the course, the attendants will have developed, consolidated and improved the targeted reading skills, and gained better approach to reading texts and tasks. Specifically, by the end of the course, the participants are expected to 1. further consolidate and improve the targeted reading skills that have been developed during and prior to the course; 2. further develope a number of reading skills which are essential for comprehending reading texts, such as: • Surveying (recognizing the structure of a passage/ identifying main and supporting ideas in a paragraph) • Finding main ideas • Scanning for specific details • Understanding vocabulary from context clues • Understanding vocabulary from word analysis (stems and affixes) • Making inferences and drawing conclusions 3. widen their background knowledge in various subject areas 4. develop and apply appropriate strategies in completing different reading task types 5. develop and apply appropriate strategies in completing different reading task types Course Content Module s Strategies/Themes 1 Skill 1: Surveying (recognizing the structure of a passage/ identifying main and supporting ideas in a paragraph) 2 Skill 2: Finding main ideas 3 Skill 3: Scanning/ Reading for specific details 4 Skill 4: Understanding Vocabulary from Context Clues 5 Skill 5: Understanding Vocabulary from Word Analysis ( Stems and Affixes) 6 Skill 6: Making Inferences and Drawing Conclusions 7 Theme 1: Travelling 8 Theme 2: Job and Careers 9 Theme 3: Relationship 10 Theme 4: Money, Money, Money 11 Theme 5: Famous People 12 Theme 6: Entertainment 13 Theme 7: Fashion 14 Theme 8: The Cost of Education 15 Theme 9: Good Luck and Bad Luck Recommended Resources 1. 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Gallagher, N. (2001). Delta’s Key to the TOEFL Test. Delta Systems 13. Gammidge, M. (2004). Speaking Extra. Cambridge: Cambridge University Press. 14. Gear, J & Robert, J. (1998). Cambridge Preparation For The TOEFL Test. Cambridge: CUP 15. Hadfield, J. Intermediate Vocabulary Games. Edinburgh: Longman. 16. Hai, T. (2004). Focus on Academic Skills for IELTS: Transportation Publisher. 17. Harrison, M. & Kerr, R. (1997). First Certificate Practice Tests. Oxford: OUP. 18. Hoang, H. A. et al. (2005). Reading 1. Hanoi: VNU Publishing House. 19. IELTS Help Now. 2006, from www.ieltshelpnow.com 20. Inside Out E-lessons at http://www.insideout.net/e-lessons.htm 21. Jakeman, V. & McDowell, C. (1996). Cambridge IELTS 1 with Answers. Cambridge: Cambridge University Press. 22. Jakeman, V. & McDowell. C. (2002). IELTS Practice Tests Plus. Ho Chi Minh City: Ho Chi Minh Publishing House. 23. Jakeman, V., & McDowell, C. (2002). IELTS Practice Tests Plus: Youth Publisher. 24. Jakeman, V., & McDowell, C. (2004). Cambridge Step Up to IELTS _ Self - Study Student's Book. HCMC: HCMC Publisher. 25. Jakeman, V., & McDowell, C. The Cambridge IELTS Course: Insight into IELTS. Cambridge: Cambridge Examination Publishing. 26. McCarter, & Ash. IELTS Reading Tests. HCMC: HCMC Publisher. 27. McCarthy, M. & O’Dell, F. (1998). English Vocabulary in Use. Cambridge: CUP. 28. Mosback. G & Mosback, V. (2001). Practical Faster Reading. Cambridge: CUP 29. Nguyen Hue Chi (2006). The Collection. 30. Nguyen Thi Vuong, Hoang Xuan Hoa, Nguyen Bach Thao, & Phan Hoang Yen. (2004). Reading 2 for The Third & The Forth Semesters- The Second Year. 31. O’neill, R; Duckworth. M & Gude, K. (2004). New Success at First Certificate. Hai Phong: Hai Phong Publishing House. 32. Paran, A. (1998). First Certificate Gold Practice Exams with Key. Cambridge: Cambridge University Press. 33. Paulson, T. (2002). IELTS Secrets: MO Media. 34. Practice Now. (1996). University of South Australia. 35. Roger, B. (1999). TOEFL Practice Test. Lawrenceville: Peterson’s 36. Roger, B. (2002). TOEFL CBT Success. Lawrenceville: Peterson’s. 37. Rogers, B. (2001). TOEFL CBT Success. Lawrenceville: Peterson’s. 38. Sahanaya, W. Lindeck, J & Stewart, R. (2003). IELTS Preparation & Practice – Reading and Writing – Academic Writing. Da nang: Da Nang Publishing House. 39. Slater, S., Millen, D., & Tyrie, P. (2003). IELTS on Track: Test Practice Academic. HCMC: HCMC Publisher. 40. Sullivan, P.N; Brenner, G.A & Zhong. G.Y.Q. (2001). Master TOEFL CBT. Ho Chi Minh City: Youth Publishing House. 41. Test Preparation Kit Workbook. (2002 – 2003) An Official Guide From ETS. 42. UCLES. Cambridge IELTS 1. HCMC: HCMC Publisher. 43. UCLES. Cambridge IELTS 2. HCMC: HCMC Publisher. 44. UCLES. Cambridge IELTS 3. HCMC: HCMC Publisher. 45. UCLES. Cambridge IELTS 4. HCMC: HCMC Publisher. 46. Unknown author. (2001). Cambridge Practice Tests for First Certificate 3 with Answers. Cambridge: Cambridge University Press 47. Unknown author. (2006). Cambridge IELTS 5 with Answers. Cambridge: Cambridge University Press 48. Wellman, G. (?). Wordbuilder. The Heinemann. 49. Wikipedia The Free Encyclopedia at http://en.wikipedia.org/wiki/Main_Page . E-READING 3 COURSE DESCRIPTION COURSE TITLE: e-READING 3 PRESEQUISITE: e -READING 2 MODULE VALUE: 15 modules; 1 module. Languages) COURSE CONVENER: ______________ Contact Details Phone E-Mail: Assumptions Prior to attending the course, participants are assumed to have been able to accomplish e-Reading. toward comprehending authentic reading materials and accomplishing the tasks given. Course Description E-Reading 3 is divided into two parts. The first part consists of six modules and it