Week2 Task Learning Objectives with the ABCD model

Week2 Task Learning Objectives with the ABCD model
My students
My students are freshmen and sophomores, whose age ranges from 19 years old to 21 years old. I have two classes, one of which consists of 57 students. Telecommunication engineering is their major, and English is their compulsory subject in the first two years during 4-year-college education. Every week my students attend my English classes twice, on Monday morning and on Thursday morning, for two periods each time, lasting for one hour and forty minutes.

Learning objectives
1.   Cultivating students’ comprehensive English-applying ability, listening, speaking, reading and writing.
2.   Effective communication can be carried out by students in oral and written English.
3.   Enhancing autonomous learning ability
4.   Improving cultural attainments

In order to achieve this goal, what I do now in English teaching as following:
In the first and second terms, freshmen (audience) read (behavior) and understand the passages(Degree) in New Horizon College English textbooks (condition), Book1 (Degree,level 1) and Book2 (Degree,level 2); and do listening comprehension (behavior) according to Book1 and Bookk2.

In the third and fourth terms, sophomores (audience) read (behavior) and understand the passages (Degree)in New Horizon College English textbooks (condition), Book3 (Degree,level 3) and Book4 (Degree,level 4); and do listening comprehension (behavior) according to Book3 and Book4.

Besides in the classroom activities, role-play and discussions (behavior) are carried out among the students. Writing ( behavour) is put either  in the class or after class.

Now I come to know some improvements should be done in my English teaching, and changes should take place with the help of the innovative modern technology, internet.
1.   Learning objectives–adding: Students should master modern learning tool and take advantage of it in English learning(Noodletools).
2.   Behavior—adding: Discussion and comment should be encouraged among the students in English learning.
3.   Condition—adding: reading materials should be enlarged(related materials via internet resources) and writing style should be changed(blogging).
4.   Degree—adding: increasing students’ English skills(writing skill and reading skill).

   In the learning objectives I mention cultivating students’ autonomous learning ability. To explain it in more detail, I take some specific measures as following.Blogging in English can help students to improve their writing ability. Reading some materials via internet resources can enhance students’ reading ability.

   Technological innovation is having a broad impact on modern English learning, which promotes students’ autonomous learning. However, teachers’ instruction is necessary. In order to have students use internet resources effectively, assessment system ought to be updated to keep up with the use of the innovative modern information technology.

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One Response to “Week2 Task Learning Objectives with the ABCD model”

  1. Alfred Moreno Says:

    Dear Shujuan and Prem,
    I have followed with interest your discussion on “Reading and Writing with technology” based on Liao’s (1999) article “E-mailing to improve EFL learners’ reading and writing skills” because I have once experienced such interaction between my students and native and students from a US college.
    I do agree that the E-mailing between native and non native speakers permit to develop the search for accuracy and comprehension. The non native students are more concern with good sentence construction to question, to reply, to say things. Their statements are better worked out, they become more grammar and dictionary based learners and we can observe their eagerness to respond their foreign friends.
    Such a platform-based program has permitted the development of intercultural exchange which takes the non native students to talk about their culture in an extensive discourse by taking care of the accuracy of the produced language. Concerning the testing of intercultural competence, I think that this aspect will depend on the whole interactive process including the objectives, the content (language accuracy, cultural exchange…), the evaluation instrument and other necessary items that can help to grasp how much cultural info the learner has gained from the foreign friend and how much he/she has transmitted using the second language.
    I would like to hear more from the other colleagues interested in this issue.
    Yours,
    Alfred

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