項(xiàng)目制學(xué)術(shù)英語(yǔ)寫(xiě)作教程 教案Teacher's 01 WEEK 1 Course Orientation and Learner Training

PAGEPAGE4WEEK1CourseOrientationandLearnerTrainingPARTAWhatisprojectwork?1.projectwork:Projectworkreferstoaseriesofactivitiesandtasksorganizedandcarriedouttoachieveparticularobjectives.Itusuallyinvolvesmultiplestepsandphases,includinggoalsetting,planning,teamformation,executionandmonitoring,andanalyzingandevaluation.aprojectIworkedoninthepast:open-ended2.1)c 2)a 3)d 4)b 5)g 6)f 7)e3.innovation-oriented:Itreferstoawayofdoingaprojectthataimstopromotestudents’innovativespiritandability(especiallycreativityandcriticalthinking).project-based:Itreferstoaproject-centeredmodeofteachingandlearningwhichresultsfromajointprocessofnegotiationamongallparticipants.Itallowsforawidescopeofself-determinedactionforboththeindividualandthesmallgroupoflearnerswithinaframeworkofaplanwhichdefinesgoalsandprocedures.4.VerbNounAdjectiveAdverbinnovateinnovatorinnovativeinnovatoryinnovativelyRelationshipbetweenthesteps:Theunfoldingofthesestepsrepresentstheoveralldirectionoremphasisofaproject.Itshowshowtaskswithinaprojectaresequencedbyresearchers.Asaresearcher,first,youhavetodecideonathemeforyourresearchprojectsoastomakeitfocusonaspecifictopic.Thenyoushoulddeterminewhatyouwanttoachieveattheendofyourresearch.thethemeandoutcomeinmind,youcancarryouttheprojectasisshowninSteps3–7.Structuringtheprojectislikemakingaplanfortheproject,whichiscloselyrelatedtothefirsttwosteps.Gathering,compilingandanalyzinginformationarestepsthatmakedatapreparationsforthepresentationofyourreport.Afterthepresentation,youshouldevaluatetheproject,pointoutitslimitationsandoffersuggestionsforfuturestudies.Generalprocess:opening,topicorientation(includingbrainstorminganddeterminingthethemeofresearch,reviewingrelatedliterature,designingthesurveyproject),researchanddatacollection,preparingdatapresentation,presentation,evaluationFlowchart:STAGE1OpeningSTAGE1Opening2orientationSTAGE3ResearchanddatacollectionSTAGE4PreparingdatapresentationSTAGE5PresentationSTAGE6EvaluationSTAGE6Evaluation(Forreferenceonly)Innovation-orientedproject-basedlearningislearner-centered.Itoffersapowerfulmethodologyforinvolvingstudentsinanauthenticlearningexperience.Itresultsintangibleendproducts.Asformypastlearningexperience,itwasusuallyguidedanddirectedbytheteacher.Thetaskwastolearnthetextbookandtherewaslittlechancetoworkonatopicofinterest.PARTBGuessanddiscover1.“PsychologyLearningandTeaching”isajournaltitle.Thenumbers7and2in“7(2)”arethevolumenumber(7)andtheissuenumber(2).Thenumbers26and33in“26–33”arethepagenumbers.Thenumber“26”intheleftbottomcorneristhefirstpageofthearticle.2.Group11)b2)e3)d4)a5)cGroup21)b2)d3)a4)c5)eGroup31)b2)e3)d4)a5)cGroup41)c2)a3)b4)f5)d 6)g 7)ecollaborativelearning:Collaborativelearningisaneducationalapproachtoteachingandlearningthatinvolvesgroupsoflearnersworkingtogethertosolveaproblem,completeatask,orcreateaproduct.collaborativelearninginthepastyear:open-endedpilotstudy:Apilotalsoknownasafeasibilityisasmall-scalepreliminarystudyconductedbeforethemainresearchtocheckthefeasibilityorimprovetheresearchdesign.Itaskswhethersomethingcanbedone,orwhethertheresearchersshouldproceedwiththeresearch,andifso,reason(s)whyapilotstudyisimportant:Apilotstudycanbeveryimportantforconductingafull-scaleresearchproject.Usingapilotaresearchercanidentifyorrefinearesearchquestion,figureoutwhatmethodsarebestforpursuingit,andestimatehowmuchtimeandwhatresourceswillbenecessarytocompletethelargerversion,amongotherthings.SiobhanHugh-Jones:SiobhanisanAssociateProfessorofMentalHealthPsychologyintheSchoolofUniversityofLeeds.HavinggainedherBSPsychologyatUniversityBelfast,andherdoctorateinDevelopmentalPsychologyfromtheUniversityofSheffield,shejoinedtheUniversityofLeedsin1998.Herworkhasspanneddevelopmental,clinicalandappliedhealthpsychology,especiallyadolescentmentalhealth,school-basedinterventions,etc.Shealsoworkswithtechnologypartnerstodevelopdigitalwaysofreachingteenagerswithmentalhealthsupport,andworkswithpartnersinIndiaandBangladeshonglobalmentalhealthchallenges.AnnaMadill:AnnaMadillisaFellowoftheBritishPsychologicalSocietyandoftheAcademyofSocialSciences.Sheco-foundedandchaired(2008–2011)theBritishPsychologicalSocietyQualitativeMethodsinPsychologySection.AnnaMadillisontheEditorialBoardofthejournalsQualitativePsychology,andQualitativeResearchinPsychology.AnnaMadill’sresearchisbroadlyinthefieldof“well-being,”genderandsexuality.Shespecializesinqualitativemethodswithaparticularinterestinvisualapproaches.correspondenceauthor:Acorrespondenceauthoristypicallyoneofseveralauthorswhoworkedonapaperorreportthathasbeensubmittedtoajournalorperiodicalforreviewandpublication.Thecorrespondenceauthorofareportorarticleistheonewhodealswithallcommunicationswiththepublisher.Thesymbol“@”in“s.hugh-jones@leeds.ac.uk”ispronouncedas/?t/(at);itmeanstheemailaddressbelongstotheuniversityofLeeds,UK(“s.hugh-jones”istheusername,“l(fā)eeds.ac.uk”isthedomainname).Correspondenceconcerninginquiriesabouttheupcomingconferenceshouldbeaddressedtotheorganizingcommitteeatconference@.Correspondenceconcerningtheconferencescheduleadjustmentsshouldbeaddressedtotheeventcoordinatorfortimelyresolution.Syntacticcomplexity1.a.lentmetheandhehopedthatI’ddoasmuchforhim.b.Tonylentmethemoney,hopingthatI’ddoasmuchforhim.Theunderlinedpart“hopingthatI’ddoasmuchforhim”isareducedstructurewhichcanbemorefullyexpressedas“andhewashopingthatI’ddoasmuchforhim.”a.Thisoutcome,whichisconsideredbytheauthorsas“reassuring”fortaskresearchers,confirmsthatthethreemodelsdoindeedincorporateaconsiderablenumberofvariablesthat,accordingtotheteachers’reflectionsinthemayinfluencetaskb.Thisoutcome,consideredbytheauthorsas“reassuring”fortaskresearchers,confirmsthatthethreemodelsdoindeedincorporateaconsiderablenumberofvariablesthat,accordingtotheteachers’reflectionsinthestudy,mayinfluencetaskdifficulty.TheunderlinedpartisareducedstructurewhichcanbeexpandedintoarelativeclauseasSentenceademonstrates.a.Hundredsofpeoplediedintheearthquake,andmanyofthemwerechildren.b.Hundredsofpeoplediedintheearthquake,manyofthemchildren.Theunderlinedpartisatypeofabsoluteconstruction.ThisstructureisareducedstructurewhichcanbeexpandedintoasentenceasSentenceademonstrates.a.arehavingameetinginhalfanThedecisionwhichwillbemadeatthemeetingwillinfluencethefutureofourb.arehavingameetinginhalfanThedecisiontobemadeatthemeetingwillinfluencethefutureofourTheunderlinedpartisareducedstructurewhichcanberewrittenintoarelativeclauseasSentenceademonstrates.a.Thereisanotepinnedtothedoorwhichsayswhentheshopwillopenagain.b.Thereisanotepinnedtothedoorsayingwhentheshopwillopenagain.TheunderlinedpartisareducedstructurewhichcanberewrittenintoarelativeclauseasSentenceademonstrates.a.AfterItalkedtoyouonthephone,Icouldseewhatyourclassexpectsfromme.b.Thetalkwithyouonthephonemademerealizewhatyourclassexpectsfromme.Theunderlinedpartisanominalizationformsincethepart“Thetalk...”inthesentenceisanounconvertedfromtheverb“talked”inSentencea.SentencebcanberewrittenintoacomplexsentenceasSentenceademonstrates.a.Hekeptsilentallthroughthediscussionsincehedidnotknowmuchaboutthesubject.b.Hisignoranceofthesubjectkepthimsilentallthroughthediscussion.Theunderlinedpartisanominalizationformsincethesubject“Hisignorance...”isanounconvertedfromtheverbphrase“...didnotknowmuch...”inSentencea.ItcanberewrittenintoasubordinateclauseasSentenceademonstrates.2.Numberofclauses:2;W/C:8Numberofclauses:2;W/C:9.5LargerW/Cvaluemakesthesecondsentencerevealgreatersyntacticcomplexity.Inaddition,sophisticationinthesecondsentenceisrevealedintwonounphrases(NPs),thefirstbeing“top-levelpoliticalnegotiationsinthatcountry,”whichhasmultiplemodifiers:apremodifier“top-levelpolitical”andapostmodifier“inthatcountry,”whichreflectasophisticatedsyntacticpattern.ThesecondNP“men,whojealouslyguardtheirso-calledrights”hasarelativeclause,whichisalsosophisticated.differentquestionnaireswereadministeredtoobtaininformation①aboutteacherandlearnerbeliefs②relatedtolearnerautonomy.Inthissentence,fortheantecedent“information,”itspostmodifieris“aboutteacherandlearnerbeliefs,”inwhich“beliefs”isfurthermodifiedbyanotherpostmodifier“relatedtolearnerautonomy.”Thesetwopostmodifiersembodythephenomenonofchainedrmation(antecedent)information(antecedent)postmodifierof“information”aboutteacherandlearnerbeliefspostmodifierof“beliefs”relatedtolearnerautonomyrelatedtolearnerautonomyNote:Chainedmodification,onmostoccasions,appearsattheobjectpositiontoconformtotheend-weightprincipleofEnglish.Thisprinciplemanifeststhatsentencesshouldavoidbeingtoolongor“heavy”inthesubjectpartinordertoachieveclarityinwriting.Atiptocreate“chainedmodification”istoseeifitispossibletocreatemodificationforanoun.SuchpracticecanhelptheauthorgetridofthelinguistichabitofChinese,whichdoesnotnormallyhavepostmodificationphenomenon.1)Stillfewerstudieshave,tothebestofourknowledge,directlyorindirectlyaddressedperspectivesonsyntacticcomplexityofL2performancebyL2teachers.2)Thisoutcome,consideredbytheauthorsas“reassuring”fortaskresearchers,confirmsthatthethreemodelsdoindeedincorporateaconsiderablenumberofvariablesthat,accordingtotheteachers’reflectionsinthestudy,mayinfluencetaskNote:Theunderlinedpartsintheabovesentencesdepicttheinsertionphenomenon.Insertioncansometimescausecomprehensiondifficultiessinceitinterruptstheflowoflanguage.atextwithoutasingleinsertionwouldbeprettydulltoread.Aninsertedsentencerevealstheauthor’scarefulthinkingbyaddingmoreinformationtothesubjectunderdiscussion,whichisafeatureofsyntacticcomplexity.Insertioncanbecreatedwiththepresenceofanadverbialliketheoneinthefirstsentenceorapostmodifierlikethefirstunderlinedpartinthesecondsentence.5.SyntacticcomplexityinL2hasbeenapproachedfrommanytheoreticalangles,addressingarangeofL2learnerswithdifferenttargets,sourcelanguagesandproficiencylevels.Itisimportanttopayattentiontothisdevelopmentofsyntacticcomplexityinthreestages,fromco-ordinationviasubordinationtophrasalcomplexity.Note:Theunderlinedpartinthefirstsentenceisareducedstructurewhichcontainsaprepositionalphrase“withdifferenttargets,languagesandproficiencylevels.”Thecomplexstructureinthisreducedstructurehashelpedextendthelengthofthesentence,wellconformingtothe“end-weight”principleinEnglish.Theunderlinedpartinthesecondsentenceincludestwoprepositionalphrases:“ofsyntacticcomplexityinthreestages”and“fromco-ordinationviasubordinationtophrasalcomplexity.”Thefirstonemodifies“development,”andthesecondclarifiesthe“threestages.”Meanwhiletheyservetoachievetheend-weighteffect.AsuggestedChineseversionforthesecondsentencecanbe:句法復(fù)雜性經(jīng)歷了從并列結(jié)構(gòu)，經(jīng)由從屬結(jié)構(gòu)，到短語(yǔ)復(fù)雜性的三個(gè)發(fā)展階段,注意到這種發(fā)展很重要。Thesecondsentencehasposedanimportantnotioninsyntacticcomplexitydevelopment.Coordinatedstructuresaretakenaslanguagemorefrequentinconversations,hencenotsophisticatedlanguage.Subordinatestructuresbelongtointermediatelevellanguageinsophistication,andphrasalcomplexity,likereducedstructures,areindicativeofthemostsophisticatedstructures.ItisnotcommonforwrittenEnglishtextstobefilledwithjustshortsimplesentences.Agoodwaytomakeapieceofacademicwritingrevealsyntacticcomplexityistoobservetheend-weightprincipleasshownintheunderlinedpartsoftheabovesentences.PARTCReport1)a.Abstract 2)Introduction 3)e.Literaturereview4)Methods 5)c.Implementation6)Results7)b.Discussion 8)Conclusion 9)Acknowledgments10)d.ReferencesPARTDIdentifyingyourtopicofinterest1–3Omitted(Forreferenceonly)Conductingagroupsurveyshouldreflectasenseofsocialresponsibilityandbringbenefitstothesociety.Inthisway,thesurveybecomesmeaningfulandofpracticaluse.First,yourgroupshouldunderstandthepracticalneedsinsociety,ortheneedsofpeoplearoundyou,andensurethatthesurveyisconductedinthecontextofaddressingrelevantsocialissues.Second,yourgroupmustensurethedataaregatheredethicallysoastoprotectparticipants’rightsandinterests.Third,ifthesurveyrevealsvaluableinsightsforthesociety,thegrouphasaresponsibilitytocommunicatethesefindingstotherelevantparties.Theinformationcanguidepeopletomakeinformeddecisionsthatwillbetterservethecommunity.(Forreferenceonly)“Sciencehasnoborderbutscientistshavetheirmotherland”highlightsth