【一起上水硕系列】Day Three - preview4.md

解决一下要上传forums的内容

day 3 lesson b part A question3,4

• What information did you find most useful in Day 3 Lesson A?

  • Those videos are so amazing that I can get a lot about academic writing that I didn't learn from IELTS.
  • I'm not going to talk about a lot of new learning points, but ONE thing I have to say is that I have gained a new appreciation for critical thinking. Critical thinking is a kind of logical process in our mind, in academic writing, we need to list what we are thinking and use logical words to connect independent sentences. In this way, we can satisfy the objective request.

• What most surprised you about some of the features of academic writing compared to IELTS writing?

  • Things like 'Don't use phrasal verbs', 'using formal words''Don't abbreviations' etc. we have learned from IELTS courses. The most surprised me is that we should not use 'But', 'Especially' at the beginning of the sentence. And some words we often used in IELTS, like " what's more" ,"last but not least", "very coin has two sides", I might our whole class may have used these words in IELTS writing.

day 3 lesson b part B task2

• 第二个问题如果我没理解错就是
• If I understand it correctly, we need to choose one question shown in the worksheet and comment on this paragraph in an objective way.
• At the beginning of this paragraph, the author lists the main point --- different kinds of methods to treat internet addiction. Following this, the author used 'for instance' to expand the description. Next to it, the author assumes a possible result. At the end of this paragraph, the author uses "but" to express a new measure that will be executed by the government.
• Now, as people become more educated, physical punishment seems outdated, and social education is the best way.

讨论题 lesson A Task 1; Task 2; Task 5

Task 1:

Think about Day 3 Lesson A ‘Features of Academic Writing’.

1. Are your own notes useful for recalling the key points?
2. What could you do to improve your note-taking?

   1. I've been using software to take notes for a long time, not only in PSE but also when I studied at Bilibili a video website like Youtube, which has a lot of different kinds of learning resources.

Task 2

1. Did you have to write timed essays at university? If so, how were these tasks different from your IELTS writing exam?
2. What are the key differences in style between writing in an academic context and IELTS writing tasks? Add more points to your answer to Question 4 in the previous task, referring back to Lesson A to ensure you have identified the main differences.

提交forms的有答案了

Task 5:

给了一篇草稿说问题4-5

1. no number support
2. no evident support
3. too absolute
4. Useless quotation

In general, internet addiction brings about many problems for addicts’ health, study,

behaviors, lifestyles and even relationships with their parents, which make them anxious

and depressed (Hanoi, Vietnam and so on, 2017)[6].Different reasons contribute to

internet addiction, including internal factors, such as personalities, and external factors,

such as influence from family and peers.

Vietnamese Solutions

There are different kinds of methods to treat internet addiction in Vietnam. For instance,

teachers and parents always supervise addicted students. Once they are found to be

addictive, some teenagers will be punished or even sent them to a new kind of camp like

prison (Youtube, 2016)[8] .

On the other hand, some methods suggest that more face-to-face communications can

help addicts reduce internet addiction, which includes spending more time with parents

to do outdoor activities and participating clubs with friends who have the same interest

(Fatemeh Khazaei , Omonabi Khazaei, 2017)[7]. For instance, there is a Vietnamese

solution called multi-family group therapy (MFGT), which emphasizing on adolescent

family relationship. According to a research, MFGT is proved to be effective to alleviate

internet addiction on teenagers (Qin-XueLiu et al, 2015)[13]. The priority of this approach is

positive emotions.

---

“

这里有个技巧..., 有的软件有贴图功能~ (贴图功能就是类似视频的画中画,但是是图片一直保持在你屏幕的某个位置,无论切换桌面页面等都不会动~ 可以更好的对比. 我用的是mac软件ishot 记得win的叫snippet)

然后对比即可

”

1. more specific, online game instead o finternet addiction

Internet addiction among teenagers has become a critical issue in both Vietnam and

America. This number of Vietnamese adolescents addicted to the internet rose to

approximately 2.4 million in 2015, amounting to 14.1% of young Vietnamese internet

users (Wu, 2015). By comparison, the figure for American adolescents went up to 10% in

2014 (Health people, 2014).

In general, online game addiction brings about many problems for addicts’ health, study,

behaviors, lifestyles and even relationships with their parents, which make them anxious

and depressed (Tran and Huong, 2017). To be specific, they spend all day in front of

computers without sleeping and outside activities. Some of them even drop out of school

because of online games. When their parents subject them to discipline, these

adolescents think that they lose freedom so that they have problems in relationships with

their parents (RT news, 2016).

[deleted section on possible causes of addiction].

Solutions implemented in Vietnam

There are different kinds of methods to treat internet addiction in Vietnam. For instance,

teachers and parents may supervise addicted students. If they are found to be addicts,

some teenagers are punished or even being sent to a kind of camp like a prison where

serious addicts receive electroshock therapy. But now Vietnamese government drafts a

law to stop this physical punishment therapy (Ives, 2017).

On the other hand, some methods suggest that more face-to-face communications can

help addicts reduce internet addiction, which includes spending more time with parents

to do outdoor activities and participating clubs with friends who have the same interest

(Khazaei, 2017). For instance, there is a Vietnamese solution called multi-family group

therapy (MFGT), which emphasizing on the adolescent-family relationship (Qin, et al,

2015).

ee的树状图,差了一个这个

摆烂了 不写了明天搞

---

上课内容

首先是昨天没讲完的点

• article 和 books的好处

• 然后是格拉的在线图书馆使用, 官网-> 页面下移到explore-> 然后选library->输入关键词即可

• 雅思和学术写作的不同
• 然后就是Lessonb里那个draft
• 然后讲了一下EE的task fullfillment

这是答案,外人看没用~ 今天做了的真的很有用

然后就是 timed writing

---

“

太困了, 捋一遍 每天的预习任务好吧~坚持~

”

Day 4 听力讲座

主要就是介绍听力策略,和一个主题会如何展开文章

“

我大致明白这个day 4是怎么展开的了, 先讲什么是讲座,讲座的好处A,以及一些听讲座的技巧B,然后听讲座C

”

PartA

Task 1

Think about your experience of listening using the questions a – e below.

• a) Has your experience of listening and of developing listening skills in English been mostly positive or negative? mostly negative Reasons: 一直在用最艰苦的方法学,但是感觉提升缓慢
• b) When listening, do you focus more on what you understand or on what you don’t understand? Which seems more effective?

专注于听懂的在日常听力的时候, 在学习的时候我更专注没听懂的.

• c) How challenging have you found it to develop your listening skills? highly challenging Reasons: 我自己感觉自己已经很努力的提升听力了,但是收获甚微,如果老师能教我一个更好的方法,或者纠正我方法的错误我认为可以重新开始....
• d) How important is it for you to improve your listening compared to other skills? most important,听说读写听力第一...但是我学的是哑巴英语惭愧
• e) What are you currently doing outside of class to develop your listening skills? How do these resources & activities help?
• 磨耳朵~有一些情景对话等.能听懂的还是能听懂听不懂的还是听不懂..

Task 2

Think about your experience of listening contexts, activities and resources using the questions a – e below.

• a) What listening situations have you encountered in English over the last year, and do you expect to encounter during your pre-sessional course and main academic course?

  • 完全不知道在说啥... 但是看能很容易看懂

• b) Which of these contexts do you think you need to prioritise?

  • 日常不用英语............................当然是学术情况.如果可以无字幕看英美剧我会很开心..

• c) How effective are the activities and resources you listed in Task 1 for developing your listening for the contexts you prioritised above?

  • ...没帮助

• d) Are there any aspects of the contexts you prioritised here that are not being developed using the activities and resources you are currently using?

  • ...

Task 3

Read the list of possible activities below.

感觉有帮助的技巧

• 收听英语新闻

• 学习常见和主题具体的学术词汇和他们所说的短语

• 看电视/电影

• 练习雅思听力测试

• 有动力和决心改善

• 能用英语与其他学生社交

• 有一个清晰和可实现的目标

• 学习策略

• 自我监控和评估进步

• 在课堂上听材料

• 尝试不同的改善的方法

• 听歌词

• 使用Moodle资源

• 听感兴趣的讲座主题

• 看/听讲座和在线研讨会

• 使用翻译软件

• 学习语法

• 与成绩单

• 使用字幕

• 听不止一次

• 安排时间专注于听

• 为了乐趣而听音乐

• 听一些东西发展你的知识

• 通过做课上所有的设置活动

• 通过提前阅读教材/讲座幻灯片为上课做准备

• 与他人讨论你的准备工作(用英语或你的第一语言)

• 课后与他人(用英语或你的母语)讨论你理解的(或不理解的)内容

Part B

Task 1

macrostrategies 宏观原则

六个宏观原则

• Monitoring 监视 B
• Responding 反应F
• Predicting 预测A
• Clarifying 澄清?D
• Inferencing 推断C
• Evaluating 评估 E
• A学习关于你讲座的内容
• B检查你的理解水平倾听、注意和确定原因潜在的误解和评估要点的重要性。
• C猜测老师的意图,随着讲解越来越清晰
• D记下你不确定的意思或意义，并提出问题让讲师进一步解释。课后要核对的笔记。
• E反思评估
• F批判性

Task 2

• 讲座缺乏互动,传达很多信息和想法短时间内
• 概述一个主题会有帮助
• 通过视听材料也有帮助
• 尽量选择和自己领域相关的主题去听一点一点扩大自己的听力知识北京

part C

Task 1

内容监管方面的介绍,然后把内容记录到下方笔记栏~

“

估计所有的说的听的内容都在视频里吧. 我都看到这了还没有提到video这个单词

”

• 要有效的利用文章介绍,然后知道自己对哪一些内容需要笔记,更好的找重点和组织自己的笔记

Task 2 也是听

Task 3再听一遍内容监管的文章

a) Which six areas will the lecture focus on? b) What did the professor do before she outlined the structure? [00:00-00:35]

Part D

关于视频文本的

Task 1

主要是说,根据下面的会议记录/类似字幕画一些指示性的词语

“

细节明天看~今天就预习下大概~

”

Task 2

这个很重要 提了一些问题来找到自己听力的问题!!!!!!!!!!

Lesson B 发展听力技能

• 笔记技能
• 辨别主要信息和支持信息
• 练习3个宏观技能

Part A

集中注意力的记笔记

“

这块也提到了, 英语听力就是需要记笔记, 并且还需要集中注意力.

可能就是和国人不一样?// 或者说国人的演讲这种比较少. 好像确实

”

Task 1

1. Which note-taking method is useful for showing connections between ideas?

   1. 观点联系方面哪个笔记方法更有用

2. Which might be better for critical reflection on the lecture?

   1. 批判性反应方面哪一个更好?

表格法和图像法吧~ 感觉挺有意思的~期待明天的课

3. Listen to the lecture extract – Day 4 Lesson B Video 1 - in the Day 4 section
   on Moodle. Take basic notes of the main ideas.

   1. 记录主要思想
4. Which method of note-taking did you use? Was it the most effective for
   you?

   1. 你用的哪种记录方式

记笔记的时候你也需要 像写文章一样有主要的点,然后写一些支撑论点,但是你要知道你需要花费多少笔墨在每个点上

Task 2

1. How has the student differentiated between main and supporting points?
2. How has the writer saved time in taking notes while listening?
3. How has the writer used the left column?

没看懂...他在写啥

“

他用了一些自己会用的符号,缩写等.他写笔记是为了自己看..我写笔记是为了费曼学习法让别人看..

”

4. Think about how you can take effective notes, including useful symbols and abbreviations. For example, can you match the following symbols and abbreviations to the meanings below?

匹配一下上面内容哦..这个有点意思.

创作自己的符号简写来写自己的笔记.

Task 3 听一点内容

1. 思考一下关于宏观策略predict

The speaker has already said that debate in seminars is “very useful”.
• Predict the ways in which you might benefit from participating in a seminar. • Predict what can you do to prepare for a seminar.

2. 听video 2 然后写笔记在按照下面内容看看你的笔记中是否涵盖

• 你记录要点了吗?

• 你把要点和细节分开了吗?

• 你是否使用缩写和符号，或者你能更好地使用它们?

3. 写四五句话来说研讨会的好

Task 4在听一段day 4 b video 3

1. 边听边练习推理(参见下面的方框)。
2. 在你的笔记中记录主要观点，并将它们与细节分开

听的过程中你需要猜测一下,那些很重要的学术名词的意思.

讨论一下 如何运用这些策略, 如果不ok还可以讨论或者周五和老师1v1

3. How effectively have you highlighted the main ideas and key terms?

   1. 你如何有效地突出主要观点和关键术语?
4. Did you manage to note the key idea or did the details cause problems?
5. Do your notes contain too much or too little information? Have you used too few, too many, or about the right amount of words?

   1. 笔记信息多少?
6. Using slides before and after lectures can help you identify any points you are unsure about. Do your notes include the same points that are on the slides?

   1. 笔记可以利用幻灯片的观点~

Task 5

想想自己学到了什么

1. What changes will you make to your note-taking techniques?
2. Which of the strategies proved most effective for you?

Part B

Task 1

小组讨论的 listening

• 讨论时候一定要检查对方时候理解你的观点必要的时候澄清

1. What is your experience of learning through discussion?

   1. 讨论学习 的 经历
2. In what ways can you benefit from learning through discussion?

   1. 在讨论中如何获利
3. What do you need to learn to do for effective learning through discussion?

   1. 如何更高效
4. In what ways is participating in online discussions different from face to face discussions?

   1. 面对面讨论和online讨论的区别
5. What kind of challenges might students from your culture or first language face when participating in discussions?

   1. 有什么挑战?
6. How can you overcome or solve these challenges?

   1. 如何解决?

Task 2 评估讨论

1. 你用什么方法来阐明观点并让其他人参与讨论? 想想语言(你说了什么)和行为(你做了什么)。

2. 所有学生都参与讨论了吗?还有什么其他学生们已经做了帮助那些贡献较少的人讨论吗?

“

不说了我必然帮助!...但我听力太差了......

”

3. 如何改进?
4. 觉得task1咋样?

• 你要知道day5day6你在哪一个rad讨论组

• RAD讨论在第六天开始 你要知道你那个时间段

• 你要有每个组员的联系方式,分配角色

• 写一些问题问老师

Live Class

• RAD组件的用途
• 可能的阅读策略
• RAD角色
• RAD任务在第6天之前完成

Part A

Task 1阅读策略和目的

What possible reading strategies are there?

What possible reading purposes are there?

Task 2

Continue listening to Lesson A.1 and add to your notes above.

Part B

Task 1 阅读你将会用在RAD组件中的题目

1. What topics/areas do you predict the text will address?
2. What do you expect to read about?
3. What questions do you have about this topic?

Task 2

• Read the abstract from Michinov et al. (2011).
• Write your answers to the Task 1 questions a - c based on your reading of the abstract in the table above.

Task 3

• Read the headings of Michinov et al. (2011).
• Write your answers to the Task 1 questions a - c based on your reading of the section headings in the table above.

Task 4

• Look at figures 2 – 4 on pp. 248 – 249 of Michinov et al. (2011)
• Write your answers to the Task 1 questions a - c based on your reading of the diagrams in the table above.

“

阅读内容我明天搞~太多了,明天我会依旧用我这个文章去做细节的. 今天有同学试了完全ok,我建议用我这种方法去preview

”

Part C

RAD 角色

阅读讨论目的主要是

• 鼓励课外学习
• 扩展文章信息
• 多种方式互动
• 加强阅读策略和学术讨论技巧

ps. 你不需要成为这一方面的专家,所以一定会有问题,一定要提问在课堂上

每个角色至少两个人,

决定好之后可以group work

角色有

• Leader
• Contextualiser 不知道啥意思
• Connector
• Visualizer 观察者吧
• Highlighter

后面有RAD任务

最后注意这个ddl

Each group member should prepare a short summary handout for other members of the group (no more than 1 page), and post this to your group Moodle forum after the RAD lesson on Day 6.