THE ROLE OF ICT IN TEACHING ENGLISH LANGUAGE PHONICS

Teaching of English language phonics is becoming one of the most challenging task in our society where knowledge of the phonics is expanding and changing rapidly and modern technologies are demanding teachers of English language phonics to learn how to use these technologies in their teaching. A teacher play a pivotal role in the process of teaching English language phonics. Hence, knowledge of ICT and skills to use ICT in teaching English language phonics has gained enormous importance for today's English language phonics teachers. The teachers are expected to know how to successfully integrate ICT into their lesson to make learning more meaningful. ICT based learning causes changes in the Educational objectives in the conception of the teaching and learning process. ICT can provide more ?exible and effective ways for professional development of the teachers. This paper projects the conceptual details about importance of ICT in teaching English language phonics and also the challenges of ICT in teaching English language phonics. It concludes with discussion of key principles for effective ICT development in teaching English language phonics.

Studies and Practices of Online Medical English Listening Course / 中华医学教育探索杂志

This paper analyzes the necessity of offering medical English courses at the preclinical stage,introduces the online medical English listening course,summarizes its characteristics:rich in content,highly interactive,quick in feedback,fair in assessment,and puts forward some suggestions for perfecting this course in the future.

List of English Teaching Materials for Medical Purposes / 医学教育

This list aims to supplement “A List of English Teaching Materials for Medical Purposes”(1996). It is based on responses to a questionnaire we sent to the medical departments of 60 universities in August 1997 asking for books to recommend. The list consists of two parts: general and technical. The first part is divided into four categories: reading, vocabulary, conversation, and videos. The “reading” category is subdivided into edited textbooks and original books. The title of each listed book is followed by respondents' comments.

Teaching Medical English. A List of English Teaching Materials for Medical Purposes / 医学教育

The Working Group for the Improvement of Foreign Language Education in Medical Schools in Japan, organized in 1994 and chaired by Prof. K. Uemura, M.D. lists here English teaching materials for medical purposes. More than half of the materials listed are those that one of the group members, T. Ohki, has used or wants to use in his classes. The list has been enlarged due to the responses to the questionnare sent to those who participated in the first workshop held in 1995. The list is divided into 12 categories: listening & reading, writing, medical terminology, pronunciation, textbooks for training the four skills, essays on medicine, fictional stories about medicine & medical doctors, medical ethics and terminal care, handbooks for medical students and doctors, writing medical charts, self-teaching materials. and video materials.<BR>It is hoped that the materials listed here will supplement a model curriculum for teaching ‘useful’ English in medical schools, as proposed by the working group.

Teaching Medical English. A Model Curriculum for Medical English Teaching in Medical Schools / 医学教育

The working group to improve foreign language education in medical schools established in 1994 and chaired by K. Uemura, M.D. here proposes a model curriculum for teaching useful English in medical schools at three levels. The major objectives are listening, speaking, rapid reading, and sentence structuring including paragraphing for junior (1st & 2nd yrs) students, reading medical papers and charts in English, structures of medical scientific papers, and listening to medical English for middleclass (3rd & 4th yrs) students, and writing and orally presenting papers in English on given medical subjects are for senior (5th & 6th yrs) students.

Teaching Medical English. A Survey Report on the Present Status of Medical English Education and Plans for Its Improvement / 医学教育

The working group to improve foreign language education in medical schools established in 1994 and chaired by K. Uemura, M.D. sent questionaire about their present curricula and future plans for teaching English to the deans of all 49 public and 31 private medical schools from January 9 to March 9, 1995, and collected the responses from 30 (61.2%) public, 24 (77.4%) private, in total 54 (67.5%) medical schools. The teaching of useful English includes English conversation in 37 (68.5%), medical English in 34 (63.0%), and structures of medical papers in 9 (16.7%) schools. Medical English is also taught as extracurricular and other activities in 40 (74.1%) schools. These figures have increased as compared with the ques-tionaire conducted two years previously. English conversation can be taught to junior (1st & 2nd yrs) students, for whom medical English can only be taught on general medical topics such as the medical care delivery system, bioethics, roles of physicians, and primay care. Therefore medical English is more and more taught to middle-class (3rd & 4th yrs) and senior (5th & 6th yrs) students. It seems necessary to annually conduct a workshop for medical English teachers to improve their strategies of teaching.