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Презентация на тему CAMPAIGN. English for the Military
Содержание
- 2. OutlineCAMPAIGN objectives & target populationCAMPAIGN componentsCAMPAIGN references & peer reviewCAMPAIGN instructional design
- 3. Objectives
- 4. CAMPAIGN is an English language course for
- 5. Military English vs. English for the MilitaryThrough
- 6. Components
- 7. The CAMPAIGN components are designed to be
- 8. This integrated solution is built on 4 pillarscorecomponentssupplementarymaterialsplacement &progress teststeacher trainingresources
- 9. The core components include …Student’s BooksWorkbooksClass Audio CDsTeacher’s Books
- 10. The Student’s Books …are based around interesting
- 11. Class audio CDs …include realistic scenarios written
- 12. Work Books …follow the same syllabus as
- 13. Teacher’s Books include …a comprehensive introduction to
- 14. Core components are available at 3 levels CAMPAIGN 1 elementaryCAMPAIGN 2 low intermediateCAMPAIGN 3 upper intermediate
- 15. Supplementary materials include …CAMPAIGN Grammar Practice BookCAMPAIGN
- 16. At each level, testing resources include …quick
- 17. Teacher training resources include …detailed presentations of
- 18. Awards & peer review
- 19. In terms of peer review, one of
- 20. Hugely impressed by this entry, particularly the
- 21. An excellent example of ESP / functional
- 22. Campaign is an ideal course for all
- 23. On viewing Book 1, I would like
- 24. Instructional design and materials developmentwhat goes on behind an ESP coursebook
- 25. Our major concerns at the rationale stage
- 26. WHAT DO USERS WANT?Expectations of learners, teachers
- 27. The planning (“rationale”) stageDirect input from institutions
- 28. Factors that affected our planning for LEARNERS
- 29. Factors that affected our planning for TEACHERS
- 30. Factors that affected our planning for INSTITUTIONS
- 31. SO WHAT?What conclusions could we draw from the lists of factors & constraints that we collated?
- 32. Conclusions (selected)Assumed knowledge & skills at each
- 33. WHAT TO INCLUDE?Curriculum design & target language use.
- 34. Start point of TESP / TLSPIt’s impossible
- 35. In a holistic approach to TLU, the
- 36. Corresponding to domains of language useoccupationalpublicpersonal
- 37. Needs analysis: TLU in the occupational domainTarget situation analysisTarget language analysis
- 38. Target situation analysis: ProcessIdentify the different situations
- 39. Target language analysis: ProcessAnalyse the language that
- 40. Conversation analysisAuthentic scripts are ideal but rarely
- 41. Corpus analysisBulk language analysis (>25m words)Frequency: select
- 42. Support for teachers and organisations
- 43. CAMPAIGN in social media
- 44. Contact me directly for …supporting documentationteacher training resourcesspecialist materials developmentF2F and online teacher trainingsimon@missionenglish.com
- 45. Скачать презентацию
- 46. Похожие презентации
OutlineCAMPAIGN objectives & target populationCAMPAIGN componentsCAMPAIGN references & peer reviewCAMPAIGN instructional design
Слайд 2
Outline
CAMPAIGN objectives & target population
CAMPAIGN components
CAMPAIGN references &
peer review
Слайд 4
CAMPAIGN is an English language course for military
personnel who need English for their work.
Courtesy: UN Photo
Unit
Слайд 5
Military English vs. English for the Military
Through interesting
topics and motivating tasks, CAMPAIGN gives learners the military
language they need and, at the same time, develops their general competence in English.By focussing on both military language and general competence in English, CAMPAIGN trains learners not only to perform predictable tasks but also to deal with unexpected situations in English.
Слайд 7
The CAMPAIGN components are designed to be an
integrated solution to the English language training needs of
military forces.
Слайд 8
This integrated solution is built on 4 pillars
core
components
supplementary
materials
placement
&
progress tests
teacher training
resources
Слайд 10
The Student’s Books …
are based around interesting topics
in international contexts
provide realistic listening, speaking and writing tasks
require
approximately 120 hrs. of classroom instruction at each levelgive students space to learn and talk about their experiences in English.
Слайд 11
Class audio CDs …
include realistic scenarios written by
ex-service members
emphasise listening activities that practice real-world military tasks
have
a wide range of native-speaker and international accentsprovide a clear model for pronunciation
include up to 3 hrs. material at each level.
Слайд 12
Work Books …
follow the same syllabus as the
Student’s Books
provide approximately 80 hrs. of consolidation material
for self-studycontain a glossary with key words organised by topic
have an audio CD with tasks that can be used in class or given as homework
include two review tests for learners to check their progress.
Слайд 13
Teacher’s Books include …
a comprehensive introduction to teaching
English in a military context
background briefings on important
aspects of the militarynotes on methodology
full answer keys and model answers (“school solutions”).
Слайд 14
Core components are available at 3 levels
CAMPAIGN
1 elementary
CAMPAIGN 2 low intermediate
CAMPAIGN 3 upper intermediate
Слайд 15
Supplementary materials include …
CAMPAIGN Grammar Practice Book
CAMPAIGN Dictionary
of Military Terms
CAMPAIGN Dictionary Workbook
CAMPAIGN Military English website with
…downloadable maps
useful website addresses for teachers
Слайд 16
At each level, testing resources include …
quick tests
every two units
a mid-course test
an end-of-course test
Tests are free
but can only be obtained by teachers with authorisation from their institution. This guarantees the security of tests.
Слайд 17
Teacher training resources include …
detailed presentations of the
CAMPAIGN components
materials to help teachers with military English
help
with methodology for CAMPAIGNsupport for teacher trainers.
Слайд 19
In terms of peer review, one of the
most successful course books in TESP
Duke of Edinburgh ELT
Book AwardBritish Council Innovation Award
BESIG Award for Innovation in ESP
Слайд 20 Hugely impressed by this entry, particularly the exemplary
Teacher's Book, which is an excellent guide to the
specifics of the military, and elements of professional behaviour (good teaching habits) which should be on all teacher training courses. Very well designed Student's Books that welcomes the learner in, and allows the learner space to learn. Judges comments British Council Innovations AwardСлайд 21 An excellent example of ESP / functional language
teaching at its best, and for a very important
contribution to peacekeeping. Judges comments Duke of Edinburgh ELT Book Award An unusual and very specific entry but a gem of its genre (ESP). Judges comments Duke of Edinburgh ELT Book AwardСлайд 22 Campaign is an ideal course for all military
personnel who need to learn English for international cooperation
and will be a valuable resource for the British Council’s Peacekeeping English Project in Central and Eastern Europe. Its unique advantage is that it uses a communicative approach in a military context.’ Paul Woods, Peacekeeping English Project Manager British CouncilСлайд 23 On viewing Book 1, I would like to
say how marvellous and much needed this military coursebook
is Catherine Furneaux English Language Training Centre Britannia Royal Naval College
Слайд 25
Our major concerns at the rationale stage
What
do users want? User expectations
What to include in the
books? SyllabusHow to teach it? Best practice
Слайд 26
WHAT DO USERS WANT?
Expectations of learners, teachers &
institutions (the “market”) as factors that affected planning at
the rationale stage
Слайд 27
The planning (“rationale”) stage
Direct input from institutions and
practitioners especially via PEP project
Focus groups with teachers and
learnersExperience of writing team
The “competition” (New ALC, Command English, in-house materials)
Country reports
Слайд 28
Factors that affected our planning
for LEARNERS included …
Service:
most learners are land forces
Rank & studies: officers, WOs
and ORsExperience: pre-service or inservice
Expectations of high training standards
Low priority given to ELT
Слайд 29
Factors that affected our planning
for TEACHERS included …
Background
of instructors:
ELT experience but no military training
military experience but
no ELT trainingExpectations on what a good text book should look like (e.g. explicit focus on form)
Слайд 30
Factors that affected our planning
for INSTITUTIONS included …
Format:
extensive or intensive courses
Session length & planning
Role / type
of testing (backwash effect)Restrictions on topics / AW (censorship)
Budget constraints
Слайд 31
SO WHAT?
What conclusions could we draw from the
lists of factors & constraints that we collated?
Слайд 32
Conclusions (selected)
Assumed knowledge & skills at each level
Clear
methodology on the page
Explicit focus on form
General & military
English from day 1Borrow from military pedagogy
Adaptable to different course formats
Pathways are clear but not fixed
Adaptable to different services
Слайд 34
Start point of TESP / TLSP
It’s impossible to
teach all of a language
Some selection must be made
Select
IAW target language use:Topics: what learners will need to talk about
Skills: what learners will need to do
Слайд 35 In a holistic approach to TLU, the learner
is
a professional language user (largely transactional use of
language)a user of services (ibid.)
a sentient being (interactional language)
Слайд 37
Needs analysis: TLU in the occupational domain
Target situation
analysis
Target language analysis
Слайд 38
Target situation analysis: Process
Identify the different situations where
learners will need to use language, the tasks that
they will need to carry out and the topics that they will need to talk about.Context: eg. Deployment on PSO
Situation: Mounting a checkpoint
Task: Ask for personal ID, details of journey, etc
Слайд 39
Target language analysis: Process
Analyse the language that proficient
users employ in the target situation.
conversation analysis (ideal but
rarely practicable)corpus analysis (descriptive)
restricted code (terminology e.g. AAP-6)
rhetorical patterns (doctrinal pubs. & manuals)
NATO STANAG 6001 (v2) & ILR scale
Слайд 40
Conversation analysis
Authentic scripts are ideal but rarely practical
Heavy reliance on scripts written by native-speaker subject-specialist informants
(SSIs). Scipts later simplified by the writing team.For lower levels, we commissioned scripts from proficient non-native speakers. With correction (where necessary) by writing team.
Слайд 41
Corpus analysis
Bulk language analysis (>25m words)
Frequency: select in/out
of lexical syllabus
Concordances: collocations and prepositional frameworks
Often used to
confirm / deny introspectionOrganisation (configure IAW service, type of operation, variety, …)
Слайд 44
Contact me directly for …
supporting documentation
teacher training resources
specialist
