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Презентация на тему Course content and mind maps

KATHLEEN GRAVES’DESIGNING LANGUAGE COURSES 2002PENNY UR’S A COURSE IN ENGLISH LANGUAGE TEACHING 2012
COURSE CONTENTANNA N. KONDAKOVA,HIGHER SCHOOL OF SOCIAL SCIENCES, HUMANITIES AND INTERNATIONAL COMMUNICATION KATHLEEN GRAVES’DESIGNING LANGUAGE COURSES 2002PENNY UR’S A COURSE IN ENGLISH LANGUAGE TEACHING 2012 LECTURE OUTLINELinguistic content of the course Conceptualizing the content for your course COURSE CONTENT (AFTER K. GRAVES) FOCUS ON LANGUAGE: LINGUISTIC SKILLSPhonology: Individual sounds, words, stress, rhythm and intonationGrammar: FOCUS ON COMMUNICATION: SITUATIONS AND FUNCTIONSSituations are the contexts in which one Situational or functional syllabus TOPICS AND THEMESWhat the language is used to talk or write aboutPersonal: COMPETENCIESSituations + linguistic skills + functions A competency attempts to specify and SKILLSSpeaking: Inferring attitude, feeling, mood; using interactive strategies; summarizing; paraphrasing.Listening: Listening for TASKSInteractions whose purpose is to get something doneTask can be for work CONTENT Subject matter other than language itself Two approaches: For ESL: content-based Find two different textbooks for EFL. Look through their tables of contents. HOW TO CONCEPTUALIZE THE COURSEIf you are developing a course from scratch, NON-LINGUISTIC CONTENT Subject matter other than language itselfStudy the list of non-linguistic CULTURAL COMPONENTHome culture Culture of the (native) English-speaking people Cultures of other SHOULD LITERATURE BE PART OF YOUR COURSE?Wide range of authors and texts UNDERLYING MESSAGES?SexismAgeism Social and cultural orientation HOMEWORKReading – for Thursday Tessa Woodward “Planning lessons and courses” (Chapter on
Слайды презентации

Слайд 2
KATHLEEN GRAVES’
DESIGNING LANGUAGE COURSES 2002
PENNY UR’S
A COURSE

KATHLEEN GRAVES’DESIGNING LANGUAGE COURSES 2002PENNY UR’S A COURSE IN ENGLISH LANGUAGE TEACHING 2012

IN ENGLISH LANGUAGE TEACHING 2012


Слайд 3 LECTURE OUTLINE
Linguistic content of the course
Conceptualizing the

LECTURE OUTLINELinguistic content of the course Conceptualizing the content for your

content for your course
Non-linguistic content
Cultural component
Literature

Hidden messages

Слайд 4 COURSE CONTENT (AFTER K. GRAVES)

COURSE CONTENT (AFTER K. GRAVES)

Слайд 5 FOCUS ON LANGUAGE: LINGUISTIC SKILLS
Phonology: Individual sounds, words,

FOCUS ON LANGUAGE: LINGUISTIC SKILLSPhonology: Individual sounds, words, stress, rhythm and

stress, rhythm and intonation
Grammar: Classifications and functions of words,

how words form phrases and sentences
Vocabulary: Content words, word formation, inflections, meanings of prefixes and suffixes

Formal or structural syllabus



Слайд 7 FOCUS ON COMMUNICATION: SITUATIONS AND FUNCTIONS
Situations are the

FOCUS ON COMMUNICATION: SITUATIONS AND FUNCTIONSSituations are the contexts in which

contexts in which one uses language.
Typically include places

where one transacts business, such as the supermarket, or the travel, or places where one interacts with others such as at a party
Communicative functions cover the types of transactions that will occur in the situation:
Suggesting, promising, apologizing, greeting, inviting, requesting, etc.




Слайд 8
Situational or functional syllabus

Situational or functional syllabus

Слайд 9 TOPICS AND THEMES
What the language is used to

TOPICS AND THEMESWhat the language is used to talk or write

talk or write about
Personal: family, food, hobbies
Professional or

academic: employment, office etc.
Sociocultural: education, political systems, elections, cultural customs etc.

Topical or thematical syllabus



Слайд 10 COMPETENCIES
Situations + linguistic skills + functions
A competency

COMPETENCIESSituations + linguistic skills + functions A competency attempts to specify

attempts to specify and teach the language and behavior

needed to perform in a given situation
How to perform a job interview
How to book a flight
How to examine a patient
How to open a bank account
To perform in target language in the dominant culture


Слайд 11 SKILLS
Speaking: Inferring attitude, feeling, mood; using interactive strategies;

SKILLSSpeaking: Inferring attitude, feeling, mood; using interactive strategies; summarizing; paraphrasing.Listening: Listening

summarizing; paraphrasing.
Listening: Listening for detail, for gist, for global

understanding, inferring attitude, feeling, mood, listening for invitation to take turns.
Reading: Predicting content, understanding the main idea, reading for detail, deducing meaning from context, note-taking, skimming etc.
Writing: Proofreading, editing, summarizing, paraphrasing, adjusting the writing to a specific audience or purpose etc.




Слайд 12 TASKS
Interactions whose purpose is to get something done
Task

TASKSInteractions whose purpose is to get something doneTask can be for

can be for work purposes, for academic purposes, for

daily life
Tasks can be an end in themselves or a means to practice skills, perform functions, discuss topics
Some are real-life and some only have classroom application


Слайд 13 CONTENT
Subject matter other than language itself
Two

CONTENT Subject matter other than language itself Two approaches: For ESL:

approaches:
For ESL: content-based syllabus will be based

on the content of other disciplines, like math, history, computer science, using English as a medium of instruction
For EFL, all types of non-linguistic content (see Penny Ur, 2012)

Слайд 14 Find two different textbooks for EFL. Look through

Find two different textbooks for EFL. Look through their tables of

their tables of contents. How does each author conceptualize

content?
Which of the categories are included?
How do different components of linguistic content work together inside of a unit?


Слайд 15 HOW TO CONCEPTUALIZE THE COURSE
If you are developing

HOW TO CONCEPTUALIZE THE COURSEIf you are developing a course from

a course from scratch, or for very specific learner

needs, you can use
Tables and grids
Mind-maps
Flow charts

Слайд 19 NON-LINGUISTIC CONTENT
Subject matter other than language itself
Study

NON-LINGUISTIC CONTENT Subject matter other than language itselfStudy the list of

the list of non-linguistic content and discuss which types

are more or less relevant for a language course in general, for the course that you are developing in particular.


Слайд 20 CULTURAL COMPONENT
Home culture
Culture of the (native) English-speaking

CULTURAL COMPONENTHome culture Culture of the (native) English-speaking people Cultures of

people
Cultures of other speech communities
Global cultural norms

In

the course units which you studied before, find elements of culture, if any?

Слайд 21 SHOULD LITERATURE BE PART OF YOUR COURSE?
Wide range

SHOULD LITERATURE BE PART OF YOUR COURSE?Wide range of authors and

of authors and texts
But are they essential, or

desirable components of your course?
What are the advantages and disadvantages of teaching literature as part of your language course?

Слайд 22 UNDERLYING MESSAGES?
Sexism
Ageism
Social and cultural orientation

UNDERLYING MESSAGES?SexismAgeism Social and cultural orientation

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