Презентация на тему Course content and mind maps

IN ENGLISH LANGUAGE TEACHING 2012

content for your course
Non-linguistic content
Cultural component
Literature

Hidden messages

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

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.

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

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

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.

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

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)

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?

a course from scratch, or for very specific learner

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

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.

people
Cultures of other speech communities
Global cultural norms

In

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

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?