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Презентация на тему Course content and mind maps

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2. KATHLEEN GRAVES’DESIGNING LANGUAGE COURSES 2002PENNY UR’S A COURSE IN ENGLISH LANGUAGE TEACHING 2012
3. LECTURE OUTLINELinguistic content of the course Conceptualizing
4. COURSE CONTENT (AFTER K. GRAVES)
5. FOCUS ON LANGUAGE: LINGUISTIC SKILLSPhonology: Individual sounds,
7. FOCUS ON COMMUNICATION: SITUATIONS AND FUNCTIONSSituations are
8. Situational or functional syllabus
9. TOPICS AND THEMESWhat the language is used
10. COMPETENCIESSituations + linguistic skills + functions A
11. SKILLSSpeaking: Inferring attitude, feeling, mood; using interactive
12. TASKSInteractions whose purpose is to get something
13. CONTENT Subject matter other than language itself
14. Find two different textbooks for EFL. Look
15. HOW TO CONCEPTUALIZE THE COURSEIf you are
19. NON-LINGUISTIC CONTENT Subject matter other than language
20. CULTURAL COMPONENTHome culture Culture of the (native)
21. SHOULD LITERATURE BE PART OF YOUR COURSE?Wide
22. UNDERLYING MESSAGES?SexismAgeism Social and cultural orientation
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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

LECTURE OUTLINELinguistic content of the course Conceptualizing the content for your course

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

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

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

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)

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 6

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

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)