- •Методическая записка
- •Contents
- •Visit its webpage1, then work out a similar word map for the words “method” and “principle”.
- •After Babel, a new common tongue. It turns out to be Engiish
- •Translate and Render 1.1 Применение Lingvo 9.0
- •Speak about the most promising ones. Comment on your choice.
- •Read and Discuss 1.2.
- •Global Issues in Higher Education
- •Exercises 1.2.
- •Listen and Discuss 1.2.
- •1) What University is putting pressure on other schools to expand financial aid for students?
- •2) What is “college endowment”?
- •3) Do you think that high educational fees are always fair?
- •Read and Write 1.2.
- •Burrhus Frederic Skinner
- •Edward Lee Thorndike
- •John Broadus Watson *
- •Integrated approach
- •Students forced to sign 'I'll try harder' contracts
- •Exercises 1.3.
- •Translate and Render 1.3. Британские университеты могут "сдать мировые позиции"
- •Listen and Discuss 1.3.
- •Discuss and Write1.3.
- •What do you know about the Bologna process?
- •What are implications of those agreements and compacts that laid the foundation of single European educational space?
- •The Russian system of higher education in view of the Bologna process
- •Exercises 1.4.
- •Translate and Render 1.4 Фундаментальная методика
- •Классический подход к изучению иностранного языка
- •Listen and Discuss 1.4.
- •1) What are the changes that can be observed in teaching efl at universities?
- •2) Listen to the voa educational report “Teachers of English in Russia Feeling Winds of Change in Their Profession” and see whether you were right.
- •3) Answer the following questions.
- •Discuss and Write1.4.
- •Find and present information 1.4.
- •Suggestopedia
- •In Practice
- •Exercises 1.5.
- •Translate and Render 1.5. Интенсивная методика
- •Эмоционально-смысловой метод
- •Listen and Discuss 1.5. College, University or Institute?
- •Discuss and Write1.5.
- •To promote one of the fringe methods of teaching
- •To criticize fringe methods in favour of traditional ones.
- •1) What do the letters call stand for? What do you know about this system of learning?
- •2) What are obvious advantages of call?
- •3) Study the information provided in the right columns and find the heading to it in the left one.
- •Read and Discuss 1.6.
- •Exercises 1.6.
- •Translate and Render 1.6. Технологии дистанционного обучения в России
- •Listen and Discuss 1.6.
- •What is e-learning?
- •What can be advantages and disadvantages of e-learning?
- •Listen, fill the gaps and check your answers.
- •Discuss and Write1.6.
- •Do you know what the notion Threshold level implies? If not, read and find out.
- •Do you know any other ways to denote the level of language competence?
- •Read and Discuss 2.1.
- •For students different levels of language proficiency (Elementary, Pre-intermediate, Intermediate, Upper-Intermediate, Advanced);
- •For young learners and adult learners;
- •For professionals to communicate in academic communities, for those who need language for private communication (with friends, guests etc.) Syllabuses in elt
- •Exercises 2.1.
- •Translate and Render 2.1. Разработка Образовательной программы школы
- •Listen and Discuss 2.1.
- •What country is going to introduce a national curriculum? Why?
- •Who are the participants to the discussion. What points do they make in the report?
- •Discuss and Write 2.1.
- •A comparison of traditional and holistic approaches*
- •Unit 2.2. How to Design a Syllabus? Terminology to Study 2.2.
- •Lead-in 2.2.
- •Read and Discuss 2.2.
- •For students having different levels of language proficiency (Elementary, Pre-intermediate, Intermediate, Upper-Intermediate, Advanced);
- •For young learners and adult learners;
- •For professionals to communicate in academic communities, for those who need language for private communication (with friends, guests etc.)
- •Translate and Render 2.2. Целеполагание при проектировании урока
- •Listen and Discuss 2.2.
- •Ideas for Constructing an esl Syllabus
- •1. Decide what you need to teach.
- •2. Decide what you can teach.
- •3. Decide how to organize the syllabus.
- •4. Teacher Expectations
- •5. Helpful information (if you are giving your students a copy of the syllabus, which is advised):
- •Read and Discuss 2.3.
- •For students different levels of language proficiency (Elementary, Pre-intermediate, Intermediate,Upper -Intermediate, Advanced);
- •For young learners and adult learners;
- •For professionals to communicate in academic communities, for those who need language for private communication (with friends, guests etc.)
- •Translate and Render 2.3.
- •Listen and Discuss 2.3.
- •What do all the missing words and word combinations from Part 1 have in common? What are the possible teaching objectives of the task?
- •Now consider the teaching objectives in Part 2 of this listening task. When and how can these ideas be integrated into the teaching process?
- •Lead-in 2.4.
- •Read and Discuss 2.4.
- •Translate and Render 2.4. О программах изучения английского языка
- •Listen and Discuss 2.4.
- •Adult beginners
- •Bachelors of Arts
- •Migrants to the usa
- •Intermediate Level Syllabus Outline
- •Course Structure
- •30 Hours practical application and self-instruction
- •Read and Discuss 2.5.
- •Problems with synthetic syllabi
- •Translate and Render 2.5. О типологии образовательных программ
- •Listen and Discuss 2.5.
- •Cardinal Pell wades into Victorian education debate
- •Discuss and Write 2.5.
- •Books recommended for home studies
- •Printed Journals
- •Online journals
- •Find and Present the information 1.2.:
- •Listening 1.3
- •Find and Present the information 1.3.:
- •Module 2. Unit 2.1. Listening 2.1.
- •Unit 2.2. Listening 2.2.
- •Unit 2.3. Listening 2.3.
- •Unit 2.4. Listening 2.4.
- •Unit 2.5. Listening 2.5.
- •References
Listen and Discuss 2.1.
Listen to this report of Australian Broadcasting Corporation “Education minister calls for national curriculum” and answer the questions.
What country is going to introduce a national curriculum? Why?
Who are the participants to the discussion. What points do they make in the report?
Then fill in the gaps.
The Federal Education Minister Julie Bishop says it's time for states to have __________
__________________________________________________________________________________
She says her ____________________________________will benefit students and parents across the nation.
LYNN BELL: In a provocative speech to be delivered today, the Education Minister Julie Bishop says state and territory bureaucracies should be __________________
She says ideologues within state education authorities, have __________________
_______________________________________________________________________and some of the themes emerging are straight from Chairman Mao.
Answer the questions:
What made the minister come to a conclusion that “something desperately wrong in our curriculum and what is being taught in Australian schools”?
What kind of curriculum does she want?
How does her colleague from Education Union of Victoria comment on Minister’s position?
What stages of Australian education should be provided with the new curriculum?
What organization is to devise the document? What is its supposed composition?
How many authorities are involved in the curriculum designing now? What’s bad about it according to Ms.Bishop?
How does Victoria's Education Minister Lynne Kosky explain why these authorities are cooperating?
What are the benefits of having one national approach?
Discuss and Write 2.1.
1) Study information about these approaches to syllabus design. Which approach appeals to you more?
Which syllabus: The traditional and the holistic syllabus Vanessa Steele
Traditional and holistic syllabuses reflect different views of language and language learning and teaching. Both viewpoints are quite valid, and most courses nowadays will reflect elements of both. It is the relative emphasis given to language as a body of knowledge to be mastered, or language as a communicative process to be developed, which will determine which of the labels 'traditional' or 'holistic' I would apply to a given syllabus.
A comparison of traditional and holistic approaches*
Traditional |
Holistic |
Focus on language as a sequence of grammatical patterns. |
Focus is on communication. |
Selects language items on basis of complexity of linguistic criteria. |
Selects on the basis of what language items the learner needs to know |
Language used tends to be more formal and bookish |
Genuine everyday language is emphasised. |
Aim is to have students produce formally correct sentences. |
Aim is to have students communicate effectively in order to complete the task. |
Reading and writing are emphasised. |
Speaking is given at least as much time as reading and writing. |
Tends to be teacher-centred. |
Tends to be student-centred. |
Focus is on the form of expression rather than the content. |
Resembles the natural language learning process by concentrating on the content / meaning of the expression rather than the form. |
2) Imagine you being a teacher for an evening English class for managers of car-making company? Which approach you would take? Write an introduction to your syllabus and list reasons for your choice.
Find and present information 2.1.
Find and present information about :
The Common European Framework of Reference for Languages (CEFR)
The ALTE (Association of Language Testers in Europe)
Levels of Proficiency in CEFR
Levels of Profieciency in ALTE
Educational standards for EFL in different countries