- •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
Ideas for Constructing an esl Syllabus
1. Decide what you need to teach.
1. Ask yourself WHY your students are studying English, and WHAT do they need to know?
2. Do some sort of need assessment.
A. Find a good needs assessment instrument or create your own from various examples.
B. Do not just ASSUME what your students need to know ask them and make them feel like they are involved in the planning of the course in order to create a nice learner-centered atmosphere.
3. Do not forget to incorporate the things that YOU know (as a professional) that they need.
A. For example, students can't take TOEFL preparation classes only. We should be able to know generally what they need based upon their goals. (Don't expect your students to tell you everything they need and want to know.)
4. Remember that the level of the students determines, to a great extent, what they need to learn.
A. Beginner students want and need survival skills, whereas advanced students want to focus on difficult areas such as research, critical, and creative writing, etc.
2. Decide what you can teach.
1. Remember that you will not likely be able to teach everything you feel you NEED (or even want) to teach.
2. Prioritize topics and areas of study according to the needs of the students.
3. Review various sample lesson plans and ideas, if available.
3. Decide how to organize the syllabus.
1. Design your syllabus from your list of prioritized topics or areas of study.
2. Be mindful of topics that build upon others and construct syllabus accordingly.
A. For example, you should probably teach demonstratives BEFORE teaching students how to shop for clothing. (Examples: "How much is this shirt?" , "How much are these pants?")
3. Make use of a wide variety of resources and activities.
4. Be mindful of the four skills (listening, speaking, reading, writing) and which ones are most important for your students. (Also, don't spend three hours on grammar instruction only and one on Listening/Speaking. L/S is probably the most important for most students.)
4. Teacher Expectations
It is good to include on the syllabus the things that you expect from the students. Students sometimes perform better when expectations are in writing. A. What are things you might expect? (Attendance, homework, etc.)
5. Helpful information (if you are giving your students a copy of the syllabus, which is advised):
1. Place your phone number, office number, etc., on the syllabus so the students can contact you. Often times conscientious students want to call you before they miss a class or an assignment.
2. Valuable resources and texts can also be listed on the syllabus. Most likely, you'll be planning your lessons and developing materials throughout the course and will, therefore, not have a complete list of sources for your students. However, if you know of some you will definitely be using, it's good to list them on the syllabus.*