- •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
Lead-in 2.4.
Do you see any drawbacks of the notional /functional syllabus? Read the abstract below and voice your opinion regarding Julian Dakin’s viewpoint.
'My guinea pig died with its legs crossed'
Robert's criticisms of functional/notional syllabuses, in this article, would equally apply to communicative language teaching syllabuses.
The gist of the article is that language use can be so personal that no notional/functional or communicative syllabus designer could predict that a child would want to tell a teacher that 'her guinea pig died with its legs crossed'. Julian Dakin recounts that this was uttered by an eight-year old girl in a tape-recorded interview.
However, structural syllabus design fosters the generative use of language and allows speakers to form sentences that have never been uttered previously.*
Read and Discuss 2.4.
Read this conclusion to the article An Overview of Syllabuses in English Language Teaching by Mohammad Mohseni Far. To what extend do you share author’s opinion?
***
There are many essential points when considering a syllabus to be designed and implemented. The various syllabi touched upon in this investigation all present valuable insights into creating a language program and course. Although the thirteen types of syllabus were examined and defined here as if in isolated contexts, it is uncommon for one type of syllabus to be utilized fully in actual teaching settings. Syllabuses are frequently combined in more or less integrated ways with one type as the organizing starting point around which the others are arranged and connected. To put it another way, in arguing about syllabus choice and design, it should be kept in mind that the question is not which type to choose but which types and how to connect them with each other. Finally, and perhaps preferably, a hybrid syllabus needs to be constructed and designed due to pragmatic reasons. As Hutchinson and Waters (1987:51) state “it is wise to take an eclectic approach, taking what is useful from each theory and trusting also in the evidence of your own experience as a teacher”.
In closing, it is of great importance to note that no single type of syllabus is appropriate for all teaching settings. This is due to the fact that the needs and conditions of each setting are so characteristic and idiosyncratic that particular proposals for integration are not easily possible. The possibility and practicality aspects of a particular syllabus to be developed and implemented are of great significance while processing the issue. To put in more tangible terms, in making practical decisions about syllabus design, one must take into account all the potential factors that may affect the teachability of a specific syllabus. By beginning with an assessment and investigation over each syllabus type, keeping track of the choice and integration of the different types according to local needs, one may find a principled and practical solution to the problem of suitability and efficiency in syllabus design and implementation. The investigation on how subtly and carefully a syllabus can be designed and implemented opens a new horizon for future research.
Now revise sections Read and Discuss 2.1, 2.2, 2.3 . Choose 3 types of syllabi and complete the chart for them.
For that purpose create a table of your own so that you could have enough space to write.
Type of Syllabi |
The Main Characteristics |
Advantages |
Disadvantages |
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