- •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 2.5.
Listen to the WEBcast and choose the right answer.
Cardinal Pell wades into Victorian education debate
1. The controversy in the Victorian education system is about
A studying foreign languages
B the Australian system of education in general
C teaching English
2. Cardinal Pell says that "critical literacy"
A is necessary
B is nonsense
C robs students of moral values
3. There was already anger in Victoria about
A reduction of the books which students must read
B increase of the English literature classes
C too many books which students have to read
4. The practice of "critical literacy" involves
A analytical skills
B skills necessary to write an advertisement or a piece of popular culture
C a new form of examination
5. Greg Houghton says it’s useful to be able
A to be able to advertise a product
B to analyze some of the advertising techniques
C to understand the contents of the book
6. He believes it is
A good for students to be able to understand the world where they live
B may be good for them
C of no use to interpret the world in which they live
7. Cardinal George Pell has attacked the practice because
A that’s wrong to tell children that nothing is absolute
B of relatively poor knowledge it entails
C he believes there is no sense of studying relativist theory
8. He advocates
A studying the classical literature
B reading Shakespeare and The Great Gatsby
C studying classical ancient languages
9. Victoria’ s people are concerned that the English Language syllabus for the last year students
A is oversimplified
B lacks serious reading
C is too extensive
10. Dr Peter Holbrook from the University of Queensland
A is against increasing the number of classic books studied at high school
B is in favour of “critical literacy”
C supports cardinal Pell, but up to a point
11. Dr Holbrook holds an opinion that
A literature is a way to investigate moral and ethical questions
B literature is a kind of moral education,
C literary texts tend not to teach moral lessons
12. George Pell says the ideal English syllabus should be based on the works of
A the best Australian writers,
B the great British writers in the English language
C the great writers in the English language
ПРОВЕРИТЬ ПРОБЕЛЫ
Discuss and Write 2.5.
Choose one of the English Speaking countries and design a syllabys for a Country Study Class.
The curriculum provides 100 hours + 3 hours for examination. The group’s major consists of 10 undergraduates studying Fine Arts.
Books recommended for home studies
GENERAL
Bailey,S. Devitt ,S., Heyworth, Fr etc.Common European Framework of Reference for Languages:Learning, Teaching, Assessment. A Guide for Users. Language Policy Division Strausburg.(PDF)
Brown, H. D. Teaching by Principles: An Interactive Approach to Language Pedagogy. N. Y.: Prentice Hall Regents, 1994.
Gollin, J. “Key Concepts In ELT. Deductive vs. Inductive Language Learning”. ELT Journal, 1998, 52, 1
Howatt, T. “Talking Shop: Transformation and Change in ELT”. ELT Journal 1997, 51, 3.
Nunan, D. Language Teaching Methodology: A Textbook for Teachers. N. Y.: Prentice Hall, 1998.
O’Malley, J.M. and Chamot, A. U. Learning Strategies in Second Language Acquisition. Cambridge: CUP, 1995.
Odlin, T. (ed.). Perspectives on Pedagogical Grammar. Cambridge: CUP, 1994.
Oxford, R. L. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle Publishers, 1990.
Prabhu, N. S. Second Language Pedagogy. Oxford: OUP, 1992.
Richards, J. C. The Context of Language Teaching. Cambridge: CUP, 1994.
Rossner, R. and Bolitho, R. (eds.). Currents of Change in English Language Teaching. Oxford: OUP 1995.
Swan, M. “Language Teaching is Teaching Language”. In: IATEFL Annual Conference Report, 1996.
Widdowson, H. G. Aspects of Language Teaching. Oxford: OUP, 1990.
Wilkins, D. A. Second Language Learning and Teaching. L.: Edward Arnold, 1975
Ur, P. A Course in Language Teaching: Practice and Theory. Cambridge: CUP, 1996
MODULE 1. Methods and approaches to Teaching EFL
Arnold, J. “Towards More Humanistic English Teaching”. ELT Journal, 1998, 52, 3.
Brumfit, Ch. “Some Humanistic Doubts about Humanistic English Teaching”. In: Humanistic Approaches: An Empirical View. ELT Documents: 113. L.: The British Council, 1982.
Brumfit, Ch and Johnson, K. (eds.). The Communicative Approach to Language Teaching. Oxford: OUP,1979.
Gadd, N. “Towards Less Humanistic English Teaching”. ELT Journal, 1998, 52, 3.
Gattegno, C. Teaching Foreign Languages in Schools. The Silent Way. N. Y.: Educational Sollutions, 1972.
Hutchinson, T. and Waters, A. English for Specific Purposes: A Learning-centred Approach. Cambridge: CUP, 1993.
Krashen, S. and Terrel, T. The Natural Approach: Language Acquisition in the Classroom. Oxford: Pergamon Press, 1983.
Littlewood, W. Communicative Language Teaching. Cambridge: CUP, 1994.
Morrow, K. “Principles of Communicative Methodology”. In: K. Johnson and K. Morrow (eds.). Communication in the Classroom. L.: Longman, 1981.
Prabhu, N. S. “There Is No Best Method – Why?”. TESOL Quarterly , 1990, 24, 2.
Richards, J. C. and Rodgers, T. Approaches and Methods in Language Teaching: A Description and Analysis. Cambridge: CUP, 1991.
Rivers, W. M. Communicating Naturally in a Second Language: Theory and Practice in Language Teaching. Cambridge: CUP, 1989.
Rutherford, W. and Smith, M. “Consciousness Raising and Universal Grammar”. In: W. Rutherford and M. Smith (eds.). Grammar and Second Language Teaching. Ronley (Mass.): Newbury House, 1988.
Sheils, J. Communication in the Modern Languages Classroom. Strasbourg: Council of Europe Press, 1993.
Stevick, E. W. Humanism in Language Teaching. Oxford: OUP, 1991.
Williams, M. and Burden, R. L. Psychology for Language Teachers: A Social Constructivist Approach. Cambridge: CUP, 1997.
Willis, J. “A Flexible Framework for Task-based Learning”. In: J. Willis and D. Willis (eds.). Challenge and Change in Language Teaching. Oxford: Heinemann, 1996.
MODULE 2. Syllabus Design and Curriculum Development
Brinton D.M., Snow M.A. Content-Based Classroom:Perspectives on Integrating Languagw and Content.-Addison Wesley LongmanPublishing Company, 1997.
Dubin, F. and Olshtain, E. Course Design: Developing Programs and Materials for Language Learning. Cambridge: CUP, 1996.
Ellis, R. “The Structural Syllabus and Second Language Acquisition”. TESOL Quarterly, 1993, 27, 1.
Johnson, K. (ed.). Communicative Syllabus Design and Methodology. Oxford: Pergamon Press, 1982.
Munby, J. Communicative Syllabus Design. Cambridge : CUP, 1978.
Nunan, D. Syllabus Design. Oxford: OUP, 1994.
Nunnan, D. And Lamb, C. The Self-Directed Teacher. Managing the Learning Process. Cambridge: CUP, 1996.
Van Ek, J. A. and Trim, J. L. M. Threshold 1990. Cambridge: CUP, 1998.
Van Ek, J. A. and Trim, J. L. M. Waystage 1990. Cambridge: CUP, 1998.
Van Ek, J. A. and Trim, J. L. M. Vantage. Cambridge: CUP, 2002.
White, R. The ELT Curriculum: Design, Innovation and Management. Oxford: Blackwell, 1988.
Yalden, J. The Communicative Syllabus. L.: Prentice Hall International, 1987.
Yalden, J. Principles of Course Design for Language Teaching. Cambridge: CUP, 1995.
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