- •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
References
MODULE 1. Language teaching. Methods and approaches
Unit 1.1.Why English?
http://www.visualthesaurus.com/landing/?word=approach&ad=mwcom.dict.txt1
After Babel, a new common tongue. It turns out to be Engiish . -Aug 5th 2004 From The Economist print edition
http://filolingvia.com/publ/92-1-0-1148
www.wwenglish.com/en/voa/spec/2008/08/2008082227102.htm
Unit 1.2. Approaches and Methods of teaching 1:
http://usinfo.state.gov/journals/itgic/0206/ijge/ijge0206.htm
http://www.learningandteaching.info/learning/behaviour.htm behaviorism
www.voanews.com/specialenglish/archive/2008-01/2008-01-09-voa2.cfm
Unit 1.3. Approaches and Methods of teaching 2
www.timesonline.co.uk/tol/life_and_style/education/student/news/article723389.ece
www.gorod.lv/novosti/54009/britanskie_universitetyi_mogut_sdat_mirovyie_pozitsii
www.voanews.com/specialenglish/archive/2008-01/2008-01-16-voa4.cfm
ATHERTON J S (2005) Learning and Teaching: Cognitive theories of learning [On-line] UK: Available: http://www.learningandteaching.info/learning/cognitive.htm
ATHERTON J S (2005) Learning and Teaching: Humanistic approaches to learning [On-line] UK: Available:
http://www.learningandteaching.info/learning/humanist.htm
Unit 1. 4. Approaches and Methods of teaching 3:
http://findarticles.com/p/articles/mi_qa3792/is_200704/ai_n19435254/pg_1?tag=content;col1
http://www.native-english.ru/articles/prepod
http://www.esljobproject.com/esl_info/methods-approaches.html
www.voanews.com/specialenglish/Wordmaster/2006-11-07-voa8.cfm
Unit 1. 5. Fringe methods of teaching
http://en.wikipedia.org/wiki/Suggestopedia
http://www.bookrags.com/wiki/Suggestopedia
http://www.english4u.dp.ua/modules.php?name=Articles&op=Open&id=953#intense
http://www.teachingenglish.org.uk/think/articles/community-language-learning
http://www.answers.com/topic/language-education#Methods_of_teaching_foreign_languages
www.voanews.com/specialenglish/archive/2008-09/2008-09-24-voa3.cfm
Unit 1.6. Modern methods of teaching FL
http://en.wikipedia.org/wiki/Computer-assisted_language_learning
academy.odoportal.ru/documents/akadem/bibl/russia/3.doc
www.voanews.com/specialenglish/archive/2008-01/2008-01-02-voa1.cfm
MODULE 2. Syllabus Design and Curriculum Development
Unit 2.1. From National Curriculum to a Coursebook Unit
An Overview of Syllabuses in English Language Teaching by Mohammad Mohseni Far, M.A., Shahid Chamran University,
Iran.http://www3.telus.net/linguisticsissues/syllabi
Елисеев В.В., Основина В.А. «Методические рекомендации по разработке Образовательной программы школы»
http://uipk.narod.ru/diskons/upr/upr_1.doc
www.abc.net.au/am/content/2006/s1756811.htm
www.teachingenglish.org.uk/think/articles/which-syllabus-the-traditional-holistic-syllabus
Unit 2.2. How to Design a Syllabus?
An Overview of Syllabuses in English Language Teaching y Mohammad Mohseni Far, M.A., Shahid Chamran University, Iran.http://www3.telus.net/linguisticsissues/syllabi
С.С. Татарченкова «Урок как педагогический феномен» .- Санкт-Петербург, 2005.
http://nmc.nevarono.ru/metrab/IZO/celepolag_pri_proektir.doc.
www.voanews.com/specialenglish/Wordmaster/2007-08-14-voa4.cfm
Unit 2.3. Approaches to syllabus design
http://humanities.byu.edu/elc/Teacher/syllabus.html
An Overview of Syllabuses in English Language Teaching by Mohammad Mohseni Far, M.A., Shahid Chamran University,
Iran.http://www3.telus.net/linguisticsissues/syllabi
http://www.smolny.nw.ru/faculty/principles_of_teaching
www.voanews.com/specialenglish/archive/2007-09/2007-09-19-voa2.cfm
Unit 2.4. Type of syllabi
http://www.btinternet.com/~ted.power/esl0316.html
An Overview of Syllabuses in English Language Teaching by Mohammad Mohseni Far, M.A., Shahid Chamran University,
Iran.http://www3.telus.net/linguisticsissues/syllabi
http://english4free.ru/index.php?option=com_content&task=view&id=90&Itemid=34
www.voanews.com/specialenglish/archive/2008-11/2008-11-18-voa3.cfm
Unit 2. 5. Syllabus Design Structures
http://esl.about.com/library/weekly/aa080601a.htm
(http://www.tdx.cesca.es/TESIS_UB/AVAILABLE/TDX-1220105-085713//03.CHAPTER_3.pdf стр.133-135)
Буланкина Н.Е.Современное образование молодежи в контексте социокультурных практик
http://kgo.narod.ru/super.htm)
www.abc.net.au/pm/content/2005/s1466559.htm
1http://www.visualthesaurus.com/landing/?word=approach&ad=mwcom.dict.txt1
2 Колесникова И.Л. Англо-русский терминологический справочник по методике преподавания иностранных языков: Справочное пособие/ И.Л.Колесникова, О.А.Долгина. – М., 2008.
* Adapted from 'The Learner-Centred Curriculum' David Nunan. CUP 1988.
* from Robert Brantley, BYU TESL Program,1996
* This article, written by Robert O'Neill, is published in English for Specific Purposes Modern English Publications Limited 1977