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Файл:Практикум по профессионально-ориентированному общению. Профессиональная коммуникация учителя английского языка. Учебное электронное пособие.pdf
Syllabus design and curriculum development – Разработка программ и
стандартов
General concepts – основные понятия
Curriculum
National Curriculum
Course
Programme
Course design / Programme design
Syllabus
Syllabus design
Threshold level
Subject
Unit
1) учебный план, 2) стандарт,
образовательная программа
Государственный образовательный
стандарт
1) курс по предмету, учебная дисциплина;
2) курсы; 3) курс обучения
Программа обучения
Разработка курса
Учебная программа
Разработка учебной программы
Пороговый уровень
Учебная дисциплина, предмет
1) Раздел учебника, урок; 2) Единица
обучения
Syllabus design procedures – технология разработки программ
Needs analysis
Aims
Objectives
Performance objectives / Behavioral objectives
/ Instructional objectives
Graded objectives
Process objectives
Product objectives
Анализ специфических языковых
потребностей обучаемых
Цели обучения и учения
Задачи обучения
Задачи обучения, ориентированные на
речевые навыки и умения
Задачи обучения, градуированные по
степени трудности
Задачи, отражающие процесс учения
Задачи, отражающие продукт обучения
Content
Содержание обучения
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Ordering / Sequencing
Последовательность в построении
Grading
Approaches to syllabus design – подходы к разработке программ
Synthetic approach
Analytic approach
Functional approach / Notional-functional
approach
содержания курса, последовательность
овладения речевыми навыками и умениями.
Градуирование (ранжирование) изучаемого
языкового материала
Синтетический подход к разработке
программ
Аналитический подход к разработке
программ
Функциональный (функционально-
содержательный) подход к разработке
Types of syllabus – типы учебных программ
A priori syllabus
A posteriory syllabus
Negotiated syllabus
Learning-centered syllabus
программ.
Программа a priori (предполагает
разработку курса до начала учебного
процесса)
Программа a posteriori (составляется в
процессе ретроспективного анализа)
«Программа-договор» (составляется в
процессе обучения)
Программа, ориентированная на процесс
учения, овладения языком
Skills-centered syllabus
Content-based syllabus
Functional syllabus / Notional-functional
syllabus (NFS)
Программа, ориентированная на навыки и
умения
Программа содержательного типа
Программа функционального типа
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Lexical syllabus
Программа лексического типа
Structural syllabus / Grammatical syllabus /
Language-centered syllabus
Task-based syllabus / Procedural syllabus
Forms of syllabus organisation – организационные формы учебных программ
Linear syllabus
Modular syllabus
Spiral syllabus / Cyclical syllabus
Программа структурного (грамматического)
типа
Программа, построенная на
коммуникативных заданиях
Программа линейного типа
Программа модульного типа
Программа цикличного типа
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Part 2. Professional literature for teachers of English as a second
language
This part discusses some ways to stimulate and sustain English language teacher
professional development: web resources, professional literature writing and
implementation as well as research.
Lead In
Reading professional literature is an intrinsic part of professional communication
and development. A language teacher deals with a variety of resources. Rank the
following from the viewpoint of its significance a) in the teaching process b) for
the in-service professional training:
Coursebooks (Teachers’ books, Student’s books,
Workbooks), textbooks, readers, skills books,
resource books, reference books, handbooks.
2.1. Resources for language teaching
1) There are many different types of online resources:
current information
cites, institution
educational websites,
entertainment websites,
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concordancers,
webpages, online
personal website,
Skype,
services,
library databases,
blogs,
portal website,
web communities,
electronic journals,
email,
chat rooms,
webinars / virtual
forums,
image and sound
conference rooms,
databases,
Virtual Learning
Environment,
statistical sources,
podcasts,
online dictionaries,
search engines, etc.
Which do you personally use more often? Which can be used for educational
purposes?
2) Below is a blog entry about types of web resources aimed at teaching English
as a second language. Read and say if you agree with the classification offered.
Think of your own classification of the resources from ex.1.
2007/09/23
Types of web resources for language teaching
This post is part of "The First ELL, ESL & EFL Carnival"
It is frequently said that the Web is full of teaching and learning resources.
What kind of language teaching resources can we find on the Web? What do
we mean by "web teaching resource"?
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Teaching resources in general are a source of aid or support that may be drawn
upon when needed to enhance the quality of teaching and therefore facilitate
learning. They may be physical (board, book, poster, video projector, chart, ...)
or conceptual and methodological. When we refer to web teaching resources
we are talking about the different kinds of materials and tools that we can find
on the WWW, with the same purpose of improving the quality and efficiency
of learning in activities which make use of those resources.
Therefore, a first distinction can be made between materials, which provide
contents, and tools, which let us process those contents, create our own
materials or interact and collaborate with other people in learning
environments. The type of web resources to be used will depend on the kind of
activity to be developed.
As we know, when we search for contents in the Net, not only can we find text
documents, also images, videos, audio files, presentations, conceptual maps or
documents with a diverse kind of interactivity and graphic or multimedia
combinations. Whatever their form of presentation, in my view, there are three
general types of web materials for educative use:
1. Teaching materials. They are usually created with a curricular didactic aim
and may include different kinds of documents and activities: practice exercises
(grammar, vocabulary, skills), tutorials, simulations, games, etc.
2. Authentic materials. Their communicative or social function is authentic;
they haven't been modified or adapted for teaching purposes. They can be used
as a resource in discovery based learning activities and web tasks for language
learning.
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3. Reference materials. Dictionaries, encyclopedias, manuals, concordancers
online.
Web tools used as a teaching and learning resource can be classified according
to its function:
Navigation
Search
Office online tools
Social Bookmarking
Content syndication
Communication
Content and learning management systems
Social networking
Multimedia edition
Didactic materials authoring
This could be an initial sketch to be completed and developed. Internet as a
language learning resource is not only an immense network of contents with
multimedia facilities, but also a communication technology that promotes
interaction with other people and the media, providing the conditions for a
more socio-constructive, cooperative and student-centered kind of learning,
which takes into account the learner needs and fosters her or his autonomy.
Posted by José Luis Cabello at 10:14 am
http://englishteachinglab.blogspot.ru/2007/09/types-of-web-resources-for-
language.html
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3) Range the types of web resources from your classification from the viewpoint
of a) frequency of addressing b) complexity to use.
4) Here’s a link to a website offering teaching resources:
http://www.teachingenglish.org.uk/
Analyse the site and describe its overall idea and:
a) the navigation menu on top
b) the tab menus in the centre of the page
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c) the directory at the bottom of the page
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Project Point: TESOL Capacity and Teacher Development Potential
1. Go to http://www.teachingenglish.org.uk/
and read the ‘Why register?’
page. What does the registration allow you?
2. Work in groups. Share the tasks to analyse different parts of the web
resource.
3. Each of you should report to the group about the findings of the analysis:
the TESOL capacity and teacher development potential.
4. Work out a list of recommendations how the website can be used for a)
teaching English as a second language and b) teacher development
2.2. Materials Development and Implementation
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