课程设计lecturesix.ppt

,Process/means,Syllabusobjectives,GeneralGoalsofacurriculum,Product/outcomes,CommunicativeSyllabus:anexpandedthinklanguageisexperiencedcomprehensively.Itfocusesonfunction,fluency,anduse.,Varioussequentialplansforcoursedesign,1,Aholisticapproachisadoptedwithemphasisonthethematic,meaningfulinteractionwhichisself-motivating.Inadditiontoholisticlanguageexperiencesforthewholegroup,thereareworkbooksforusebyindividualswhichconcentrateongrammaticalpointsandspecificskills.,2,Amorestructural/notionalapproachisadoptedinthesyllabuswithemphasisontheskillsthathavebeenselectedasmostimportantforthecourse.Tomeetindividualneeds,othermaterialsareinuseinalearningcenteroralanguagelabinwhichthereisemphasisonthematicandcommunicativeuseoflanguage.,3,Theearlyphaseofthecourseisstructural.Later,aslearnersprogressintheirbasicacquisitionofgrammaticalcompetence,theymoveontoamoreholisticapproach,utilizinggloballanguageincommunicativeworkouts.,3,Thecoursefollowsathematic,communicativetone,similartoalanguageartscoursefornative-speakerchildren.Atalaterstage,moreattentionisgiventoaccuracyandform.Inthisinstance,Gestaltlearningcomesfirstanddiscrete-pointelementsareaddedlater.,Whichofthesedesignsseemstobesuitablewilldependontheparticularsituationandthegroupofstudents.,CommunicativeProcess:materialsthatdealwithsocioculturalappropriateness,Theworkoutsincludesmoreglobal,cognitive,andcreativeactivities(workouts)globalactivitiesaredirectedatoveralllanguageuseratherthanatdiscreteelements.cognitiveactivitieseitherpreparelearnersfororstressintellectualaims.creativepracticesgivelearnersthewidestpossibleopportunitiestouselanguageforselfexpression.,Workoutsarelanguagelearning&languageusingactivitieswhichenhancethelearnersoverallacquisitionprocess,providingplanners&teacherswithavarietyofwaysthroughwhichtomakethisprocessengaging&rewarding.Workoutscanbecategorizedinto10differenttypes.,Theworkouttypesismeanttobeopen-ended.Materialswritersmustalwaysbeonlookoutforwaystoextend,combine,andinnovativeworkouts.Beabletoassessthesuitabilityofaparticulartypeforaspecificobjective.,10typesofcommunicativeworkoutsseeattachedworddocument,Ascaleforassessingthecommunicativepotentialofworkouts,Newinformationisnegotiated(includesexpressionof,reactiontofocusisonformNewinformationisreceived(exposureonly),Ascaleforassessingthecognitivepotentialofworkouts(1),SeventypesofcriticalthinkingEvaluation(makingajudgmente.g.writingacriticalreviewofabook,play)Synthesis(solvingproblemsthatrequireoriginal,creativethinkinge.g.workingwithagrouponaprojectlikeplanning&producingapaneldiscussion,etc.)Analysis(solvingaprobleminthelightofconsciousknowledgeoftheparts&formsofthinkinge.g.playingacardgameinwhichchoicesmustbemadeamongknownpossibilities),Ascaleforassessingthecognitivepotentialofworkouts(2),Seventypesofcriticalthinking4.Application(solvingalife-likeproblem)5.Interpretation(discoveringrelationshipamongfactse.g.takingnotesatalecture,thenanswerevaluativequestionsquestionsaboutthecontentofthelecture)6.Translation(changinginformationintoadifferentsymbolicformorlanguage)7.Memory(recallingorrecognizinginformation),Role-plays:aholisticviewofsocioculturalcontent,Originofroleplay(1)Role-playrelatedtolanguageteachingisthecross-fertilizationthathasoccurredduringthe1960sbetweenpracticeintrainingactorsforthetheatre&developmentsineducation.Contemporarystylesinactingcallforspontaneity,authenticity&naturalness.AprimarysourceinthisareaistheworkofSpolinwhosetoutahighlystructuredsequenceofdramaticexercises&activitiestheatregamesdesignedtoprepareSsofanyagetoactonthestage.Thesystemreachedgreatpopularityinthe1960s&1970s.,Role-play(2),F.ShaftelsawtheconnectionbetweenSpolinssystem&teachinginformalclassroomsettings.Shedevelopedroleplayingasaclassroomtechniqueforsocializingyoungchildreninprimarygrades.Shedefinedroleplayingas“thespontaneouspracticeofrolesassumingtheminordertopracticethebehaviorrequiredinvarioussituations.”,Role-play(3),Whenthegoalofdevelopingcommunicativecompetenceinsecond(foreign)languageinstructionbecameprominentinthe1970s,thelanguageteachingprofessionalsoturnedtoroleplaying.B.C.Paulsondescribedroleplayasconsistingofthreebasicparts:thesituation,theroles,andusefulexpressions.Occasionallyasectiononbackgroundknowledgeisneededforadvancedroleplays.,Since1960s,theroleplayturnedouteverywhereasamodeforcomprehensive,holisticlanguagepractice.Formaterialdesigners,however,theroleplayisahighly-gain,yethigh-riskworkouttypesinceithascometorepresentanarrayofassumptionsaboutcommunicativegoalsinlanguagepedagogy.(seeexamples),Communicativeproduct:theuseofskillsforrealcommunicationisenlarged.,Contemporarycoursesbasedonahumanisticviewofteachingoftenplaceemphasisonthedevelopmentoflearnerautonomy.Successofthecourseandlevelofachievementonthepartsoflearnersaremeasuredbyhowindependenttheyhavebecomeaslanguagelearners.So,designersshouldallowforconsiderableS-Sinteraction,providethemwithasmuchresourceaspossible.Learnersareexpectedtomakefulluseofallthatareavailable.Teachersareevaluatorsandobservers.Ithasonceagainemphasizedthelanguageskills,particularlyreadingandwritingforrealcommunication.,Thedesignersneedto:,Developtypesofworkoutsthatfacilitateinteractionprimarilywiththereadingselection.Providelearner-readerswithavarietyofmaterials&withavarietyofreadingstrategies.Selecttextsappropriateforlearner-readers,Thereadinglesson,Inthepastwasusuallydonethroughgrammar-translation.Incommunicativeapproachthefocusisonboththelearnersneeds,textualproperties,recognitionofthepsychologicalandcognitivemechanismsassociatedwiththecomplexskillofreading.,Whenpreparingthematerials,thedesignersshouldsynthesize3disparateelementsintoacompatibleinter-relationship.Thethreeelementsare:ReadingskillsTextualanalysisLanguagelearnerscharacteristics,ReadingSkills,Agoodreaderusesthefollowingskills:skimming,scanning,guessing&predicting,usinginternalandexternalcontextcluestoderivemeaningfromtexts,fittingproperskillsunconsciouslytopersonalobjectivesforreadingandtoparticularstylesofwriting.back,TextualAnalysis,skillfulreadersmakeuseoforganizationalandstylisticelements.So,second/foreignlanguagelearnerreadersneedtobeguidedtointoconsciousawarenessofhowatexthasbeenconstructed.back,LanguageLearnerscharacteristics,Designersneedtotakeintoaccounta.differencesinpotentialforculturalmisunderstandinginthethematiccontentoftheselection2.b.linguisticcompetenceofthereadersc.personalbackgroundknowledged.learnerreadersreadingskills,DevelopingMaterials,Materialsdevelopmentistheplanningprocessbywhichateachercreatesunits&lessonswithinthoseunitstocarryoutthegoals&objectivesofthecourse.Itsaprocessofmakingyoursyllabusmore&morespecific.Ittakesplaceonacontinuumofdecision-makingandcreativitywhichrangesfrombeinggivenatextbook&atimetableinwhichto“coverit”leastresponsibility&decision-makingtodevelopingallthematerialsyouwilluseinclass“fromscratch”mostresponsibility&creativity.,Toateacher,materialsdevelopmentmeans:,Creating,choosingoradapting,&organizingmaterials&activitiessothatSscanachievetheobjectivesthatwillhelpthemreachthegoalsofthecourse.Makingdecisionsabouttheactualmaterialsyouusetextbook,text,pictures,worksheets,video,etc.aswellastheactivitiesSsdo,&howthematerials&activitiesareorganizedintolessons.,Alistofconsiderationsfordevelopingmaterials(1),LearnersMakerelevanttotheirexperience&backgroundMakerelevanttotheirtargetneeds(outsideofclass)MakerelevanttotheiraffectiveneedsLearningEngageindiscovery,problemsolving,analysisDevelopspecificskills&strategies,Alistofconsiderationsfordevelopingmaterials(2),LanguageTargetrelevantaspect(grammar,functions,vocabulary)Integratefourskillsofspeaking,listening,reading&writingUse/understandauthentictextsSocialcontextProvideinterculturalfocusDevelopcriticalsocialawareness,Alistofconsiderationsfordevelopingmaterials(3),Activity/tasktypesAimforauthentictasksVaryroles&groupingVaryactivities&purposesMaterialsAuthentic(texts,realia)Varied(print,visuals,audio,ect),Authenticmaterials,Itreferstospoken&writtentextsthatareusedbynativespeakersinthe“realworld”Useauthenticmaterialcanbeproblematicbecauseitisnotconstructedtocontainonlytheaspectsoflanguagethelearnerhasencounteredorlearneduntilthatpoint&somaynotbeentirelyaccessibletothelearnerTherearegoodreasonsforusingpedagogicallypreparedmaterialinordertoprovidethesteppingstonestounderstanding&usingauthenticmaterial,Acontinuumofchoicesaroundauthenticmaterial,Material:pedagogicallypreparedsemi-authenticauthentic,Acontinuumofchoicesaroundtasks(activities),Tasks(activities)Pedagogicalrealworldintherealworld,Thecontinuumofchoicearoundlanguagelearnersproduce,Languageoutput(bystudents):controlledopenended,Howdoesonedevelopmaterials,Decisionaboutdevelopingmaterialsarerootedinyourbeliefs,understandings,&experience.Alsodependonyourgoals&objectives,thewayyourconceptualizecontentofthecourse,thewayyouorganize&sequenceyourcourse,&yourunderstandingofyourSsneeds.And,dependonthecoursegoals&objectives,Evaluatingtextbooks(1),Achecklistofcoursebookpackage:Whatarethecomponentswhichmakeupthetotalcoursepackage?-studentsbook-teachersbook-workbookoractivitybook-testpack(optional)-additionalreadingmaterial-additionallisteningmaterial-cassettesforlistening-cassettesforpronunciation-videoHowwelldothedifferentpartsrelatetothewhole?Isthereanoverallguidetousingthepackage?Istherecross-referencingbetweenthedifferentparts?Whichpartsareessentialandwhichareoptional?,Coursebooksoffer:,-Thesyllabus-Languagepresentationmaterial-Languagepracticematerial-Skillsdevelopmentmaterial-Asequenceofwork-Recyclingandreviewoflanguage-Additionalmaterial,Evaluatingtextbooks(2),Checklistfortheorganizationofcoursebook-Howiscontinuitymaintainedinthematerial?-Whattechniquesareusedforrecyclingandreinforcementoflearning?-Howisearlierlearningdevelopedorrefinedinlatersectionsofthematerial?-Aretherereferencesections?Ifso,aretherepointerstotheminthemaintext?Aretheywellintegrated?-Isthereanindexoflanguageitems?-Istherealistofnewvocabulary?Ifso,doesitshowwhereeachwordisfirstintroduced?-Isthematerialsuitableforuseinaself-studymode?Doesithaveakeytoexercises?-Ifitisanewcourse,areallcomponentspublishedandavailable?Ifitisnotyetcomplete,willthenextlevelsbereadywhenyouneedthem?,Someadvantagesofusingacoursebook,Itprovidesasyllabusforthecoursebecausetheauthorshavemadedecisionsaboutwhatwillbelearnedandinwhatorder.Itprovidessecurityforthestudentsbecausetheyhaveakindofroadmapofthecourse:theyknowwhattoexpectandwhatisexpectedofthemItprovidesasetofvisuals,activities,readings,etcandsosavesthereaderstimeinfindingordevelopingsuchmaterials.Itprovidesteacherswithabasisforassessingstudentslearning.Sometextsorevaluationtools.Itmayincludesupportingmaterials(e.g.teachersguide,cassettes,worksheets,video).Itprovidesconsistencywithinaprogramacrossagivenlevel,ifallteachersusethesametextbook.Ifcoursebookfollowasequence,aswithinaseries,itprovidesconsistencybetweenlevels.,Somedisadvantagesofusingacorsebook,Thecontentorexamplesmaynotberelevantorappropriatetothegroupyouareteaching.Thecontentmaynotbeattherightlevel.Theremaybetoomuchfocusononeormoreaspectsoflanguageandnotenoughfocusonothers,oritmaynotincludeeverythingyouwanttoinclude.Theremaynotbetherightmixofactivities(toomuchofX,toolittleofY)ThesequenceislockstepTheactivities,readings,visuals,etc.maybeboring.Thematerialmaygooutofdate.Thetimetableforcompletingthecoursebookorpartsofitmaybeunrealistic.,Whyadaptcoursebooks?,Everylearningsituationisuniqueanddependsonthefollowingfactors:ThedynamicsoftheclassroomThepersonalitiesinvolvedTheconstraintsimposedbythesyllabusesTheavailabilityofresourcesTheexpectationsandmotivationsofthelearners.,Whentoadapt?,Wemayneedtoadaptcoursebooksbecausetheyarenotidealastheystandinanyofthefollowingareas:Methods(anexe.Maybetoomechanical,lackinginmeaning,toocomplicated)Languagecontent(e.g.theremaybetooemphasisongrammar)Subjectmatter(e.g.topicsmaynotbeinteresting,outdated,notauthenticenough)Balanceofskills(theremaynotemphasisonskills)Culturalcontent(theremaybesomeculturalreferencesthatneedomittingorchanging)Image(acoursebookmayprojectanunfriendlyimagethroughpoorlayout,lowqualityvisuals,etc.),Evaluatingtextbooks(3),AthreestageprocessInitialevaluationDetailedevaluationIn-useevaluation,Athree-stageprocess(stageone),Initialevaluation“CATALYST”testC-Communicative?A-Aims?T-Teachability?A-AvailableAdd-ons?L-Level?Y-Yourimpression?S-studentinterest?T-triedandtested?,Athree-stageprocess(stagetwo),DetailedevaluationThree-partquestionnaire(seehandouts),Athree-stageprocess(stagethree),In-useevaluationThisevaluationprocessshouldbecontinuousforitisonlybyconstantevaluationthatonecanensurethattheteacheristhemaster,andnottheslave,ofthecoursebook.,Factorsthataffecthowteachersseeanduseacoursebook:,-experienceandtraining-workload-institutionalpolicy-thequalityofthecoursebook,Threecommonwaysthatteachersusecoursebooks:,-Asthecourse-Asthesyllabusandmainsourceofmaterials.-Asonesmallelementinthecourse,Preparingtouseanewoursebook,Beforeusinganewcoursebook,youshouldlearnyourwayaroundit,gettingtoknow:-thesyllabus-thelayout-theproposedmethodologyandprocedures-thesupplementarymaterial,Takeacriticalappr