资料教程分析教案week3lecture

1、Lecture 3 Goals, Content and FormatZhong C 1. Teaching Goals Structured Goals of English Curriculum2. Contents Language curriculum Linguistic patterns Vocabulary Grammar Function Ideas Topics themes situations Skills speaking Listening Reading Writing Translating Text Genre Register Learning curricu

2、lum Cognitive Attitudinal Strategy metacognitive3. Content and sequencing guidelinesThe Units of ProgressionA Verb-Form Frequency Count, based on George (1963) Stage 1 Imperative Dont + stem (Imperative) Simple Present Actual and Neutral Verb + to + stem Simple Past Narrative and Actual Past Partici

3、ple Stage 2 Simple Past Neutral and Habitual Past Perfect from Simple Past Narrative Stem+ing in Free Adjuncts Noun + to + Stem Simple Present Iterative and Future Verb + to + Stem (Stem dominant) Verb + Noun + to + Stem Noun + Preposition + Stem+ing Stem+ed = Adjective in a Noun Group Stem+ing = Ad

4、jective in a Noun Group Stem+ing = Noun Can + Stem (immediately and characteristically able) May + Stem (possibility and uncertainty) ll + Stem Must + Stem (necessity from circumstances) Functions Van Ek and Alexander (1980) 1 Imparting and seeking factual information 2 Expressing and finding out in

5、tellectual attitudes 3 Expressing and finding out emotional attitudes 4 Expressing and finding out moral attitudes 5 Getting things done (suasion) 6 Socialising. Council of Europe (2001) 1 Imparting and seeking factual information 2 Expressing and finding out attitudes 3 Suasion 4 Socialising 5 Stru

6、cturing discourse 6 Communication repairDiscourse genres Recounts information reports Arguments Poetry drama Register Academic business Tourism lawSkills, Subskills and StrategiesreadingtransactionalinterpersonalinformationalinteractionalmonologuedialogueProcess Writing (1) having a model of the rea

7、der (2) having writing goals (3) gathering ideas (4) organising ideas (5) turning ideas into written text (6) reviewing what has just been written, and (7) editing the written text.Cognitive activity (1) knowledge (2)comprehension (3) application (4) analysis (5) synthesis (6) evaluationIdeas (Cook

8、1983) 1 imaginary happenings 2 an academic subject 3 learner survival needs 4 interesting facts 5 culture A. The ideas content of the course helps learning in the classroom because: 1 the ideas content makes the learners interested and motivated in their study of the language. 2 the ideas content en

9、courages normal language use. That is, it involves ideas that can be talked about in a natural way in the classroom. 3 it makes learning easier because the ideas are already familiar to the learners and they can thus give full attention to language items. 4 the ideas content is familiar to the teach

10、er and thus allows the teacher to work from a position of strength. For example, teachers of ESP courses in agriculture who are not trained in agriculture work from a position of weakness. B. The ideas content of the course increases the acceptability and usefulness of the course outside the classro

11、om because: 1 the ideas content helps in the learners job, study or living. ESP, study skills and language survival courses aim to do this. 2 the ideas content develops awareness of another culture or cultures. It may promote international understanding and it may encourage learners to accept the no

12、rms and values of other cultures. 3 the ideas content maintains and supports the learners own culture. 4 the ideas content helps learners develop intellectually by making them aware of important and challenging ideas. Courses which focus on issues like conservation or on important discoveries try to

13、 do this. 5 the ideas content helps learners develop emotionally and socially. Courses which use a humanistic approach or make use of values clarification activities have this goal. 6 the ideas content of the course meets the expectations of the learners and their parents.sequencing Linear Spiral mo

14、dular4. Formulating curriculum goals General Description This module aims to familiarize learners with modern curriculum theories and language teaching methodology and enhance their qualities needed for their future teaching profession. Learners of this module will develop an overall understanding o

15、f the recent development in English education teaching and learning with a particular focus on Chinese English education in secondary schools. This module is project-based. Besides regular lectures and seminars in class, learners are also requested to undertake some research and practical projects s

16、o that they can relate their general pedagogical training to the actual teaching arena where they are supposed to function professionally. Specific Objectives After completion of this course, learners of this course shall be able to: 1. develop a personal theory of language teaching with academic insights 2. design theory-informed curriculum and teaching plans for language education program 3. promote their reflective and critical awareness of language teaching. 4. foster a professional identify as an ethical scholar-teach