ppt语法大纲.ppt

1、Chapter 5 Selection and grading,白 芮 201312000219 高 祺 201312000220,We need to know: What basis the content of the coursebook has been selected? How the content has been graded?,The syllabus base,Content-based syllabus,Structural syllabus,Functional syllabus,The syllabus base,Definition: A syllabus ca

2、n be broadly defined as a specification of the work to be covered over a period of time.,The language content will be ordered and being sequenced according to underlying principles or theories. The focus of a syllabus is on what is taught and in what order it is taught. It has little more to say abo

3、ut the learning processes and does not specify the approach to teaching.,process syllabus,Based on the learning process. Somewhat experimental in nature. The content is not specified in advance and no predetermined goals. The emphasis is on process rather than product, on how learning develops natur

4、ally rather than on the prior selection and sequencing of what is to be taught.,construct tailor-made programmes of learning according to student need; use the book in class or for self-access; use the book on courses of different length, i.e. year-round programmes,12-week intensive courses and shor

5、t courses.,content-based syllabus,Content-based syllabuses (内容型大纲）,four types: Form Function Situation Topic,Coursebook writers have to balance the competing demands of different approaches to syllabus design and produce a version which is best suited to the users needs.,Structural syllabus(结构型大纲） p

6、robably the most traditional approach with emphasis on grammatical structure the foundation is grammar. No firm theory or principles, but with reliance on orthodoxy and practical experiences,Structural syllabus The general guidelines used in the grammar items tend to be: complexity of structure lear

7、nability usefulness,More complex structures are more difficult to learn Learners use can give rise to difficulty due to the relatively difficult meaning concepts involved Coverage is a major criterion affecting usefulness,The strength of a structural syllabus is that it can account for all the forms

8、 of a language and relate them to one another in a coherent way. The limitation of a purely structural syllabus would be the scant regard paid to meaning and especially to the communicative potential of what is taught.,Definition functional-notional syllabus is a way of organizing a language learnin

9、g curriculum rather than a method or an approach to teach,Functional /Notional syllabus（意念功能型性大纲）,Functions here means the purposes of speakers usually used to make invitations, ask questions, express opinions, make suggestions, make apologies and etc. Notions are the meanings through languages Noti

10、ons are both general and specific General notions are abstract concepts such as existence, space, time, quality and etc Specific notions are specific addresses, titles and education and etc,based on the identification of communicative functions Rely on a pragmatic approach, combining experience, int

11、uition and common sense.,Functional /Notional syllabus（功能意念型性大纲）,The advantages of functional syllabus: Learning goals can be identified in terms. Ensure the learning process has an immediate practical result in that the students can use what they have learned outside the classroom at a relatively e

12、arly stage.,Drawbacks of functional syllabus Functions do not form an interrelated finite system Not have been fully and comprehensively described. It is not all clear what a complete account of communicative functions would consist of,Relationship of structural and functional syllabus Not opposed to each other but are compleme