外语课程设计ppt课件.ppt

Questions:1.What is “language”?2.What is “course”? 3.What are the significances of course design? 4.Who is qualified to do the job? 5.What are the standards? 6. Is the designing work complicated? What are the relevant fields of study? 7. What are the areas to be concerned or included? 8. What are the steps in designing a course? 1.(pp.14-15)2. (pp.1-3)3. (pp.10-11)4. (p.11)5. (p.13)6. (pp.14-40) Teaching materialsSome theorists points of view1.James Dean Brown2. Xia Jimei3. Shu Dingfang4.Fraida Dubin & Elite Olshtain5. David Nunan6. Jack Richards1. The significance of course designl Curriculum development allows teachers more freedom than usual in the classroom to teach as they feel appropriate. Of course, the teachers and students should be aware of what the objectives for a given course are and how the testing will be conducted at the end of the course.l Teachers have also been responsible for selecting or developing course tests and materials.(James Dean Brown.，北京外研社，汤姆森学习出版社）.2. Two different kinds of designing preconditionsl For the course that has been taught for many years, the focus should be on clarifying the intended learning outcomes.l For the new course, the focus should be on justifying the course and emphasizing the rationale.l Curriculum Development Process/Products (p.9 Table 4)Xia Jimei, 2003 (p.11)3. The contents in course designPosners “four components”1.A rationale for the course (including general goals) 2.A curriculum plan: explain objectives(=course description?)3. An instructional plan: detailed description of the taught lessons and approaches to be adopted (=syllabus/teaching plan?)4. An evaluation plan: explain evaluation criteria and major effects (=Testing/Exams/Investigations?)(Xia Jimei, 2003. p.11)The fact-finding stage: assessing societal factorsThe answers to these questions determine policy:1.1. Who are the learners?2.2. Who are the teachers?3.3. Why is the program necessary?4.4.Where will the program be implemented?5.5. How will it be implemented?(Fraida Dubin & Elite Olshtain.上外出版社）Fact finding:l1. The language setting l2. Patterns of language use in societyl3. Group and individual attitudes toward languagel4. The political and national context(Fraida Dubin & Elite Olshtain. pp. 15-22.上外出版社）lLanguage setting: ESL? EFL?lPatterns of language use in society: education, the labor market, the process of modernization?lGroup and individual attitudes toward language: Positive? Negative?lThe political and national context: Welcome LWC (language of wider communication=an international language)? Maintaining the purity of the national language?lReading time: Reading time: 束定芳：束定芳：“the differences the differences between ESL and EFL and course design” between ESL and EFL and course design” pp.128-129-154pp.128-129-1544 . stages in course design 1. planning2. implementation3. evaluation (David Nunan, 1988)5. Course design should include end and methodology The 4 aspects:1. principles and procedures for the planning2. delivering 3. management4. assessment of teaching and learning(Jack Richards, 1994:1)The 6 things to do: 1. needs analysis (All kinds of needs (p.44- ) 2. goal setting 3. syllabus design 4. methodology 5. testing 6. evaluationSummary: How to do the following?1. Needs analysis (pp.?)2. Goal setting(pp.?)3. Syllabus design (pp.?)4. Methodology (pp. ?)5. Testing (pp.?)6. Evaluation (pp. ?)How to do the following?1. Needs analysis (Xia:pp.44-61； Shu:pp.22-34)2. Goal setting(pp.61-67)3. Syllabus design (pp.67-112)4. Methodology (pp. 113 - 156)5. Testing (pp.75 - 82)6. Evaluation (pp. 82 89) 6. Looking into curriculum mattersCurriculum (课程)Syllabus (课程提纲/大纲)Observation of some course ads in the market1.世纪桥护士出国英语预科班课程2.出国英语培训护士课程Observation activityLooking into some sample curricula and syllabuses (all levels; produced at home and abroad):lpp.158-197: Samples #1-4; #12,#13lPp.1987-223: Samples #1, 4,5,7,8Looking into some teaching materials (for syllabuses)Summary: Overview of CurriculumFour categories of language teaching activities1.Ways of defining needs: approaches2.Ways of organizing: syllabuses (8 kinds)3.Ways of presenting: techniques4.Ways of practicing the language: exercises-James D. Brown (1995)Observation of types of exercisesTeachers and “students” choices - a discussionAutonomous interaction (4 , 7 )Cloze procedure (5,0) Copying (0,0)Fill-in (1,0) Multiple-choice(3,6)Proofreading(7,0)Response drill(1,1)Rosetta procedure(?,?)Sentence modification(0,0)Substitution drill(0,0)Translation(6,5)Chain dialogue(4,7)Conversion(0,0)Expansion(7,3)Matching(0,3)Pattern drill(0,.)Replacement(0,0)Restatement(6,1)Sentence combining(0,0)Speed writing(7,3)Transformation drill(0,0)True-false(0,3)l Video watching(6,2)lWord dictation(0,?)lRetelling stories(5,1)lRecital(0,)7. Needs analysisNeeds assessment is an integral part of systematic curriculum building. (Reading Xia Jimei, pp.42-61)Questions: How important is needs analysis? How to do it? By what means? 束定芳？8. Systematic Curriculum buildingDeciding on Contents (syllabus)Goals and objectives settingNeeds analysisComposingmaterialsDesiningactivities/exercisesDesigningTeaching Plan (TeachingApproaches)DesigningevaluationFeedbackFrom students/teachersCurriculum(Adjustment)A discussion: The pros and cons of curriculum objectivesPros1.Objectives help teachers to convert the perceived needs of the students into teaching points;2.Help teachers to clarify and organize their teaching points;3.Help teachers to think through the skills and sub-skills underlying different instructional points;4. (p.96)Cons Association with behavioral psychology Some things just cannot be quantified Objectives trivialize instruction Objectives curtail a teachers freedom Language learning cannot be expressed in objectives Summary Types of syllabus Structural Functional Notional Situational Topical Task-based Integrated “Goals” and “Objectives” Goals: overall “build up active attitude to the target language” Objectives: Behavioral objectives Skills-based objectives Proficiency-based objectives Content-based objectives Task-based objectives Culture-awareness objectives(Xia Jimei, 2003. p.61) Exercise: observation of curriculum and syllabusesSession 3o Course material designo Course evaluation (including goals and objectives, syllabus, teaching materials, methodology, etc.)