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1、Session 2,Reading Chapters 1-2 (p.1-112),Questions:,What is “language”?What is “course”? What are the significances of course design? Who is qualified to do the job? What are the standards? 6. Is the designing work complicated? What are the relevant fields of study? 7. What are the areas to be conce
2、rned or included? 8. What are the steps in designing a course?,(pp.14-15)2. (pp.1-3)3. (pp.10-11)4. (p.11)5. (p.13)6. (pp.14-40),Teacher,Students,Teaching,Teaching materials,Course Design,Some theorists points of view,James Dean BrownXia JimeiShu DingfangFraida Dubin & Elite OlshtainDavid NunanJack
3、Richards,1. The significance of course design,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
4、 the end of the course.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 preconditions,For the course that has been taught for many years, the focus should be on clarifying the intended l
5、earning outcomes.For the new course, the focus should be on justifying the course and emphasizing the rationale.Curriculum Development Process/Products (p.9 Table 4)Xia Jimei, 2003 (p.11),3. The contents in course design,Posners “four components”,A rationale for the course (including general goals)
6、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, 20
7、03. p.11),The fact-finding stage: assessing societal factors,The answers to these questions determine policy:1. Who are the learners?2. Who are the teachers?3. Why is the program necessary?4.Where will the program be implemented?5. How will it be implemented?(Fraida Dubin & Elite Olshtain.上外出版社）,Fac
8、t finding:,1. The language setting 2. Patterns of language use in society3. Group and individual attitudes toward language4. The political and national context(Fraida Dubin & Elite Olshtain. pp. 15-22.上外出版社）,Language setting: ESL? EFL?Patterns of language use in society: education, the labor market,
9、 the process of modernization?Group and individual attitudes toward language: Positive? Negative?The political and national context: Welcome LWC (language of wider communication=an international language)? Maintaining the purity of the national language?Reading time: 束定芳：“the differences between ESL
10、 and EFL and course design” pp.128-129-154,4 . stages in course design,1. planning2. implementation3. evaluation (David Nunan, 1988),5. Course design should include end and methodology,The 4 aspects:principles and procedures for the planningdelivering managementassessment of teaching and learning(Ja
11、ck 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. evaluation,Summary: How to do the following?,Needs analysis (pp.?)Goal setting(pp.?)Syllabus design (pp.?)Methodology (pp. ?)Testing (pp.?)Evaluatio
12、n (pp. ?),How to do the following?,Needs analysis (Xia:pp.44-61； Shu:pp.22-34)Goal setting(pp.61-67)Syllabus design (pp.67-112)Methodology (pp. 113 - 156)Testing (pp.75 - 82)Evaluation (pp. 82 89),6. Looking into curriculum matters,Curriculum (课程)Syllabus (课程提纲/大纲),Observation of some course ads in
13、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 activity,Looking into some sample curricula and syllabuses (all levels; produced at home and abroad):pp.158-197: Samples #1-4; #12,#13Pp.1987-223: Samples #1, 4,5,7,8Looking into some teaching materials (for syllabuses),Summary: Overview of Curricul
14、um,Four categories of language teaching activitiesWays of defining needs: approachesWays of organizing: syllabuses (8 kinds)Ways of presenting: techniquesWays of practicing the language: exercises-James D. Brown (1995),Observation of types of exercises,Teachers and “students” choices - a discussion,
15、Autonomous 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
16、,.),Replacement(0,0)Restatement(6,1)Sentence combining(0,0)Speed writing(7,3)Transformation drill(0,0)True-false(0,3) Video watching(6,2)Word dictation(0,?)Retelling stories(5,1)Recital(0,),7. Needs analysis,Needs assessment is an integral part of systematic curriculum building. (Reading Xia Jimei,
17、pp.42-61)Questions: How important is needs analysis? How to do it? By what means? 束定芳？,8. Systematic Curriculum building,A discussion: The pros and cons of curriculum objectives,Pros,Objectives help teachers to convert the perceived needs of the students into teaching points;Help teachers to clarify
18、 and organize their teaching points;Help teachers to think through the skills and sub-skills underlying different instructional points;. (p.96),Cons,Association with behavioral psychologySome things just cannot be quantifiedObjectives trivialize instructionObjectives curtail a teachers freedomLangua
19、ge learning cannot be expressed in objectives,Summary,Types of syllabus,StructuralFunctionalNotionalSituational TopicalTask-basedIntegrated ,“Goals” and “Objectives”,Goals: overall “build up active attitude to the target language”Objectives: Behavioral objectivesSkills-based objectivesProficiency-based objectivesContent-based objectivesTask-based objectivesCulture-awareness objectives(Xia Jimei, 2003. p.61),Exercise: observation of curriculum and syllabuses,Session 3,Course material designCourse evaluation (including goals and objectives, syllabus, teaching materials, methodology, etc.),
