Course content and mind maps

Август 9, 2022

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Course content and mind maps

Содержание

2. KATHLEEN GRAVES’ DESIGNING LANGUAGE COURSES 2002 PENNY UR’S A COURSE IN ENGLISH LANGUAGE TEACHING 2012
3. LECTURE OUTLINE Linguistic content of the course Conceptualizing the content for your course Non-linguistic content Cultural
4. COURSE CONTENT (AFTER K. GRAVES)
5. FOCUS ON LANGUAGE: LINGUISTIC SKILLS Phonology: Individual sounds, words, stress, rhythm and intonation Grammar: Classifications and
7. FOCUS ON COMMUNICATION: SITUATIONS AND FUNCTIONS Situations are the contexts in which one uses language. Typically
8. Situational or functional syllabus
9. TOPICS AND THEMES What the language is used to talk or write about Personal: family, food,
10. COMPETENCIES Situations + linguistic skills + functions A competency attempts to specify and teach the language
11. SKILLS Speaking: Inferring attitude, feeling, mood; using interactive strategies; summarizing; paraphrasing. Listening: Listening for detail, for
12. TASKS Interactions whose purpose is to get something done Task can be for work purposes, for
13. CONTENT Subject matter other than language itself Two approaches: For ESL: content-based syllabus will be based
14. Find two different textbooks for EFL. Look through their tables of contents. How does each author
15. HOW TO CONCEPTUALIZE THE COURSE If you are developing a course from scratch, or for very
19. NON-LINGUISTIC CONTENT Subject matter other than language itself Study the list of non-linguistic content and discuss
20. CULTURAL COMPONENT Home culture Culture of the (native) English-speaking people Cultures of other speech communities Global
21. SHOULD LITERATURE BE PART OF YOUR COURSE? Wide range of authors and texts But are they
22. UNDERLYING MESSAGES? Sexism Ageism Social and cultural orientation
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KATHLEEN GRAVES’
DESIGNING LANGUAGE COURSES 2002
PENNY UR’S
A COURSE IN ENGLISH LANGUAGE

TEACHING 2012

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LECTURE OUTLINE
Linguistic content of the course
Conceptualizing the content for your

course
Non-linguistic content
Cultural component
Literature
Hidden messages

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COURSE CONTENT (AFTER K. GRAVES)

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FOCUS ON LANGUAGE: LINGUISTIC SKILLS
Phonology: Individual sounds, words, stress, rhythm and

intonation
Grammar: Classifications and functions of words, how words form phrases and sentences
Vocabulary: Content words, word formation, inflections, meanings of prefixes and suffixes
Formal or structural syllabus

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FOCUS ON COMMUNICATION: SITUATIONS AND FUNCTIONS
Situations are the contexts in which

one uses language.
Typically include places where one transacts business, such as the supermarket, or the travel, or places where one interacts with others such as at a party
Communicative functions cover the types of transactions that will occur in the situation:
Suggesting, promising, apologizing, greeting, inviting, requesting, etc.

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Situational or functional syllabus

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TOPICS AND THEMES
What the language is used to talk or write

about
Personal: family, food, hobbies
Professional or academic: employment, office etc.
Sociocultural: education, political systems, elections, cultural customs etc.
Topical or thematical syllabus

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COMPETENCIES
Situations + linguistic skills + functions
A competency attempts to specify

and teach the language and behavior needed to perform in a given situation
How to perform a job interview
How to book a flight
How to examine a patient
How to open a bank account
To perform in target language in the dominant culture

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SKILLS
Speaking: Inferring attitude, feeling, mood; using interactive strategies; summarizing; paraphrasing.
Listening: Listening

for detail, for gist, for global understanding, inferring attitude, feeling, mood, listening for invitation to take turns.
Reading: Predicting content, understanding the main idea, reading for detail, deducing meaning from context, note-taking, skimming etc.
Writing: Proofreading, editing, summarizing, paraphrasing, adjusting the writing to a specific audience or purpose etc.

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TASKS
Interactions whose purpose is to get something done
Task can be for

work purposes, for academic purposes, for daily life
Tasks can be an end in themselves or a means to practice skills, perform functions, discuss topics
Some are real-life and some only have classroom application

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CONTENT
Subject matter other than language itself
Two approaches:
For

ESL: content-based syllabus will be based on the content of other disciplines, like math, history, computer science, using English as a medium of instruction
For EFL, all types of non-linguistic content (see Penny Ur, 2012)

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Find two different textbooks for EFL. Look through their tables of

contents. How does each author conceptualize content?
Which of the categories are included?
How do different components of linguistic content work together inside of a unit?

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HOW TO CONCEPTUALIZE THE COURSE
If you are developing a course from

scratch, or for very specific learner needs, you can use
Tables and grids
Mind-maps
Flow charts

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NON-LINGUISTIC CONTENT
Subject matter other than language itself
Study the list of

non-linguistic content and discuss which types are more or less relevant for a language course in general, for the course that you are developing in particular.

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CULTURAL COMPONENT
Home culture
Culture of the (native) English-speaking people
Cultures of

other speech communities
Global cultural norms

In the course units which you studied before, find elements of culture, if any?

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SHOULD LITERATURE BE PART OF YOUR COURSE?
Wide range of authors and

texts
But are they essential, or desirable components of your course?
What are the advantages and disadvantages of teaching literature as part of your language course?

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Course content and mind maps

Содержание

KATHLEEN GRAVES’DESIGNING LANGUAGE COURSES 2002PENNY UR’S A COURSE IN ENGLISH LANGUAGE

LECTURE OUTLINELinguistic content of the course Conceptualizing the content for your

COURSE CONTENT (AFTER K. GRAVES)

FOCUS ON LANGUAGE: LINGUISTIC SKILLSPhonology: Individual sounds, words, stress, rhythm and

FOCUS ON COMMUNICATION: SITUATIONS AND FUNCTIONSSituations are the contexts in which

Situational or functional syllabus

TOPICS AND THEMESWhat the language is used to talk or write

COMPETENCIESSituations + linguistic skills + functions A competency attempts to specify

SKILLSSpeaking: Inferring attitude, feeling, mood; using interactive strategies; summarizing; paraphrasing.Listening: Listening

TASKSInteractions whose purpose is to get something doneTask can be for

CONTENT Subject matter other than language itself Two approaches: For

Find two different textbooks for EFL. Look through their tables of

HOW TO CONCEPTUALIZE THE COURSEIf you are developing a course from

NON-LINGUISTIC CONTENT Subject matter other than language itselfStudy the list of

CULTURAL COMPONENTHome culture Culture of the (native) English-speaking people Cultures of

SHOULD LITERATURE BE PART OF YOUR COURSE?Wide range of authors and

UNDERLYING MESSAGES?SexismAgeism Social and cultural orientation

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