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Criteria for syllabus design
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40-Ш- Конспект лекций (каз)
- Бұл бет үшін навигация:
- Questions for students: What is a syllabus What does a syllabus include
- Practical aims
- Educational aims
| Criteria for syllabus design
In defining the structure of the proposed syllabus we have drawn up key points which are needed in order to specify learning objectives, select and grade activities as well as to evaluate grammar progression. These are: 1. customising the global Common European Framework descriptors to meet the specificities of the training course/s; 2. identifying specific topic modules to be used without considering any particular chronological or developmental order in terms of grammar and lexis complexity; 3. identifying seven syllabus areas (grammar, lexis, phonology, functions, language skills, methodological indications which are strictly related to the topic areas) and their corresponding focus specifications; 4. creating tables and grids for (self-)assessment and evaluation; 5. proposing extra benchmarks and activities to develop in an ‘expanded’ version of the Performance and Language Integrated Syllabus. Questions for students: What is a syllabus? What does a syllabus include? What are the equirements of a syllabus? How many criterias for syllabus design Primary education in a foreign language Primary education or elementary education is typically the first stage of formal education, coming after preschool/kindergarten and before secondary school. Primary education takes place in primary schools, elementary schools, or first schools and middle schools, depending on the location. What is a foreign language and its importance? A foreign language is one of the main subjects in modern education, usually starting from primary school. At first glance, teaching English to kids might seem a very simple task, since no deep knowledge of the language is required. However, teaching a foreign language is not just about knowing grammar patterns or advanced vocabulary, but about having appropriate skills, being aware of the most efficient methods and techniques to teach learners. In this respect, teachers may face some challenges in primary school. In this article, we will be presenting the main difficulties of teaching English to younger learners. Usually, primary school children start learning English with great enthusiasm, they initially have high motivation and are interested in listening to a foreign language, and speaking it themselves. Children tend to really enjoy learning a new language at primary school. Most language-learning techniques are great fun, and children get a real sense of achievement from mastering and using new key phrases! By studying a foreign language, children are given the opportunity not only to learn about other cultures but, more importantly, to communicate with others too. It is also a thoroughly enjoyable subject to learn, with less emphasis on the written word and more on practical tasks, such as drama, story-telling, role-play, speaking and listening. Primary education has different meanings in different educational systems. They fall, however, into two large groups: (I) primary education as the minimum compulsory full-time schooling. In that sense it is often also referred to as elementary education; (2) primary education as one of the early phases of the educational process. Primary in that sense is the education of younger children. Currently, the problem of early foreign-language education in the conditions of primary school is becoming more urgent, which causes a natural controversy among educators, psychologists, and methodologists; it is facilitated by the fact that a foreign language creates excellent opportunities for awakening interest in the linguistic and cultural diversity of the world, respect for languages and cultures of other nations. There are three aims that should be achieved in foreign language teaching: 1. Practical aims – the acquisition of foreign language as a means of communication. Practical aims include habits and skills which pupils acquire in using a foreign language. Habit is an automatic response of the brain, acquired normally as a result of repetition and learning. Skill is a combination of useful habits serving for concrete purpose and requiring application of certain knowledge. 2. Educational aims – they develop pupils’ mental abilities and intelligence in the process of learning the foreign language. Teacher develops the pupils’’ voluntary and involuntary memory, his imaginative abilities and will power. 3. Cultural aims – while learning a foreign language, pupils get acquainted with the life, customs and traditions of the people whose language they study through visual and reading material; with the countries where the target language is spoken. жүктеу/скачать 167,52 Kb. Достарыңызбен бөлісу:
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