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TBP 3판 Chapter9. Curriculum Design 평가B괜찮아요

Chapter 9. Curriculum DesignSecond language curriculum development processIDENTIFY SITUATION, CONTEXT, STUDENTS ANALYZE NEEDSFORMULATE GOALSCONSTRUCT LESSON PLANSDESIGN COURSE UNITS AND MODULESDETERMINE COURSE CONTENT SEQUENCES, STRUCTURETEACHASSESSTEACHERREVISE CURRICULUMPROGRAMSTUDENTSThe teacher training, experience, teaching styles, personality L2 proficiencyImplicit formative assessment of Ss, self, and courseThe institutionMaterials and resourcesCurriculum Development : An OverviewEducation Setting - Societal and cultural norm - Institutional framework into which the course must be integrated - The broad instructional goals of the program - The structure of the program - Physical conditions ( e.g. classrooms) / resources (labs, computers, AV, materials) - The learners Class characteristic - Homogeneity of learners / the size of the class / its(class) relationship to others that learner are taking Faculty characteristics - Qualifications of teachers : training, experience, methodocher reports, observations, and interviews of teachers and students - gathered information * demographic data on learners (including language ability, interests) * needs expressed in terms of proficiency levels * language skill to be addressed * What learners need to do in English (target contexts for English use)Subjective needs - Focus on needs as seen through the eyes of the learners (but, sometimes learners' perceived needs do not match their actual needs) -Interviews, questionnaires, teachers' perceptions, observations, and the opinions of experts - gathered information * learners' attitudes toward the target language and culture * expectations that students have of themselves and of the course * purpose that students perceive for studying English * specific language skills that students wish to focus on * preferences (styles, strategies) that students have abut their learningNeeds AnalysisA second step in the process of developing or understanding a course centers on the needs thprocess of addressing the challenges and conflicts of particular task - Institutional requirements and conditions that impact on the course - choose administrative authorities in order to obtain approval, budget, space and staffing - contradictions between what learners want/ need and institutional constraints - budgetary constraints and how to effectively construct for maximum efficiency and accomplishing goals - problems surrounding faculty qualifications and availability - conflicting expectations between administrators and teachers on what the course can accomplish - requirements for student assessmentProblematizingGoal • broadly based aims and purposes in educational context • associated with whole programs, courses, or sizable modules within a course • Brown : “general statements concerning desirable and attainable program purposes/aimsSpecifying GoalsObjective • more specific than goals • refer to aims and purposes “specific statements that describe particular knowledge, behavio grammatical, lexical, and/or phonological forms to be taught, again matched to the sequence of functions 6. A sequential list of skills (listening, speaking, reading, writing) 7. Matched references throughout to textbook units, lessons, and/or pages, and additional resources (audio, visual, workbooks) to be used 8. Criteria to be tested and genres of assessment (traditional tests, journals, portfolios, etc)The process of reviewing potential textbooks, materials, and resources - ideally takes place in concert with conceptualizing the syllabus Ways of approaching the process of reviewing textbooks and making a final decision (Richard) 1. They should correspond to learners' needs. They should matched the aims and objectives of the language programs 2. They should reflect the uses (present or future) that learners will make of the language. Textbooks should be chosen that will help equip students to use language effectively for their own purpose. 3. They should take account of students' n : the possibility of a practical, quick level check of students' attainment Midterm and final exam : short essays, oral production, and more open-ended responses along with some of techniques Journals, portfolios, conferences, observations, interviews and self-and peer-evaluationManifestation of program evaluation : Evaluation of the teacher and of the program itself Students, teacher and program – are interdependent - If students are successful, the cause could be either the teacher or the syllabus, and not just the performance of students →The success of a program : a great extent a teacher's talent and ability to adapt a syllabus to students How to account for all the possible variables contributing to the success of a program 1. All the “player” need to consulted - including students, teachers, course developers, administrators, sponsors 2. Consider the audience of the evaluation 3. Consider various aspects of program - Appropriateness of the course goals (in meeting needs and pur}

인문/어학| 2009.09.22| 8페이지| 1,500원| 조회(855)

tbp, Curriculum Design

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중2 영어 두산(장)_5. My Missing Piece수업 지도안

English Lesson PlanTextMiddle School English, Doosan(Jang) Publish Co.UnitLesson 5. My Missing PieceTeacherStudent teacherⅠ. Master Plan1. Date : May, 29, 2009.2. Target Learner : Middle school 2nd grade students3. Textbook : Middle school English Doosan _Jang Publish co.4. Unit : Lesson 5. My Missing Piece5. Focused Teaching Method : Overall based on- CLT (Communicative Language Teaching): Using authentic and meaningful material, encouraging interactive participation, inspiring free and natural use of English.- Cooperative Learning: Participating in pair and group activities to reach the same goal.6. General Aims :1) Four General Objectives of the Curriculum① Students can listen to dialogues about a familiar situation.② Students can ask and answer the questions about a familar situation.③ Students can learn communicative expressions and apply them to a dialogue.④ Students can guess the possible questions from the given answers.2) Communicative FunctionsStudents can learn the followingfic events.Students can continue the story.p.86-88335After You Readp.8910Students can use their imagination to predict what happens next.Talk and Talkp.90-91445Students can learn communicative expressions and apply them to a dialogue.Words, Soundsp.92510Students can discriminate short and long vowels [u]/[u:].Grammar in Actionp.9320Students can learn the key points of grammar in Lesson 5.Think and Find Outp.9415Students can learn how to express their own thoughts or opinions.Write and Speakp.95620Students can express their feelings.Students can understand the usage of 'causative verbs.'Break Timep.9625Students can listen to some directions and follow them.Finish Linep.97-98745Students can listen and rearrange pictures according to time sequence.One More Stepp.99845Students can guess the possible questions from the given answer.DIY Readingp.100Students can read English poem ‘Rainbow Friends'.8. Teaching Aids : CD-Rom , PPT, White-board, Computer, TV screen, Quiz boardⅡ. Sub PlanUNITTALKand learn today.To achieve goals we are going to ~(points out the outline of the lesson1. learn useful expressions2. do a group activity3. making a dialogue and perform a role play3'DEVELOPMENTCommunication Tools* Show 3 different pictures and students learn expressions related with the pictures.Now, we are going to learn some useful expressions.Firstly, make students listen scripts and repeat it loudly.Look at this screen. What situation is this?1. When you want to express your happiness or satisfaction, What can you say?2. When someone invites you to something, but you cannot make it, what can you say? You don't want to say just "No, I don't." You should be polite, but at the same time you have to say" No"3. If you want to check whether the other person is sure about something, what can you say?( Teach similar expressions with dialogues in textbook)- Now, we are going to read these expressions. 1,3,5 groups will read dialogue A and 2,4,6 groups will read dialogue B.Shall we start?Excs this?(Teacher explains summarized story in the pictures)*Noticing how the basic expressions are used in a situationYou're looking at the Beast and Beauty. Behind them we see a nicely-set table with candle. What is the Beast saying? Maybe he's inviting Beauty for dinner. Then What do you think Beauty is saying?Students can guess what situation is in the picture.Students read a script in the textbook altogether. And practice it with their partner.PPTCD-ROMPictures7'You're talking*Practicing the same expressions used byother characters in a different situationWho are they?Where are they?(If there are some difficult expressions for students, explain detail)Let's listen and follow the recording.*Memorizing thedialogue androle-playingI going to give you 5 minutes to practice. Try to memorize the dialogue. I will walk around you, raise your hands and ask me a question if you have any.Ok. Time's up.(Make a situation)Here is at the Lost and Found Office. You miss your belongings. So you are aion has different point. A group who say correct answer can just choose next question and point whatever the group want.Is everything clear?If you get the full score, then I will give you a prize. You got it?Here we go~!Good job.I'm so proud of you.Yes, we are.Ok.I got it.Thank you.WhiteboardGameboard13'Summary&Assigning HomeworkNow, let's wrap up today's lesson briefly.Look at the screen.Today we've learned some useful expressions.And then, please the scripts aloud three times at home.Or you can practice it with your partner. Ok?That's your homework for today.Yes.PPT2'Announcement of the Next Class& Closing the ClassOk, guys. That's it for today. Did you enjoy today's class? Did you like the activities?Any Questions?Look at the screen.We will review some words, sounds and grammar next class. O.k?Thank you guys.All of you did really good job and actively participated in the activities.Bye~ Have a nice day!Yes/ NoOk. Bye~Thank you.Have a nice day(Attention, bow!)PPT1'PPTCD-ROMAttachment보기

교육학| 2009.06.21| 9페이지| 1,500원| 조회(545)

영어, 지도안, 수업, 수업지도안

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