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Content Organization Approach Design

NEW SENIOR ENGLISH FOR CHINA Written based on the national curriculum in terms of Curriculum characteristics Basic concepts Teaching objectives Teaching requirements. Content Organization Approach Design. The structure of the English curriculum for senior high school.

derek-cohen
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Content Organization Approach Design

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  1. NEW SENIOR ENGLISH FOR CHINAWritten based on the national curriculum in terms of Curriculum characteristicsBasic conceptsTeaching objectivesTeaching requirements Content Organization Approach Design

  2. The structure of the English curriculum for senior high school

  3. The structure of the course books Modules 1-5 to Level 7 Compulsory (2400-2500) Graduation Modules 6-8 to Level 8 Selective (3300) College entrance Modules 9-11 towards Level 9 Selective (4500) Each module consists of 5 units Every SB unit has 8, 9 or 10 pages Every WB unit has 7, 8 or 9 pages

  4. Characteristics of NSEC 1 Facilitation of developing Ss’ affective attitudes and personality  Up-to-date reflection of contemporary life Informative interdisciplinary and cross-cultural Educational world outlook, outlook on life and social value patriotism (national and international) Authentic true to modern society and realistic life Appealing meeting the needs of Ss’ physical andpsychological development Interesting (content, form, design, layout)

  5. 2 Integration of innovation and tradition Integration of Topics, Function, Structure and TBL activities   Adopting modern teaching approaches Highlight communication while using compre- hensive teaching methods Topics – core of each unit Function and structure – main line Tasks/Projects — production Presenting knowledge and practice skills in a step-by-step way Meet the needs of Chinese Ss’ development of cognitive faculties Facilitate Ss’ construction of theirknowledge system

  6. Acquiring Participating Enriched experience Experience (Brainstorm) Skills Knowledge Competence Learning Practicing

  7. 3 Emphasis on fostering students’ creativity and autonomy Providing abundant material full of imagination Optimizing learning strategies to develop learner autonomy Transforming learning style Observation/Discovery Experience/Inquiring Information processing Problem solving Using elicitation method of teaching Develop personalized learning methods and styles Promote Ss’ independent, creative and critical thinking

  8. 4 Elasticity and flexibility A teaching kit not merely a textbook to meet diversified needs of students provide supplementary materials and various kinds of resources reinforce learning and teaching give free rein to students’ individual potential

  9. 教师用书 TB 练习册 WB 朗 读 带 听 力 带 教学挂图 阅读同步训练 听力同步训练 评价手册 学生用书 Student’s Book PEP UP YOUR ENGLISH CD - ROM 写作手册 VCD 教学投影 泛 读 泛 听 语法手册

  10. 5 Diversified assessment Establish a better assessment system to promote Ss’ development Integrate formative and summative assessment Self assessment and peer assessment Qualitative and quantitative assessment Conducive to self-monitoring and self- adjustment of learning goals and strategies Build up self-confidence in learning

  11. Use of the course books The course books work as the core of the teaching resources. They play a very important role in implementing the curriculum. Course books are used as a tool in teaching and learning. The teacher is the master of the textbook not a slave to it. The teacher should design curriculum based on Ss’ needs. The teacher should use the book in a flexible and creative way.

  12. Teaching of phonetics Teaching phonetics is incorporated in teaching vocabulary, dialogues and reading passages. Speech and listening cassettes are used to improve Ss’ pronunciation and intonation. Reading，even reciting poems, plays and famous speeches is a very effective way to practice intonation and rhythm.

  13. Teaching of vocabulary The word lists help Ss learn pronunciation, spelling and meaning. Word formation receives great attention. Give instructions on how to use a dictionary. Teach Ss to use lexical learning strategies, eg comparison, association, classification. Compare the usage through translation. Encourage Ss to use new words and expressions in context.

  14. Teaching of grammar Encourage Ss to discover new grammar items from the context. Elicit Ss to find out grammar rules. Get Ss to understand the meaning and grasp the form. Provide situations in which Ss can use the new grammar items.

  15. HOW TＯ DEVELOP FOUR SKILLS Listening Hearing-processing-understanding Pre-listening Set the context and plan the task While-listening Play the tape Grasp main ideas and detailed information; answer questions Post-listening Check answers Carry out tasks Hand out listening text if you can

  16. Reading Seeing, processing, understanding Pre-reading Prediction and activation While-reading Set a context for the task Deal with key words Ask questions (purpose for reading)

  17. Read silently to find answers More explanation if necessary Read again and answer factual questions in Comprehending． Play the tape, listen and repeat Post-reading Answer inferential questions Fulfill more tasks

  18. Speaking Creative thinking processes Be active in communicating with people and expressing ideas Use daily expressions and grammar appropriately Use strategies to continue talking (stalling, paralanguage, reduction and simplification strategies)

  19. Writing Physical and mental processes Accuracy, correct use of reference words, conjunctions and coherence 1 Generation of ideas 2 Planning 5 Finalization 3 Drafting 6 Evaluation 4 Editing

  20. Thank you!Wish you success!liudaoyi@sohu.comTel: 010-62026485

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