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Additional guidance by way of preparation代写

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  • Assignment 1:  Additional guidance
     
     
    Here are some guidelines to help you get started on Assignment 1. We will post very shortly and discuss with you all how you might go about organising your paper.
     
     
    Remember –
    if you do not have experience of your own teaching to work from it is perfectly ok to use a course-book as an instance of program design. In that case you should make a copy of the front pages of the book that describe who it is targeted to, and you should also include any map of the contents. Then you should choose 2 consecutive chapters to use to review and discuss.
     
    Here is what you need to do by way of preparation:
     
     
    1:  Think about and make note on the kinds of decisions that teachers could make in designing syllabuses for language teaching.     
     
    What decisions do/did you get to make in the program you are describing?
     
    If you basing your assignment on a ‘course-book’ as an instance of program design, what decisions have been made by the course-book writer(s)? what decisions are left open to teachers and students who use the course-book?
     
    Find relevant readings, review them and note any useful sections you might use as a quotation. NOTE: Do NOT insert whole tables or whole pages of points as quotations.
     
     
    2: Think about and make note on the kinds of information that could be gathered in a needs analysis exercise for a language-teaching syllabus/program
     
    What kinds of needs analysis did you undertake in the program you are describing?
     
    If you basing your assignment on a ‘course-book’ as an instance of program design, what kinds of needs analysis do you imagine might have underpinned the development of the textbook you are reviewing? What more could be undertaken and how by teachers using the course book
     
    Find relevant readings, review them and note any useful sections you might use as a quotation. NOTE: Do NOT insert whole tables or whole pages of points as quotations.
     
     
    3: Discuss the organisation of the program or syllabus
    How has the general domain of the subject area (eg English language, literacy, etc) been divided up into sections of a program or syllabus (units / modules/ chapters, etc). Discuss the kinds of principles that underpin this division into segments.
     
    Find relevant readings, review them and note any useful sections you might use as a quotation. NOTE: Do NOT insert whole tables or whole pages of points as quotations.
     
     
    4. Discuss the aims, goals, and objectives of the program or syllabus.
    Are they stated explicitly? Are they evident implicitly?  What are examples of goals and objectives? What kind of view of language do they reflect?
     
    Find relevant readings, review them and note any useful sections you might use as a quotation. NOTE: Do NOT insert whole tables or whole pages of points as quotations.
     
     
    5. Discuss sequencing of content in a language-teaching program?
     
    What principles guide sequencing of content in the program you are describing?  
     
    If you basing your assignment on a ‘course-book’ as an instance of program design, what principles have guide the sequencing of content the course-book you are reviewing?
     
    Find relevant readings, review them and note any useful sections you might use as a quotation. NOTE: Do NOT insert whole tables or whole pages of points as quotations.