北京师范大学英语教材分析与设计Lecture5researchissues.pptVIP

Functions Forms Examples Asking for permission general questions statement May I use your phone? I need to make a call. Option 2 Option 3 (functional-notional grammar) Application targets structures Examples Identifying belonging relation Possessive case pronouns Father’s handbag my storybook Should materials have tasks, activities or exercises? Tasks are always activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome (Willis, J. 1996:23). Issue 4 Tasks are goal-oriented. The emphasis is on understanding and conveying meanings or messages in order to complete the task successfully. All tasks should have an outcome, e.g. a summary report based on a survey. When doing or performing tasks, the learners are free to choose whatever language forms they wish to convey what they mean, in order to fulfil the task goals. Activities are not necessarily tasks: e.g. write four sentences describing the picture; work in pairs and find the differences in the two pictures. Exercises are often aimed at language form accuracy, especially written practice of grammar. Assignment 1. Design a 20-minute lesson to teach one of the following grammar items: (1) the past simple tense (2) The subjunctive mood (3) the relative clause 2. Explain your design to the class. Analyzing and Developing English Teaching Materials Lecture 5: Research issues on materials development Before we start … Have you heard or read about any conflicting ideas (controversies, debates) about developing ELT materials? If yes, what is your stance? Major controversies in the field of materials development in language teaching Part 1 The part draws on “Materials development” (Chapter 9) by Brian Tomlinson, in The Cambridge Guide to Teaching English to Speakers of Other Languages, edited by Ronald Carter and David Nunan, Cambridge University Press, 2001. 1. Do learners need a coursebook? Yes, because: It is a convenient form of presenting materia