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LANGUAGE TEACHING material and curriculum design

LANGUAGE TEACHING material and curriculum design. Date: 05/01/2008 Director: Professor Mavis Shang Roger, Yu 9610009M. The Literature Curriculum. Literature-based Reading Determining the Approach & Goal Balance in book selection Determining Units of Study Fleshing out the Units of Study

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LANGUAGE TEACHING material and curriculum design

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  1. LANGUAGETEACHING material and curriculum design Date: 05/01/2008 Director: Professor Mavis Shang Roger, Yu 9610009M

  2. The Literature Curriculum • Literature-based Reading • Determining the Approach & Goal • Balance in book selection • Determining Units of Study • Fleshing out the Units of Study • Evaluating the Literature Program (Carol, Lynch-Brown, 2004)

  3. Literature-based Reading • Daily reading aloud by teacher • Reading skills taught within meaningful contexts • Quantities of good trade books selected to match specific interests and approximate reading abilities

  4. Literature-based Reading • Daily silent reading by students • Daily opportunities to share reactions to books orally • Daily opportunities to respond to literature in different ways • Frequent individual student-teacher conference

  5. Determining the Approach & goal • Genre • Knowledge of different genre gives students usefulschemata • Author or Illustrator • Knowledge of author or illustrator • Knowledge ofauthors’orillustrators’ • Literary Element and Device • The better understanding of the skills of writing • Applying this knowledge to their writing

  6. Determining the Approach & goal • Notable Book • Understanding, discussion, and comparing. • Independent reading • Do notfix the list of books from year to year • Theme or Topic • To become aware of the power of literature to explain the human condition • Be changed according toagesof students • Combinational Approach

  7. Balance in book selection • Reading aloud • Class study • Small group study • Independent reading • Selected present the diversity of character • Selected present the diversity of setting • Selected present the diversity of theme

  8. Determining Units of Study EX : A Genre Organization Approach UNIT1Tradition Literature • Mythology • Legends • Folktales • Read-aloud UNIT2Modern Fantasy • Short stories • Read-aloud UNIT3 Historical Fiction • World War

  9. Determining Units of Study EX : A Genre Organization Approach UNIT4Contemporary Realistic Fiction • Collection of essays • Read-aloud UNIT5Mystery • Drama • Role-play UNIT6Science Fiction • Background of environment protection • Articles of the Internet • Sharing independent finding

  10. Fleshing out the Units of Study • Two Methods of Organizing Details of Units • WEBS • Visual overview • More organized • Ex1:to teach literary element—character #11 • Ex2:literature across curriculum—history or social studies #12 • Literature Units—Organized by day or by week • Objectives #11 • Procedure and method #12 • Evaluation

  11. Evaluating the Program • Traditional paper test • Oral test • Personal observation • literature program focus on—students’behaviors rather then concepts of units • Checklist for involvement—to evaluate form teachers’ perspectives #14 • Checklist for classroom environment—toevaluate form students’ perspectives #16

  12. Q and A THANK YOU FOR ATTENTION

  13. EX1

  14. EX2

  15. EX3

  16. EX4

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