学学学学学学学学学学学学学学学学学学学学 为为为为为为为为为为为为 ,、,。,一,,,、, 2为 为为为 ,。 2016 为 1 为 25 为为 2016 为 2 为 7 为为为为为为为为为。 学学学学 为为为为为 EF(Education First) 为 为 为 为为为为 为 为为为为为为为为为 为为为为为为为为为为为为为为为为为为为 ,,。 为为为为为为 为为为为为 。一, 为为 , 为为学学学学学 、、、、为为为为为为为 一,;、,。。 为为为为为 为为为为为为 ,, Southern New Hampshire University 为为为 ()、 EF 为为为为为为书 。 学学学学学学学学学 4250 学学/学 学 ( 27000 学 学 ),: 为为 32为为 ( 40 为 为 一)2 为为为 为为 , 为为为为为为为为为 为为 一 为为为为 为为 、 为为为为为为为为为为为为为为为 为为 为为为为为为 为为为 ,( B2 为 为 )。。 学 2016 学 12 学 1 学 , 学学学学 EF 学学学学学学学学 [email protected]学学学学学学 学 ,: 021- 61336136 学学学学学学 。《》《》。 EF 学学学 、、。 EF 学学学 EAP 学学学学学学学学 学 一、 - Graves, K (2000) Designing Language Courses: A Guide for Teachers, National Geographic Learning - R. Jordan (1997) English for Academic Purposes : A Guide and Resource Book for Teachers, CUP - McCarter / Jakes (2009), MBT:Uncovering EAP: How to Teach Academic Reading and Writing, Macmillan - D. Nunan, (1988) Syllabus Design, OUP -Aish& Tomlinson (2013), Lectures: learn listening and note- taking skills, Collins EAP, ---Cox & Hill (2011) EAP now! Pearson -Oshima& Hogue (2006) Writing Academic English (4 th Ed.), Pearson Longman -Lally, Matthews, Alison &Thwaites (2008) Critical Thinking, OCR -Other materials as needed 学学 、
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- R. Jordan (1997) English for Academic Purposes : A Guide and Resource Book for Teachers, CUP- McCarter / Jakes (2009), MBT:Uncovering EAP: How to Teach Academic Reading and Writing, Macmillan - D. Nunan, (1988) Syllabus Design, OUP-Aish& Tomlinson (2013), Lectures: learn listening and note-taking skills, Collins EAP, ---Cox & Hill (2011) EAP now! Pearson-Oshima& Hogue (2006) Writing Academic English (4th Ed.), Pearson Longman-Lally, Matthews, Alison &Thwaites (2008) Critical Thinking, OCR-Other materials as needed二、培训产出
European Union Comenius and Grundtvig grants. Former East German cultural ministries (Brandenburg, Mecklenburg-
Vorpommern,Sachsen)Department of Education, ThailandDepartment of Education, Valencia, SpainMinistry of Education, Saudi Arabia Ministry of Education, Tatarstan, Russian Federation (2012, 2013)Ministry of Education, Kazakhstan, 2013Ministry of Education, Moscow, Russia, 2014
我们全球各地的课程均获美国 Southern New Hampshire大学认可。我们的英国学术英语由牛津布鲁克斯大学主持,商务管理证书课程则获得威尔士大学认可并有效。在澳大利亚,我们的大学预科课程,一般硕士/MBA课程获得多所大学认可。与 Suffolk大学合作推出的大学进阶课程能够让学生获得大学认可的学分。我们开设的学术英语课程获得全球广大用人单位、大学及政府认可。EF 位于英国的几所学校为英国私立延续教育及高等教育认证委员会认证学校。EF海外预科课程为 EF海外国际语言学校之组成部分,经英国国家边境署授权根据“英国移民积分体系”第 4级招收国际学生。四、英孚波士顿校区
Proposal for a 2-week Teacher Training and Practice Course
History of Teacher Training Courses at EF ILSEF International Language Schools have been offering Teacher Training courses to foreign teachers of English since the late 1980’s, when we started offering courses to East German teachers, who had never been to an English-speaking country. Since then we have taught English teachers from all corners of the world, including South America, Northern, Central and Southern Europe, Russia and Asia.
The level of the courseThis course is aimed at foreign English language teachers with a minimum CEF level of B2. This level is necessary to master the content of the course. The course will be entirely taught in English.
Daily and weekly scheduleTrainees will attend 32 40-minute lessons per week (40-minute lessons are combined into 80-minute instructional blocks), depending on the needs of the group. Three 80-minute blocks per day are devoted to teacher training pedagogy and practice; the topics are listed below in the Pedagogical Outline of the Course.
Peer Teaching The best way for teachers to ensure that they have understood the information presented in the course is to teach and to observe other teachers. There will be weekly opportunities during the course for teachers to present a lesson to their peers.
ObservationsThere will also be opportunities for teachers to observe or assist EF teachers.
CertificateTeachers will receive an EF Teacher Training Certificate at the end of their course, provided that they have attended all sessions and completed all assignments.
The TrainersAll trainers are experienced English teachers and trainers, holding CELTA, DELTA or advanced degrees in languages and linguistics.
EF UP course and EAP teacher training
EF University PreparationEF Education First is the world’s largest privately-owned educational organisation. Since 1965, EF has successfully helped over 3 million students obtain an overseas education. EF’s mission is to break down barriers of language, culture and geography.EF University Preparation Abroad is that part of EF which focuses on preparing students for university preparation and placement in the UK, the USA, Canada and Australia. Students successfully completing an EF University Preparation Abroad course may be placed at one of 100+ partner institutions worldwide, though many choose to apply to otherprestigious universities.
Teaching and Learning StrategyThe guiding principle of the teaching and learning of the schemes is preparation for university learning environments. The delivery of courses is through a variety of means appropriate to the subject in accordance with QAA guidelines.It is recognised that out students are transitional learners coming from different academic environments with adivergent set of educational values and strategies and values, and so all teaching and learning strategy has to justifyand contextualise the strategy used. Teaching methodology therefore is more explicit than in UK schools and colleges, and we strive to remove all cultural presuppositions from our teaching, especially with regard to PBLstrategies, criticality as a tool, group work and issues of originality
Pedagogical Content of the CourseTeacher Training ContentSelected references: - Graves, K (2000) Designing Language Courses: A Guide for Teachers, National Geographic Learning- R. Jordan (1997) English for Academic Purposes : A Guide and Resource Book for Teachers, CUP- McCarter / Jakes (2009), MBT:Uncovering EAP: How to Teach Academic Reading and Writing, Macmillan - D. Nunan, (1988) Syllabus Design, OUPAish& Tomlinson (2013), Lectures: learn listening and note-taking skills, Collins EAP, Cox & Hill (2011) EAP now! PearsonOshima& Hogue (2006) Writing
Practice and outcomes: Through daily hands-on experience and observation, participants will be able to identify, practice and evaluate different approaches and how to teach English for academic purposes with concrete focus on their particular teaching situations and students.
Academic English (4th Ed.), Pearson LongmanLally, Matthews, Alison &Thwaites (2008) Critical Thinking, OCROther materials as needed
Week 1: Teaching EAP
Day
Teacher Training Content Practice and Outcomes
1 Introduction to course, participants, lecturers; Warmers, icebreakersHistory of English language teaching, with focus on EAPContemporary methodologies (and how they relate to EAP)Who are your learners? Learning styles and strategies
Prepare a warmer/icebreakerIdentify your teaching approaches which characteristics can be applied to your teaching situation?
Understanding and creating learner profilesIdentifying learner needs and learner strategies
2 Academic WritingProduct and process approachesImportance of genre in writingCorrection of written errors
Trainees design and deliver EAP writing lesson
3 Techniques for effective Academic listeningTop-down vs. bottom-up processingStages of listeningTypical challenges of listenersNote taking skills
Analyzing an authentic lecture:(1) an example from your textbook(2) an example of an authentic listening
4 Academic Reading: top-down vs. bottom-upReading techniques beyond comprehension; stages of readingAcademic word lists
Skim and scanning. Exam skills
5 Academic presentationGetting students to speakCommunicative activities. Error types and how to correct
How to maximize student talking time
Week 2: EAP Pedagogies and course design
6 Teaching critical thinking: success through critical thinking
Analyzing , developing and evaluating arguments
7 PBL teaching skill Best Project designTeacher role
8 Student-centered TeachingLearner Autonomy
Blended learningNew technologies
9 Classroom observations Analysis of teaching techniques and learner errors.