开始时间: 02/02/2015 持续时间: 4 weeks
授课老师： Ian James
The course structure is the same for all
learners and there are opportunities for them to link up with colleagues from
universities all over the world who share the same discipline and discourse
community, to ask questions and exchange ideas.
This MOOC targets lecturers who wish to begin using English in their teaching. A priori, this means university lecturers from countries where English is not the L1 or a widely-used language (Romance language-speaking countries, for example), though in fact the course is open to teachers from all educational stages who want to teach through English, following the principles of EMI (English Medium Instruction).
On completing the course, the lecturers should be able to do the following.
a) Have gained confidence and skills to teach a university subject in English.
b) Integrate all aspects of CLIL (methodological, pedagogical, strategic, attitudinal, motivational, linguistic, sociolinguistic and pragmatic) to put together their own English-medium course on their particular subject.
c) Describe the characteristics of the university lecture discourse genre (planning, agents, channels, phases, dynamics, and current flexibility of the genre).
d) Understand and perform the basic linguistic macro-functions within English teaching discourse .
e) Understand and perform, using the appropriate linguistic exponents (vocabulary, structures, phraseology), the main micro-functions in English teaching discourse : metalinguistic, informative, evaluative, inductive, and social.
f) Consolidate their oral expression and interaction skills, and their grammar and vocabulary, at English levels C1 and C2 as defined by the Council of Europe.
English for Teaching Purposes is a course provided by the Language Service at the Universitat Autònoma de Barcelona (UAB).
The English for Teaching Purposes team members are:
Week 1. Implications for
lecturers of switching to English as the classroom language at the university.
Analysing the critical issues (contextual, linguistic, motivational, and
methodological aspects). Level of English. Managing anxiety. Rethinking
teaching to improve it. Teachers’
discourse. Analysing real practice and choosing a particular class as a basis
for later course work.
Week 2. Principal sequences of teachers’ discourse: explaining and justifying. Functions related to discourse structure: beginning and ending a class, concluding. Functions related to clarifying concepts for the students: giving examples, classifying, comparing and contrasting, defining.
Week 3. Functions related to information management: describing processes, expressing cause and effect, describing graphs, helping learners to manage new information. Functions related to evaluation: expressing certainty, presenting evidence, giving one’s opinions. Functions related to induction: giving instructions, motivating learners. Functions related to socialisation: handling classroom interactions and questions in the learning environment.
Week 4. Characteristics of recorded classes. Recording the class sequence analysed throughout the course.