syllabus
丽声英语特色教学分级阅读课程设置
Retell
✓ 加深理解 内化语言
总结评论
Think & Discuss
1. What do you think of the boy?
2. What would you do when your Mum had a new baby?
总结评论
Task 2
✓语言运用的迁移与创新
交流表达
I, Grandma some chocolates
I, Granddad
a toy
all
some shoes
默读朗读
Listen & Read
默读朗读
✓ 为学生提供一个完整、充足、丰富的 阅读体验，提升阅读流畅度。
1
Read together
2
Listen & Read
3
Read independ
talk about?
图片环游
✓ 观察、分析和预测，提出问题
What Who Where When Why How
Right 1
there
2
Think &
Connect
3
Critical thinking
图片环游
图片环游
On Tuesday, Mum had a baby boy. Dad took some flowers for Mum.
词汇知识
语言知识 语法知识
阅读素养→ 阅读能力
语篇知识 信息提取
阅读理解 策略运用
多元思维
文化感知
文化意识
文化理解 文化比较
文化鉴别
第三部分 Syllabus 课程体系
What is taught?
采用Syllabus概念建立课程教学计划制度
Ａｐ ｙ ｎｇ ｔ ｅ Ｐｅ ａ ｏ ｉ ｓ ｏ ｙ ｌ ｂ ｓ ｔ ｉ ｅ ｔ ｅ ｐｌ ｉ ｈ ｄ ｇ ｇ ｃ ｆＳ ｌａ ｕ ｏ Ｇｕ ｄ ｈ
Ｅｓ ａ ｌｓ ｍ ｅ ｆＣｏ ｒ ｅ Ｉ ｓ ｒ ｃ ｉ ｎ Ｓ ｓ ｅ ｓ ｔ ｂ ｉｈ ｎｔｏ ｕ ｓ ｎ ｔ ｕ ｔｏ ｙ ｔ ｍ
从 国 内外许 多 大学 的官方 互 联 网 网站 上 ，或者 从大 学 教授们 的个人 网站上 ，都 可 以查 到他们 所 开设课
程 的 Ｓ ｌ ｂ。 ｙｌ ｉ ａ
大纲 、教学 计划 和具 体 的授课 计 划 的综合 ，再 加上
该课 程 的参考 资料 或者 建议 阅读 书 目目录 。作 为 其
．
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传统 教学 程序 的一 部分 ，在 西方 发达 国家 的所 有 大
学 ，每 一 门课 程 都在 开课 前 把 该课 程 的 ｓ ｌｂ ｓ发 ｙａｕ ｌ 给学 生 ，让 学生 了解 该课 程 的 目的 、任务 、教 材或
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、
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者 主要 的学 习资 料 ，明确 课程 要求 、进 度 安排 、考
查方法 、评 分标 准 ，知道 授课 人是 谁 ，以及如何 与 老师 联系 。这 便 于 学 生作 修 课 选 择 、 预 习和 复 习 ，
维普资讯
syllabus词根词缀解析
syllabus词根词缀解析一syllabus词根的含义和来源syllabus词根来源于古希腊语，意为“课程提纲”或“大纲”。
在现代英语中，syllabus已经成为一个专门的词汇，用来指代一份详细说明课程安排、内容和要求的文档。
二、syllabus词缀的含义和功能syllabus词缀通常用于构成与课程相关的词汇，如“syllabus”、“syllabi”等。
这些词缀具有明确的意义和功能，使得词汇的含义更加具体和准确。
例如，“-syllabi”后缀用于表示“课程提纲”或“教学大纲”的复数形式。
三、syllabus词根和词缀的组合规则和变化规律syllabus词根和词缀的组合具有一定的规则和变化规律。
一般来说，词根可以与其他前缀或后缀结合形成新的词汇。
例如，“syllabi”就是由“syllabus”加上后缀“-i”构成的。
同时，词缀的添加也会引起词性的变化，如“syllabus”是名词，而“syllabi”则是名词的复数形式。
四、syllabus词汇的语义和语用特点syllabus词汇的语义通常与课程安排、内容和要求相关。
在语用方面，Syllabus 词汇通常用于描述课程的具体安排、内容和要求，为教师和学生提供明确的指导。
同时，Syllabus词汇也具有一定的专业性和正式性，通常出现在教育领域的正式文档中。
五、syllabus词汇与其他相关词汇的辨析和区分在英语中，与syllabus相似的词汇还有许多，如“outline”、“course description”等。
这些词汇的含义和用法都有所不同，因此在使用时需要仔细区分。
例如，“outline”通常用于描述一个项目或计划的框架或结构，而“course description”则用于详细描述一门课程的内容和要求。
因此，在使用这些词汇时需要根据具体的语境和需求进行选择和使用。
英美文化大纲Syllabus
U0702025 State of the Anglophone World: History, Geography, Cultures & PoliticsSpring 2016 SemesterLecturer: Marc-André JeanEmail: marc-andre.jean.1@ulaval.caSchedule: Classes #1 and #3Thursday, 8:20 – 9:50 a.m., Xinda 504Class #2Monday, 10:20 – 11:50 a.m., Xinda 802Classes #4 and #5Thursday, 3:40 – 5:10 p.m., Xinda 506Classes #6 and #7Friday, 8:20 – 9:50 a.m., Siqi 505N OTA B ENE:- Class #2, NO CLASS, Monday, April 4th – Qing Ming Festival- Class #2, NO CLASS, Monday, May 2nd – Labour Day Holiday- Classes #4 and #5, NO CLASS, Thursday, June 9th – Dragon Boat Festival - Classes #6 and #7, NO CLASS, Friday, June 10th – Dragon Boat Festival Students support: by email or Xinda Building, door 101Monday and Wednesday, 3:30 – 6:00 p.m. OBJECTIVES:The central objective of this survey course is to give the students a solid overview of the historical, geographical, cultural, and political evolution of the countries of the Anglophone world, also known as the major English-speaking countries, which are: the United Kingdom, the United States of America, Canada, Australia, New Zealand, and to a certain extent, India and South Africa. The lectures start with the coverage of the birth and evolution of the English language and of the Anglophone civilization as a whole. It then focuses on the major English-speaking countries previously evoked. Thus, the emphasis is first and foremost put on the European English speaking countries of the United Kingdom, which are England, the Wales, Scotland, Ireland and Northern Ireland. As the influence of England crossed the oceans from the 17th until the 20th century, this course also covers its extensions in the overseas colonies and territories. That time period of the Anglophone world is characterized by several changes and mutations in the cultural, politic, social, intellectual, artistic and scientific spheres that take place into a universe shaped by structures, behaviours and mentalities inherited from the European world and blended with native societies.At the end of this course, the students will be able to identify the main events and characters of the Anglophone world, from the 17th to the 21st century, to place them into their precise geographical context, to understand the political influences that shaped the international relations of those territories with the rest of the world, and to appreciate the very particular cultural traits of the Anglophone peoples. The characteristics of the various branches of the Anglophone civilization will be understood and the students will be able to identify, to explain and to make links between one another. Moreover, they will be able to place them in perspective with their origins and their modern and post-modern continuation.CONTENT & METHOD OF TEACHING:This survey course rests on weekly lectures supported by a visual presentation designed to give the students a combination of essential pieces of information and knowledge illustrated by selected primary sources such as fundamental texts, maps and audiovisual materials. The calendar covers essential themes of the Anglophone world including, but not limited to, its historical and geographical evolution, as well as politics, literatures, arts and sciences. The lecturer strongly recommends his students to take notes during the classes in order to gather enough information to be prepared for the assessments. They also have to do mandatory readings in the textbook entitled The Society and Culture of Major English-Speaking Countries – An Introduction(2015), and scanned book chapters covering two of the core themes (UK and Australia) that are not in the textbook. The lecturer will give more details on the first class of the semester. A personal research on the internet is also recommended, each and every time the student feels the need to deepen his/her understanding.ASSESSMENTS AND KEY READINGSThree tests are scheduled and students take them without any access to neither their personal notes nor the internet. Those assessments are made to evaluate the students’ spirit of synthesis, their analytical thought and their ability to structure their explanation of the evolution of the Anglophone world. Each test is made of four complementary sections: Section 1 is a set of multiple choice questions (a-b-c-d, choose one answer); Section2 is a set of short answer questions based on the weekly lectures and the mandatory readings; Section 3 is made of blank maps on which the students have to identify different locations, or points of interest such as cities, states, provinces or areas.ASSESSMENTS & GRADE DISTRIBUTION:1. Test #1: 33 %2. Test #2: 33 %3. Test #3: 33 %WRITEN LANGUAGE QUALITYFor the three tests, every set of 10 mistakes will lead to a -1 loss directly attributed to the grade of the assessment in question (-1 / 33). PLAGIARISMDuring any of the assessment, if the lecturer catches a student copying his/her neighbor’s answers, HE WILL FAIL THAT STUDENT.C ALENDARWeekly Class Themes1 Presentation of the courseExplanation of the assessments2 The Anglophone World: Facts and Legends. The Origins of the English Language and the Birth of the Anglophone Civilization.3 The United Kingdom – Part 1 of 34 The United Kingdom – Part 2 of 35The United Kingdom – Part 3 of 36Test #1: The Origins of the English Language AND the United Kingdom – 33% Duration: 1h307 The United States of America – Part 1 of 38 The United States of America – Part 2 of 39 The United States of America – Part 3 of 310 Canada – Part 1 of 311 Canada – Part 2 of 312Canada – Part 3 of 313Test #2: The United States of America AND Canada – 33% Duration: 1h3014Australia – Part 1 of 215Australia – Part 2 of 216New Zealand – Part 1 of 217New Zealand – Part 2 of 218 Test #3: Australia AND New Zealand – 33% Duration: 1h30Selected BibliographyThe Anglophone World – Survey studies GARNER, Steve and REDONNET, Jean-Claude. A Documented History of the Commonwealth. 1999.HICKEY, Raymond. Areal Features of the Anglophone World. 2012 HICKEY, Raymond (ed.) et al. Standards of English. Codified Varieties Around the World. 2012.OMHOVÈRE, Claire (ed.) et al. Perceiving and Representing Space in English-speaking World. 2011.The United KingdomGARNER, Steve and REDONNET, Jean-Claude. A Documented History of the Commonwealth. 1999.WELSH, Frank. The Four Nations. A History of the United Kingdom. 2003.The United States of America HEFFNER, Richard D. and HEFFNER, Alexander. A Documentary History of the United States. 2009.JENKINS, Philip. A History of the United States. 1997.REMINI, Robert V. A Short History of the United States. 2008.ZINN, Howard, EMERY, Kathy and REEVES, Ellen. A People’s History of the United States. 2003.CanadaCONRAD, Margaret and FINKEL, Alvin. Canada. A National History. 2003.GARNER, Steve and REDONNET, Jean-Claude. A Documented History of the Commonwealth. 1999.HAYES, Derek W. Canada. An Illustrated History. 2004 RIENDEAU, Roger. A Brief History of Canada. 2000.Australia and New Zealand GARNER, Steve and REDONNET, Jean-Claude. A Documented History of the Commonwealth. 1999.LYONS, Martin and RUSSELL, Penny. Australia’s History. Themes and Debates. 2005.MACINTYRE, Stuart. A Concise History of Australia. 1999.MEIN SMITH, Philippa. A Concise History of New Zealand. 2005.。
Linguistic and Syllabus
Multi-syllabus
They can design a multisyllabus ,incorporating[ɪn'kɔːpəreɪtɪŋ] features of popular syllabuses They can choose to adopt a different type for the diifferent stages of the program.
Components of syllabus
Aims Objectives Non-language outcomes Learning strategies ['strætədʒi],thinking skills,interpersonal skills Implementation Assessment
The communicative syllabus
7.the skills involved in the knitting together of discourse 8.the variety or varieties of the target language that will be needed. 9.the grammatical content that will be needed. 10.the lexical content that will be needed.
linguistics and Syllabus Design
141413321 潘玉亮
Syllabus['sɪləbəs]
Syllabus and Curriculum Theoretical Views behind Syllabus Design Types of Syllabus Components of Syllabus Current trends in Syllabus Design
1 - Introduction - Syllabus
To insure we don’t let them down:
• we should work together as a single unit, united like a sports team; we should aide everyone in this class to accomplish their goals. • we should utilize our time together; not to waste your time, the university’s time, or your classmates time. • we should never loose sight of your goal; to graduate from this university with the best job in the International Market you can obtain!
But my friends call me Lori –
(pronounced Low-ree)
You may call me Lori…
• Welcome again to the first International Business Class in English. • This class is an historic moment for this department and university. • I am the first English Native Speaking & Educated Professor to teach in your department.
Welcome to the First
International Business Class in English
curriculum近义词以及辨析
curriculum近义词以及辨析
curriculum的近义词有syllabus和program。
curriculum近义词以及辨析如下所示：
1.curriculum的意思是课程，是指一个学校或教育机构规划和安排的
全部学习计划，包括所有教学内容、课程目标、评估方法等。
它涵盖了课程的整体设计和组织。
curriculum的意思更加全面，是针对整个教育体系或学校的总体规划。
2.syllabus的意思是教学大纲，通常是指一门具体课程的详细计划，
包括课程内容、教学方法、学习目标、考核方式等。
它更加具体，针对特定的课程或单元。
syllabus更加具体，是针对单个课程或单元的详细计划。
3.program 可以指一个学科的整个学习计划，也可以用来描述一个
特定的学习项目或课程。
它的范围可以更广泛，可以包括各种类型的学习活动，不仅限于课堂教学，可以用来描述学校、学科、特定学习项目等的整体规划。
syllabus
“理解公共政策”通识课程大纲Course Materials：Textbooks：《理解公共政策》（第十二版）托马斯•R•戴依《公共政策分析导论》（第二版）威廉•N•邓恩《公共政策制定》（第五版）詹姆斯•安德森《公共政策分析：概念、视角与途径》李金珊、叶托Course Description：现代社会公共生活领域问题层出不穷。
然而人们对于用来解决公共问题的公共政策却难保持一致认同。
原因在于，不论是政治家、权威人士、学者还是公民自己提出的解决公共问题的方案的价值偏向，往往不可能与全社会成员保持统一。
理解公共问题的本质以及它们是如何解决的，对于清醒地参与政治讨论，尤其是需要进行投票选择时，至关重要。
“理解公共政策”这门通识课程的开设将会使学生对于“什么是公共问题”、“公共政策如何形成来解决公共问题”以及“公共政策可能造成的影响是什么”有个基本的了解，鼓励学生养成公共政策分析的独立思考习惯，帮助学生对政府是制定公共政策的过程有深入地了解。
Course Objectives：学生将要掌握：• Know what public policy problems are, some theoretical explanations for w hy they happen, and how we solve them through political processes.了解什么是公共政策问题，对于它们为什么会发生的一些理论性解释，以及人们是如何通过政治过程解决它们的。
• Know about public policy problems of current importance and a few perspectives on what to do about them.理解公共政策问题在当下的重要性以及一些如何处理它们的重要观点。
• Compare and criticize postulated solutions to policy problems from the perspective of various approaches to policy analysis.从花样繁多的解决方法观点和政策分析中，学会比较和批判基于假设的对政策问题的解决方法。
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Adair County High School: Mandarin Chinese
Course Syllabus
Contact information:
Teacher: 张老师(Amy Zhang )Email: amy.zhang@
Phone: (270) 779-9289 Room: 105(in the basement)
Course description:
Mandarin Chinese of this semester is an entry level course. It is designed to develop listening, speaking, reading, and writing skills. The main objectives include developing students’ linguistic proficiency, promoting cultural sensitivity, and developing their overall fluency. This course will primarily focus on traditional character version/text and supplement with simplified character version/text throughout the year.
Course goals:
Communicate in Chinese
Understand the culture
Develop insight into their own language and culture
My Classroom Rules:
Be on time to class.
Always raise hand to be recognized.
Follow directions from bell to bell.
Be tolerant and respectful of others.
Respect, Integrity and Accountabilities.
Keep all hands, feet, and objects to yourself.
Engage in class activities with energy and enthusiasm. Have a positive attitude.
Please ask for permission during the class time if you want to move around, include go to the restroom. Be respectful of the teacher – listen and follow directions. Be respectful of your classmates
–listen while others are talking, use polite language. They are the ones who are going to help you learn how to speak Chinese.
No cellphone/electronic devices will be allowed in class.
Please complete your homework on time.
Grading Scale:
A (100%-90%);
B (89%-80%),
C (79%-70%),
D (69%-60%), F (59%-0%).
Grading System:
Homework 15%
Classwork 20%
Quizzes 15%
Tests 20%
Projects 30%
Attendance:
Attendance will be taken every day at the beginning of class. Class attendance and participation are very important. Students are expected to attend all scheduled classes on time. Three absences are the maximum allowed in the entire semester. Coming to class 15 minutes late and leaving early without the instructor's permission will be considered as an absence.
Homework policy:
Homework needs to be turned in on time. It's the student's responsibility to make up all missed work during excused absences.Any homework turned in without a name will receive Zero.
Late Work:
Late work is only worth 60%! An extra week is allowed for excused absences or emergencies accompanied with a parent/doctor’s note. It is your responsibility to come see me outside of class time for missing assignments.
Sign and return this page to 张老师
Students:
I have read the entire syllabus and am ready to do my best in learning. I agree to follow the rules of the class as listed on page 2 of this syllabus and as explained to me in class, including 20 minutes dedicated toChinese study every day of the week.
Print name: _______________________________________________
Signature: _______________________________________________
Date: ____________________。