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CAMPAIGN. English for the Military презентация
Содержание
- 1. CAMPAIGN. English for the Military
- 2. Outline CAMPAIGN objectives & target population CAMPAIGN
- 3. Objectives
- 4. CAMPAIGN is an English language course
- 5. Military English vs. English for the Military
- 6. Components
- 7. The CAMPAIGN components are designed to
- 8. This integrated solution is built on 4
- 9. The core components include … Student’s Books Workbooks Class Audio CDs Teacher’s Books
- 10. The Student’s Books … are based around
- 11. Class audio CDs … include realistic scenarios
- 12. Work Books … follow the same syllabus
- 13. Teacher’s Books include … a comprehensive introduction
- 14. Core components are available at 3 levels
- 15. Supplementary materials include … CAMPAIGN Grammar Practice
- 16. At each level, testing resources include …
- 17. Teacher training resources include … detailed presentations
- 18. Awards & peer review
- 19. In terms of peer review, one
- 20. Hugely impressed by this entry, particularly the
- 21. An excellent example of ESP / functional
- 22. Campaign is an ideal course for all
- 23. On viewing Book 1, I would like
- 24. Instructional design and materials development what goes on behind an ESP coursebook
- 25. Our major concerns at the rationale stage
- 26. WHAT DO USERS WANT? Expectations of learners,
- 27. The planning (“rationale”) stage Direct input from
- 28. Factors that affected our planning for LEARNERS
- 29. Factors that affected our planning for TEACHERS
- 30. Factors that affected our planning for INSTITUTIONS
- 31. SO WHAT? What conclusions could we draw
- 32. Conclusions (selected) Assumed knowledge & skills at
- 33. WHAT TO INCLUDE? Curriculum design & target language use.
- 34. Start point of TESP / TLSP It’s
- 35. In a holistic approach to TLU, the
- 36. Corresponding to domains of language use occupational public personal
- 37. Needs analysis: TLU in the occupational domain Target situation analysis Target language analysis
- 38. Target situation analysis: Process Identify the different
- 39. Target language analysis: Process Analyse the language
- 40. Conversation analysis Authentic scripts are ideal but
- 41. Corpus analysis Bulk language analysis (>25m words)
- 42. Support for teachers and organisations
- 43. CAMPAIGN in social media
- 44. Contact me directly for … supporting documentation
- 45. STOCKHOLM 14OCT13 Simon Mellor-Clark Lead Author & Series Editor CAMPAIGN English for the Military
Outline CAMPAIGN objectives & target population CAMPAIGN components CAMPAIGN references & peer review CAMPAIGN instructional design
Слайд 1STOCKHOLM
14OCT13
Simon Mellor-Clark
Lead Author & Series Editor
CAMPAIGN
English for the Military
Слайд 2Outline
CAMPAIGN objectives & target population
CAMPAIGN components
CAMPAIGN references & peer review
CAMPAIGN instructional
design
Слайд 4
CAMPAIGN is an English language course for military personnel who need
English for their work.
Courtesy: UN Photo Unit
Слайд 5Military English vs. English for the Military
Through interesting topics and motivating
tasks, CAMPAIGN gives learners the military language they need and, at the same time, develops their general competence in English.
By focussing on both military language and general competence in English, CAMPAIGN trains learners not only to perform predictable tasks but also to deal with unexpected situations in English.
By focussing on both military language and general competence in English, CAMPAIGN trains learners not only to perform predictable tasks but also to deal with unexpected situations in English.
Слайд 7
The CAMPAIGN components are designed to be an integrated solution to
the English language training needs of military forces.
Слайд 8This integrated solution is built on 4 pillars
core
components
supplementary
materials
placement &
progress tests
teacher training
resources
Слайд 10The Student’s Books …
are based around interesting topics in international contexts
provide
realistic listening, speaking and writing tasks
require approximately 120 hrs. of classroom instruction at each level
give students space to learn and talk about their experiences in English.
require approximately 120 hrs. of classroom instruction at each level
give students space to learn and talk about their experiences in English.
Слайд 11Class audio CDs …
include realistic scenarios written by ex-service members
emphasise listening
activities that practice real-world military tasks
have a wide range of native-speaker and international accents
provide a clear model for pronunciation
include up to 3 hrs. material at each level.
have a wide range of native-speaker and international accents
provide a clear model for pronunciation
include up to 3 hrs. material at each level.
Слайд 12Work Books …
follow the same syllabus as the Student’s Books
provide
approximately 80 hrs. of consolidation material for self-study
contain a glossary with key words organised by topic
have an audio CD with tasks that can be used in class or given as homework
include two review tests for learners to check their progress.
contain a glossary with key words organised by topic
have an audio CD with tasks that can be used in class or given as homework
include two review tests for learners to check their progress.
Слайд 13Teacher’s Books include …
a comprehensive introduction to teaching English in a
military context
background briefings on important aspects of the military
notes on methodology
full answer keys and model answers (“school solutions”).
background briefings on important aspects of the military
notes on methodology
full answer keys and model answers (“school solutions”).
Слайд 14Core components are available at 3 levels
CAMPAIGN 1 elementary
CAMPAIGN 2
low intermediate
CAMPAIGN 3 upper intermediate
CAMPAIGN 3 upper intermediate
Слайд 15Supplementary materials include …
CAMPAIGN Grammar Practice Book
CAMPAIGN Dictionary of Military Terms
CAMPAIGN
Dictionary Workbook
CAMPAIGN Military English website with …
CAMPAIGN Military English website with …
downloadable maps
useful website addresses for teachers
Слайд 16At each level, testing resources include …
quick tests every two units
a
mid-course test
an end-of-course test
an end-of-course test
Tests are free but can only be obtained by teachers with authorisation from their institution. This guarantees the security of tests.
Слайд 17Teacher training resources include …
detailed presentations of the CAMPAIGN components
materials to
help teachers with military English
help with methodology for CAMPAIGN
support for teacher trainers.
help with methodology for CAMPAIGN
support for teacher trainers.
Слайд 19
In terms of peer review, one of the most successful course
books in TESP
Duke of Edinburgh ELT Book Award
British Council Innovation Award
BESIG Award for Innovation in ESP
Слайд 20Hugely impressed by this entry, particularly the exemplary Teacher's Book, which
is an excellent guide to the specifics of the military, and elements of professional behaviour (good teaching habits) which should be on all teacher training courses. Very well designed Student's Books that welcomes the learner in, and allows the learner space to learn.
Judges comments
British Council Innovations Award
Слайд 21An excellent example of ESP / functional language teaching at its
best, and for a very important contribution to peacekeeping.
Judges comments
Duke of Edinburgh ELT Book Award
An unusual and very specific entry but a gem of its genre (ESP).
Judges comments
Duke of Edinburgh ELT Book Award
Слайд 22Campaign is an ideal course for all military personnel who need
to learn English for international cooperation and will be a valuable resource for the British Council’s Peacekeeping English Project in Central and Eastern Europe. Its unique advantage is that it uses a communicative approach in a military context.’
Paul Woods,
Peacekeeping English Project Manager
British Council
Слайд 23On viewing Book 1, I would like to say how marvellous
and much needed this military coursebook is
Catherine Furneaux
English Language Training Centre
Britannia Royal Naval College
Слайд 25Our major concerns at the rationale stage
What do users want?
User expectations
What to include in the books? Syllabus
How to teach it? Best practice
What to include in the books? Syllabus
How to teach it? Best practice
Слайд 26WHAT DO USERS WANT?
Expectations of learners, teachers & institutions (the “market”)
as factors that affected planning at the rationale stage
Слайд 27The planning (“rationale”) stage
Direct input from institutions and practitioners especially via
PEP project
Focus groups with teachers and learners
Experience of writing team
The “competition” (New ALC, Command English, in-house materials)
Country reports
Focus groups with teachers and learners
Experience of writing team
The “competition” (New ALC, Command English, in-house materials)
Country reports
Слайд 28Factors that affected our planning
for LEARNERS included …
Service: most learners are
land forces
Rank & studies: officers, WOs and ORs
Experience: pre-service or inservice
Expectations of high training standards
Low priority given to ELT
Rank & studies: officers, WOs and ORs
Experience: pre-service or inservice
Expectations of high training standards
Low priority given to ELT
Слайд 29Factors that affected our planning
for TEACHERS included …
Background of instructors:
ELT experience
but no military training
military experience but no ELT training
Expectations on what a good text book should look like (e.g. explicit focus on form)
military experience but no ELT training
Expectations on what a good text book should look like (e.g. explicit focus on form)
Слайд 30Factors that affected our planning
for INSTITUTIONS included …
Format: extensive or intensive
courses
Session length & planning
Role / type of testing (backwash effect)
Restrictions on topics / AW (censorship)
Budget constraints
Session length & planning
Role / type of testing (backwash effect)
Restrictions on topics / AW (censorship)
Budget constraints
Слайд 31SO WHAT?
What conclusions could we draw from the lists of factors
& constraints that we collated?
Слайд 32Conclusions (selected)
Assumed knowledge & skills at each level
Clear methodology on the
page
Explicit focus on form
General & military English from day 1
Borrow from military pedagogy
Adaptable to different course formats
Pathways are clear but not fixed
Adaptable to different services
Explicit focus on form
General & military English from day 1
Borrow from military pedagogy
Adaptable to different course formats
Pathways are clear but not fixed
Adaptable to different services
Слайд 34Start point of TESP / TLSP
It’s impossible to teach all of
a language
Some selection must be made
Select IAW target language use:
Topics: what learners will need to talk about
Skills: what learners will need to do
Some selection must be made
Select IAW target language use:
Topics: what learners will need to talk about
Skills: what learners will need to do
Слайд 35In a holistic approach to TLU, the learner is
a professional
language user (largely transactional use of language)
a user of services (ibid.)
a sentient being (interactional language)
a user of services (ibid.)
a sentient being (interactional language)
Слайд 37Needs analysis: TLU in the occupational domain
Target situation analysis
Target language analysis
Слайд 38Target situation analysis: Process
Identify the different situations where learners will need
to use language, the tasks that they will need to carry out and the topics that they will need to talk about.
Context: eg. Deployment on PSO
Situation: Mounting a checkpoint
Task: Ask for personal ID, details of journey, etc
Context: eg. Deployment on PSO
Situation: Mounting a checkpoint
Task: Ask for personal ID, details of journey, etc
Слайд 39Target language analysis: Process
Analyse the language that proficient users employ in
the target situation.
conversation analysis (ideal but rarely practicable)
corpus analysis (descriptive)
restricted code (terminology e.g. AAP-6)
rhetorical patterns (doctrinal pubs. & manuals)
NATO STANAG 6001 (v2) & ILR scale
conversation analysis (ideal but rarely practicable)
corpus analysis (descriptive)
restricted code (terminology e.g. AAP-6)
rhetorical patterns (doctrinal pubs. & manuals)
NATO STANAG 6001 (v2) & ILR scale
Слайд 40Conversation analysis
Authentic scripts are ideal but rarely practical
Heavy reliance on
scripts written by native-speaker subject-specialist informants (SSIs). Scipts later simplified by the writing team.
For lower levels, we commissioned scripts from proficient non-native speakers. With correction (where necessary) by writing team.
For lower levels, we commissioned scripts from proficient non-native speakers. With correction (where necessary) by writing team.
Слайд 41Corpus analysis
Bulk language analysis (>25m words)
Frequency: select in/out of lexical syllabus
Concordances:
collocations and prepositional frameworks
Often used to confirm / deny introspection
Organisation (configure IAW service, type of operation, variety, …)
Often used to confirm / deny introspection
Organisation (configure IAW service, type of operation, variety, …)
Слайд 44Contact me directly for …
supporting documentation
teacher training resources
specialist materials development
F2F and
online teacher training
simon@missionenglish.com
simon@missionenglish.com
Слайд 45STOCKHOLM
14OCT13
Simon Mellor-Clark
Lead Author & Series Editor
CAMPAIGN
English for the Military
