人教社现行义务教育课程标准实验教科书《新目标》（Go for it!）融生活话题、言语功能和语言结构等于系列单元之中,每个单元均设立单元标题句,按标题句句子功能义项列出明确的语言目标、主要的功能项目和语法结构以及与话题相关的基本...人教社现行义务教育课程标准实验教科书《新目标》（Go for it!）融生活话题、言语功能和语言结构等于系列单元之中,每个单元均设立单元标题句,按标题句句子功能义项列出明确的语言目标、主要的功能项目和语法结构以及与话题相关的基本词汇,以单元及单元内所安排内容的教学实现培养学生＂综合语言运用能力＂的目标。教材使用者必须认真解读该教材单元标题句引导教学设计的意图及其合理成分,探讨以单元标题句进行拓展性教学的理论依据和操作方法,从而更加有效地组织课堂教学。展开更多
The Language Policy for Higher Education （2002） and University of Cape Town＇s Language Plan （2001） suggest that language is central to our social and academic engagement at every level： to our communication with...The Language Policy for Higher Education （2002） and University of Cape Town＇s Language Plan （2001） suggest that language is central to our social and academic engagement at every level： to our communication with those around us, to our learning, and to our identities. The purpose of this paper is to show how the medical school, after making progress towards implementing the University of Cape Town＇s Language Plan of 2001, is compelled to encourage isiXhosa language developers to develop the necessary and relevant vocabulary responding to the needs of the target users. In some cases, there is a need to adopt terms that are already available and being used by the speech community to align them in the curriculum. Research conducted by analyzing field notes, having plenary discussions with students, observations during clinical practice, reflecting on the curriculum and study materials material. Results indicated the significance of teaching isiXhosa drawing from the medical jargon understood amongst patients, doctors, and nurses. This paper discusses the status enjoyed by isiXhosa to date, language teaching and teaching matters pertaining to isiXhosa, and reflection on whether there is benefit in learning isiXhosa.展开更多
文摘人教社现行义务教育课程标准实验教科书《新目标》（Go for it!）融生活话题、言语功能和语言结构等于系列单元之中,每个单元均设立单元标题句,按标题句句子功能义项列出明确的语言目标、主要的功能项目和语法结构以及与话题相关的基本词汇,以单元及单元内所安排内容的教学实现培养学生＂综合语言运用能力＂的目标。教材使用者必须认真解读该教材单元标题句引导教学设计的意图及其合理成分,探讨以单元标题句进行拓展性教学的理论依据和操作方法,从而更加有效地组织课堂教学。
文摘The Language Policy for Higher Education （2002） and University of Cape Town＇s Language Plan （2001） suggest that language is central to our social and academic engagement at every level： to our communication with those around us, to our learning, and to our identities. The purpose of this paper is to show how the medical school, after making progress towards implementing the University of Cape Town＇s Language Plan of 2001, is compelled to encourage isiXhosa language developers to develop the necessary and relevant vocabulary responding to the needs of the target users. In some cases, there is a need to adopt terms that are already available and being used by the speech community to align them in the curriculum. Research conducted by analyzing field notes, having plenary discussions with students, observations during clinical practice, reflecting on the curriculum and study materials material. Results indicated the significance of teaching isiXhosa drawing from the medical jargon understood amongst patients, doctors, and nurses. This paper discusses the status enjoyed by isiXhosa to date, language teaching and teaching matters pertaining to isiXhosa, and reflection on whether there is benefit in learning isiXhosa.
