Transcript LANGUAGE TEACHING material and curriculum design

LANGUAGE TEACHING MATERIAL &
CURRICULUM DESIGN
Date: 05/08/2008
Director: Professor Mavis Shang
Roger, Yu 9610009M
Course Planning & Syllabus Design
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Developing a Course Rationale
Describing Entry and Exit Level
Choosing Course Content
Determining the Scope & Sequence
Preparing the Scope and Sequence
Plan
• Planning the Course Structure
Developing a Course Rationale
• Who is the course for?
The AIM of the course
• What is the course about?
The CONTENT of the course
• What kind of teaching and learning will
take place in the course?
The OBJECTIVE of the course
Developing a Course Rationale
• 2 or 3 Paragraph Statement
• Providing Focus and Direction
• Purpose
Guiding components of the course
Emphasizing the contents of course
Providing the consistency of components
of course in terms of course values and
goals
Developing a Course Rationale
• Example of a Course Rationale: p.146
Goal:
This course is design for working adult
who wish to improving their
communication skills in English in order
to improve their employment prospects.
Content:
Basic communication skills needed to
communicate in a variety of different
work setting.
Developing a Course Rationale
• Example of a Course Rationale: p.146
Role of teacher & Learner:
To enable participants to recognize their
strengths and needs in language learning
and to give them the confidence to use
English more effectively to achieve their
own goals.
Beliefs and Principle:
To develop the participants’ skill in
independent learning outside of the
classroom.
Describing Entry & Exit Level
• Beginning Level
Needs analysis
Information
• Expectable Level
International proficiency test
Specially designed test
Evaluation of program’s objectives
Adjustment of program’s objectives
Describing Entry & Exit Level
• The Broad Categories
Elementary, Intermediate, Advanced level
• Proficiency Descriptions Approach p.147
The Australian Migrant Education OnArrival Program
The levels from 0 to 9 (Native-like proficiency)
Detail description of language behavior in
all four skills—what a students is able to do at
different stages
(Ingram 1982,66)
Describing Entry & Exit Level
• Ex. of Proficiency Descriptions Approach
The American Council on the Teaching of
Foreign Language Proficiency
Guidelines—Appendix 1 p.170
The levels from Novice, Intermediate,
Advanced, to Superior Level—12 Stages
Detail description of language proficiency
level in all five skills—listening, speaking,
reading, writing, and culture in a foreign
language
(Liskin-Gasparro 1982)
Describing Entry & Exit Level
• Ex. of Descriptions of Performance
Level: Writing Skill
IELTS Examination—Appendix 2 p.174
The levels from Beginner, Elementary,
Intermediate, Upper- Intermediate,
Advanced to Special Purpose—6 Stages
(Paltridge, 1992)
Describing Entry & Exit Level
• Ex. of Band Descriptors: Oral Interaction
Skills
UCLES/RSA Certificates in Communicative
Skills in English—Appendix 3 p.176
The levels from 1 to 4Level
Certificates in all four skills—listening,,
reading, writing, and oral interaction
(Weir, 1990)
Choosing Course Content
• The Most Basic Issue in Course Design
Needs & Objectives
Reflection of planner’s assumptions
The nature of language
The most essential elements of language
How units can be organized
Choosing Course Content
• Ex. of a Typical Writing Course p.148
Grammar (ex: the present tense in description)
Functions (ex: like V.S. dislike)
Topics (ex: cultural Translation)
Skills (ex: developing topic sentence)
Processes (ex: prewriting strategies)
Texts (ex: writing a business letter)
Choosing Course Content
• Ex. of a Typical Speaking Course p.148
Functions—Ex: Expressing opinions
Interaction Skills—Ex: Opening and
closing conversation skills
Topics—Ex: Demonstration of presentation
Choosing Course Content
• Content Selection ＝ The type of
syllabus framework
Subject-matter knowledge
Learner’s proficiency level
Current views
Conventional wisdom: research-based
information
Convenience
Choosing Course Content
• Additional Ideas/Sources of Content
Selection
Available literature
Published material
Review of similar course
Review test/exam in the area
Analysis of learner’s problem
Consultation with colleague and specialists
Choosing Course Content
• The Process of Course Content
Brainstorming → List of any possible → Choice
a new topic of course → Debate and Discussion
→Clear idea
The aim and objectives of course are referred to
Course content suggestion ＋ aim ＋ objective
→ Course planning
Choosing Course Content
• Ex. of Initial Ideas of Course on the
Listening/Speaking Skills p.149
Asking questions
Opening and closing
conversations
Expressing opinions
Dealing with
misunderstanding
Describing experience
Social talk
Telephone skills
Opening and closing
conversations
Situational language
Dealing with
misunderstanding
Describing daily
routines
Communication
strategies
Choosing Course Content
• Ex. of Review/Refine the topic of course
p.149
Are all the suggested topic necessary?
Have any important topic been
omitted?
Is there sufficiency time to cover them?
Has sufficiency priority been given to
the most important areas?
Choosing Course Content
• Ex. of Review/Refine the topic of course p.149
Has enough emphasis been put on
the different aspects of the areas
identification?
Will the areas cover enable students
to attain the learning out come?
Determining the Scope & Sequence
• Scope — Breadth & depth of coverage of items in
the course.
What range of content…
What extent of topic should be studied…
• Ex. of the Rationale of listening & Speaking
Describing experience
How much will be included in relation to this
topic?
How many periods of time in the course?
p.150
Determining the Scope & Sequence
• Sequence — orders of content
Simple to complex
Rational of grammar content
Reading course
Literary comprehension course
Chronology
Writing:
Brainstorming → Drafting → Revising → Editing
Proficiency level course
Listening → Speaking → Reading → Writing
Determining the Scope & Sequence
• Sequence — orders of content
Need of Outside of Classroom
Ex. Social Survival Curriculum:
p.150
Their relationship to other topic &
cross-topic
Importance of learner’ life
Ease of contextualization
Determining the Scope & Sequence
• Sequence — orders of content
p.150
The Sequences of Social Survival Curriculum
Basic literary skills
Personal identification
Money
Shopping
Time & date
Telephone
Health
 Emergencies
 Directions
 Transportation
 Housing
 Post office
 Banking/bills
 Social language
 Clarification
(Mrowicki 1986, xi)
Determining the Scope & Sequence
• Sequence — orders of content
Prerequisite learning
Building a foundation for next step
Ex: Grammar course
Whole to part or Part to whole
Reading course V.S. Writing course
Spiral sequencing
Old knowledge → New knowledge
Preparing the Scope & Sequence Plan
• The Scope & Sequence Plan
A listing of the unit
Contents
How much time
• Unit-by-unit Description of Course
• Cross-referenced—Syllabus items
Preparing the Scope & Sequence Plan
• The Part of the Scope & Sequence
Chart from New Interchange 1 p.195
Appendix 9 (Richards, Proctor, and Hull, 1997)
Title/Topic: Units of material
Functions: Purposes of the Unit
Grammar: Sequences of Unit
Planning the Course Structure
• Two Aspects of the Process—Suitable basis for
teaching
Selection a Syllables Framework
Major element
The basis for course focus
The basis for course content
Developing Instructional Blocks
The process used to make decisions about content
Self-contained learning sequence
Q and A
THANK YOU FOR ATTENTION
LANGUAGE TEACHING MATERIAL &
CURRICULUM DESIGN
Date: 05/15/2008
Director: Professor Mavis Shang
Roger, Yu 9610009M
Course Planning & Syllabus Design
•
•
•
•
•
Developing a Course Rationale
Describing Entry and Exit Level
Choosing Course Content
Determining the Scope & Sequence
Preparing the Scope and Sequence
Plan
• Planning the Course Structure
Developing a Course Rationale
• Who? What? How?
• The Components of Rationale:
Goal
Content
Role of teacher & Learner
Beliefs and Principle
Describing Entry & Exit Level
• The Broad Category
Elementary
Intermediate
Advanced level
• Appendix 1 p.170
The American Council on the Teaching of
Foreign Language Proficiency Guidelines
The levels from Novice, Intermediate,
Advanced, to Superior Level—12 Stages
Describing Entry & Exit Level
• Appendix 2 p.174 — IELTS Examination
The levels from Beginner, Elementary,
Intermediate, Upper- Intermediate,
Advanced to Special Purpose—6 Stages
• Appendix 3 p.176
UCLES/RSA Certificates in
Communicative Skills in English
The Levels from 1 to 4Level
Choosing Course Content
• The Most Basic Issue in Course
Design
• Content Selection ＝ The type of
syllabus framework
• The Process of Course Content
Brainstorming → List of any possible
→ Choice a new topic of course →
Debate and Discussion →Clear idea
Determining the Scope & Sequence
• Scope — Breadth & depth of coverage
of items in the course
What range of content…
What extent of topic should be
studied…
Determining the Scope & Sequence
• Sequence — Orders of content
Simple to complex
Chronology
Proficiency level course
Prerequisite learning
Whole to part or Part to whole
Spiral sequencing
Preparing the Scope & Sequence Plan
• The Scope & Sequence Plan
A listing of the unit
Contents
How much time
• Appendix 9 p.195 — New Interchange 1
Title/Topic: Units of material
Functions: Purposes of the Unit
Grammar: Sequences of Unit
Planning the Course Structure
• Two Aspects of the Process—Suitable
basis for teaching
Selection a Syllables Framework
Major element of a course
The basis for instructional focus
The basis for instructional content
 Developing Instructional Blocks
The process used to make decisions about
content
Self-contained learning sequence
Planning the Course Structure
• Factors of Syllabus
Knowledge & Beliefs about the Subject
Area
Research & Theory
Common Practice
International Trend
communicative language teaching movement
Communicative syllabus
Planning the Course Structure
• Grammatical (Structural) Syllabus
A core component of language course
Knowledge & Beliefs about the Subject Area
Appendix 4
• Lexical Syllabus
Knowledge & Beliefs about the Subject Area
Planning the Course Structure
• Functional Syllabus
Threshold Level
Providing a basis for general course
Categories of functions
Imparting & seeking factual information
Expressing & finding out attitudes
Deciding on course of action
Socializing
Structuring discourse
Communication repair
Knowledge & Beliefs about the Subject Area
Appendix 5
p.179
Planning the Course Structure
• Situational Syllabus
The elements of situation
The participants
Their role relations
The transaction they engage in
Skills or behaviors involved in each transaction
The linguistic feature of the texts
Knowledge & Beliefs about the Subject Area
Planning the Course Structure
• Topical / Content-based Syllabus
For linking different syllabus
Each syllabus must include some content
The themes of syllabus:
How are themes, topics, and content decided on?
What is the balance between content & grammar
or others in syllabus?
Are ESL teachers qualified to teach content-based
courses?
What should be the basis for assessment—content
or language?
Knowledge & Beliefs about the Subject Area
Planning the Course Structure
• Skill Syllabus
Identify microskills underlying the use of
the four macroskills of listening, speaking,
reading, & writing
Knowledge & Beliefs about the Subject Area
Appendix 6 p.182
Planning the Course Structure
• Task-based Syllabus :Two kinds of tasks
Real-world task
Pedagogical tasks
Jigsaw task
Information-gap task
Problem solving task
Decision-making task
Opinion exchange task
Knowledge & Beliefs about the Subject Area
Planning the Course Structure
• Text-based Syllabus
Knowledge & Beliefs about the Subject Area
Appendix 7 p.185
• An Integrated Syllabus
Instructional contents + Complex goals =
Program
Combination of other different syllabus
Planning the Course Structure
• Developing Instructional Blocks
The process used to make decisions about
content
Self-contained learning sequence
• Teaching Blocks are for
Course more teachable and learnable
Providing a progression in level of
difficulty
To create overall coherence & structure for
the course
Planning the Course Structure
• Two Commonly Instructional Blocks
Modules
Units
Length: not too much
Development: do not consist of a random
sequence of activities
Coherence
Pacing: reasonable pacing
Outcome
Appendix 8
p.187
Q and A
THANK YOU FOR ATTENTION