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From curriculum to syllabusdesign: The diferent stages to
design a programme
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Do you plan your (course) teachingprogram?
Why?
What do you consider when planning acourse?
How?
Do you assess your teaching program?What aspects do you assess?
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A course according to Hutchinsonand Waters (1996) is
An integrated series of teaching learningexperiences whose ultimate aim is tolead the learners to a particular state of!nowledge"
sylla#us is the speci$cation and ordering of content
of a course or courses"
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%urriculum can #e de$ned
as an educational program which states&
a) 'he educational purpose of the program
(the ends) #) he content teaching procedures and
learning experience which will #e necessary toachiee this purpose (the means)
c) *ome means for assessing whether or notthe educational ends hae #een achieed"+
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approaches to coursedesign
APPROACHES A!S OF "EF#$#$% HAT THE ST&"E$TS $EE" TO 'EAR$
Classical approach Humanism: students need to read theclassics
%rammar(translation approach Students need to learn )itheconomy o* time and efort +,-..(,/..0
"irect approach Students need operant conditioning andbeha1ioural modi2cation to learn language +,-/.(,/3.0
Audio(lingual Emphasi4ed per*ect pronunciation andrepetition5 le6ical meaning )as not considered important+,/7.(,/8.0
Communicati1e approach Students must be able to e6presstheir intentions5 that is5 they must learn the meanings thatare important to them +,/8.(present0
+adapted *rom 9ro)n5 ,//7: 70 #t is commented that althoughthere has been a pre*erence *or particular methods
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Aims +&0 %oals +&S0 and $eedsAnalysis
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5.1 Aims
1)to proide a reason for the program
.) to proide guidelines for teachersand learners
0) to proide a focus for learning
) to descri#e important and reali2a#lechanges in learning (or in students)
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5.2 Objectives
3ichards (.//1) suggests they should#e&
a) consistent with the curriculum aim4
#) precise (not ague or am#iguous)and4
c) feasi#le (i"e" capa#le of #eingachieed at the end of the speci$edtime)"
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5.3 Needs analysis
any approach to course design shouldstart with some !ind of analysis of&target needs present situationlanguage etc" With the data o#tainedit will #e possi#le to formulate
5general aims and more 5speci$co#7ecties as intended outcomes"
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A classic example of an o#7ectie approach to needs
analysis is the 8un#y (19:) model containing nineelements&
1" ;articipant4
." ;urposie domain4
0" *etting4 " nglish)4
" arget leel (or pro$ciency re,uired) :" %ommunicatie eent (s!ills needed)
9" %ommunicatie !ey (concerned with leels of formalityand attitudes)
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he next framewor! consisting of thefollowing ,uestions is suggested&
Why are the learners ta!ing thecourse? (%ompulsory optional)
How will the language #e used?(8edium channel type of text)"
What will #e the content areas? (*u#7ectand leel e"g" school uniersity
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hat stages are *ollo)ed indesigning a course;
Selecting the Shape of theSyllabus
Organiing the course
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Selecting the Shape of theSyllabus
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