Language Curriculum Desing.

Language Curriculum Desing.

1. Discovering Needs.

   • Three categories of needs.
     • Necessities
       • What the learner has to know to function effectively.
     • Lacks.
       • What the learner knows and does not know already.
     • Wants.
       • What the learners think they need.
   • Determining needs.
     • By testing, question, previous perfomnce, collecting and analize data, investigating situational language use.
   • Evaluation needs analysis.
     • Reliability, validity and practicality.

2. Considering the Environment

   • The important environment analysis is that it makes sure that the course will really be suitable, practical and realistic.
   • Factors that teachers considered most important.
     • The small amount of time.
     • The large size of the class.
     • Needs of the learners.
     • The lack of materials.
     • The techer´s lack of experience.
     • The learners´use of the first lnguage in the classroom.

3. Follow Principles.

   • It is very important that curriculum design makes the connection between the research and theory of language learning and the practice of designing lessons and courses.

4. Goal

   • Goals can be expressed en generals terms and be give more detail when considering the content of the course.
     • Examples of goals
       • Encourage student to exploit all the elements of the language that they know
       • Trio aims to: Encourage student to communicate.
         • Helps student understand and formulate the grammar rules.

5. Content and sequencing.

   • Frequency lists (and other useful lists of skills and language items) provide a "systematic and well-researched basis for a course"
   • Examples of lists to consider include:
     • Frequency-based vocabulary lists
     • Frequency lists of verbs and verb groups
     • Lists of functions and topics
     • Lists of subskills and strategies
     • Lists of tasks, topics and themes

6. Finding a format and presenting material.

   • This presentaton will involve the use of suitable teaching techniques and procedures, nd these need to be put together in lessons.
   • 3 advantages of a set lesson format:
     • Easier to create lessons
     • easier for students to learn
     • easier to monitor curriculum development

7. Monitoring and assessing.

   • Assessing generally involves the use of tests.
     • Proficiency
       • Show how much the learners know of the language.
     • Achievement.
       • Measure what has been learned.
         • Short-term achievement test happens at the end of each lesson and can be formative and motivational.
         • Larger achievement tests can occur at the end of a course and can aid course evaluation.

8. Evualating a course

   • Evaluation tries to answer the question "it this a good course?"
   • The main purpose is to continue or discontinue the course, or to bring about improvements in the couse.