STAGES TO DESIGN A PROGRAMME

STAGES TO DESIGN A PROGRAMME

1. CURRICULUM

   • Attach
     • Philosophy
     • Purposes
     • Implementation of a whole programme
   • Can be defined as an educational program
     • The educational purpose
     • The content teaching procedures and learning experiences
     • If the educational ends have been achieved
   • Involve
     • Consideration of the whole complex of philosophical, social and administrative factors

2. COURSE

   • It is an integrated series of teaching-learning experiences which lead the learners to a particular state of knowledge
     • Approach to design
       • Ways of defining what students need to learn
         • Audio-lingual
           • Emphasized perfect pronunciation and repetition
         • Direct approach
           • Students need operant conditioning and behavioural modification to learn language
         • Grammar-translation approach
           • Students need to learn with economy of time and effort
         • Classical approach
           • Students need to read the classics
         • Communicative approach
           • Students must be able to express their intentions
     • Stages to design a course
       • Structural
         • Grammatical and phonogical structures
       • Situational
         • Situations
       • Topical
         • Topics or themes
       • Functional
         • Functions
       • Notional
         • Conceptual categories called notions
       • Skills
         • Listening, reading, writing and speaking
       • Task
         • Task or activity-based categories
     • Organizing the course
       • it depends on a number of factors such as content, goals and objectives

3. SYLLABUSES

   • It is essentially a statement of what should be taught year by year through language
   • Contain
     • Points about the method of teaching and the time to be taken
   • Shape of the syllabus
     • Linear format
       • Discrete element content, particularly grammar or structures
     • Modular format
       • Well suited to courses which integrate thematic or situational contents
     • Cyclical format
       • This allows teachers and learners to work with the same topic more than once
     • Matrix format
       • It gives users maximun flexibility to select topics
     • Story-line format
       • It could be used in conjunction with any of them

4. ARTICULATING YOUR BELIEFS

   • Teachers' beliefs
     • Play a role at each stage of course design
   • View of language
     • Language is rule governed
   • View of the social context of language
     • Sociolinguistic issues
     • Sociocultural issues
   • View of learning and learners
     • Learning is a deductive or inductive process
   • View of teaching
     • Teaching is knowledge transmission, management of learning

5. DEFINING THE CONTEXT

   • People
   • Physical setting
   • Nature of course and institutions
   • Teaching resources
   • Time

6. AIMS, GOALS AND NEEDS ANALYSIS

   • Aims
     • Reason for the program
     • Guidelines for teachers and learners
     • Focus for learning
     • Important and realizable changes in learning
   • Objectives
     • Precise not vague or ambiguous
     • Consistent with the curriculum aim
     • Feasible, capable of being achieved at the end of the specified time
   • Needs analysis
     • Participant
     • Purposive domain
     • Setting
     • Interaction
     • Instrumentality
     • Dialect
     • Target level
     • Communicative event
     • Communicative key

7. LANGUAGE TESTING

   • Test can be used to drive a programme

8. MATERIALS

   • Syllabuses, techniques and exercises

9. EVALUATIONS

   • This involves selesting either teacher or students and then applying test at the beginning and end of the programme

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