Format and Presentation

Format and Presentation

1. The aim is to choose the teaching and learning techniques and design the lesson plans.

   • Other Parts of the Curriculum Design Process
     • This is where the data gathered from the analysis of needs and the environment, and the principles
       • content and sequencing will only be indirectly observable through the format and presentation of the lessons
       • Guidelines for Deciding on a Format
         • Format and presentation must take account of the environment in which the course will be used, the needs of the learners, and principles of teaching and learning.
           • There is a list of some of the factors to consider
             • ENVIRONMENT learners teacher situation
             • NEEDS lacks wants necessities
             • PRINCIPLES Motivation ,Four strands, Comprehensible input ,Fluency ,Output Deliberate learning, Time on task ,Depth of processing,Integrative motivation,Learning style.

2. The four strands

   • Are :meaning-focused input, meaning-focused output, language-focused learning and fluency development.
     • Meaning-focused input involves having the opportunity to learn from listen- ing and speaking.
       • Meaning-focused output involves learning through speaking and writing. only Learning by input is not sufficient because the knowledge needed to comprehend input does not include all the knowledge which is needed to
         • Language-Centred Learning implies an intentional focus on language characteristics such as pronunciation, spelling, parts of words, vocabulary, collocations, grammar
           • involves making the best use of what is already known. but involves becoming fluent with features that the learn-ers have already met before.
         • speaking should involve the learners in conversation and also in monologue.
       • Comprehension questions can include pronominal questions, true/false questions, and multiple-choice questions.
       • is called a “block” lesson where the lesson has a set format and is a separate block largely complete within itself.
   • Busy job
     • is just a busy job that does not contribute effectively to useful learning.
       • the activities carried out here are those mentioned in the four strands

3. Following a Set Format

   • Deciding on the format from a lesson involves combining considerations practices and of principles

4. Techniques and Activities

   • A variety of techniques and activities can be used when designing lessons.

5. Tasks and Presentation

   • tasks can be present in either a task-supported or a task-based syllabus. In a task-supported syllabus, the task is
     • variety and variation is possible within this framework, and, the task need not focus on a specific language structure.