This powerpoint is about principlea of communicative curriculum

1. DIRECTION IN
CURRICULUM CHANGE

2. THE ESSENTIALS OFA COMMUNICATIVE CURRICULUM
IN LANGUAGE TEACHING
The communicative curriculum defines language learning as
learning how to communicate as a new member of a particular
socio-cultural group. A language teaching curriculum, from a
communicative point of view, will specify its purposes in terms
of a particular target repertoire. In selecting any target repertoire,
therefore, a communicative curriculum also distinguishes and
specifics the target competence on which the performance of
such a repertoire depends and through which it is achieved.

3. Principles of Communicative Curriculum
1. Methodology as a communicative process
2. Methodology as a differentiated process
3. Methodology exploits the communicative potential
of the learning-teaching context

4. Roles of the teacher within a
communicative methodology are as
facilitator and observer. The role of
students is negotiator.

5. MANAGING THE LEARNING PROCESS
Curriculum development represents a delicate juggling act involving the
incorporation of information about the learner, about the language, and about
the learning process. Language content questions include what are we teaching,
why are we teaching it, and when we are teaching it. Learning process questions,
which are methodological in character, include how are wc arranging the
learning environment. Among other things, when we focus on the learner, we
must ask how well the learner has done and how well the curriculum has done
in serving the necds of the learner.
Goal and objective setting are important tasks in most educational contexts,
because they provide a rationale for selecting and integrating pedagogical tasks,
as well providing a point of reference for thc decision-making process.

6. LEXIS IN THE SYLLABUS
A lexical approach suggests that the skills syllabus
needs to be broadened. Two skills central to the lexical
approach are developing the students’ ability to use the
dictionary as a learning resource, rather than reference
work, and most importantly of all, helping students to
identify lexical phrases in text.

7. DESIGNING THE DISCOURSE SYLLABUS
Awareness of discourse and a willingness to take on board
what a language as discourse view implies can only make us
better more efficient syllabus designers, task designers,
dialogue-writers, materials adaptors and evaluators of
everything we do and handle in the classroom. Above all, the
approach we have advocated enable us to be more faithful to
what language is and what people use it for. The moment one
starts to think of language as discourse, the entire landscape
changes, usually, for ever.

8. THE USES OF COMPUTERIZED LANGUAGE
CORPORA
Computerized Language Corpora have inspired some of
the most important insights in recent linguistics. Corpora are
accurate records of language behavior, that they do
catalogue and reveal all the important ‘fact’ about the
language. Corpora do not necessarily provide a goal for
language learners. Yet even if they did, it would not follow
that the best route to this goal is to present real language
use, and to try to persuade them to emulate it straight away.

9. IMPLICATIONS FOR SYLLABUS DESIGN
1. It is important to guard against teaching genres as a
set of templates to be copied unswervingly.
2. It is necessary to develop students’ sensitivity to
the fact that genres vary.
3. We need a reassessment of ‘common-core’ and
‘discipline-specific’ components of academic
writing programmes.