The document discusses language course design, focusing on content definition and sequencing. It outlines various approaches to syllabus design, such as structural, functional, and notional syllabi, and emphasizes the importance of learner needs analysis in content selection. Additionally, it explores sequencing methods like linear, spiral, and matrix, supported by references to key research in the field.

1. Language Course Design:
Content and Sequence

2. • Defining content
• Different perspectives on how to sequence
content
In this class

3. • Do you remember the different kinds of syllabi
discussed in class 1?
• What were the main characteristics of each
syllabus?
Getting started

4. Getting started

5. Defining Content

6. In general terms…
The units of knowledge that the learner
needs to master to attain course
objectives.
Content

7. In communicative-oriented models…
Information, topics, ideas that serve as an
excuse for presenting and practicing
language
Content

8. In content based instruction…
Knowledge from content areas
(math, science, history, etc.) through which
language is taught and practiced.
Content

9. Structural syllabus
Objective = students will be able to produce orally
grammatically correct affirmative sentences in the
present perfect.
Contents=
The present perfect
Third person present form of have (has)
Verbs in past participle
Irregular verbs in past participle
An Example

10. Content will depend on…
Course Goals and Objectives
Needs analysis
Important

11. Sequence

12. Take a look at the table of contents or the
«scope and sequence» of some English
textbooks.
1. How is content defined?
2. What is the underlying criterion for
sequence?
3. How would you classify each book in terms of
its syllabus?
Getting started

14. Three Perspectives on Content
Selection and Sequence

15. 1. Identify the general contexts and situations in
which the learners will communicate.
2. Specify the communicative events the learners
will engage in.
3. Make a list of the functional goals that the
learner will need in order to take part in the
communicative events.
4. List the key linguistic elements needed to
achieve functional goals.
5. Sequence and integrate 3 and 4.
Nunan, 2001
p. 63

16. 1. contexts and situations
2. communicative events
3. functional goals
4. linguistic elements
Nunan, 2001
5

17. Nunan, 2001

18. Long & Crookes, 1992
Synthetic syllabus assume…
• Linear presentation of language item results in
acquisition.
• Native-like performance as a norm for
assessment.
• Synthesis of isolated items as the key
underlying acquisition process.

19. Long & Crookes, 1992
Synthetic syllabus assume…
• Linear presentation of language item results in
acquisition.
• Native-like performance as a norm for
assessment.
• Synthesis of isolated items as the key
underlying acquisition process.

20. Long & Crookes, 1992

21. Long & Crookes, 1992

22. Long & Crookes, 1992

23. Long & Crookes, 1992

24. Nation and Macalister, 2010
• The units of progression may vary from course
to course.
• Whatever unit of progression chosen, course
designers need to check other units are also
covered and dealt with within the appropriate
level for the student.

25. Nation and Macalister, 2010
p.73

26. Nation and Macalister, 2010
Language areas Research based suggested criteria
Vocabulary West’s General Sevice
List, Coxhead’s Academic list
Grammar Georges’ Verb form frequency
counts
Functions Van Ek notional syllabus
Council of Europe’s list of functions

27. Nation and Macalister, 2010
Language areas Research based suggested criteria
Discourse Biber’s work on co-occurrence
Swales textual genre categories*
Skills/sub-skills Skill taxonomies (Brown’s or
Richards’). Cognitive
taxonomies (Bloom) or
strategy inventories (Oxford)
Ideas Ideas relevant to the course for
their value to motivate
learners, familiarity and
encouragement of language use.

28. Nation and Macalister, 2010
Once units of progression have been
determined, the sequencing might take one of
these three approaches:
• Linear
• Spiral
• Matrix

29. Nation and Macalister, 2010
• Linear
Lesson Item 1
Item 2
Item 3

30. Nation and Macalister, 2010
• Spiral

31. Nation and Macalister, 2010
• Matrix

32. References
• Long, M. & Crookes, G. (1992). Three Approaches to
Task-Based Syllabus Design. TESOL Quarterly, Vol.
26, No. 1. pp. 27-56.
• Nation, I.S.P. and Macalister, J. (2010). Language
Curriculum Design. New York: Routledge.
• Nunan, D. (2001). Syllabus design. En M. Celce-
Murcia (Ed.), Teaching English as a second or
foreign language (3º ed., pp. 55-65). Boston, MA:
Heinle & Heinle.