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Content and sequence
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.
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Introduction to language course design focusing on content definition and sequencing.
Review of different syllabi types discussed in previous class, exploring their main characteristics.
Definition of content in language courses as knowledge units and the importance of context.
Details on a structural syllabus example, objectives, and dependency on course goals.
Introduction to content sequencing and analysis through textbook evaluation.
Identification of contexts, communicative events, goals, and linguistic elements in language learning.
Key assumptions of synthetic syllabi, including linear presentation of language and performance norms.Overview of unit progression variability in courses and different sequencing methods: linear, spiral, matrix.Detailed explanation of three sequencing approaches including linear, spiral, and matrix methods.
List of references used in the presentation highlighting key authors and works on syllabus design.
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Similar to Content and sequence
Content and sequence
- 1. Language Course Design: Contentand Sequence
- 2. • Defining content •Different perspectives on how to sequence content In this class
- 3. • Do youremember the different kinds of syllabi discussed in class 1? • What were the main characteristics of each syllabus? Getting started
- 4.
- 5.
- 6. In general terms… Theunits 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 basedinstruction… 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 dependon… Course Goals and Objectives Needs analysis Important
- 11.
- 12. Take a lookat 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 onContent Selection and Sequence
- 15. 1. Identify thegeneral 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 andsituations 2. communicative events 3. functional goals 4. linguistic elements Nunan, 2001 5
- 17.
- 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.