This document discusses various aspects of developing an effective language course, including determining the rationale, entry and exit levels, content selection, scope and sequence, structure, and instructional blocks. Specifically, it addresses choosing a syllabus framework based on factors like beliefs, research, practice, and trends, and considers options like grammatical, lexical, functional, situational, topical, competency-based, skill-based, task-based, and text-based approaches or an integrated model. The goal is to plan a coherent course progression from simple to complex by selecting, sequencing, and structuring content into teachable modules and units.

1. Wina Rismalina
Sarah Fauziah

2. Content
 Developing a course rationale
 Describing entry and exit levels
 Choosing course content
 Sequencing course content
 Planning the course content (syllabus
and instructional blocks)
 Preparing the scope and sequence plan

3. THE COURSE RATIONALE
Who is this course for?
What is the course about?
What kind of teaching and learning will take
place in the course?

4. DESCRIBING THE ENTRY
AND EXIT LEVEL
In order to plan a language course, it
is necessary to know the level at
which the program will start and the
level learners may be expected to
reach at the end of the course.

5. CHOOSING COURSE
CONTENT
Decisions about course content reflect
the planners* assumptions about the
nature of language, language use, and
language learning, what the most
essential elements or units of language
are, and how these can be organized as
an efficient basis for second language
learning.

6. DETERMINING THE SCOPE
AND SEQUENCE
 Simple to complex
 Chronology
 Need
 Prerequisite learning
 Whole to part or part to whole
 Spiral sequencing

7. PLANNING THE COURSE
STRUCTURE
 Selecting a syllabus framework
- Situational: organized around different
situations and the oral skills needed in those
situations
- Topical: organized around different topics
and how to talk about them in English
- Functional: organized around the functions
most commonly needed in speaking
- Task-based: organized around different tasks
and activities that the learners would carry out
in English.

8. FACTORS THAT INFLUENCE THE PLANNER IN CHOOSING A
PARTICULAR SYLLABUS FRAMEWORK
 knowledge and beliefs about the subject area: a syllabus
reflects ideas and beliefs about the nature of speaking,
reading, writing, or listening
 research and theory: research on language use and learning
as well as applied linguistics theory sometimes leads to
proposals in favor of particular syllabus types
 common practice: the language teaching profession has built
up considerable practical experience in developing language
programs and this often serves as the basis for different
syllabus types
 trends: approaches to syllabus design come and go and
reflect national or international trends

9. SYLLABUS OPTIONS
 Grammatical (or structural) syllabus
 Lexical syllabus
 Functional syllabus
 Situational syllabus
 Topical or content-based syllabus
 Competency-based syllabus
 Skill syllabus
 Task-based syllabus
 Text-based syllabus
 An integrated syllabus

10.  Developing instructional blocks
- to make the course more teachable and
learnable
- to provide a progression in level of difficulty
- to create overall coherence and structure
for the course.
Instructional Blocks are planned by
Modules and Units.

11. PREPARING THE SCOPE
AND SEQUENCE PLAN
This might consist of a listing of the
module or units and their contents and
an indication of how much teaching time
each block in the course will require.