The document discusses various approaches to curriculum development including content-based, objective-based, and process-based models and highlights factors that must be considered in curriculum planning like learners' needs, objectives, assessment procedures, and the balance between prescribed materials and teacher autonomy. It also examines different dimensions of curriculum, types of objectives and evaluation, and the role of materials in language teaching.

1. Nazilla.Kassaei

2. The ELT curriculum,
by Dennis Finney

3.  Assessing learner’s need
 Developing objectives
 Planning the syllabus
 Selecting teaching approach
 Deciding on assessment procedures

4. A.V.Kelly
any definition must
include: Richards and Platt
Curriculum states:
Stern, Richards, Johnson,
• educational purpose of the
 Planner’s intention
Nunan
program
Changes in thought on
 Procedures
language & language
• Content, teaching
 Pupil’s actual
learning
procedure, learning
experience
experience
Educational policy
 Hidden learning
• Means to assess
language pedagogy
educational ends
Curriculum change

5. The content model
classical humanism
The objective model
reconstructionism
The Process model
progressivism
The product of learning
Mixed-focus curriculum
The process of learning

6. Origin: Plato and Aristotle
 Focus: content
 Classical humanism
 Underpins grammar-based curriculum
 Purpose: to transmit the knowledge of language to
learners
 Content: selection of individual grammar points and
lexis
 Drilling of grammatically correct sentences,
memorization of list of vocabularies
 Assessment: the ability to produce grammatically
accurate language

7. It doesn’t take into account the problems of
learners
It can’t cope with wider purposes of education
It can’t justify the transmission of culture

8. Origin : scientific management of education
And
Behavioral psychology
 Focus: objectives of teaching-learning program
 Purpose: to bring about a social change(reconstructionism)
 Learning is an observable change in behavior that can be
measured.

9. 1. To describe
unambiguously the
behavior to be
performed This model provides
2. To describe the
condition under 1. Clarity of goals
which performance
is to occur 2. Ease of
3. To state of evaluation
acceptable
performance 3. Accountability

10. this model can be appropriate
in the area of vocational
training and subjects which
require transmition of
specific skills
Kelly
Emphasizes on limits that such objectives
place on creativity and cognitive and
affective aspects of learning in their
reduction of education to an instrument
for behavioral change.
Tumposky

11.  Purpose: to enable the individuals to progress
toward self-fulfilment
 Goals of education are defined in terms of process
by which learner develops his understanding
 It moves toward learner-centered curriculum
 It rests on the concepts of learners’ need and
interest

12. Need analysis
Focus on learning and learner
Evaluation of every stage
Emphasizing on the process
Need for interaction between different aspect of
design

13. Mixed-focus curriculum
The framework proposed by Johnson has three
dimensions:
1. Policy, aims of curriculum
2. Pragmatics, what is possible to achieve
3. Participant in decision-making process, which has four
stages:
curriculum planning
end specification
program implementation
implementation in classroom

14.  The needs of learners
 The needs of planning committee
 The needs of society
 The needs of teachers

15. To Brindley(1989)
a product-oriented veiw of needs
Language necessary for
particular future purpose
Gathering information for the purpose of
setting broad goals related to language
content.
a process-oriented view of needs
Learner motivation, learning
styles,learner-defined language
behavior
Gathering information about learners
guides learning process

16. Course content : goals and objectives
Different kinds of objectives:
1. Performance objective
2. Process-related objective
3. Instructional objective

17. Variable focus syllabus
1.how language is learned
structure-based
2.how language is acquired
process-based
3.how language is used
function-based

18.  It would allow the designer, the most freedom to
respond to changing needs of learners
 It provides a framework for teacher who may not be
able to go fully communicative
 It provides the experienced teacher with a
framework that allows in how the syllabus can create
space for learner-teacher negotiation in real-life
communication.

19. Purpose To determine whether the curriculum goals have been
met or not
To determine the effectiveness of curriculum and
evaluate the language programme itself
The systematic collection and analysis of all
relevant information necessary to promote the
improvement of a curriculum and assess its
effectiveness, as well as participant’s attitudes
in the particular context.
Brown
formative
Two types of evaluation
summative

20. The role of Materials in the
language classroom: finding
the balance
Jane crawford

21. Negative point of view
“textbooks reduce the role of teachers to the one of
managing preplanned events”
“textbooks are for poor teachers, those without
imagination”
“some materials fail to present appropriate language
models”
“some materials fail to contextualize language activities”
“some materials foster inadequate cultural
understanding”
“some materials lack equity in gender representation”

22. Deficiency view
Textbooks compensate for teachers’ deficiencies
Allwright
Difference view
Materials are carriers of decisions best made by someone
other than the teacher because of some differences

23. • To assist inexperienced
1
teachers
2 • Agent for change
3 • Structuring tool

24. negotiation
To provide sth. To
negotiate about
accountabiliy
To show what is
being done
orientation
To know what is
happening

25. Language is functional and must be
contextualized
Language development requires learner
engagement in purposeful use of language
The language used should be realistic and
authentic

26. Classroom materials will usually seek to
include audio visual component
Effective teaching materials foster learner
autonomy
Materials need to be flexible enough to cater
to individual and contextual differences

27. Learning needs to engage learners both
affectively and cognitively
Technologically complex world, second
language learners need to develop the
ability to deal with written as well as
spoken genre

28. 1. They must work with examples of genre but with the
focus on meaning
2. They must analyze examples of the genre to
determine its social purpose
3. They must build up their knowledge of the topic
through discussion ,reading and so on,
4. They must engage a joint construction as a whole
group or in smaller groups.