for curriculum class

1. ENGLISH COURSEBOOK
DEVELOPMENT
I. LANGUAGE CURRICULUM
DEVELOPMENT
2nd Meeting
19th of February 2018

2. Historical Background
 Language curriculum development
 Starts with the notion of syllabus design.
 A major factor in language teaching
 Content of a course
 The key of stimulus is teaching methods’
change—for better methods.

3. Historical Background
 Language curriculum development includes
more issues than syllabus design
 The needs of learners
 Objectives for a program
 Appropriate syllabus, course structure, teaching
methods, and materials.
 Carry out an evaluation of the language
program

4. WHAT IS AN APPROACH?
(Edward Anthony 1963)
 A set of correlative assumptions dealing with
the nature of language teaching and learning
 The theories about the nature of language
and language learning (Richards &
Rodgers,1986: 16)
 A set of assumptions dealing with the nature
of language, learning and teaching(Richards
& Renandya)

5. WHAT IS A METHOD?
 Overall plan for systematic presentation of
language based on selected approach
 Method is the level which theory put into
practice and which choices are made about
the particular skill to be taught, the content to
be taught, and the order in which the content
will be presented.

6. What is a technique?
Specific classroom activities
Dealing with implementation
The level at which classroom
procedures are described

8. Brown (1995) suggested four
different categories:
 1. ways of defining what the students need to
learn (approaches)
 2. ways of organizing the instruction to meet
those needs (curriculum/ syllabus)
 3. ways of actually presenting the lessons
(techniques)
 4. ways of practicing what has been taught
(exercises)

9. What is a curriculum? (1/2)
 Curriculum refers to all those activities in
which children engage under the auspices
of the school. This includes not only what
pupils learn, but how they learn it, how
teachers help them learn, using what
supporting materials, styles and methods of
assessment, and in what kind of facilities.
 Curriculum is a theoretical document &
refers to the programme of studies in an
educational system or institution.

10. What is a curriculum? (2/2)
 Curriculum deals with the abstract general
goals of education which reflect the overall
educational and cultural philosophy of a
country, national and political trends as well
as a theoretical orientation to language and
language learning.
 A curriculum provides the overall
rationale for educating students.

11. What is a syllabus?
 At its simplest level a syllabus can be
described as a statement of what is to be
learnt. Syllabus refers to the content or
subject matter of an individual subject .
 It is a detailed and operational document
which specifies the content of a particular
subject. It is a kind of plan which translates
the abstract goals of the curriculum into
concrete learning objectives.

12. The difference between
curriculum and syllabus (1/2)
 Curriculum is for a course.
 Curriculum is the superset.
 Curriculum is a consideration of the
objectives, the contents, methods chosen to
achieve the objective.
 Syllabus is for a subject.
 Syllabus is the subset of the curriculum.
 Syllabus is the concepts to be taught.

13. The difference between
curriculum and syllabus (2/2)

14. WAYS OF DEFINING NEEDS:
APPROACHES
APPROACES
WAYS OF DEFINING WHAT THE STUDENTS NEED TO
LEARN
Grammar translation
approach
Students need to learn with economy of time and effort
Direct approach Students need to learn communication so they should use
only second language in class
Audio-lingual
approach
Students need operant conditioning and behavior
modification to learn language
Communicative
approach
Students must be able to express their intentions, that is,
they must learn the meanings that are important to them

15. WAYS OF ORGANIZING:
SYLLABUS (McKay: 1978)
“A syllabus provides a focus for what
should be studied, along with a
rationale for how that content should be
selected and ordered. Currently, the
literature reflects three major types of
syllabuses: structural, situational, and
notional.”

16. WAYS OF ORGANIZING:
SYLLABUS (Nunan: 1989)
 Turning more specifically to language teaching, the
distinction traditionally drawn between syllabus design
and methodology suggests that syllabus design deals
with the selection and grading of content, while
methodology is concerned with the selection and
sequencing of learning activities. If one sticks to the
traditional distinction, the task design would seem to
belong to the realm of methodology. However, with the
development of communicative language teaching, the
distinction between syllabus design and methodology
become difficult to sustain: one needs not only to
specify both the content and the task, but to integrate
them.

17. The modification view of syllabus
by McKay
 Structural Syllabus
 Situational Syllabus
 Topical Syllabus
 Functional Syllabus
 Notional Syllabus
 Skill-Based Syllabus
 Task-Based Syllabus
 Mixed Syllabus
 Layered Syllabus

18. WAYS OF PRESENTING:
TECHNIQUES
For instance: a teacher chosen to use Jazz
Chants to begin the class, the shift to the
lecturing about language, do a dictocomp for
listening and writing fluency, and carry on the
term project involving drama.

19. WAYS OF PRACTICING THE
LANGUAGE: EXERCISES
 Exercise is the activities that could probably
be used to test or assess the students after
the lesson.
 Technique would probably not be usable in
assessment.

20. Have an nice interactive Discussion
Thank
You