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Goals, Content and Sequencing, Rida Nur Aisyah (D05218016) - Coggle Diagram

- - - - One is to look at the range of activities covered by a skill such as speaking and to use these as a starting point for defining subskills (see Munby, 1978: 176–184; Alderson, 1990; Weir et al., 1990). For example, speaking can be divided into interactional speaking and transactional speaking (Brown, 1978).
      - Another way is to look at the skill as a process and to divide it into the parts of the process. This is a typical way of approaching writing, dividing the writing process into parts.
      - A third way of dividing up a skill is to use levels of cognitive activity. The most well-known approach of this kind can be found in what is popularly known as Bloom’s taxonomy (Bloom, 1956).
- - - - The modules could be skill-based with different modules for listening, speaking, reading and writing, and sub-skills of these larger skills.
      - The modules could be based on language functions, or more broadly situations, dealing with the language needed for shopping, emergency services, travel, the post office and the bank.
- - - - those that progress in a definite series, such as vocabulary levels
      - those that represent a field of knowledge that could be covered in any order, such as topics.
        
        Certain units of progression may be used to select and sequence the material in a course, it is useful to check that other units are covered in the course and that other units are at an appropriate level. It is not easy to check all these things in a course, so teachers must decide which are most important for the goals of the course and check on those.
        
        (https://drive.google.com/file/d/1lzNv3jrjgOmUf6ANSDyd7t5kFBjSAnhZ/view?usp=sharing)