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Developing The Curriculum (Evaluating Courses and Materials (Students'…
Developing The Curriculum
Focusing the Course (Based on findings from needs analysis)
Wide- and Narrow- angled course designs
(The target group of learners)
Wide
(Designed for a more general group of learners)
E.g. EGAP & Business English
Narrow
(Designed for a very specific group of learners)
E.g. English for Nursing Student
Theoretical Considerations
The notion of general varieties of language
The notion generic skills
(E.g. Writing summaries and taking notes in lecturers)
Determining Course Content
Real and Carrier Content
Real Content
(Be able to produce the features of language)
Carrier Content
(The means of delivering the real content)
Planning the syllabus
That must be considered
Consider the question of what content
should be included in the course
Which is included in the syllabus
Types of units
E.g. Skills, vocabulary, genres, functions, etc.
Items in the units
E.g. which genres, semantic sets and functions
Sequencing
E.g. from the easier to the difficult
Organized in units > grammar and/or vocabulary, genres,
language functions, skills or strategies
Needs analysis plays an important role in determining course content in ESP
Developing Materials
Non-Authentic texts
Materials used by teachers or learners
to facilitate the learning of a language
Authentic Texts
(The texts were written for purposes
other than language teaching and learning)
Written texts to demonstrate
the real language use
Evaluating Courses and Materials
Students' and teachers' perceptions
of the effectiveness of the course
Questionnaires or interviews eliciting
end users'
Student response to the course
and learning from it
Needs to consider:
Did the students like the course?
Did they learn anything from it?