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The different stages to design a program material by Nuñez and Bodegas -…
The different stages to design a program material by Nuñez and Bodegas
Articulating your beliefs and defining the context might be considered as the foundation for the processes to follow when organizing your syllabus.
Structural
Grammatical and phonological structures are the organizing principles-sequenced from easy to difficult or frequent to less frequent
Situational
Situations (such as at the bank, at the supermarket, at a
restaurant, and so forth) form the organizing principlesequenced by the likelihood students will encounter them (structural sequence may be in background)
Topical
Topics or themes (such as health, food, clothing, and so forth) form the organizing principle-sequenced by the likelihood that students will encounter them (structural sequence may be in background)
Functional
Functions (such as identifying, reporting,correcting,
describing, and so forth) are the organizing principlesequenced by some sense of chronology or usefulness of each function
Notional
Conceptual categories called notions (such as duration, quantity, location, and so forth) are the basis of organization sequenced by some sense of chronology or usefulness of each notion
Skills
Skills (such as listening for gist, listening for main ideas, listening for inferences, scanning a reading passage for specific information
Task
Task or activity-based categories (such as drawing maps,
following directions, following instruction, and so forth)
Selecting the Shape of the Syllabus
The Cyclical Format
The Matrix Format
The Modular Format
The story-line format
The Linear Format
Organizing the course
"The course content, your goals and objectives, your past experience, your students´needs, your beliefs and understandings, the method or text and the context" (Graves, 2000: 127)
Language Testing
Based on the program’s goals and objectives the next step to follow is the development of tests
Materials
"I will not prescribe a particular type of material or materials based
on a particular philosophy of teaching or theory of language
