Goals, content, and sequence_English.pptx

Ppt ini membahas mengenai goals, content, and sequence

1. Goals, content and sequence By : JAZILA ATSNA _ 211320000656

2. GOALS The curriculum design model in Figure 1.1 has goals as its centre . This isbecause it is essential to decide why a course is being taught and what thelearners need to get from it.Goals can be expressed in general terms and be given more detail whenconsidering the content of the course

3. 1 The aim of communicative teaching is to encourage students to exploitall the elements of the language that they know in order to make theirmeanings clear. Students cannot be expected to master every aspect ofthe language before they are allowed to use it for communicativepurposes .

4. 2 Trio aims to (A) encourage students to communicate in a wide range of everydaysituations . (B) sustain interest and motivation... (C) help students understand and formulate the grammatical rules ofEnglish . (D) develop students’ receptive skills beyond those of their productiveskills . (E) give students insights into daily life in Britain. (F) develop specific skills, including skills required for examinationpurposes . (G) contribute to the students’ personal, social and educational develop- ment .

5. 3 Passages extends students’ communicative competence by developing their ability to: • expand the range of topics they can discuss and comprehend inEnglish • speak English fluently (express a wide range of ideas withoutunnecessary pauses or breakdowns in communication) • speak English accurately (use an acceptable standard of pronunci-ation and grammar when communicating).

6. Passages extends students’ communicative competence by developing their ability to: • expand the range of topics they can discuss and comprehend inEnglish • speak English fluently (express a wide range of ideas withoutunnecessary pauses or breakdowns in communication) • speak English accurately (use an acceptable standard of pronunci-ation and grammar when communicating).

7. 4 Students continue to develop speaking and listening skills necessaryfor participating in classroom discussions with an introduction to oralpresentation and critical listening skills. Having a clear statement of goals is important for determining the contentof the course, for deciding on the focus in presentation, and in guidingassessment .

8. Content and Sequencing The content of language courses consists of the language items, ideas, skillsand strategies that meet the goals of the course. we emphasizes the importance of curriculum designers checking on vocabulary, grammar, and discourse to ensure important items are covered and repeated. It suggests using frequency lists and other lists of language items or skills to provide a systematic basis for a course. These lists should be chosen and adapted based on needs analysis, and not necessarily consist of item-by-item teaching. For example, a conversation could cover high-frequency vocabulary and structures while still incorporating free task-based activities.

9. Typical lists include: 1. Frequency lists of verb forms and verb groups. These contain items suchas simple past, present continuous, verb + to + stem (where the stem isdominant ) going to + stem, and can + stem (ability) along with informa-tion about their frequency of occurrence, mainly in written text. Themost striking feature of these lists is the very high frequency of a smallnumber of items, such as simple past, verb + to + stem, and the very lowfrequency of most of the items studied (many of which are givenunjustified prominence in many course books and grading schemesfor simplified readers). 2. Lists of functions and topics. 3. Lists of subskills and strategies. 4. There are lists of tasks, topics and themes that curriculum designerscan refer to (Munby, 1978; Van Ek and Alexander, 1980; Prabhu, 1987),but it is better for curriculum designers to develop their own lists taking account of the background factors of their learners and theirneeds .

10. THANK YOU!!