GOOD DAY!.

FORMAT &
PRESENTATION
L A N G U AG E C U R R I C U LU M & C O U R S E
DESIGN

Presenter: JENNIPHER P. CURADA

 WHAT IS THE AIM?

• To choose the teaching

and learning
techniques and design
the lesson plans.
 FORMAT AND PRESENTATION

• the part of the curriculum design

process that the data gathered
from needs and environment
analysis, and the principles
chosen to maximise learning
come together in activities that
involve the learners.
GUIDELINES FOR DECIDING A FORMAT

• There is plenty of evidence to

show that teachers and learners
do not share the same view of
parts of a lesson (Block, 1994),
and that the learners sometimes
do activities in ways that defeat
the purpose of the activity
(Hosenfield, 1976).
 FORMAT GUIDELINES BASED ON
ENVIRONMENT
• The layout of the content should
attract the learners.
LEARNERS • The learners should have the
skills to do the activities.
• The activities should take account
of whether the learners share the
same first language.
• The activities should be suitable
for a range of levels of
proficiency in a class.
• The activities should suit the size
of the class.
• The activities should fit the
learning styles of the learners.
FORMAT GUIDELINES BASED ON
ENVIRONMENT

• The activities
TEACHE should be able to
be presented and
R managed by the
teacher [e.g. the
teacher should be
able to organise
group work]
 FORMAT GUIDELINES BASED ON
ENVIRONMENT
• The course book should be
easy to carry.
SITUATIO • The material in the course
or the course book should
N not be too expensive.
• The amount of material in a
lesson should suit the
length of a class.
• The activities should suit
the physical features of the
classroom [e.g. move desks
for group work; sound proof
for oral work].
 FORMAT GUIDELINES BASED ON
NEEDS
• Lacks
• The learners should be able to successfully
complete the activities.
• Wants
• The activities should take account of what the
learners expect to do in a language learning course.
• Necessities
• The kinds of activities should be useful to the
learners in their future use or future learning of the
language [knowing how to rank; knowing how to
negotiate].
 PRINCIPLES

• 1) Motivation:

As much as possible, the learners

should be interested and excited
about learning the language and they
should come to value this learning.
 PRINCIPLES

• 2) Four strands:

A course should include a roughly

even balance of meaning-focused
input, language-focused learning,
meaning focused output and
fluency activities.
 PRINCIPLES

• 3 ) Comprehensible input:

There should be substantial

quantities of interesting
comprehensible receptive activity
in both listening and reading.
 PRINCIPLES

• 4) Fluency:

A language course should provide

activities aimed at increasing the
fluency with which learners can use
the language they already know, both
receptively and productively.
 PRINCIPLES

• 5) Output:

The learners should be pushed

to produce the language in
both speaking and writing over a
range of discourse types.
 PRINCIPLES

• 6) Deliberate learning:

The course should include language-

focused learning on the sound
system, spelling, vocabulary,
grammar and discourse areas.
 PRINCIPLES

• 7 ) Time on task:

As much time as possible should

be spent using and focusing on
the second language.
 PRINCIPLES

• 8) Depth of processing:

Learners should process the

items to be learned as deeply
and as thoughtfully as possible.
 PRINCIPLES

• 9) Integrative motivation:

A course should be presented so that the

learners have the most favourable
attitudes to the language, to users of the
language, to the teacher’s skill in teaching
the language, and to their chance of
success in learning the language.
 PRINCIPLES

• 10 ) Learning style:

There should be opportunity for

learners to work with the learning
material in ways that most suit their
individual learning style.
 THE FOUR STRANDS

• One way of trying to check this balance of

opportunities is to see a course as
consisting of four strands which are each
given a roughly equal amount of time.
(Nation, 2007)
• These four strands are meaning-focused
input, meaning-focused output, language-
focused learning and fluency
development.
 MEANING-FOCUSED INPUT

• Meaning-focused input
involves having the opportunity
to learn from listening and
speaking. Krashen (1981) would
call it learning from
comprehensible input.
 MEANING-FOCUSED INPUT

• In language courses, the most

important way of providing a
large amount of comprehensible
input is to have an extensive
reading programme.
 MEANING-FOCUSED INPUT

• Where the listening is not accompanied by

visual clues, it is more difficult to learn
from listening than from reading.
Repeated listening is thus a very
useful activity, and Elley (1989) found
that he had to provide three listening
opportunities for the same story to be able
to measure reasonable learning from
listening input.
 MEANING-FOCUSED INPUT

• Interacting with others.

One person’s output can be another
person’s input. An advantage of
interactive listening is that the listener
can negotiate the meaning of the
input with the speaker.
 MEANING-FOCUSED INPUT

• A problem with some reading

courses is that they provide a
lot of activities for the
learners but not large
quantities of reading.
 MEANING-FOCUSED OUTPUT

• involves learning through speaking and

writing

• Meaning-focused speaking should involve

the learners in conversation and also in
monologue. There should be practice in
both interactional and transactional
language use (Brown, 1978).
LANGUAGE-FOCUSED LEARNING

• focus on language features

such as pronunciation,
spelling, word parts,
vocabulary, collocations,
grammatical constructions
and discourse features.
LANGUAGE-FOCUSED LEARNING

• intensive reading
• pronunciation practice
• guided writing
• spelling practice
• blank-filling activities
• sentence completion
• getting feedback on written work
• correction during speaking activities
• learning vocabulary from word cards
 FLUENCY DEVELOPMENT

• The conditions for the fluency

development strand are: (1) easy,
familiar material, (2) a focus on
communicating messages, (3) some
pressure to perform at a faster
speed, and (4) plenty of
opportunities for fluency practice.
 FLUENCY DEVELOPMENT

• activities can involve repeated

speaking where learners deliver the
same talk several times to different
listeners, speaking on very familiar
topics, reading familiar material
aloud, and speaking about what has
already been spoken or written about
before.
 FLUENCY DEVELOPMENT

• Such courses can bring about

substantial fluency improvement
with just a few minutes practice
two or three times a week for
most learners.
(Chung and Nation, 2006)
 REMINDER..

• When looking at an activity, it is

always useful to consider how much
of the activity involves typical
language use and how much of it
is game-like. “Game-like” means
that the activity involves learners
doing things which are not a part of
normal language use, or of normal
language learning.
 FOLLOWING A SET FORMAT

• When designing the format of a

lesson, the curriculum designer
needs to consider environment
factors such as the length of time
available for each lesson, the
teachers’ skill and role in the lesson,
and the size of a typical class.
 FOLLOWING A SET FORMAT

Within each of these 1.Listening input usually

sections, especially the with a meaning focus
language-focused
2. Language-focused
learning and meaning- learning taking up points
focused output sections, from the listening.
there is no set order of
3. Meaning-focused
activities and no strict output, mainly speaking,
limitation of activity often involving pair and
group work and a game-
types. like activity.
 THE PRINCIPLES

• 1 There should be learning from comprehensible input as

a basis for later activities.
• 2 Language-focused learning will contribute to the
production of output.
• 3 Learners should have to produce language with a focus
on the message.
• 4 Repetition is an important aid to learning and material
should be recycled in a lesson.
• 5 Learners’ interest can be engaged through short
activities, attractive presentation using pictures, and a
degree of unpredictability regarding the types of
exercises.
• 6 Learners need not know why they are doing a
particular activity.
 TECHNIQUES AND ACTIVITIES

• 1. Experience activities try to

keep as much as possible of the
knowledge needed to perform
the activity within the learners’
previous experience.
 TECHNIQUES AND ACTIVITIES

2. Shared activities involve the learners achieving

through group work what they could not achieve by
working alone. Nation (1989b) describes four major
kinds of group work:
(a) the learners in a group have equal access to
the same information;
(b) each learner has a different piece of
information essential to the completion of the task;
(c) one or more learners have all the information
that the others need;
(d) the learners share the same information but
each has a different task to do.
 TECHNIQUES AND ACTIVITIES

• 3 Guided activities involve the

learners doing already partly
completed tasks. For example,
completion activities, substitution
activities, matching activities,
repetition activities, and ordering
activities.
 TECHNIQUES AND ACTIVITIES

• 4. Independent activity is the

ultimate goal of the other three. In
independent activities, the learners
work with no assistance or
preparation. They can draw on their
skills and make use of other
resources, but essentially they are in
control of their own learning.
 TASK & PRESENTATION

• In a task-based syllabus, however, the

task is likely to be the unit. Willis (1996)
describes the task-based learning
framework as consisting of three phases –
pre-task, the task cycle and language
focus. Considerable variety and variation
is possible within this framework, and, the
task need not focus on a specific language
structure.
 TASK & PRESENTATION

Summary of the Steps

• 1 Decide on the main teaching
techniques and activities.
• 2 Plan the format of the lessons.
• 3 Check the format against
principles.
• 4 Write the lessons.
 SUMMARY

• The most important principle to

consider in format and presentation
is the provision of a balance of
learning opportunities across the
four strands of meaning-focused
input, meaning-focused output,
language-focused learning and
fluency development.
 SUMMARY

• Classroom activities can be of several

types and we have looked at experience,
shared, guided and independent
activities. There is no need to have a
balance of these types, but it is useful to
understand how each of them helps
learning..
 SUMMARY

• Experience tasks help learning

by making the task a very
familiar one because it is close to
the learners’ previous
experience.
Danke dir...