Practical guidelines to syllabus choice and design It is clear that there is no such single type of content which will be appropriate for all teaching settings, and the needs and conditions of each setting are so particular that it is impossible to give specific recommendations for combination. However, a set of guidelines for the process can be offered. As the steps to be used in preparing a practical language teaching syllabus choice can be named the following: 1. Define and estimate, to the possible extend, what results are desired for the students in the instructional program or a course, i.e. what the students should be able to do as a result of the instruction. 2. Rank the syllabus types which were presented in the previous item according to their probability of leading to the desired outcomes. Arrange the six types in such a way so that to show the level of preference you going to give to each type. 3. Evaluate available resources for teaching, needs analysis, materials choice and production and in training for teachers. 4. Rank the syllabi according to available resources. It is necessary to decide what syllabus types would be the easiest to use in practice taking into account available resources. 5. Compare the lists made which are the results of step two and four. If there is a necessity - make a few regulations to the earlier list; present a new list of ranking which would be based on the availability of resources. 6. Indicate one or two syllabus types as dominant and give minor importance to one or two as secondary. 7. Review the question of combination or integration of syllabus types and define how it is possible to achieve these combinations and in what proportion. In order to make practical decisions abou... ... middle of paper ... ...ss, 1976 21. Brumfit, C. J. and Johnsor, K. The communicative approach to language teaching. Oxford university Press, 1979 22. White, R. V. The ELT Curriculum: Design, Innovation and management. Blackwell Publishers Ltd, 1988 23. Prabhu, N.S. Second language pedagogy. Oxford university Press, 1987 24. Art Corvelay. How to design a course syllabus. www.ehow.com 25. Alasuugari, P. An invitation to social research. Sage: London, 1998 26. Lynda Edwards. Placement test. Oxford University Press, 2007 27. .www.native-english.ru. Methods of teaching English language. Журнал иностранец, 2003 28. Tim Boven. Teaching approaches: the grammar-translation method. Macmillan, 2000-2001 29. Gray A. Constructivist Teaching and Learning. SSTA Research Centre Report #97, 2007 30. Colin Campbell and Hanna Kryszewska. Lerner-based teaching. Oxford: Oxford University Press, 1992
4. METHOD/MEDIA: This period of instruction will be taught by the lecture method with the aid of PowerPoint Presentation and handouts
The effectiveness of your teaching and learning approaches used in your area of specialism in relation to meeting the individual needs of the learner.
Explain the characteristics of the different types of schools in relation to educational stages and school governance.
Construct the criteria set: Build a criteria set to reflect the DM’s concerns and objectives.
There should be a minimum of three different "tracks" that students will be classified in. For example, a school could choose to have an advanced track, an intermediate track, and a remedial track. Some might say that this will limit the students too much in their choice of classes but this is not the case. It will simply give students a certain pool of classes to choose from. For instance, students in the advanced track of study will still have all the different choices they had before; they will just be geared towards more intelligent students. The same will apply for those in the remedial track of study, however the purpose of these classes will be to catch students up to where they should be.
As such, we come out with the questionnaires survey to have a better understanding of the students’ perception, opinions and their preference. Questions such as what is your preference colour, what are your learning styles and techniques and what kind of learning activity will you prefer?
Cooper, P. Simonds, C (1999). Communication for the Classroom Teacher. 6th ed. Needham: Allyn & Bacon. p1-2.
List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, remedial course, honors course) that will affect your teaching in this learning segment.
Evaluate solutions on the basis of quality, acceptability, and standards: solutions should be judged on two major criteria: how good they are, and how acceptable they will be to those who have to implement them.
Sheen, Y. (2004). Corrective feedback and learner uptake in communicative classrooms across instructional settings. Language teaching research, 8(3), 263-300. Retrieved March 13, 2012 from, http://library.gcu.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ805614&site=ehost-live&scope=site
3. A clear set of Standards as to how students should behave and what each student should do and try to achieve, with a clear focus on higher rather than minimum standards.
For lesson planning purposes, what information do you need to know to help give you the greatest impact on instruction?
Secondly, demonstrate and explain each type of question to students, using examples to provide them with better understanding and a clearer idea
As a teacher, is very important to use a wide range of learning and teaching resources, from books or other printed materials so, that students are encouraged to explore issues of interest,
...dequately addressed in an essay of this nature. I also found out that some elements that influence the curriculum are so interrelated and it was not always easy to discuss each one separately.