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
Step 3: Take into consideration factors that relate to the situation and generate alternatives for resolving the dilemma.
The effectiveness of your teaching and learning approaches used in your area of specialism in relation to meeting the individual needs of the learner.
It is important to relise diverstiy in schools across diffrent times and locations. With an ever changing social and cutural society with technology constinaly being impoved it is vital our ideologies and intutionlized approach reflect the changing times.
The class was made up of students that ranged in ability levels. There were 5 English as Second Language learners who tested below grade level on reading comprehension part of the CRT and 8 special education students who were also behind grade level in their reading progress.
At the beginning of each unit a vocabulary list is given out, and as the vocabulary is gone over within the lessons emphasis will be placed as to where the students may find the terms on the vocabulary list.
In order to carry out the evaluation process a wide range of tools, materials and techniques are used. They are adapted to the specific needs of the class and of the students as individuals. Two kinds of assessment are considered:
The results of this study showed that that students scored significantly higher on both Exam I and III than they did on the pretests. Furthermore, on Exam I, students scored higher on the repeated questions seen on pretest I than the non-repeated questions.
It is not only essential for the teacher to have sufficient professional knowledge but also should have a
Each level comprises of 30 items which are clustered together in groups of 6 in 5 columns. Students are requested to match three of the six words from the left-hand column to matching meanings in the right-hand column:
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
Teaching students a language that is foreign can really be challenging for students as well as for the teachers. The dynamic rule for implementing instructing in a diverse class to English-learners is to use resourceful life skills such as diligence, hard work and patience. There are also methods that are involved in teaching English as a second language that can be creative for the teacher, yet beneficial to the student. First building a strong foundation that is essential to English learners will promote the language acquisition process. To do this teacher’s should always start with preparation. Advance preparation is essential in order to provide necessary adaptations in content area instruction and to make content information accessible for second language lear...
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.
Secondly, demonstrate and explain each type of question to students, using examples to provide them with better understanding and a clearer idea
At this point in planning, the teacher should be aware of the students and ...
...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.