Format

and
PRESENTATIO
N CHAPTER 6
(Language Curriculum
Design)
PURPOSES

Choosing the
teaching and
learning
techniques
and design
the lesson
plans.
2
In the format and presentation section of the curriculum design process,
data is collected from needs and environmental analysis, and the
principles chosen to maximize learning come together in activities that
involve learners. 3
Guidelines for Deciding on Formats
The environment in which
the course will be used
Factors that
must be
considered
in format and Students’ Needs
presentation
including:

The principles of
teaching and learning
 BASED ON ENVIRONMENT
Learners
The layout of the content should attract the 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..

 BASED ON ENVIRONMENT
Teachers
The activities should be able to be presented and managed by the
teacher [e.g. the teacher should be able to organise group work].
Situation
The course book should be easy to carry.

The material in the course or the course book should 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].
 BASED ON NEEDS

Neces-
Lacks Wants
sities

The learners The activities The kinds of

should be should take activities
able to account of should be
successfully what the useful to the
complete the learners learners in
activities. expect to do their future
in a language use or future
learning learning of the
course. language.

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Principles IT CONSISTS OF 10 ASPECTS,INCLUDING:

Motivation Deliberate learning

Four Strands Time on Task

Comprehensible Input Depth of Processing

Fluency Integrative Motivation

Output Learning Style

Language courses are
expected to be able to
provide a balanced set of
opportunities for learning.
One way to try to check
the balance of this
opportunity is to look at a
The Four
course consisting of four
strands, each of which is
Strands
given approximately the
same amount of time
(Nation, 2007).
These four strands are input that focuses on
meaning, output that focuses on meaning, learning
that focuses on language, and fluency development.

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 Meaning-Focused Input

Meaning focused input involves having the

opportunity to learn from listening and speaking.
Low density of unfamiliar language features.
Focus on the meaning of the message, and a large
quantity of input.
The example : Reading while listening to what is
being read.

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 Meaning-Focused Output
Meaning focused output involves learning
through speakinga and writing.
A well balanced language course spends about one
quarter of the course time on meaning-focused
speaking and writing.
If a language course has the goal of developing skill in
writing, then there needs to be regular meaning-
focused writing.
If the language course has the goal of developing
skill in speaking, then there needs to be regular
meaning-focused speaking.
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 Language-Focused Learning

Language –focused learning involves a deliberate focus on

language features such as pronunciation, spelling, words
parts, vocabulary, collocations, grammatical construction,
amd discourse features.
Activities which could occur in the language-focused
learning strand of course- 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, memorising collocations,
dictation and the explicit study of discourse features.
 Fluency Development

Fluency involves making the best use of what is

already known.
It is easy and familiar material.
A focus on comunicating messages and some pressure
to perform at a faster speed.
Plenty of opportunities for fluency practice.

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 Blocks
Meeting the Personalisatio Personalisatio
Analysis Alteration and Transfer
stimulus n n

It can be The analysis Linking between The alteration and transfer In the creation
more stage the students stage encourages them to stage, students
productive at involves and the work with the material move on from
other times studying the stimulus. In this flexibly, thus improving the stimulus,
not to display stimulus to stage, students thinking and language using it as a
all the see what is in can write or skills. springboard to
material it once it has speak how the new skills or
Option here are making
immediately. been totally stimulus is new products.
new things from the
If the revealed or similar to or The example
stimulus, recuding or
stimulus is a pieced different from activities are
expanding it, thinking of
picture, allow together. them, what the role plays or
parallels, opposites or
a brief stimulus letter writing
reversals.
glimpse. reminds them activities
of. connected with
the stimulus.

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 Threads
This series of activities is designed to work on literal and
metaphorical uses of basic vocabulary.

Review nouns already learned, add verbs, add adjectives, add

strenghts and weaknesses, add metaphors.

Introduce new animals such as birds and snails, discuss the similarities
in what they have and where they live.

Ask students to tell you about individual animals of one type that they
have known.

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THANK
YOU
Created by:
Nafisah
1710631060120
6C of EED UNSIKA