Course Planning Assignment

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CAMBRIDGE DELTA COURSE

COURSE PLANNING ASSIGNMENT

Focus on

A twenty -hour course for ECCE students prior to their taking theexam

Candidates Name: Paraskevi Andreopoulou

Centre Number: GR 108Candidates number:

Number of Words: 4425

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Contents:

1. Introduction3

2. The different Educational value Systems32.1. Classical Humanism.3

2.2. Reconstructionism.4

2.3. Progressivism4

3. Designing an Exam Preparatory Syllabus 53.1. Usefulness in Recycling6

3.2. Class Profile..6

4. Needs Analysis..74.1. Learners and their Needs8

5. Objectives and Materials.8

6. Performance Objectives.9

7. Specific Areas of Teaching..97.1. Listening .97.2. GVR Practice.107.3. Writing107.4. Speaking.10

8. Materials to be used11

9. Course Presentation11

10. Course Evaluation..12

11. Conclusion12

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1. IntroductionThere are several conflicting views on what syllabus design is; it is seen concernedessentially with the selection and grading of content it replaces the concept of

method and it is now seen as an instrument by which the teacher, with the helpof the syllabus designer, can achieve a degree of fit between the needs and aimsof the learner and the activities which will take place in the classroom (Yalden1984:14 cited in Nunan 1988).

Howard B. Altman and William E. Canshin state that etymologically syllabusmeans a table of contents, whose aim is to communicate to students what thecourse is about , where it is going, and what will be required of them to completethe course with a passing grade (Altman, H.B. May 1989).

Others, such as Shaw 1977 who quotes Robertson 1971, pg. 564 draws aclear distinction between syllabus and curriculum: . The curriculum includesthe goals, content, processes, resources and means of evaluation of all the learningexperiences planned for pupils in and out of the school and community throughclassroom instruction and related programs..; then, he defines syllabus..as a statement of the plan for any part of the curriculum, excluding theelement of curriculum evaluation and it should be viewed in the context of anongoing curriculum development process.

2. The different educational value systemsClassical humanism

The classical humanism has given rise to the well-known grammar-translationapproach, whose content to be taught and learnt is expressed in terms of

phonology, grammar and vocabulary that are seen to make up a particular language (Clark 1987).In brief, the so-called structural syllabus leads to a curriculum in which:

The fundamental aim is to promote generalizable intellectual capacities An analysis of the content of a particular subject into its constituent

elements of knowledge determines what is to be taught and learnt. The course book is created to cover the various elements of knowledge Unit-by-unit objectives are seen in terms of conscious control of the

various elements of knowledge set out along the way The methodology employed lays emphasis on conscious awareness of

rules and patterns, and subsequent application of them in controlled andmore open contexts

Assessment is norm-referenced and concerned with the selection and placement of those who will enter the next stage of education

Reporting is seen in terms of awarding each pupil an aggregate mark for each subject studied (Clark 1987).

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ReconstructionismIn curriculum design, reconstructionism has given rise to the ends-meansapproach and in the classroom to mastery learning technique, which should beviewed as a factor determining the amount of time one requires to learn a

particular behaviour to a given level in ideal conditions (Calloll 1971 cited inClark 1987).

Reconstructionism resembles the desired communicative capacity, what iscalled the Functional- Notional Syllabus? Its advantage is that it takes thecommunicative facts of language into account from the beginning, without losingsight of grammatical and situational factors. It produces communicativecompetence and it sustains the motivation of the learners. It can also ensure thatthe most important grammatical forms are included and it can cover all kinds of language functions.

It should be considered what the learners should most usefully be able tocommunicate in the foreign language; upon this is established, the mostappropriate forms for each type of communication can be decided, primarilysemantic and then structural (D.A. Wilkins 1976).

As Nunan 1988 claims though, functional notional syllabuses designersneed to look beyond linguistic notions of simplicity and difficulty when it comesto grading items. Widdowson also pointed out in 1979 that inventories of functionsand notions do not necessarily reflect the way languages are learnt any more thanstructural syllabuses do. He also states that dividing the language into discreteunits of whatever type misrepresents the nature of language as communication(cited in Nunan 1988).

ProgressivismContent-based InstructionContent-syllabuses differ from task-based ones in that the experiential content isthe major factor in learning with little or no direct/ explicit reference to language(Krahnke, 1987: 65 cited in Richards and Rodgers 2001).

Content- based instruction is grounded on two central principles:1. People learn languages more successfully when they use the language as

means of acquiring information, rather as an end in itself.2. It better reflects learners needs for learning a second language.

As Richards and Rodgers 2001 believe the content and instructionalsequence is chosen according to language learning goals.There is macro- and micro-structuring of the year long syllabus;

at the macro-level, the syllabus consists of modules selected to reflectstudent interests and a multidisciplinary perspective. The modules aredesigned and sequenced so that they relate to one another so as to createa cohesive transition of certain skills, vocabulary, structures and concepts. The first modules are ordered so that early modules have easilyaccessible, high-interest themes. Later modules deal with more technical

processes and assume mastery of certain skills, vocabulary, structures and concepts (Brinton et al., 1989:35).

The micro-structure is such that: all modules move from an initial exercise to intended to stimulate student interest in the theme through a

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variety of exercises aimed at developing comprehension and student ability to manipulate the language appropriate to the situation and use thelanguage of the texts. The final activities of each module require the

students themselves to choose the appropriate language for the situationand use it in communicative interaction (Brinton et al. 1989:34).

3. Designing an Exam Preparatory SyllabusAn exam preparatory course presupposes good language developmentskills and systematic recycling of all the skills to candidates, whose aim isobtaining the ECCE (corresponding to Level B2 Independent User of theCommon European Framework) certificate, which will be immediatelyuseful for them to get a job in private or public sector.

The University of Michigan for the Certificate of Competency (ECCE)is designed for learners of English who are at least at intermediate level; ittests their linguistic competence in all four language skills. Typically,learners at this level can successfully convey their ideas in English, withoutmaking serious mistakes which impede communication.

The test is addressed to adolescent and adult learners of Englishwho wish to provide documentation for educational and professional

purposes. The written part of the exam comprises the Listening, Grammar,Vocabulary, Reading and Writing sections, lasting approximately threehours the instructions included, whilst the oral part lasts approximately tento fifteen minutes.As Yalden 1983 has pointed out, adults acquire language through other means than formal study and emphasize activities which focus on the act of communication and the message to be communicated rather than on thelinguistic means and formal study involved. Therefore, it seems thatinterest in and prominence given to teaching activities which center on thelanguage-learning process is on the increase and that has happened frommany areas of psychological research.

3.1. Usefulness in Recycling It has been argued that for courses in General English, it is unnecessary to departfrom revision of grammatical structures and learning long lists of vocabulary,since if the learners have a good command of structures and lexis, communicationcomes in good time and it is much safer to obtain the certificate, therefore,recycling is an essential factor in this case. As a result, one might equip thelearners with the full grammatical resources and let the rest come later. On the other hand, using the target language as medium of play and instructionin the EFL classroom by means of range of activities topics, language functions,and themes- definitely makes the language more memorable for the candidates

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wishing to take the exam later and it also provides a desirable end in itself (Yalden1983)3.2. Class ProfileThe main objective of this essay is the design of a syllabus for a class of upper-intermediate learners of English, whose aim is sitting for the ECCE. The classconsists of a group of seven learners taking a preparatory course for the examsession in December; in fact, they are taking a three- month course to revise whatthey have been taught so far and to further practice all of the skills in the format of doing practice tests.

All seven members of the group are secondary students of the TechnicalVocational School on Paros and are instrumentally motivated, since their mainobjective is to obtain the certificate. Four of them are interested in obtaining thecertificate for professional purposes only, and the rest of them are considering the

prospect of continuing their studies in Technological Educational Institutions allover Greece (one of them expressed the wish of becoming an accountant).Moreover, all of them realize the need to achieve the passing grade, to recyclewhat they have been taught and to read lots of English during their studies(subscribe in English magazines and access on the Internet), since many of thetexts on the Reading Section of the exam are extracts of these resources.

The outcome of this exam syllabus will be a seventy-two hour coursethat will be conducted over a three-month period. The course will comprise two-hour lessons that will be held three times a week.

4. Needs Analysis

A crucial criterion when designing a syllabus is the students needs. Brindley1984:31 distinguishes objective from subjective needs, in that objectiveare the needs which are derived from learners personal data along withinformation about their language proficiency and patterns of language use,whereas the subjective needs are personality traits, i.e. wants, desiresexpectations, that cannot be diagnosed so easily and in many cases even stated

by the learners themselves (cited in Nunan 1988).Munby 1978 considers the variables that affect communication

needs and organizes and divides them into a priori and a posteriori parameters: purposive domain (educational & occupational purposes) , setting, interactionand instrumentality ( channel, mode & medium of communication) ; the a

posteriori parameters are: dialect, target level (size, complexity, range,delicacy, speed & flexibility), communicative event and communicative key.

Taking into account the identification of the learners needs, theywill be defined through a needs analysis questionnaire that is going to revealtheir preferred learning styles. The information collected will be used toestablish realistic objectives for the particular group.

The group is homogeneous in the same aim, since all thecandidates share a common purpose; the syllabus will be designed to recycleall the patterns, lexis of the language, to extend their reading skills and to

practice their aural / oral skills for preparation of the exam venue in December.

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4.1 . Learners and their needsBased on the information from the questionnaire and the feedback session inclass, their requirements can be described as follows:

To revise all the language patterns and lexis to be tested basicknowledge of grammar and vocabulary

To develop their reading skills through authentic reading texts to tacklethe relevant section of the exam.

To practice listening to short dialogues and announcements on TV,listening to songs and radio broadcasts and having access to the WWWto handle this section of the exam.

To develop writing through letters and essays based on a given task onwhich they have to expound their views; they can develop it through

team writing. To develop their speaking skills through a two-way conversation;

theme-based pictures and assigned tasks will guide candidates tohandle the exam section.

5. Objectives and MaterialsI will attempt to recommend a syllabus that promotes via materials and

activities content-based instruction that will enhance their skills. Both thelesson and the activities coincide with the learners needs.

6. Performance ObjectivesBy the end of this course, students are expected to have been introduced tomany activities in order to revise the material required for the ECCE exam:

Students are expected to identify the relationship between the speakers,the content of the conversation and its setting; for part two, they areasked to have a general understanding of a radio interview in thelistening section.

For the GVR section, students are expected to consider what structureor lexis is appropriate in the context of the sentence; and for the readingsection, learners are required to skim and scan the text, to understandthe main idea, to make inferences, to comprehend word definition andto understand supporting ideas.

Learners are expected to express their ideas clearly and comprehensiblyin a letter or an essay in a given task; this will determine the style andkind of language they are going to use in group writing first and thenindividually, for the writing section.

For the Speaking section, students are required to have an interviewwith the examiner giving personal information and talking about

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thematically-linked pictures and be given situations to ask questions tomake a choice.

7. Specific Areas of Teaching Drawing upon the needs analysis procedure, the following areas will be included :

Listening: practice / training in: Recognition to the speakers intonation and word stress Inference to the speakers feelings, mood and attitude Taking notes of the most important details to remember information Careful listening of the interviewers queries

GVR: practice / training in: Careful consideration of short exchanges Learning & breaking down words in context developing vocabulary in authentic English and access to the web To locate information, to underline parts of the text ,to interpret ideas, to

get the gist of it and to determine the correct phrase

Writing: practice / training in: Consider the given situation and underline appropriate information to

determine the style and the kind of the language they use To gather ideas respective to any piece of information from the task

To establish the relevant framework To match up the gathered information with the appropriate paragraphs of the framework

Speaking: practice / training in: To practice talking about themselves To describe thematically-linked pictures using the relevant language To practice asking questions to gather ideas and make informed choices

To justify their choices and explain why they reject the other two options

8. Materials to be usedAs Nunan 1985a:38 points out authentic materials should be used to teachlanguage from different sources: video clips, TV, radio and newspaper recordings,signs, maps & charts, etc.in a learner-cent red curriculum. On the other hand,Brinton et al., 1989:17 propones that authenticity may need modification to ensuremaximum comprehensibility. This may mean linguistic simplification or adding

redundancy to text materials; it will certainly mean providing guides andstrategies to assist students in comprehending the materials (: ibid).

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Materials development for this particular class will follow the lines of thesyllabus design. Materials range from photocopiable ECCE practice tests and other activities, such as modified reading brochures, a given task for the writing, visual

prompts for the speaking with given situations and simplified listening tasks withwork sheets for taking notes.

12. Course PresentationI will attempt to apply the principles of syllabus design in action for these

identified candidates. The syllabus is arranged in content-based situations thatrelate to students specified needs. This content-based instruction follows the

sequence determined by a particular subject matter in dealing with the language problems which students encounter (Brinton, et. al., 1989:2).

Recycling is the principle of the course. Revision takes place in the form of practice tests in meaningful situations for all the sections of the exam; thelistening, GVR and speaking tasks of the exam serve the students needs and themain course objective: to enable students to tackle the ECCE exam. Morespecifically, revising through content-based procedure will provide them with theopportunity to recall, consolidate and assimilate the essential exam material.

13. Course EvaluationIn order to evaluate the effectiveness of the course, the following areas will beconsidered:

Informal learner assessment through feedback sessions in classroom; todiagnose any difficulties and to recommend possible solutions within theclassroom setting.

Completion of a course evaluation form on the effectiveness of practicetests, after the practice test exam period.

Final assessment through a final Michigan Past Paper ECCE exam May1994 at the end of the course to evaluate all the work done during the

Course and to prepare learners before their exam venue.

14. ConclusionDesigning a syllabus for ECCE candidates has been a valuable experience for me, since it was the first time I had been actively involved in identifying thestudents needs prior to their exam venue, creating a syllabus tailored to their needs and teaching it. Despite the tremendously valuable expertise of

professional syllabus designers, I recommend instructors be more activelyinvolved in designing syllabuses for their students, since those are the oneswho are aware of their students needs better than anyone else.

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APPENDICES Lesson 1

Task Objective Skills Focus Listening

Questionnaireidentifying Ssneeds.

To raise studentawareness in the coursespecified.

Reading None

Discussion of aimsof the course;syllabuspresentation.

To present and discussaims of the course withthe students.

Speaking None

ListeningPart One:30 short dialogues& announcementsspoken only once;Ss are to chooseone among threevisual prompts.

To test their ability tounderstand spokenEnglish in everydaysituations; to identifythe relationshipbetween speakers, thecontent of theconversation, thesetting and possiblefunctions.

Listening

Topic:Dialogues andannouncements

Teach Listening:Use of visuals incombination with theradio talk and Ss decidein pairs which one tochoose.

Part Two:

A radio programme on which Ssare listening toand taking downnotes (writingdown the mostimportant details).

To understand a longertalk, to listen out forspecific details toextract specificinformation and carefullistening to word stressand intonation.

Listening Topic:Radio interview

Teach Listening:Use of video shows withimages off, taking onthe roles of eachcharacter and keepingnotes.

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Lesson 2Task Objective Skills Focus Grammar

Short exchangesamongst nativespeakers coveringevery day issues.

To revise tense usage,word order, syntax; todevelop grammaticalcompetence.

Grammar Topic:Authentic dialogues

reflecting every dayissues

Teaching Grammar :Role cards,information-gap

activities, role-plays,semi-authenticdialogues, opinion-gapactivities, narratingstories, communicationgames.

Lesson 3

Task Objective Skill Focus Vocabulary

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Short segments of dialoguesreflecting real lifesituations amongstnative speakers to

convey messagesand to interactamongst them.

To develop lexicalcompetence and toexpand vocabulary

Vocabulary Topic:Presentation of a widevariety of authentictexts with thematically-related vocabulary, i.e.

family

Teaching Vocabulary:Presentation of videosegments, acting out of similar simulatedsituations, extensivereading, class readers,literature ,readingnewspaper articles,magazines , listening tosongs video /internetgames.

Lesson 4 Task Objective Skills Focus Reading

Reading a widevariety of different texts inthe form of newspaperarticles,magazinearticles, reportsand brochures.

To develop top-downand bottom-upprocessing skills, tomake inferences,skimming & scanningfor Parts 1,2 &3;word definitions, toget the gist and tounderstandsupporting ideas.

Reading Topic:A plethora of readingtexts from anewspaper / magazinearticle to an essay and astory relating to theexam task nature.

Teaching Reading:Distribution and totalexploitation of readingtexts via group work;each task exploitedseparately.

Lesson 5

Task Objective Skills Focus Writing

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Writing a letteror an essay(about 150-175words- a pagelong) based on a

prompt, whichcan be publishedin a magazine, anewspaper or amemo.

To test candidatesability to express theirideas in a clear andcomprehensible way;the letter or the essay

must reflect theirviews on the ideaspresented by theprompt.

Writing Topic:The assigned task relating to the examtask nature.

Teaching Writing:Task analysis, at first;underlining theimportant details andproviding withsolutions, next.Brainstorming andordering of ideas into aframework.

Lesson 6 Task Objective Skills Focus Speaking

An interviewwith theexaminer.

To assess thecandidates oralproduction skills.

Speaking None

Part One:Candidates givepersonalinformationaboutthemselves.

To familiarize themwith the examenvironment settingand to make thecandidates feelcomfortable bytalking topics of interest.

Speaking Topic:Personal data

Teaching Speaking:Rehearsals talkingabout oneself.

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Part Two:A set of thematically-linked picturesand queries

asked on them;assignment of atask-basedsituation.

To describe thevisuals, relate them toone topic-basedsituation and to ask

queries in order tomake their respectivechoices.

Speaking Topic:Thematically- relatedvisual prompts

Teaching Speaking:Visual aids description

and provision withrespective data; then,informed choices aremade.

Part Three:After gatheredinformation,candidates areexpected toreport theirfindings,explaining theirchoices, too.

To negotiateagreement, to providesufficient explanationfor their choices, to

justify their opinionsand to exchangeinteraction with theinterlocutor.

SpeakingTopic:

The content-basedsituation

Teaching Speaking:Use of data and a listof respective choiceswill negotiateagreement /disagreement.

Lesson 7

Task Objective Skills Focus Listening

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Listening:Part 1:To a series of thirty shortexchanges

between nativespeakers,reflecting real lifesituations.

To recognizesetting, speakersand purpose, toinfer speakersmood, feeling and

attitude and torecognizespeaker`s stress &intonation

Listening Topic:Dialogues,Announcements andtimetables

Teaching ListeningPart 1:Acting out role-playscovering real lifeissues andreading/listening totexts related totimetables andannouncements

Lesson 8Task Objective Skills Focus Listening

Listening:Part 2:To a radiointerview betweena reporter and ascientist covering

all the aspects of an issue, i.e.environmentalprotection

To take notes of the mostimportant detailsto rememberinformation andto carefully listen

of theinterviewersqueries

Listening Topic:A radio interview

Teaching ListeningPart 2:Watching an

interview of a similarkind on the video,divide Ss into twogroups (one- takingthe reporters part,and the other one-taking the scientistspart) and take notes

Lesson 9

Task Objective Skills Focus Grammar

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Grammar:Short exchanges

among nativespeakers on awide variety of

topics

To carefullyconsider shortexchangesamongst nativespeakers, to

identify, tensesequence,prepositions,pronouns,possessiveadjectives,possession, wordorder ,syntax

Grammar Topic:A variety of real lifesituations

Teaching GrammarSection:Role-play real lifedialogues covering awide variety of grammaticalphenomena by meansof simulations,information-gapactivities, narratingstories

Lesson 10

Task Objective Skills Focus Vocabulary

Vocabulary:A number of short exchangesamongst nativespeakersdescribingsituations,naming objects,describing peopleand identifyinglocations

To learn & break down words incontext, todevelopvocabulary inauthenticEnglish , tointeract in the TL

Vocabulary Topic:A variety of texts, i.e.technology, health,environment, fashion,education & tourism

Teaching vocabulary:Thematically-relatedtopics covered incourse books, videos,on the internet, innewspapers,magazines and in thelyrics of songs

Lesson 11

Task Objective Skills Focus Reading

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Reading:Part One:A multiple choicetext testingknowledge based

on a variety of topics, i.e.education,technology, health

To activate top-down andbottom-up skills,to test skimmingand scanning, to

infer messages , tointerpret writersideas

Reading Topic:A reading text relatedto a number of issuesof public concernTeaching Part One:

It comes in the formof newspaper ,website, magazinearticles, class readers,encyclopedias,manuals, medicalbooks

Lesson 12


Reading :Part Two:A series of short

reading texts in abrochurecovering a topicof commoninterest to allreaders, i.e.tourism, in theform of a multiple

choice text

To scan, to

activate bottom-up processingskills, to locateinformation, toinfer writersmessages and tointerpret ideas

Reading

Topic:A number of brochures related to

the main topic, i.e.tourism

Teaching Part Two:Exposure to authenticmaterial, such asbrochures, touristguides, internetadvertisements ,video/cable TVcommercials

Lesson 13


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Reading PartThree:A multiple choicetext covering awide variety of

social issues, suchas the Media,tourism, health,education,technology,engineering

To focus ongetting the mainidea, to locate forspecificinformation, to

infer writer`sopinion , tointerpretmeaning, toidentify lexicalitems in context

Reading Topic:A wide variety of textscoming fromuniversity brochures,media reports,

medical journals,company reports,magazine articlesrelated to technologyand engineering

Teaching Part Three:Subscription tomagazines andnewspapers to beacquainted with texttypes of the kind, topromote out of classreading, to exposethem to newspapers ,

journals, magazinesand to train them tosearch information onthe website related totopics of interest

Lesson 14


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Writing:Part One:A newspaperextract is assignedas the main topic

of coverage;based on the topicof interest,candidates areinvited to write aformal letter tothe editor of thenewspaper,asking forfurtherinformation orexpressing theirviews to thematter

To consider thegiven situationand underlineappropriateinformation ,to

determine thestyle and register,to practicecohesion andcoherence

Writing Topic:Exposure to a widevariety of newspaperarticles andexploitation of them

Teaching WritingPart One:Subscription toNewsweek magazine,to familiarize oneself with text types of thekind, to exploit thegenres, to determinestyle and register, towork on the Process-Writing Approach

Lesson 15


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Writing PartTwo:Based on thenewspaper articleabove, candidates

are asked to writean essay, coveringboth sides(positive/negative)of it andrecommendsolutions.

To comprehendthe main idea of the topic, todetermine styleand register and

to connect fullyideas in the piece,to unify it as awhole piece of writing

Writing Topic:Exposure to a widevariety of text types innewspaper articlesand on online

newspaper articles

Teaching WritingPart two:Exposure to a widevariety of newspapersrelated to issues of public concern;candidates will gatherideas respective to anypiece of informationfrom the task,establish the relevantframework and matchup the gatheredinformation with theappropriateparagraphs of theframework

Lesson 16 Task Objective Skills Focus Speaking

Speaking PartOne:A friendlyconversationbetween thecandidate and theexaminer, a get-to-know situation.

To establishrapport betweenthe candidate andthe examiner, touse it as aspringboard forsuccessive tasks,and to be giventhe opportunityto talk aboutoneself, in afriendly, relaxedatmosphere.

Speaking Topic:Situations, in whichone is given to talk about oneself in two-three minutes.

Teaching SpeakingPart One:Use of questionnaires,quizzes, surveys,descriptions of places,practice talking aboutfamily, schooling andlikes/dislikes

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Lesson 17

Task Objective Skills Focus Speaking

Speaking PartTwo:A task comprisingthree optionsrelated to thesame theme; the

candidate isinvited to ask theexaminer anumber of questions toobtaininformationabout the themethey need toknow.

To gatherinformationrelating to aspecific task, toseek data that willlead to informed

choices

Speaking Topic:Charts relating to amain topic, i.e. hotelmanagement andcontaining differentdata about characters

wishing to get a job ata hotel

Teaching SpeakingPart Two:Topics of publicconcern , i.e. Tourism,with collection of different data aboutholiday resorts in a

brochure;(Learner Training)candidates willkeep notes in favour

of/against options,that will lead them tomake informedchoices

Lesson 18

Task Objective Skills Focus Speaking

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Speaking PartThree:With theinformed choicesat hand, the

candidates needto explain thechoices they havemade and toreject the rest,explain thereasons why, atthe same time.

To makeinformed choices,to reject optionsand to justifyones opinion

Speaking Topic:Charts with collecteddata that will lead toinformed choices

Teaching SpeakingPart Three:All informed choicesto consider in a list,with in favourof/against columns,and a list of conjunctions(causative,concessions) to makeinformed choices andto reject others(Learner Training)To practice justifyingtheir choices andexplain why theyreject the other twooptions

Lesson 19Task Objective Skills Focus Listening and

Speaking (Integrated)

Listening PartTwo:

A radio interviewabout an issue of public interest,between areporter and anexpert on thetopic, i.e. GeneticModified food;

To get the mainidea of the issue,

to keep noteswhilst listening(only once) torememberdetailedinformation, togather ideasrelated to thetopic

Listening Topic:A radio interview

based on an issue of public concern, i.e.Medicine

Teaching ListeningPart Two (integratedwith Speaking):Access to the Interneton radio stations, suchas the BBC WorldRadio, to listen to it

whilst keeping notesabout

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positive/negative sidesof the issue to becovered

Speaking PartTwo:With the radiointerview,candidates shouldcollect data infavour of/against

Genetic Modifiedfood, expoundviews on the topicand take sides.

To categoriseideas accordingly,to express one`sview on thematter and tomake informedchoices

Speaking Topic:A set of two columnscontaining both sidesof the issue(positive /negative).

Teaching SpeakingPart Two (integratedwith Listening):With the set of twocolumns coveringboth sides(positive/negative)And a list of conjunctions toconnect/ reject ideas,candidates proceed tomake informedchoices and expoundtheir views on thetopic.

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Lesson 20Task Objective Skills Focus Grammar

VocabularyReadingWriting (integrated)

Reading PartTwo:A series of shorttexts relating to amain theme, i.e.Tourism- Hawaii.

To test scanning,to locate forspecificinformation, toinfer messages

Reading Topic:A brochure from aTourist Guide,advertising differentresorts in Hawaii.

Teaching ReadingPart Two:In the brochure,

different resorts areadvertised for whichcandidates are invitedto search for specificinformation, find outadvantages/Disadvantages foreach resort andWork on expansion/retrieval tothematically- related

lexical items of Tourism.

Writing PartOne:A formal letter tothe editor of thenewspaper/magazine(leaflet).

To integratereading withwriting and topractice style andregister

Writing Topic:An extract from theleaflet about differentresorts in Hawaii,which will be used asa springboard for theformal letter.

Teaching WritingPart One:From the leaflet, therewill be an extract onwhich candidates willbe asked to write aformal letter to themanager of the hotel,of one of the resorts,

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stating the hotel andthe resort they willchoose to stay. Theywill develop ideas toproduce a unified

piece of writing; theywill practice cohesionand coherence, andthey will also have theopportunity to revisegrammatical areas.

APPENDIX 2

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Needs Analysis Questionnaire(Adapted from. Nu nan 1985 :67-70)

Foreign Language Centre:

Date :

Name:Family Name:Age :Country of Origin :Address:Marital Status:School:Work:First language:Other languages:Language Learning:

Why do you want to continue to learn English?Are you interested in professional or educational purposes?

a. Do you like to learn English by LISTENING?READING?WRITING?

SPEAKING? b. Do you mostly like to study grammar?

Learn new words?Practise reading skills?

Learn to write in English?Speak fluently?

c. Do you like to learn English by:.cassettes.games

.talking to English native and non-native speakers.studying English books

..watching TV?

What is the most important for you? Please number them from 1-5 above.d. Reading:Do you use a dictionary at all? Yes / NoWhat do you read in English?

Simple storiesLiterature

NewspapersMagazinesArticlesBrochures

Advertisements : shopping

HousingEmployment ?

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Bus timetables?Train / boat itineraries?Maps / directories ?Notes/ memos?

What are the most important for you to learn now?

e. Writing:Do you ever write letters?

Essays?Notes to other people?Fill in personal data?

Which is the most important for you to learn now?

Do you have access to the Web?Do you like to purchase goods online?Do you like to work online?Do you have e-mail?

f. Listening and Speaking:

Who do you speak with in English?How much do you understand?A little?Not much?A lot?Everything?

Who is it most important for you to learn to speak with now?Shop assistants?Neighbours and friends?Bus drivers?

Medical people?Teachers?Tourists?

Colleagues at work?

Passengers on boats / trains?Employers?Others?

Do you watch English films on T.V. or at the cinema?Do you listen to English songs on the radio?How much can you understand?

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g. How do you learn best?

No A little Good Best

Alone?Pairs?

Small groups?

Class?

Outside class?

h. What do you feel are the most important things for you to learn in thisterm?

a) To obtain the certificate?b) To revise what you have been taught so far and to refresh your

memory?

i. How much time is available for study now:Per dayPer week..

Where would you mostly like to study?

a. At the foreign language self-access centre..

b. At home

c. How often do you want assessment:Every week..Every month.A term report card..

A certificate upon completion of the courseThe ECCE certificate itself after the exam venue..

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APPENDIX 3

EVALUATION FORM(Adapted from Nun an 1988)

It is extremely essential of the instructor and syllabus designer of thiscourse to keep informed about its effectiveness. As a result, I would begrateful if you assessed this course, by circling the appropriate choice of the numbered ones from each one of the statements below:

{Key 5-outstanding, 4-above average, 3-average, 2-below average, 1-unsatisfactory}

1. The course met perfectly my needs. 1 2 3 4 52. I was totally satisfied with the selection of materials. 1 2 3 4 53. The materials were closely related to the objectives of this course. 1 2 3

4 54. The teaching sessions were motivating and intriguing; they sustained

interest throughout. 1 2 3 4 55. All instructions were clear. 1 2 3 4 5

6. The instructor was interested in student progress at all times andintervened in cases of regression. 1 2 3 4 57. The class understood what was wanted at all times. 1 2 3 4 58. Every student was involved at some point. 1 2 3 4 59. Student groupings and sub-groupings were appropriate. 1 2 3 4 510. There were no cultural misunderstandings. 1 2 3 4 511. Positive class atmosphere and appropriate pacing of the sessions. 1 2 3

4 512. A wide variety of activities and genuine communication in the lessons.

1 2 3 4 513. Opportunities for speaking and written practices. 1 2 3 4 5

14. Relevant degree of difficulty for the programme. 1 2 3 4 515. Normal duration of the course. 1 2 3 4 516. The course assisted in developing the skills necessary for the exam. 1 2

3 4 517. The course provided candidates with sufficient recycling of all four

skills of the language. 1 2 3 4 518. Good general classroom management. 1 2 3 4 5

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LIST OF REFERENCES

Altman B. H. & Cashin E. W. {Kansas State University} Writing aSyllabus file://C:\Documents%20and%20Settings\\%20%20\WRITI..... 18/06/2007

Clark John L. (1987) Curriculum Renewal in School Foreign Language Learning Oxford University Press

Munby J. (1978) Communicative Syllabus Design Cambridge University

Press

Nun an D. (1988) The Learner-Centred Curriculum Cambridge AppliedLinguistics

Nun an D. (1988) Syllabus Design Oxford and Oxford English: OxfordUniversity Press

Richards J. C. and Rodgers T. S. (2001) Approaches and Methods in Language Teaching University of Hawaii Manoa: Cambridge UniversityPress

Wilkins D.A. (1976) Notional Syllabuses Oxford : Oxford UniversityPress

Yalden J. (1983) The Communicative Syllabus: Evolution, Design & Implementation Pergamon Press Ltd: The Pergamon Institute of English

Course books:

1. Moutsou E. (2005) Plus Michigan ECCE Practice Tests MM Publications

Course Planning Assignment

Documents

Transcript of Course Planning Assignment