Assignment – FP015 CCD

SUBJECT ASSIGNMENT:
CURRICULUM AND COURSE DESIGN

GENERAL INFORMATION:

This assignment has to fulfil the following conditions:

- Length: 6 to 8 pages (without including cover, index or appendices –if there

are any-).
- Font type: Arial or Times New Roman.
- Font size: 11.
- Spacing: 1.5.
- Alignment: Justified.

Use the following Word document as the template for the assignment. Follow the
guidelines of presentation and format, as for quotes and bibliographical
references, which are detailed in the Study Guide.

Submit the assignment following the procedure specified in the Evaluation

document. Assignments must not be sent to the tutor’s e-mail.

The assessment criteria can be found in the Evaluation document.

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 Assignment – FP015 CCD

Assignment:

Study the materials from Cambridge English Prepare, available in the Assignment
Materials section. Materials include the front matter, the contents pages, and unit
1 of the Student’s Book.

(Retrieved from:
http://www.cambridge.org/es/cambridgeenglish/catalog/cambridge-english-
exams-ielts/first-schools/cambridge-english-prepare)

On the basis of this material, prepare a report evaluating the usefulness of this
course for the objectives the authors declare in the frontmatter.

Prepare! is a lively general English course with comprehensive

Cambridge English for Schools exam preparation integrated throughout.
This flexible course brings together all the tools and technology you
expect to get the results you need.

Evaluate the materials according to your own criteria of what good classroom
materials should be like and according to the criteria the authors establish in
their introduction. Would any changes be recommended? d

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 Assignment – FP015 CCD

Important: you have to write your personal details and the subject name on the cover
(see the next page). The assignment that does not fulfil these conditions will not be
corrected. You have to include the assignment index below the cover.

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 Assignment – FP015 CCD

Name and surname(s): Jhon Everth Ortiz Cubides

Login:
Group:2019_02
Date: May 3th

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 Assignment – FP015 CCD

TABLE OF CONTENT
INTRODUCTION……………………………………………………………………………….6

EVALUATION OF THE MATERIAL PREPARE!.............................................................7

UTILITY IN TERMS OF FREQUENCY………………………………………………………8
STUDENTS’ NEEDS…………………………………………………………………………..8
DIIFFICULTY…………………………………………………………………………………...9
LEARNABILITY…………………………………………………………………………....…...9
TEACHABILITY………………………………………………………………………….……..9

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 Assignment – FP015 CCD

INTRODUCTION
It is a complex task to select an appropriate text guide for our classes since
there are plenty of ESL references in the market. Some English course books include
attractive titles and language objectives that guarantee in a certain manner a
successful learning process. However, we have to take into account that many of these
books have a different purpose, and it is to sale instead of offering a significant quality
in their contents. For this reason, I would like to highlight some factors that could serve
as a guide to identify the effectiveness of a language course book.
Firstly, it is important to remark the concept of curriculum and its main
characteristics and thus, determine a starting point for the upcoming analysis. Wiggins
and McTighe (2006) affirm that the curriculum is not only a list of topics, objectives and
skills (which makes reference to the input), but it is also a system that seeks to achieve
a useful teaching and learning process through appropriate learning activities and
assessments. (quoted in Richards, 2013).
Bearing the previous statement in mind, it is pertinent to wonder what kind of
aspects guarantee the functioning of that ‘’system’’. The first one that I consider
relevant is the content, also known as linguistic input. It is logical to assume that before
implementing a course book in our classes, we need to make sure that the content is
related to their context and needs. Some English course books portray different topics
and activities that do not allow learners to boost their potential, limiting their capacity to
communicate in the target language. For instance, a book that demands students to
compose sentences in isolation without taking into consideration a context and more
creative exercises, may frustrate students’ expectations for the course. That is why, it is
also important to analyze the Methodological Approaches that the book follows.
Analyzing the Methodological Approach, determines in a considerable way the
quality of any course book. In general, most text guides tend to apply more than one
language teaching method. Consequently, it is advisable to find books that offer
learning techniques that increase students’ motivation and understanding of the target
language.
Finally, the type of language exercises presented in a course book, will either
have a positive or negative impact on students’ progress in their learning process.
Activities that demand students to adopt an active role, help them achieve their
communicative goals, and apply the concepts that they learned in known and unknown
settings. In this way, teachers should have a role of facilitators, that provide students
feedback about their performance in the language class and encourage them to
participate cooperatively and actively.

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 Assignment – FP015 CCD

EVALUATION OF THE MATERIAL PREPARE!

In the following section of this document, it will be evaluated the content of the
material PREPARE! in order to determine the effectiveness of it. Aspects such as
sequence, frequency, students’ needs and difficulty (learnability and teachability) are
going to be discussed throughout the whole paper.
As it was mentioned in the introduction, most course books combine different
teaching methods. In this particular case, the text guide tends to reflect a situational
and thematic syllabus at first sight since the name of each unit makes reference to a
particular context. However, if we take a closer look, we can notice how this content is
based on a communicative, task based approach. It comprises speaking and
discussion activities, reading, listening and gap filling exercises. As Olagboyega,
(2012) states, this type of activities help students interact and negotiate meaning
among them, contributing to foster their communicative skills and pick up the language
in a natural way.
Another important aspect to highlight, is that plenty course books demand
learners to focus on producing a particular skill, leaving aside the practice of other
aspects of language. For instance, some text guides may present a considerable focus
on acquiring vocabulary or sophisticating grammar structures without taking into
consideration reading comprehension, listening and speaking exercises, among others.
I think that an ideal course book should integrate all the four skills: listening, reading
comprehension, speaking and writing. It also has to incorporate other factors such as
vocabulary, pronunciation, grammar, and so on, because it will contribute that students
make an effective use of the second language.
Having in mind the previous reflection, it can be observed that the unit 1 from
the course book Prepare! integrates in a balanced way all those factors. Throughout
the whole unit, students have the opportunity to boost their communicative skills due to
the variety of activities that this material presents. Moreover, it portrays a series of
small tasks where students have to work in groups or individually, which enhances
students’ autonomy of their own learning and it also contributes to interdependence
and promotes a feeling of cooperation among them.
Finally, it is pertinent to continue with a more detailed asses of the material in
order to have a deeper observation on its quality. Therefore, it will be added three
different sections: frequency, students’ needs and difficulty (learnability and
teachability) that evaluate the whole text guide in different manners.

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 Assignment – FP015 CCD

UTILITY IN TERMS OF FREQUENCY

According to Thurnbury, S & Ball, Ph (2016) the utility of a language item is
determined by its frequency, that is to say, the more often an item is showed in
different linguistic settings, the more useful it becomes (quoted in Funiber, 2016, p.6).
In this perspective, we can observe that the Unit 1 from the material Prepare! shows a
series of repeated language items in terms of vocabulary and grammar.
In relation to the vocabulary aspect, it can be evidenced that the first page of
the Unit 1, introduces a listening exercise about describing people, it would be logical
to assume that different adjectives are going to be introduced. After this activity,
students are required to classify certain adjectives in a box. Until this point, students
are being exposed to learn and practice several times this language item. Finally, this
section finishes with a small reading about personality features of some people and in
the final task, learners are asked to work in groups and describe their mates, by using
the adjectives that they have already picked up. This previous exercises reinforce the
use of this linguistic item and facilitates in a certain way, that students make a better
apprehension of it.
Moving on the grammatical section, we can notice that the main focus is on the
present simple and present continuous tenses. These forms are not only frequent in
texebooks, but they also have a considerable range since they are used in plenty
contexts and in different language levels, and this also makes reference to what
Thurnbury, S & Ball, Ph (2016) affirm, that the utility of a linguistic item depends on the
number of situations in which it is found (quoted in Funiber, 2016).
In conclusion, the topic of describing people is well thought and designed since
the physical and personality adjectives are used on a daily communication.
Additionally, the present simple and continuous tenses are quite often used in real
contexts, for instance, to talk about ourselves or someone else. Again, this thematic
has a positive impact on students learning process due to the different circumstances
either spoken or written, in which they can make use of the language items. Thus, it will
certainly become more meaningful for them and easier to understand.

STUDENTS’ NEEDS
One of the most important factors that a syllabus designer has to take into
account is what students need to learn and what type of linguistic situations they will
have to handle. I teach English and French at a private university in Colombia.
Students in higher education, are required to present a language proficiency exam in
English in order to be able to graduate from their undergraduate programs. As this has
become an important concern in most of the universities in my country, skills such as

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reading and writing are fostered in a higher way. This will obviously contribute to
increase their abilities in those aspects, but still there are other skills such as speaking
and listening that need to be practiced.
Bearing in mind the previous statement, it can be deduced that students will
have the necessity to learn more about other aspects of the language than being only
reading and writing texts. As the course book Prepare! is mainly focused on the
communicative approach, the activities presented on the book are ideal for this kind of
population since they will be able to potentiate communicative and oral skills and thus,
achieve a better command of the language. Most of the tasks designed in the Unit 1,
aim to provide students the possibility to apply their speaking and communicative skills
in different circumstances.
Finally, it is important to mention that the vocabulary and language structures
presented on the first Unit, are related to what Thurnbury, S & Ball, Ph (2016) called a
higher surrender item, which means that learners are exposed to use it in an immediate
manner. This concept makes reference to what students from countries where English
or another language is not predominantly used, may experience (quoted in Funiber,
2016, p. 39).

DIIFFICULTY
Until this point of the document, different factors such as frequency and
students’ needs have been analyzed in order to determine the quality and usefulness
of the material Prepare! We can assume that it comprises the necessary details to be
an ideal text book so far. Now, it is time to move on and observe other aspects as
difficulty to achieve a more solid conclusion.
Regarding the difficulty of the contents and the unit 1, it can be noticed that it
evidences the general assumption in terms of sequence that a text book should follow.
That is to say, it comes from easy structures to more complex and interdependent
ones. This can be noticed in the contents, where the simple tenses are taught in
advance of more difficult ones. For instance, present simple and continuous tenses are
explained before the present perfect tense. However, this is not a guarantee that
students will be able to manage all of those structures perfectly since they are provided
with a ‘’well-organized sequence’’. Wilikins (1976) pointed out, that the perceptions of
simplicity are still based on an intuitive and subjective perspective, since there is not an
accurate way of measuring complexity in the language learning area (quoted in
Funiber, 2016).
Nevertheless, the activities and tasks proposed on this book do not seem to be
difficult. On the contrary, it introduces language item in a smooth way and give

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students the space to practice them at the right time. It also integrates attractive
exercises that will certainly draw students’ attention and thus, complete them
satisfactory.

LEARNABILITY
It is crucial to take into consideration the learnability and teachability factors in
the analysis of any textbook. The linguistic patterns presented on a course book should
be well organized in order for students to be able to understand them. Both, table of
contents and the unit 1 are placed clearly and incorporate precise instructions that
facilitate students’ comprehension.
According to the natural approach, language acquisition is seen as a sequential
process, since the mastery of linguistic structures has to be achieved by stages.
Additionally, Krashen and Terrell (1983) argue, that in order for acquirers of a language
to progress, they need to understand linguistic patterns that integrate aspects of the
future and new language structures (quoted in Funiber, 2016). In other words, students
have to manage first easy language items in advanced of more elaborated ones.
Taking into consideration the assumption mentioned above, it is can be noticed
that the language items from the material Prepare! are introduced into what is called a
‘’natural order’’. Learners are required to learn some lexical and grammatical aspects
before others. Moreover, this book comprises interesting activities with attractive
pictures and colors that stimulate student’s attention. It also incorporates easy tasks
where students can potentiate their communicative skills, and this is an important factor
that we have to be aware of since it increases students’ commitment and participation
in the language classroom,
To conclude, learnability in this text book has been accomplished successfully
because it starts from the easiest to the most complex aspects about language.
Moreover, it presents the contents in a clear and accessible order promoting
comprehension among students and it also portrays exercises that can help them
sophisticate their communicative skills.

TEACHABILITY
Similarly, there is also a perception of what aspects of languages are easier or
more difficult to teach. However, it is also crucial to bear in mind that an item that is
easy to explain, does not necessarily mean that is easy to learn. There are many topics
that require no effort to teach but some students may find them difficult to understand.
For example, talking from a personal perspective, the passive voice seems to have a

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 Assignment – FP015 CCD

clear and practical structure, but Hispanic students, still invest a tremendous effort to
communicate successfully using that form.
I believe that, in order to make a linguistic aspect more accessible for our
students, we have to be very creative and complement the explanation with innovative
resources and exercise, so students are able increase their motivation and perceive
the topic in a different manner. In relation to the textbook, it is evident that the teacher
may not have any problems explaining those topics, since they are reinforced with
attractive tasks that demand students work cooperatively in most of the cases.

CONCLUSION AND SOME SUGGESTIONS

Although, the analysis that I have made so far determines that the material
Prepare! accomplishes all the requirements to be an ideal textbook, I would like to
make a couple of suggestions that I consider are crucial to make the content more
useful for many language contexts.
1. The reading section from the Unit 1 tends to incorporate many content and
repeated exercises. I would suggest less information on the profile’s section
and include only one matching activity. Taking into consideration that this is
designed for students of a first level, and we do not want them to feel
overwhelmed with an extensive reading.
2. Again, the grammar and writing section presents extensive exercises, it is
understood that it has a final purpose and it is to prepare students for writing
a profile. However, I would skip some grammar activities and summarize in
a small box the information that students are supposed to fulfil.
To conclude, considering all the factor mentioned throughout the whole paper, it
can be said that this is an excellent and solid textbook, since it encourages
learners to adopt an active, autonomous, and responsible role in their own
learning process, and at the same it promotes group work, contributing to a
feeling of cooperation in the language classroom. On the other hand, teacher’s
work may be benefit a lot, since the tasks and activities are focused on getting
students to produce and boost their communicative skills, making him to
maintain the role of facilitator that it is indeed what most teachers want to
accomplish in their classes.

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 Assignment – FP015 CCD

REFERENCES
Funiber. (2016). Curriculum and Course Design-Principles and Practice.
Olagboyega, K. W. (2012). － The Communicative Approach to Language Teaching －
Some Strengths and Weaknesses. 17–23.
Richards, J. C. (2013). Curriculum approaches in language teaching: Forward, central,
and backward design. RELC Journal, 44(1), 5–33.
https://doi.org/10.1177/0033688212473293

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