NEAR EAST UNIVERSITY

Portfolio 2
Goals and Content - Format and Presentation

Submitted by: Gülbin ÇIRA

Submitted to: Aida Ariannejad

UNIT 5 Goals and content

The purpose of this part of the curriculum design process is to make a list of items in order, taking
into account Content and sequencing, the environment in which the course will be used, students'
needs, and teaching and learning principles.

ENVIRONMENT is divided into three as learner, teachers and situation

Learners

 The course ideas should be appropriate for the student's age and aid in classroom learning
 The content : What students want to learn from the English course and what they want to
see should be taken into consideration.
 The sequencing of the content: some students should be allowed not to be in some classes

Teachers

 The teacher should be able to model and understand the language used in the course.

Situation

 The number of lessons in the course should be appropriate for the school year or term.
 The course's concepts should improve the course's acceptability and utility outside of the
classroom.

NEEDS is divided into three as lacks, wants, necessities.

Lacks

 The content should be appropriate for the learners' level of skill.

Wants

 What learners desire should be considered in the material.

Necessities

 The content should also focus on the needs of the learners.

PRINCIPLES

 The content should be based on relevant principles of those studied in chapter 4.

Goals and Content

A language lesson's goals can focus on one or more of the following:

Language, concept, ability, or text (discourse). Looking at each of these four categories might help
you design or assess the content of your courses. Units might be based on vocabulary, verb forms
and patterns, phrase patterns, or language functions in the language field, for example.
Some courses organize themselves around subjects to cover linguistic components.. Each of these
four areas, where unit choices must be made to organize and control the lesson, can be used to plan
or evaluate the content of the lessons. A combination of language units is frequently employed.
Word checking may be combined with verb and sentence pattern checking in some courses. Others
organize classes around topics to address language aspects. Even if the material selection isn't
perfect, Even if a lesson's material is chosen based on topics, themes, or circumstances, it's a good
idea to double-check that the language elements covered are the most useful.

The Units of Progression in the Course

In a course, progress units are objects that are used to assess course progress. There are two sorts of
progress units: those that reflect a sequence of events, such as word levels, and those that indicate
an area of information that may be handled in any order, such as subjects. Pedagogical factors and
restrictions, such as keeping students' attention, utilizing available resources, and enabling material
to be recycled, dictate the arrangement of objects in a field. The distinction between progress
(learning) and progress (achievement) is significant (how the course progresses). Although some
progress units may be used to pick and sort content in a course, it's also a good idea to double-check
that all of the other units are covered and that they're at an appropriate level.

What Will the Progression be Used For?

1. Progress units can be used for a variety of reasons, including goal-setting and path-finding.
2. Progression progress units can be used to assess the appropriateness of a course's selection
and sequence.
3. Students' progress and achievements on the course may be tracked and reported using
progress units.

Even though a route appears to contain multiple progress units, there is generally one on which the
others rely. Thus, while a course may appear to contain both grammar and function development,
close examination of what changes and repeats in each session may reveal, for example, that
grammar points decide which functions to execute. The progress units of what information can be
guided in the selection and ranking of items are as follows

Vocabulary syllabus: = >characterizing a target lexicon to be taught.

 Elementary level: 1000 words

 Intermediate level: extra 2000 words

 Upper intermediate level: extra 2000 words

 Advanced level: an extra 2000 + words

Grammar (structural) syllabus: =>one organized around grammatical elements. Ex: a planner wants
to solve problems

 Selecting enough patterns to support current teaching time

 To organize items into a series that makes learning easier
  Define a productive range of grammatical elements that allow for the development of
communicative skills

The drawbacks of grammatical syllabus: 1-Representing a partial measurement of dialect proficiency,

2- Focus on sentence not on talk, 3- Not address communicative aptitudes, 4- Not reflect the securing
arrangements

Functional syllabus: = > a program organized around communicative capacities such as inquiring,
complaining, suggesting, tolerating. Function categories :

 Communicating and finding attitudes

 Exchange and look of genuine information
 Choosing the course of action
 Organizing discourse
 Communication repair
 Socialized

Functions are used as progress units in certain courses, with each course concentrating on a distinct
function or collection of functions. However, many courses are labeled "functional," although they
use grammatical structures as progress units. Each new structure is defined in functional terms, but
the order of the lessons is determined by the sequence of structures.

Discourse as a foundation for progress units is more likely to be utilized in pre-university courses
when students study a variety of related types, such as narratives, information reports, and debates,
in a systematic manner.

Skills, Subskills and Strategies

Skills and sub-skills are used as progress units in some courses. Reading classes, for example, might
concentrate on skills like identifying the main concept, reading for detail, taking notes, skimming,
reading quicker, and reading for inferences.

Sub-skills can be identified in three ways. One method is to look at the variety of activities that a skill
like speaking covers and use that as a starting point for finding sub-skills. Another option is to think of
the talent as a process that can be broken down into components. Breaking the writing process into
parts is a common method to approach writing. Cognitive activity levels are a third method to divide
a talent.

A strategy is a long-term action plan aimed at achieving a specified goal or group of goals.

Task-based Syllabuses

Task - based syllabus: organized around tasks that students will gather within target dialect
illustrations: a) find a confusing arrangement b) read an outline and give directions c) read a series of
disobedient and collect a toy. "Tasks are exercises that have basic central meaning. Success in tasks is
judged in terms of accomplishments of an outcome, and largely errands Bear few similarities to real-
life dialect use”.
• Whereas carrying out these tasks : 1) learners would get comprehensible input 2) adjusted yield 3)
prepared accepted central to SLA

Text-based syllabus: it may be a sort of coordinates syllabus since it combines components of

distinctive sorts of syllabus . Cases of content sorts which may be utilized in arranging a text-based
syllabus: 1) trades 5) story writings 2) shapes 6) powerful writings 3) strategies 4) data writings

• A five-part cycle is proposed when training from a text-based curriculum, which includes: 1)
creating an environment for content 2) modeling and deconstruction of content 3) joint development
of content 4) autonomous development of content 5) linking relevant texts

• For a text-based syllabus, the following benefits are recommended: 3) allows for a plan of business
units that focus on creating capabilities linked to all writing 4) gives ss with guided sharpening as they
create Polish capabilities for important communication through texts

Ideas

A good language education not only improves students' linguistic control, but also introduces them
to concepts that will help them learn the language and will be helpful to them. A course's idea
material might take several forms: 1. Make-believe Events 2. A topic of study. Agriculture is one
example. 3. Survival tips for students. The content of the course's concepts aids learning in the
classroom because it allows students to be engaged and motivated in Language Studies. Encourages
the usage of common language. That is, it contains ideas that might be presented organically in a
classroom context.

The substance of the course's concepts enhances the acceptability and usefulness of the course
outside of the classroom, which:

1. assists students in their work, study, or life. This is what ESP, study skills, and language
survival classes are aimed for.
2. raises awareness of a different culture or cultures. It has the potential to help pupils to
embrace other cultures' conventions and values.
3. it safeguards and supports students' rights
4. It aids intellectual development by exposing kids to relevant and complicated concepts.
5. It aids students' emotional and social development. This is the goal of courses that use a
humanist approach or use activities to explain values.
6. satisfies the needs of kids and their parents

Language course content consists of language elements, ideas, abilities, and techniques that meet
the course's objectives. To guarantee that key concepts are covered and repeated, the curriculum
designer must have some control over language, grammar, and discourse. Working from lists
ensures that everything is covered and nothing is left to chance. This section's goal is to educate a
list of subjects while also providing knowledge about a component of the curriculum creation
process. The context in which the course will be used, as well as the requirements of the students,
and teaching and learning methods should all be considered in the content and rating. This section
also discusses several important considerations in teaching and learning.
UNIT 6 Format and Presentation

According to environment learners: the layout of content should attract students. These tasks should
be possible for students to complete. Whether or not pupils speak the same native language should
be considered while planning activities. In a class, activities must be appropriate for a variety of
qualification levels. The activities must be appropriate for the class size. Activities should be
appropriate to students ' learning styles.

According to environment teachers: The instructor should present and manage activities [for
example, group work should be organized by the teacher]. The textbook should be in good condition
and simple to transport. The course or textbook materials should not be prohibitively costly. The
amount of material in a course must correspond to the class length. Activities must conform to the
physical characteristics of the classroom [for example, move tables for group work; soundproof for
oral work].

According to needs.

Lacks : Students should be able to successfully complete these activities.

Wants : What students anticipate to do in a language learning course should be factored into the
activities.

Necesities: Such activities should be beneficial to students' future usage or language acquisition [for
example, knowing how to sort; understanding how to bargain].

PRINCIPLES

Motivation: Students should be as enthusiastic as possible about learning the language and place a
high value on it.

Four strands : There should be a nearly equal proportion of meaning-driven input, language-driven
learning, meaning-driven output, and fluency activities in a course with four strands.

Comprehensible input: There should be a lot of engaging, understandable receptive activity in both
listening and reading.

Fluency: A language education should include exercises targeted at improving fluency in which
students can both receptively and constructively utilize the language they already know.

Output : Students should be challenged to generate spoken and written language in a variety of
contexts.

Deliberate learning: Language-oriented learning in the areas of sound system, spelling, vocabulary,
grammar, and discourse should be included in the course.

Time spent on task: spend as much time as possible utilizing and focused on the second language.

Processing depth: The topics to be taught must be processed as deeply and thoughtfully as possible
by the students

Integrative motivation: Students should take a course to develop attitudes that are most suited to
language, language users, the teacher's capacity to teach language, and the likelihood of success in
language acquisition.
Learning style: Students should have the option of working with learning material in the most
effective method for their learning styles.

The Four Strands of Language Learning:

Meaning-focused input 

Having the chance to learn via hearing and speaking is part of meaning-focused input. 1 - there is a
low density of foreign language features. 2-concentrate on the message's significance and a vast
amount of data. For instance, while listening, read what is being read.

Meaning-focused output

Learning through speech and writing is one way to produce meaningful output. 1-in a balanced
language course, meaning-oriented speaking and writing takes up roughly a quarter of the class time.
2-If the objective of a language course is to improve writing abilities, frequent meaning-oriented
writing should be included. 3-If the goal of the language training is to enhance speaking skills,
frequent meaning-oriented speech should be used.

Language-focused learning

Pronunciation, spelling, word fragments, vocabulary, word combinations, grammatical structures,

and discourse characteristics are all examples of language-focused learning. This can happen in
language-entry activities by combining intensive reading, pronunciation exercises, guided writing,
spelling practice, gap-filling activities, and sentence completion – written during speaking activities.
We're getting word cards for vocabulary, narrative elements, phrases, remembering dictation, and
open work centered learning strands from assignment correction feedback.

Fluency development

Making the most of what you already know is a key component of fluency. 1- simple, familiar
content; 2- emphasis on message transmission; 3- some pressure to realize at a faster pace; and 4-
several possibilities for fluency application.

Blocks and Thread

1. Meeting the stimulus at a later time, rather than instantly displaying all of the content, may
be more fruitful. Allow a quick glance if the stimulus is an image. 2. After the stimulus has
been fully exposed or assembled, the analysis step is analyzing it to determine what is within.
3. Make the relationship between students and encouragement more personal. 4. Transfer
and exchange They are encouraged to work freely with information throughout the exchange
and transfer phase, which improves their thinking and language abilities. Making new things
out of the stimulus, reducing or expanding it, thinking about similarities, contrasts, or
inversions are all possibilities. 5. Invention Students go through the stimulus in the creation
phase by moving to new talents or new items and using it as a springboard. Role-playing or
stimulus-related letter-writing exercises are examples of activities.
2. Threads inside threads are possible.Spending time on a regular basis on an activity has two
immediate benefits. For starters, there is the option for intermittent repetition, which is
critical for learning. Second, there is no need to keep teaching pupils new techniques and
processes. They get adept at utilizing the same tactics by repeating them, and they no longer
need to cope with procedural issues. Learning and classroom management become more
efficient as a result. Threads can be used to create blocks. Threads courses are made up of
horizontal portions that are linked to other courses, whereas blocks courses approach the
 subject as a vertical entity. Threads and blocks eliminate the need for meticulous planning
and organization.

Activities and Techniques

When creating courses, a wide range of approaches and activities may be used. Depending on their
chosen learning goals and concepts, they may be classified into four categories. An event can
occasionally include two or more genres (for example, a guided event including double or group
work), and other times two or more genres are utilized in succession. (an experiential event, for
example, prior to a independent event.

1-As far as feasible, experience activities attempt to maintain the information necessary to conduct
this activity as part of the students' past experience. Due to the planning and control that goes into
experience methods, pupils are able to complete activities with a high level of fluency. These are
generally jobs that have a flexible objective and are meaning-focused.

2- Students participate in shared activities to accomplish what they couldn't do alone. There are four
primary forms of group work that the Nation recognizes: 1. Each student in a group has equal access
to the same information; 2-each student has a unique piece of knowledge that is necessary to
accomplish the job; 3-one or more students has all of the information that others require; 4.
Students share the same knowledge, but everyone has a different assignment to do.

3- Students in guided activities accomplish tasks that have already been started. Students construct
sentences using a paradigm that requires them to mention things that make sense to them or
identify themselves. Guided activities frequently include language-focused teaching, but they can
also lead to a sort of meaning-oriented activity, such as generating sentences based on a model that
includes them expressing things that make sense to them or identifying themselves.

4- Students work independently in independent activities without any assistance or preparation. They
can enhance their abilities and access more resources, but they are in charge of their own education.
At the end of the course and at the advanced level, independent activities are generally scheduled.
Each of the four types of activities can be included in a single class, and it is recommended that they
do so. This is due to the fact that each one has a unique learning objective and tool. Each form of
activity benefits from a particular set of principles, and it's a good idea to check through these
principles and the primary types of activity within a course to determine whether they align with
research and theory-based principles.

Task and presentation.

• The four strands of meaning-focused input, language-focused learning, meaning-focused output,

and fluency activities should be broadly balanced in a course. • In both listening and reading, there
should be a lot of exciting comprehensible receptive engagement. A language education should
include exercises that help learners improve their fluency in using the language they currently know,
both receptively and constructively. • Language-focused learning should be included in the sound
system, vocabulary, grammar, and discourse sections of the course. Learners should digest the
material as thoroughly and deliberately as feasible.• The course ought to be presented so that the
learners have the foremost favorable states of mind to the dialect, clients of the dialect, utilize of
the dialect, the teacher’s expertise in instructing the dialect and their chances of victory in learning
the dialect. • There ought to be opportunity for learners to work with the learning fabric in ways that
most suit their person learning fashion.

Having a defined framework for classes has numerous advantages. For starters, classes are simpler
to prepare because they do not need to be prepared separately. It also makes it simpler to keep
track of the course and check if the admissions guidelines are being followed and if everything is
provided. Finally, lessons simplify learning since students can predict what will happen and have
become familiar with the various learning strategies required by various portions of the course.
Choosing teaching and learning strategies and creating lesson plans is a part of the curriculum
design process, according to this book. Data from needs and environmental assessments, as well as
selected principles to optimize learning, are formatted and presented in activities engaging
students as part of the curriculum design process. The Format and presentation ought to take
under consideration the environment in which this course will be utilized, the requirements of
understudies and the standards of educating and learning.