FORMAT & PRESENTATION

ENGLISH

Reporter ： LISNA
YULIANTI
EOP 6C
CONTENTS
Guidline For Comprehension
Format & Deciding On A Four Strands Questions
Presentation Format

Following a Set Block and Threads Techniques & Task and

Format Activities Presentation
FORMAT & PRESENTATION

It is at the format and presentation part of the curriculum design

process that the data gathered from needs and environment
analysis, and the principles chosen to maximise learning come
together in activities that involve the learners.
Guidline for Deciding on A Format

Format and presentation must take

account of the environment in which the
course will be used, the needs of the
learners, and principles of teaching and
learning.
FOUR STRANDS

Meaning-focused Input 01
involves having the opportunity to learn
from listening and speaking

02 Meaning-focused Output
involves learning through speaking and
writing

03
Language-focused Learning
involves a deliberate focus on language
features

04 Fluency Development
involves making the best use of what is
already known
Comprehension Questions

A very common activity in course

is giving question and answer.
The activity can include
pronominal questions, true/false
questions, etc. This activity relate
to the meaning-focused input
strand because this activity focus
on understanding message.
FOLLOWING AS A SET FORMAT

ONE Listening input usually with

a meaning focus

Language-focused TWO
learning taking up points
from the listening

THREE Meaning-focused output,

mainly speaking, often
involving pair and group work
and a game-like activity
The Principles of the Lesson Format above

FOUR

THREE Repetition is an
important aid to
learning and material
TWO should be recycled in
Learners should have a lesson
to produce language
with a focus on the
Language-focused message
learning will FIVE
ONE contribute to the
production of output
SIX
Learners’ interest can be engaged
There should be through short activities, attractive
learning from Learners need not presentation using pictures, and a
comprehensible input know why they are degree of unpredictability
as a basis for later doing a particular regarding the types of exercises.
activities activity
BLOKS AND THREADS

BLOCKS THREADS

Block lesson is a Threads are activities

lesson format where that run through a
the lesson has a set series of lessons.
format and is a Threads are activities
separate block largely that can be used again
complete within itself. and again with
Typical block formats minimal planning and
include the type of only small changes.
lesson looked at For example, a
earlier in this chapter teacher or curriculum
with listening and designer might set up
reading input, an interview thread
language-focused that appears in a large
activity, and meaning- number of lessons. In
TECHNIQUE & ACTIVITIES

Experience Activity Shared Activity

try to keep as much as possible of involve the learners achieving
the knowledge needed to perform through group work what they
the activity within the learners’ could not achieve by working
previous experience alone

Guided Activity Independent Activity

involve the learners doing already the learners work with no

partly completed tasks assistance or preparation
TASK & PRESENTATION

Task-supported Syllabus
Two Types of Task
and Presentation the task is likely to be the final stage in a
conventional Present–Practise–Produce unit of
work; the task may be designed to focus on the
language structure that has been presented.

Task-based Syllabus

the task is likely to be the unit

THANK YOU