the basis of a theory of language, a theory of language learning and a theory of pedagogy. Sequencing Involves marking out of content along a path of development. Deciding the order in which the items should be taught. Task 6: is a list of basic steps to follow when planning a FL course. Think about whether these steps are always necessary and therefore taken. Table 3: Steps to planning a FL course Step Description Carrying out needs Collect objective data to find out who the target group learners are analysis. and why they want to take the course. That is, information about the learners who will be taking the course, as well as information about learners’ perceptions, goals, priorities, about reasons why they are in the course and about the type of classroom activities they prefer. Carrying out Consider carefully which the constraints in the particular analysis. teaching/learning situation are (e.g., what type of infrastructure there is in the school, what types of instructional materials will have to be used, what types of learning aids might be available). Formulating the Write down what the basic objectives of the course are (see objectives of your Section 5 below) and, if there is a specified curriculum, see how syllabus. these fit in with it. Designing the syllabus. See Section 6 below. Selecting the Create a checklist that you can use for the evaluation of instructional materials. instructional materials (an to be discussed later on in the course). Planning for additional Decide what additional materials you might need for your own materials to be written reference, learner instruction (particularly materials from authentic or designed. sources), for support to groups of students, and for testing. ‘weaker’ Using appropriate Make a checklist of the techniques which seem to be appropriate techniques. for the specific group of learners. Assessing learner Decide and plan how you will be assessing learner performance performance. and what types of assessment tools you will be using, as these will provide you with feedback on your course plan. Assessing teacher Plan for ways of assessing your own performance as an instructor performance. and facilitator.
the basis of a theory of language, a theory of language learning and a theory of pedagogy. Sequencing Involves marking out of content along a path of development. Deciding the order in which the items should be taught. Task 6: is a list of basic steps to follow when planning a FL course. Think about whether these steps are always necessary and therefore taken. Table 3: Steps to planning a FL course Step Description Carrying out needs analysis. Collect objective data to find out who the target group learners are and why they want to take the course. That is, information about the learners who will be taking the course, as well as information about learners’ perceptions, goals, priorities, about reasons why they are in the course and about the type of classroom activities they prefer. Carrying out analysis. Consider carefully which the constraints in the particular teaching/learning situation are (e.g., what type of infrastructure there is in the school, what types of instructional materials will have to be used, what types of learning aids might be available). Formulating the objectives of your syllabus. Write down what the basic objectives of the course are (see Section 5 below) and, if there is a specified curriculum, see how these fit in with it. Designing the syllabus. See Section 6 below. Selecting the instructional materials. Create a checklist that you can use for the evaluation of instructional materials (an to be discussed later on in the course). Planning for additional materials to be written or designed. Decide what additional materials you might need for your own reference, learner instruction (particularly materials from authentic sources), for support to groups of ‘weaker’ students, and for testing. Using appropriate techniques. Make a checklist of the techniques which seem to be appropriate for the specific group of learners. Assessing learner performance. Decide and plan how you will be assessing learner performance and what types of assessment tools you will be using, as these will provide you with feedback on your course plan. Assessing teacher performance. Plan for ways of assessing your own performance as an instructor and facilitator.
Unit5_workbook.docx