GOALS

CURRICULUM

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GOALS by Mind Map: GOALS

1. Are set for..

1.1. encourage ss

1.2. TRIO aims

1.2.1. encourage ss to communicate

1.2.2. interest and motivation

1.2.3. help ss understand

1.2.4. develop receptive skills

1.2.5. social, educatiinal development

1.3. PASSAGES to develop communicative competence

1.3.1. discuss topics

1.3.2. speak Enlgish fluently

1.3.3. speak Enlgish accurately

1.4. ss develop speaking and listening skills to participate in classroom

2. SYLLABUS

2.1. CONTENT AND SEQUENCING

2.1.1. Focus

2.1.1.1. items

2.1.1.2. ideas

2.1.1.3. skills

2.1.1.4. strategies

2.1.2. Typical Lists

2.1.2.1. Frequency-based vocabulary

2.1.2.2. Frequency list of verbs froms and groups

2.1.2.3. Functions and topics

2.1.2.4. Tasks, topics and themes

2.2. FORMAT AND PRESENTATION

2.2.1. Will

2.2.1.1. Help learning

2.2.2. Advantages

2.2.2.1. Easier to learn

2.2.2.2. Easier to make

2.2.2.3. Easier to monitor

2.2.2.4. Easier to check

2.3. MONITORING AND ASSESSING

2.3.1. Involves

2.3.1.1. Tests

2.3.1.1.1. Profiency t.

2.3.1.1.2. Achievement t.

2.3.1.2. Short-term achievement t.

2.3.1.2.1. End of each lesson

2.3.1.3. Large-achievement t.

2.3.1.3.1. End of a course

2.3.1.4. Placement t.

2.3.1.4.1. Suitable course

2.3.1.5. Diagnostic t.

2.3.1.5.1. Ss gaps in their knowledge

2.3.2. Ways to test

2.3.2.1. Checklists

2.3.2.2. Report forms

2.3.3. Testing

2.3.3.1. To gain information

2.3.3.1.1. Progress of learners

2.3.3.1.2. Effectiveness of course

3. ANALYSIS

3.1. ENVIRONMENT ANALYSIS

3.1.1. Can be

3.1.1.1. Constraints

3.1.1.2. Situation

3.1.2. Steps

3.1.2.1. Brainstorming

3.1.2.2. Ranking important factors

3.1.2.3. Deciding information

3.1.2.4. Considering different factors on the course design

3.2. NEEDS ANALYSIS

3.2.1. Necessities

3.2.2. Lacks

3.2.3. Wants

3.2.4. Resources

3.2.4.1. Testing

3.2.4.2. Questioning

3.2.4.3. Interviewing

3.2.5. Evaluated

3.2.5.1. Reliability

3.2.5.2. Validity

3.2.5.3. Practicality

3.3. PRINCIPLES

3.3.1. Based

3.3.1.1. Research

3.3.1.2. Theory

3.3.2. Fields

3.3.2.1. Second and foreing language learning

3.3.2.2. Firts language learning

3.3.2.3. General educational research and theory

3.3.3. Content and Sequencing

3.3.3.1. Frequency

3.3.3.2. Strategies and autonomy

3.3.3.3. Spaced retrieval

3.3.3.4. Language System

3.3.3.5. Keep moving forward

3.3.3.6. Teachability

3.3.3.7. Learning burden

3.3.3.8. Interference

3.3.4. Format and Presentation

3.3.4.1. Motivation

3.3.4.2. Four Strands

3.3.4.3. Comprenhensible Input

3.3.4.4. Fluency

3.3.4.5. Output

3.3.4.6. Deliberate learning

3.3.4.7. Time on task

3.3.4.8. Depth of processing

3.3.4.9. Learning Style

3.3.5. Monitoring and Assessing

3.3.5.1. Ongoing needs and environment analysis

3.3.5.2. Feedback

4. CURRICULUM

4.1. Evaluation

4.1.1. Purposes

4.1.1.1. Being to continue or discontinue

4.1.1.2. Bring improvements

4.1.2. Steps

4.1.2.1. Who/What information

4.1.2.2. The use of evaluation

4.1.2.3. Evaluation is necessary

4.1.2.4. Time and money available

4.1.2.5. Kinds of information

4.1.2.6. Support from people

4.1.2.7. How gather information?

4.1.2.8. How present findings

4.1.2.9. Implementation of findings

5. BIBLIOGRAPHY

5.1. Macalister, J., & Nation, I. S. P. (2009). Language curriculum design. Routledge.

6. Name: Sara Ñusta Macas

7. LANGUAGE CURRICULUM DESIGN