THE DIFFERENT STAGES TO DESIGN A PROGRAMME
A2.Jumbo.Joshelyn.Curriculum2
1. SYLLABUSES
1.1. STRUCTURAL
1.1.1. FREQUENT - LESS FREQUENT
1.1.2. STRUCTURES
1.1.2.1. GRAMMARS
1.1.2.2. PHONOLOGICAL
1.2. SITUATIONAL
1.2.1. REAL SITUATIONS
1.2.1.1. EXAMPLES
1.2.1.1.1. BUY
1.2.1.1.2. SUPERMARKET
1.2.1.1.3. RESTAURANT
1.3. TOPICAL
1.3.1. STRUCTURAL FREQUENCY
1.3.1.1. HEALTH
1.3.1.2. FOOD
1.3.1.3. CLOTHING
1.4. FUNCTIONAL
1.4.1. SENSE OF USEFULNESS
1.4.1.1. IDENTIFY
1.4.1.2. INFORM
1.4.1.3. TO CORRECT
1.5. NOTIONAL
1.5.1. DURATION
1.5.2. QUANTITY
1.5.3. LOCATION
1.6. SKILLS
1.6.1. COURSES
1.6.1.1. TALK
1.6.1.2. WRITE
1.6.1.3. LISTEN
1.6.1.4. READ
2. 11. EVALUATION
2.1. TYPES
2.1.1. FORMATIVE
2.1.1.1. IMPROVE THE SYLLABUS
2.1.2. SUMMARY
2.1.2.1. GOALS OF THE SYLLABUS
2.1.2.1.1. INITIAL EVALUATION
2.1.2.1.2. FINAL EVALUATION
2.2. PURPOSE
2.2.1. SYLLABUS
2.2.1.1. SUCCESS
2.2.1.2. EFFECT
2.2.1.3. WHAT CAN BE IMPROVED
2.2.1.4. JUSTIFICATION
3. 6.DEFINE CONTEXT
3.1. STUDENT EVALUATION
3.1.1. INFORMATION
3.1.2. NEED
3.2. FACTORS
3.2.1. STUDENT DATA
3.2.1.1. AGE
3.2.1.2. SEX
3.2.1.3. NUMBER OF STUDENTS
3.2.1.4. EDUCATION
3.2.2. PHYSICAL SETTING
3.2.2.1. SCHOOL LOCATION
3.2.2.2. CLASSROOM SIZE
3.2.2.3. MATERIAL
3.2.2.3.1. TEXT
3.2.2.3.2. OWN MATERIAL
3.2.2.3.3. REQUIRED TESTS
3.2.2.4. TIME
3.2.2.4.1. WEEKLY
4. DESIGNING A COURSE
4.1. MATERIALS
4.1.1. MANAGE RATIONALLY
4.1.2. STRATEGIES
4.1.2.1. ADOPT MATERIALS
4.1.2.2. DEVELOP MATERIALS
4.1.2.3. ADAPT MATERIALS
5. OBJECTIVES
5.1. AIMS (UK)
5.1.1. COURSE APPROACHES
5.1.1.1. VISION
5.1.1.2. PRIORITIES
5.1.2. PROVIDE
5.1.2.1. REASON ON THE SYLLABUS
5.1.2.2. GUIDELINES
5.1.2.2.1. TEACHER
5.1.2.2.2. STUDENT
5.1.2.3. LEARNING APPROACH
5.2. GOALS (US)
5.2.1. PLANNING A COURSE
5.2.1.1. SUCCESS SYLLABUS
5.2.1.2. FAILURE OF THE SYLLABUS
5.2.2. ANALYZE OBJECTIVES
5.2.3. FEATURES
5.2.3.1. PRECISE
5.2.3.2. FEASIBLE
5.3. NEEDS ANALYSIS
5.3.1. STUDENT'S NEEDS
5.3.2. TECHNIQUE AND PROCESS
5.3.3. MUNBY MODEL (1978)
5.3.3.1. Participant
5.3.3.2. Purposive domain
5.3.3.3. Setting
5.3.3.4. Interaction
5.3.3.5. Dialect
5.3.3.6. Communicative event
5.3.3.7. Communicative key
6. EVALUATION
7. SYLLABUS
8. OBJETIVES
9. 1. CURRICULUM
9.1. EDUCATIONAL PROGRAM
9.1.1. PURPOSE
9.1.2. CONTENT
9.1.3. LEARNING EXPERIENCE
9.1.4. EVALUATION MEANS
9.1.5. FACTORS
9.1.5.1. PHILOSOPHICS
9.1.5.2. SOCIAL
9.1.5.3. ADMINISTRATIVE
10. 2. COURSE
10.1. OBJECTIVE
10.1.1. EXPERIENCE
10.1.1.1. IN
10.1.1.1.1. TEACHING
10.1.1.1.2. LEARNING
10.1.2. LEAD TO KNOWLEDGE
11. 5. BELIEFS
11.1. VIEW
11.1.1. LANGUAGE
11.1.1.1. REFERRED TO
11.1.1.1.1. RULES
11.1.1.1.2. SELF-EXPRESSION
11.1.2. SOCIAL CONTEXT
11.1.2.1. STUDENTS
11.1.2.1.1. VALUES
11.1.2.1.2. COSTUMES
11.1.2.1.3. CULTURE
11.1.3. STUDENT LEARNING
11.1.3.1. PROCESS
11.1.3.1.1. DEDUCTIVE
11.1.3.1.2. INDUCTIVE
11.1.3.2. ACQUISITION
11.1.3.2.1. KNOWLEDGE
11.1.3.2.2. APTITUDES
11.1.4. TEACHING
11.1.4.1. TRANSMITTING KNOWLEDGE
11.1.4.2. LEARNING MANAGEMENT
11.1.4.3. TEACHER
11.1.4.3.1. LEARNING
11.1.4.3.2. COLLABORATOR
11.1.4.3.3. RESOURCE
12. 3. SYLLABUSES
12.1. DECLARATION
12.1.1. WHAT TO TEACH
12.1.1.1. METHOD
12.1.1.2. TIME
12.1.2. BY
12.1.2.1. LANGUAGE
12.1.2.2. SYLLABUSES
12.1.2.2.1. ELEMENTS
13. 4. APPROACHES
13.1. CLASSICAL APROACH
13.1.1. HUMANISM
13.2. GRAMMAR - TRANLATION APPRACH
13.2.1. LEARN
13.2.1.1. ECONOMY
13.2.1.2. ECONOMY
13.2.1.3. EFFORT
13.3. DIRECT APPROACH
13.3.1. NEED
13.3.1.1. OPERANT CONDITIONING
13.3.1.2. BEHAVIOR MODIFICATION
13.4. AUDIO - LINGUAL
13.4.1. EMPHASIZED
13.4.1.1. PRONUNCIATION
13.4.1.2. REPETITION
13.5. COMMUNICATIVE APPROACH
13.5.1. MUST
13.5.1.1. EXPRESS
13.5.1.2. COMMUNICATE
13.5.1.3. LEARN IMPORTANT MEANINGS