VinhUni E-Learning

This course of Teaching Language Skill covers the theories and practices of 4 skills and how all should be integrated in the language classroom. 

This course is designed to provide the learners with different issues in the theories of curriculum design, the principles, and processes when designing a curriculum. The course of curriculum development focuses on analyzing the steps to design a curriculum, the possible relevant issues in developing a training program, and the available resources (references, materials…) for language teaching and learning in general and for that of English language in particular.

The course will cover the following contents.

Chapter 1       Language Curriculum Design: An Overview

1.1        Parts of the Curriculum Design Process

1.2        Considering the Environment

1.3        Discovering Needs

1.4        Following Principles

1.5        Goals

1.6        Content and Sequencing

1.7        Finding a Format and Presenting Material

1.8        Monitoring and Assessing

1.9        Evaluating a Course

Chapter 2       Types of syllabuses

2.1 Product-based syllabuses

2.2 Process-based syllabuses

2.2.1 Procedural syllabuses

2.2.2 Task-based syllabuses

2.2.3 Content syllabuses

2.2.4 The natural approach

Chapter 3       Environment Analysis

a.         An Example of Environment Analysis

b.        Environment Constraints

c.         Understanding the Constraints

d.        The Constraint of Time

e.         Steps in Environment Analysis

f.          Tasks

    i.The range of constraints

    ii.Examining your teaching environment

    iii.Comparing teaching environments

g.        Case Studies

Chapter 4   Needs Analysis

1.1   The Various Focuses of Needs Analysis

1.2   Discovering Needs

1.3   Needs Analysis Tools

1.4   Evaluating Needs Analysis

1.5   Issues in Needs Analysis

1.6   Tasks

   4.6.1 Needs analysis for a writing course

   4.6.2 Evaluating a needs analysis scheme

   4.6.3 Discovering needs

1.7   Case Studies

Chapter 5       Principles

5.1   Methods and Principles

5.2   The Twenty Principles

5.3   Content and Sequencing

5.4   Format and Presentation

5.5   Monitoring and Assessment

5.6   Using the List of Principles

5.7   Tasks

        5.7.1 Principles in a course

        5.7.2 Activities and principles

     5.8   Case Studies

Chapter 6  Goals, Content and Sequencing

6.1 Goals, objectives and tasks

6.2 Guidelines for Deciding or Checking the Content and Sequencing of a Course

6.3 Goals and Content

6.4 The Units of Progression in the Course

6.5 What Will the Progression be Used For?

6.6 Vocabulary

6.7 Grammar

6.8 Functions

6.9 Discourse

6.10 Skills, Subskills and Strategies

6.11 Ideas

6.12 Task-based Syllabuses

6.13 Sequencing the Content in a Course

6.14 Linear Approaches to Sequencing

6.15 A Modular Approach to Sequencing

6.16 Tasks

6.16.1 Verb form coverage in beginners’ course books

6.16.2 The ideas content of a coursebook

6.16.3 Describing the goals of a course

6.17 Case Studies

Chapter 7  Format and Presentation

            7.1 Format and Other Parts of the Curriculum Design Process

7.2 Guidelines for Deciding on a Format

7.3 Following a Set Format

7.4 Blocks and Threads

7.5 Techniques and Activities

7.6 Tasks and Presentation

7.7 Tasks

7.7.1 Examining the format of a lesson

7.1.2 Examining teaching techniques

7.8 Case Studies

Chapter 8  Monitoring and Assessment

8.1 Guidelines for Monitoring and Assessment

8.2 Types of Monitoring and Assessment

8.3 Placement Assessment

8.4 Observation of Learning

8.5 Short-Term Achievement Assessment

8.6 Diagnostic Assessment

8.7 Achievement Assessment

8.8 Proficiency Assessment

8.9 Good Assessment: Reliability, Validity, and Practicality

8.10 Tasks

8.10.1 Planning the assessment in a course

8.10.2 Evaluating a test

8.10.3 Designing a placement test

8.11 Case Studies

Chapter 9  Evaluation

9.1 What is an Evaluation?

9.2 Steps in an Evaluation

9.3 Purpose and Audience of the Evaluation

9.4 The Type and Focus of the Evaluation

9.5 Gaining Support for the Evaluation

9.6 Gathering the Information

9.7 Formative Evaluation as a Part of a Course

9.8 The Results of an Evaluation

9.9 Tasks

9.9.1 Focus of evaluation

9.9.2 An evaluation checklist

9.9.3 An evaluation plan

9.10 Case Studies

Chapter 10  Approaches to Curriculum Design

10.1 Models of Curriculum Design

10.2 Doing Curriculum Design

10.3 Starting Points

10.4 The Process of Curriculum Design

10.5 Deciding on an Approach

10.6 Tasks

10.7.1 Your curriculum design process

10.7.2 Choosing an appropriate approach

10.7.3 Comparing models

10.8 Case Studies

Chapter 11  Negotiated Syllabuses

11.1 Negotiated Syllabuses

11.2 An Example of a Negotiated Syllabus

11.3 Requirements for a Negotiated Syllabus

11.4 Syllabuses with Some Elements Negotiated

11.5 Negotiating Assessment

11.6 Disadvantages and Advantages of a Negotiated Syllabus

11.7 Tasks

11.7.1 Problems in implementing a negotiated syllabus

11.7.2 Partly negotiated syllabuses

11.7.3 Developing a negotiated approach to syllabus design

11.8 Case Studies

Chapter 12  Adopting and Adapting an Existing Course Book

12.1 The Course Book, the Learners and the Teacher

12.2 Dividing the Parts of the Process

12.3 The Teacher and the Course Material

12.4 Evaluating a Course Book

12.5 Evaluating the Evaluation Forms

12.6 Presenting the Results

12.7 Tasks

12.7.1 Designing a coursebook evaluation form

12.7.2 Evaluating a coursebook

12.7.3 Coursebook evaluation schedules

12.7.4 Using a coursebook

12.8 Case Studies

Chapter 13  Teaching and Curriculum Design

13.1 Environment Analysis

13.2 Needs Analysis

13.3 Principles

13.4 Goals

13.5 Content and Sequencing

13.6 Format and Presentation

13.7 Monitoring and Assessment

13.8 Evaluation

13.9 Curriculum Design and Learner Autonomy

13.10 Tasks