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2.1.Planningcoursesanddesigningsyllabuses
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Table2.3.Theprocessofdesigningalearning-teachingsituation
teacherhastosequencetheactivitiesinalogicalway,observingtheprincipleofsequen-
cingactivitiescalledactivitydependency(seeChapter3.2).Thelastbutonestagewould
betowritedowndetailedspecificationoflanguage,skills,concepts,etc.foreachactivi-
ty,andfinallyrecorditinasyllabusgrid.
Whenusingacoursebook,teachersusuallyfollowthetypeofsyllabusthatissugge-
stedbythebookstructure.Atypicalcoursebookforyounglearnerswouldbetopic-
basede.g.NewEnglishParade1(topics:myclass,myfamily,mybody),orsituatio-
nally-based,e.g.HappyStreet1(situations:atschool,atthepark,inthestreet).
However,somebooksmayencourageastory-basedsyllabus,e.g.Pebbles,wherethe
bookcontentisorganizedaroundanumberofpopularfairytales.
Beforemovingontothechapteronplanningindividuallessons,itseemsimportant
tobrieflydiscusscoursegoals.AccordingtoHalliwell(1992a:10),mostsyllabusesiden-
tifytwotypesofgoals.Theycanbedescribedas‘contentgoals,and‘attitudegoals,.She
claimsthatthemaindifferencebetweenteachingprimaryandsecondarystudentsliesin
thebalancebetweenthosetwokindsofgoals.
Contentgoalsareconcernedwiththelanguagepointsbeingpresentedandpractised
inthelesson.Theyrefertostructures,topics,situationsandfunctions,e.g.practising
givingdirections.ButasHalliwellsays,‘goodsyllabusesarenotjustconcernedwith
content.Theyarealsoconcernedwithattitudeandresponse.Sometimesthegoalsare
assumed.Sometimestheyarewritten,(ibid).Inotherwords,attitudeaimstakeintoacco-
unttheemotionsandfeelingsofthelearners,theenjoymenttheyderivefromtakingpart
inanactivity.Examplesofattitudegoalsmightbetheenjoymentandconfidenceinprac-
tisinglanguageinsituationsandthefuninplayingcommunicationgameswithpeers.
Tasks
1)LookatAppendix1.Whatcomponentsneedtobetakenintoaccountinadescription
ofacourse?
2)ReadandcomparethetwoexamplesofplanningworkwiththelearnersinAppen-
dix2.Whatarethedifferencesandsimilarities?
