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2.Approaches,methodsandtechniques
Table2.2.Asuggestedsyllabusplanningprocedure(source:Read,1996)
•relatetoandbuildonchildren,sexperienceandknowledgeoftheworld;
•provideopportunitiestodeveloplanguage,skillsandconceptsappropriatetothe
ageandlevel;
•provideopportunitiesforfactualenquiry;
•provideopportunitiesforcreative,imaginativework;
•provideopportunitiesforcross-curricularwork.
Havingchosenthetopicwhichfulfilstheabovecriteria,theteachershouldbrain-
stormpossibleactivitieswhichcouldbeappliedtoengagechildreninlanguagework.
Apartfromconsideringwhatlanguage,skillsandconceptsthelearnerswillgettoknow
orpractise,itisvitaltoanalysecross-curricularlinks.Theyaretheareaswhicharecove-
redinthegeneralprimarycurriculumandcomprise:musicaleducation,mathematical
education,arteducation,ecologicaleducation,etc.Thefollowingareaforconsideration
shouldbethenon-linguisticskills,usuallycognitiveskills,whichcanbedevelopeddu-
ringlanguageclasses,e.g.comparing,sequencing,problem-solving.Foreachofthe
plannedactivitiesteachersshouldplanresourcesandreflectontheiravailabilityorac-
cessibilityintheclassroom.Itisimportanttousethepracticalitycriterionandavoid
extensive,time-consumingpreparationsorcostlymaterials.Thenextstepwouldbeto
select,modifyanddiscardsomeoftheactivitiesdependingontheresultsofthebrain-
stormingandthetimeavailableinthecourse.Aftertheselectionhasbeencompleted,the
