Design (part of) a course. The course must fulfil some purpose relevant to the teaching of English. It may be designed for any group of learners in any context. The tutor can offer more specific suggestions if you wish.
The assignment should present an overview of the course as a whole, and a coherent set of materials to cover 2 – 3 hours of teaching in a form which can be presented to a teacher/class. These must be original materials which you have designed for the course. Your assignment should also explain the background to the course and present the underlying rationale. You are not required to create teacher’s notes for the materials but the rationale should make clear how the materials are intended to be used.
Length Guide: 2,000 words excluding the (part of) the course itself, which must be presented with the assignment as an appendix.
Assessment Criteria: analytical and practical awareness of relevant issues, concepts and principles underpinning rationale
coherence and of overall course design, and extent to which it develops underlying principles and is appropriate to background
Teachability and presentation of materials
these references is talking about this assignment:
Nation, I. S. P. & John Macalister (2010). Language Curriculum Design. New York & London: Routledge
Tomlinson, B. (Ed.) (2003). Developing Materials for Language Teaching. London: Continuum.
Key Texts
Graves, K. (2008). State-of-the-Art Article: The language curriculum: A social contextual perspective. Language Teaching, 42(2), pp. 147-181.
Guariento, W., & J. Morley (2001). Text and Task Authenticity in the EFL Classroom. ELT Journal, 55(4), pp. 347-353.
Tomlinson, B. (Ed) (2008). English Language Learning Materials: A Critical Review. London: GBR: Continuum International Publishing Group Ltd.
INDICATIVE BIBLIOGRAPHY (NB. I realise that many of these texts seem quite old but the 1980s were the heyday of TESOL syllabus design)
Arnold, W., & Shelagh, R. (2008). Materials for Teaching English to Young Learners. In B. Tomlinson (Ed) (2008), English Language Learning Materials: A Critical Review (pp. 38-58). London: Continuum International Publishing Group Ltd.
Breen, M. (1989). The evaluation cycle for language learning tasks. In K. Johnson (Ed.) (1989), The Second Language Curriculum (pp 187-206). Cambridge: Cambridge University Press.
Breen, M. (1987a). Contemporary Paradigms in Syllabus Design: Part 1. Language
Teaching, 20(2), pp 81-92.
Breen, M. (1987b). Contemporary Paradigms in Syllabus Design: Part 2. Language
Teaching, 20(3), pp. 157-174.
Brindley, G. (1989). The Role of Needs Analysis in Adult ESL Programme Design. In K. Johnson (Ed.) (1989), The Second Language Curriculum (pp. 63-78). Cambridge: Cambridge University Press.
Gilmore, A. (2007). Authentic Materials and Authenticity in Foreign Language Learning.
Language Teaching, 40, pp. 97-118.
Hall, D., & A. Hewings (Eds.) (2001). Innovation in English Language Teaching: A Reader. London: Routledge.
Hutchinson, T., & A. Waters (1987). English for Specific Purposes: A Learning Centred
Approach. Cambridge, Cambridge University Press
*Johnson, K. (Ed.) (1989). The Second Language Curriculum. Cambridge. Cambridge
University Press.
Johnson, K. (1982). Communicative Syllabus Design and Methodology. Oxford, Pergamon
Press.
Maley, A. (2003). Creative Approaches to Writing Materials. In B. Tomlinson (Ed) (2003).
Developing Materials for Language Teaching (pp. 183-199). London:Continuum. Nunan, D. (1988). Syllabus Design. Oxford, Oxford University Press.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge. Cambridge University Press.
Richards, J. (2001). Curriculum Development in language Teaching. Cambridge, Cambridge
University Press.
Tomlinson, B. (2003). Materials evaluation. In B. Tomlinson (Ed.) (2003). Developing
Materials for Language Teaching (pp. 15-36). London: Continuum.
Tomlinson, B. (Ed.) (2003). Developing Materials for Language Teaching. London: Continuum.
Tomlinson, B. (Ed.) (1998). Materials Development in Language Teaching. Cambridge, Cambridge University Press.
Wette, R. (2010). Product-process Distinctions in ELT Curriculum Theory and Practice. ELT Journal, 65(2), pp. 136-144.
Woodward, T. (2001). Planning Lessons and Courses: Designing sequences of work for the language classroom. Cambridge, Cambridge University Press.
Yalden, J. (1987). Principles of Course Design for Language Teaching. Cambridge, Cambridge University Press.
Place your order now for a similar paper and have exceptional work written by our team of experts to guarantee you A Results
Why Choose US
6+ years experience on custom writing
80% Return Client
Urgent 2 Hrs Delivery
Your Privacy Guaranteed
Unlimited Free Revisions
