ENG519: Curriculum Design
This article focuses on two basic terms: 1) the structure of the language learning program (LCD) and 2) the structure of the syllabus. Syllabus design is one part of curriculum development but it is not the same. The syllabus is seen as the specification of the subject content and lists all possible educational content. ENG519 Handouts pdf
ENG519 Handouts pdf
Course Category: English ENG519 Handouts pdf
Course Outline
1. Origins of Language Curriculum Design 2. Origins of Language Curriculum Design: Approaches to Vocabulary Selection 3. From Syllabus Design to Curriculum Development 4. From Syllabus Design to Curriculum Development: Historical Overview 5. Situation Analysis/Environment Analysis-I 6. Situation Analysis/Environment Analysis-II 7. Needs Analysis-I 8. Needs Analysis-II 9. Principles: Content and Sequencing 10. Principles: Format and Presentation / Monitoring and Assessment 11. Planning Goals and Learning Outcomes – I 12. Planning Goals and Learning Outcomes – II, 13. Course Planning and Syllabus Design 14. Goals, Content and Sequencing. careersee.com
15. Format and Presentation 16. Providing for Effective Teaching- I 17. Providing for Effective Teaching-II 18. Curriculum Design and Instructional Materials-I 19. Curriculum Design and Instructional Materials-II 20. Curriculum Design and Instructional Materials:-III 21. Approaches to Language Curriculum Design 22. Curriculum Approaches in Language Teaching: Forward And Central Design 23. Curriculum Approaches in Language Teaching: Backward Design 24. Curriculum Approaches in Language Teaching: A Flexible Model 25. Types of Syllabi in Language Teaching 26. Negotiated Syllabuses 27. Appropriate Design Internal Organization of Course Units –I 28. Appropriate Design Internal Organization of Course Units –II
29. Classroom Implementation – I 30. Classroom Implementation – II 31. Testing, Monitoring and Assessment –I 32. Testing, Monitoring and Assessment –II 33. Program Evaluation: Approaches and Opportunities – I 34. Program Evaluation: Approaches and Opportunities – II 35. Program Evaluation: Approaches and Opportunities – III 36. Program Evaluation: Approaches and Opportunities – IV 37. Introducing Change 38. Planning an In-Service Course 39. Integrating Internet-Based Materials into Language Curriculum 40. Critical Appraisal of the National Curriculum for the English Language in Pakistan 41. Teaching and Curriculum Design,
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ENG519 HANDOUTS
ENG519: Curriculum Design
Vocabulary
Vocabulary is one of the most obvious parts of a language and one of the first things linguists use to focus on it. What words should be taught in a second language and how they are sequenced? What can be deduced from research into the origins of LCD (Language Curriculum Design) is that students who study any of the study materials will spend a lot of time. They may spend time understanding and applying vocabulary that is less important. Some of the early methods of word choice involved counting large collections of text to determine the order in which the words appeared, as it seems clear that the words with the highest frequency should be taught first.
Vocabulary Selection
The word choice process led to the compilation of a basic vocabulary (now called a dictionary syllabus). These processes divide language study vocabulary often into different groups or levels such as the first 500 words, the second 500 words, and so on. Word Frequency research has been an active field of language research since the 1920s and continues to be popular due to the easy identification of frequencies and word distribution patterns using computers. One of the most important dictionaries for language teaching was Michael West’s A General Service List of English Words (1953), containing a list of some 2,000 words.
Defining Power
Some words can be chosen because they are helpful in defining other words, although they are not among the most common words in a language. For example, a container may be useful because it can help define a bucket, a jar, and a box.
