CoursePlanningandSyllabusDesign课件.ppt

Course Planning and Syllabus Design Professor Mavis Shang 9710001M Kelly 9710011M Dora The Dimensions of Course Development Developing a Course Rationale Describing Entry and Exit Level Choosing Course Content Determining the Scope and Sequence Preparing the Scope and Sequence Plan Planning the Course Structure The Course Rationale Who is the course for? Students, teachers, potential clients What is the course about? The content of the course What kind of teaching and learning will take place in the course? The objective of the course The Course Rationale The purpose of rationale: Plan various components of the course Exemplify the kinds of teaching and learning the course Provide the consistency of components of course in terms of course values and goals The Course Rationale An example of a course rationale: Goal: Working adult wish to improve their communication skills in English in order to improve their employment prospects. Content: It teaches basic communication skills needed to communicate in a variety of different work setting. Role of teacher: 1.enable participants to recognize their strengths and needs in language learning 2.give them the confidence to use English more effectively to achieve their own goals. Describing the Entry and Exit Level To plan a language course: =to know the level at which the program will start =the level learners may be expected to reach at the end of the course Language program and Commercial materials = elementary, intermediate, advanced Describing the Entry and Exit Level An approach is used in language program planning to identify different levels of performance. ex: the Australian Migrant Education On-Arrival Program in order to ensure that a language program is coherent and move learners towards that level of proficiency the levels from 0 to 9 (Native-like proficiency) detail description of language behavior in all four skills—what a students is able to do at different stages Describing the Ent