The different stages to design a program material by Nuñez and Bodegas

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The different stages to design a program material by Nuñez and Bodegas

Evaluation

This involves selecting either teachers or students and then applying tests at the beginning and end of the programme, with the aim of getting to know if a certain innovation produced any changes.

Five Aspects of Organizing a Course

Identifying the course units based on the organizing principle(s)

Determining the organizing principle(s) (e.g.., themes, genres, tasks

Sequencing the units

Determining unit content

Organizing unit content

Selecting the Shape of the Syllabus

“the basic dilemma which course planners must reconcile is that language is infinite, but a syllabus must be finite.” Next they present five possible types:

The story-line format

The Matrix Format

The Cyclical Format

The Modular Format

The Linear Format

Conclusion

One of the first things clarified is that ‘syllabus’ refers to the content or subject matter of an individual subject, whereas ‘curriculum’ refers to the totality of content to be taught and aims to be realized within one school or educational system

Materials

What I will advocate is a strategy in which students’ needs, objectives, tests, teaching and program evaluation will all be related to each other and to the materials

Language Testing

He also says that the method he advocates for test development requires the use of two different types of tests: norm-referenced, the ones intended to compare the relative performance of students to each other; and criterion-referenced texts intended to measure the amount of course material that each student has learned.

What stages are followed in designing a course?

Needs analysis and specifying the aims and objectives could go next.

Task

Skills

Notional

Functional

Topical

Situational

Structural