Summaries And Reflections

Front 1

Environment analysis

Back 1

1- it concerns with questions that look at the practicality of doing teaching activities in the situation in which the teachers are working.

2-It involves examining different factors that will influence choices regarding the courses objectives, the content of the course and the assessment of the course.

3- these factors focus on the learners commodity teachers, and the teaching and learning situations.

4- When doing environments analysis, teachers can either work within an environmental to constraint or they can try to overcome this constraint

5- in terms of importance, environment analysis ensures that because will be appropriate, applicable and realistic

Front 2

Need analysis

Back 2

1- Need analysis involves looking at what the learners know now, what they need to know by the end of the course, and what they want to know.

2- in order for need analysis to be good, it should be reliable, valid and practical.

3- necessities, lacks and wants may provide some reference to items which can act as the learning goals of the course.

4- in terms of importance, need analysis ensures that the course will cover appropriate and beneficial material.

Front 3

The principles

Back 3

1- the main concern of this part of the curriculum design process is that curriculum design decisions should be based on language teaching and learning research.

2- some areas to be covered by the principles includes the significance of material repetitions and careful processing, the significance of accounting for individual differences and learning style, and the significance of learner attitudes and motivation.

3- making the connection between the research and theory of language learning and the practice of designing listen and courses is crucial for effective curriculum design, otherwise learners will not benefit from development in language gained from research.

4-These principles must be based on research and Theory and must be general enough to allow variety and flexibility in their application to suit the wide range of conditions in which language is taught.

Front 4

Goals

Back 4

1- It is necessary to decide why of course is being taught and what the student need to learn from it.

2-Goals are important because of the fact that a clear statement of goals is essential in establishing the course's curriculum, choosing the presentation's focus and directing assessment.

Front 5

Content and sequencing

Back 5

1-This component of curriculum design process focus on what will be in the course and the order in which it will occur.

2- the content of language courses consist of language item, ideas, skills and strategies that meet the goals of the course.

3- sequencing refers to the order in which the content is presented to learner. The content should be sequenced in a way that built on what learners already know and help them to master the material in a progressive way.

4- frequency list can be used to provide systematic foundation for the course.

Front 6

Format and presentation

Back 6

1-It involved what the learners do in the lesson and the order in which they do these things in the.

2- format and presentation decisions are influenced by principles, need analysis and environment analysis.

3- the way that course material is presented to students most support learning using suitable teaching techniques and procedures.

Front 7

Monitoring and assessment

Back 7

1- It involves observing learning, assessing the result of learning, and giving learners feedback on their progress.

2-It offers details that can influence the majority of other stages of the curriculum design process.

3- Assessment can be done for many different purposes.

It can be used to encourage learning, to find areas of difficulty, to place the learners in the right group or class, to measure learning from the course or to measure how much their language proficiency has improved.

Front 8

Evaluation

Back 8

Evaluation looks at all aspects of curriculum design to see if the course is the best possible.Evaluation requires looking both at the results of the course, and the planning and running of the course. In reality, most evaluations are more narrowly focused and may be answering questions like the following:• Is the teaching on the course of a suitably high standard?

1-Evaluation relate to the questions that are concerned with making a judgment on whether the course or some aspect of it is good or not.

2- evaluation is very wide ranging and can focus on any aspects of curriculum design.

3- the primary goal of evaluation is to know whether to continue or discontinue because or make some improvements.

4- Evaluation is an essential part of good curriculum design. It ensures that weaknesses in curriculum design are found and repaired. It allows for the adjustment of a course to a changing environment and changing needs. If evaluation is well planned, it can help teachers develop professionally and come to feel that the course is truly their own.