Course Planning

Course planning (1)
Q1/ Micro-level units include the course objectives , classroom

instructional practices , students and instructor interactions as
well as anticipated beliefs about outcomes and the process of
evaluation.
Sometimes one syllabus will be used as a miner or supportive

strand of the course ,at the micro level.
When a teacher is planning a reading course , so enhancing

reading skills will be a macro level , while text types ,
vocabulary and grammar will be the micro level units .In
particular terms , all syllabuses reflect some degree of
integration of macro and micro levels of organization.
As language teaching in the last decades focuses on

communicative and performance based approaches , thus the
organization units such as strategies , micro-skills, grammar ,
functions , and vocabulary are regarded as micro- level units in
a course or syllabus.
Q2/ Similarities between CBI and CLIL.
1.Both use content as the starting point in syllabus planning.
2.Both use English as a medium of instruction.
3.Learning language through academic content.
4.Developing proficiency in academic course.
5.Fostering the development of effective learning strategies.
6.Treat language not as a subject but as a vehicle for

communicating something.
Differences between CBI and CLIL
1.CBI involves a language teacher teaching content through

English , a language teacher working with content teacher to
co-teach a course or a content teacher designing and teaching
a course of ESL learners.
CLIL involves a content teacher teaching content through

second or foreign language , like CBI, but may also involve
content from subjects being used in language classes .
2.The CLIL may originate in the content class , whereas CBI

tends to have as its starting point the language requirements of
a content class.
3.CBI is used as the basis for on-arrival and mainstreaming

programs in US , while CLIL is used to help promote English
language skills for those who use English as lingua franca.
Q3/ Examples of a pedagogic task:
A reading course : Reading a map, or reading a set of

instructions .
A listening course : Information – gap task and opinion

exchange.
A jigsaw task can be used for reading and listening courses , e.g.
three individuals or groups may have three different parts of a
story and have to piece the story together. They can do such a
task either by reading the three parts or by listening to
someone who reads the parts for them.
Examples of real-world tasks:
1.Taking part in a job interview. (listening)

2.Following written instructions to assemble something.
(reading)
3.Reading a report and discussing its recommendations.

(reading)
Q4/ 1.The task would be least effective if it is chosen for a

pedagogic potential, because there is danger that students will
not acquire the language skills they need beyond the
classroom. It would also be least effective if it encourages
fluency at the expense of accuracy, such as excessive
communication task.
2.The task would be more effective if it is an authentic task

(real-world task) , if all learners are engaged in the task, if the
task enhance communication skills with a focus on grammar or
other aspects of the linguistic system.
Q5/ 1.Text-based syllabus is organized around the text types

occurring most frequently in specific contexts. These contexts
might include such situations as studying in an English medium
university, studying English in an English medium primary or
secondary school ,working in a restaurant , office or store,
socializing with neighbors .These are identified through needs
analysis , through the analysis of language and communication
as it occurs in different settings.
Text base perspective involves identifying the spoken and

written text types most relevant to the learners' needs ,
analyzing the discourse and linguistic features of the texts and
developing strategies to help learners develop the knowledge
and skills involved in using text as the basis for authentic and
meaningful communication.
2.Task –based syllabus, this type of syllabus focuses on the use
of authentic language and on making meaningful tasks , such as
visiting a doctor ,making an interview, etc.
There are two examples of tasks : A pedagogic task which

involves a focus on meaning and using communication
strategies and interactional skills , for example finding a
solution to a puzzle , reading a map and giving directions .
Another example is real world task , these are activities that
reflect real world uses of language (authentic tasks) , like a role
play task .This kind of tasks reflect everyday life in the
personal , public , educational and other domains.
3.Competency based syllabus aims to increase the students'

performance during the instruction. The starting point in course
planning is an identification of the tasks the learner will
typically have to carry out within a specific setting (e.g. the role
of student, tourist , tour guide, etc.). The focus is on how
students can use the language instead of their knowledge
about the language . The teacher provides a list of
competencies which a course is going to deal with , and these
are typically required of students in life role situations.
4. Content –based syllabus, this syllabus is designed when the

purpose is to teach some content or information in the target
language where the focus is on certain subject matter, such as
geography, science , technology, etc.). It emphasis on content
rather than grammar , vocabulary ,…..
The content is considered as a vehicle that holds the lesson or

the exercise together , for example , a grammatical item such
as present perfect may have first been chosen as the focus of a
lesson and the teacher make decisions about the kinds of topics
or content to use to practice the present perfect.

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Course planning (1)

Q1/ Micro-level units include the course objectives , classroom

Sometimes one syllabus will be used as a miner or supportive

When a teacher is planning a reading course , so enhancing

As language teaching in the last decades focuses on

Q2/ Similarities between CBI and CLIL.

1.Both use content as the starting point in syllabus planning.

2.Both use English as a medium of instruction.

3.Learning language through academic content.

4.Developing proficiency in academic course.

5.Fostering the development of effective learning strategies.

6.Treat language not as a subject but as a vehicle for

1.CBI involves a language teacher teaching content through

CLIL involves a content teacher teaching content through

2.The CLIL may originate in the content class , whereas CBI

3.CBI is used as the basis for on-arrival and mainstreaming

Q3/ Examples of a pedagogic task:

A reading course : Reading a map, or reading a set of

A listening course : Information – gap task and opinion

Examples of real-world tasks:

1.Taking part in a job interview. (listening)

3.Reading a report and discussing its recommendations.

Q4/ 1.The task would be least effective if it is chosen for a

2.The task would be more effective if it is an authentic task

Q5/ 1.Text-based syllabus is organized around the text types

Text base perspective involves identifying the spoken and

There are two examples of tasks : A pedagogic task which

3.Competency based syllabus aims to increase the students'

4. Content –based syllabus, this syllabus is designed when the

The content is considered as a vehicle that holds the lesson or

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