CHAPTER 6_Format and Presentation_MR. VATH VARY.ppt

Chapter 6:
Format and Presentation
 Lecturer: MR. VATH VARY
 Phone: 017 471 117
 Email: varyvath@gmail.com
AGA
INSTITUTE
Course:
Language Curriculum Design
and Development

The aim of this
part of the
curriculum
design
process is to
choose the
teaching and
learning
techniques and
design the
lesson plans.
MR. VATH
VARY

Contents Format and Other Parts of
the Curriculum Design
Process
Guidelines for Deciding on
a Format
Following a Set Format
Blocks and Threads
Techniques and Activities
Summary of the Steps
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MR. VATH VARY
The syllabus is the basis for choosing,
adapting or developing materials that will
actually be used in the classroom.
Materials provide activities, explanations, texts, images
and videos, in both print and electronic formats, that
target the language points, topics, content and so on
that the syllabus outlines.
Although textbooks are the most common
material in schools, they are often
complemented with multi-modal materials.
The point of these materials is to provide a
means for students to learn language and
achieve the goals set out for the curriculum.

Format and
presentation
Environment
analysis
needs analysis
principles
to maximise learning in activities that
involve the learners
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Table 6.1 Format guidelines based on
environment and needs
ENVIRONMENT
Learners
 The layout of the content should attract the learners.
 The learners should have the skills to do the activities.
 The activities should:
 take account of whether the learners share L1.
 be suitable for a range of levels of proficiency in a class.
 suit the size of the class.
 fit the learning styles of the learners.
Teachers
 The activities should be able to be presented and managed
by the teacher [organising group work].
Situation
 The course book should be easy to carry.
 The material or course book should not be too expensive.
 The amount of material in a lesson should suit the class’s
length.
 The activities should suit the classroom’s physical features
[movable chairs for group work; sound proof for oral work].
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NEEDS
Lacks
 The learners should be able to
successfully complete the activities.
Wants
 The activities should take account of
what the learners expect to do in a
language learning course.
Necessities
 The kinds of activities should be useful to
the learners in their future use or future
learning of the language
 [knowing how to rank; knowing how to negotiate].
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PRINCIPLES
Motivation:
As much as possible, the learners should be
interested and excited about learning the language and they
should come to value this learning.
Four strands: A course should include a roughly even balance
of meaning-focused input, language-focused learning,
meaning-focused output and fluency activities.
Comprehensibl
e input:
There should be substantial quantities of interesting
comprehensible receptive activity in both listening and
reading.
Fluency: A language course should provide activities aimed at
increasing the fluency with which learners can use the
language they already know, both receptively and
productively.
Output:
The learners should be pushed to produce the
language in both speaking and writing over a range of
discourse types.
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PRINCIPLES
Deliberate
learning:
The course should include language-focused
learning on the sound system, spelling, vocabulary,
grammar and discourse areas.
Time on task:
As much time as possible should be spent using
and focusing on the second language.
Depth of
processing
Learners should process the items to
be learned as deeply and as thoughtfully as possible.
Integrative
motivation
A course should be presented so that the learners have the
most favorable attitudes to the language, to users of the
language, to the teacher’s skill in teaching the language, and
to their chance of success in learning the language.
Learning style
There should be opportunity for learners to
work with the learning material in ways that most suit their
individual learning style.
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If both teachers and
learners are aware of
the goals of
each activity
why they are
are useful
goals
how the activity
activity should be
be best presented
presented to
achieve the goal
then learning is more likely to
to be successful
what kind of
learning
involvement is
is needed
and the signs
of successful
involvement
Communicate the reasons why each lesson is like it is.

Guidelines
for Deciding
on a Format If the lessons always
follow the same format,
then the introduction to the
course book can include some
explanation of the goals and
how they are best reached.
A set format of lessons helps
establish effectiveness of
teaching and learning.
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The Four
Strands
A course should include a
roughly even balance of
meaning-focused input,
language-focused learning,
meaning-focused output and
fluency activities.
Input should be outside class time,
where output, language learning
fluency should be in class time
Table 6.2 summarises and expands on
conditions and activities for each of the
strands.
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• Language-focused Input = 30%
• Language focused learning= 30%
• Language focused Output = 20%
• Fluency development = 20 %
An early stage
stage of
Language
Course
• Language focused Input & output =
50%
• Language focused learning = 20%
• Fluency development = 30 %
An advanced
stage of
Language
Course

The
four
strands
Meaning-focused input
involves having the opportunity to learn
from listening and reading
Krashen (1981) would call it learning
from comprehensible input.
Meaning-focused output
involves learning through speaking and
writing.
should involve the learners in
conversation and also in monologue. The
conversation can have a largely social
focus and can also be used for conveying
important information. That is, there
should be practice in both interactional
and transactional language use
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The
four
strand
s
Language-focused learning
involves a deliberate focus on language
features: pronunciation, spelling, word
parts, vocabulary, collocations, grammatical
constructions and discourse features.
is an efficient way of quickly learning
language features.
Fluency development
 involves making the best use of what is already
known, not focuses on learning language features
 is often absent in course books and, as a result,
 Millett (2008) proposed a 20-minute daily fluency
programme of writing, speaking, and reading that could
become part of the classroom routine.
 There needs to be fluency practice in each of the four
skills of listening, speaking, reading, and writing.
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Fluency
develop
ment
Listening fluency practice
 involves listening to stories, taking part in
interactive activities, and listening to lectures on
familiar material.
Speaking fluency activities
 involve repeated speaking where learners deliver the
same talk several times to different listeners,
speaking on very familiar topics, reading familiar
material aloud, and speaking about what has
already been spoken or written about before.
Reading fluency activities:
 involve a speed reading course within a controlled
vocabulary, with just a few minutes’ practice two or
three times a week.
 include repeated reading where the learners read the
same text several times, and extensive reading
involving very easy graded readers
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Fluency
develop
ment
 Writing fluency activities
 involve the learners in writing about things where
they bring a lot of previous knowledge.
 10-minute writing:
 Get learners to write under timed conditions;
 Don’t mark any of the errors but comment on the content
of the writing, perhaps suggesting what the learners
should write more about next time. The learners record
the number of words they have written per minute on a
graph. Their goal is to increase the number of words
written per minute
 A linked skills activity:
 learners work on the same material while moving
through a series of changes, for example, from listening
to the material, to talking about it, and then to writing
about it.
 three skills linked together are common: reading, then writing,
and then speaking. The last activity in a series of linked skills is
usually a fluency activity
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Table 6.3 gives links to
free videos of some
activities.

MR. VATH VARY
• Most language courses/programs make use of
a small but major number of teaching
techniques or activities that help how Ss
learning.
• If there is too great a variety of teaching
activities, the teacher may have to spend a lot of
time explaining to the learners how the activity is
done before they actually get on to doing the
activity.
Busy
Work
• Focus on reading that involves the
learners answering comprehension
questions of various kinds.
• These include pronominal
questions, true/false questions,
and multiple-choice questions
Comprehensio
n Questions

MR. VATH VARY
• Pronominal questions are
questions that use pronouns
to inquire about a person,
thing, or idea.
• These questions typically
seek information about the
identity, possession, or
relationship of the subject in
question.

Designing
a Lesson
Format
Environment:
• length of time, teachers’ skill and role in the
lesson, and the size of a typical class.
Deciding on a format requires practical use and
principled considerations:
• Create a pattern of lesson procedures and
activities
• Create standard procedures or activities,
although they may vary
• Make sure that the format includes the 4
strands
• A Set format of lessons helps establish
effectiveness of teaching and learning
• What and the order occurring in a lesson
should reflect principles of teaching and
learning
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Following a set
format
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Two ways of
planning a lesson
the lesson has a set format
and is a separate block
largely complete within itself.
Block lesson format (1):
listening and reading input,
language-focused activity,
and meaning-focused
output.
Block lesson format (2):
involves an experience-
providing stage, a guided
practice stage, and then a
fluency-development stage.
are activities that run
through a series of lessons
and can be used again and
again with minimal
planning and only small
changes. (Look at Table 6.3)
Block thread
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MR. VATH VARY
Example: Thread
Goal Vocabulary
Activity
 “It’s my word!”
 An activity that involves a learner reporting to the class on a useful
word that she found and researched out of class.
Variation
 This is done in class, and there is a different speaker reporting on a
reporting on a different word
Teacher’s
Preparation
 T shows the learners what information to gather about the word and
word and how to report on the word.
 Ex: Use a simple table:
 Fill out the spoken report and include the pronunciation of the word,
several examples of the word in context, some of the range of meanings
of the word, its translations, its etymology, and any constraints on its
use.
 The report might also include tips on how to remember the word.
Group size
 How the activity is carried out, individually, in pairs or groups, or with
groups, or with the whole class.
 In “Talk and report”, learner A addresses half of the class and learner B
the other half. Then learners pair up with one from each half to report to
their partner what they heard.

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Example: Thread
Sustained silent
reading (SSR)
 Where the learners (and teacher) quietly read their
individually chosen books for a period of time.
The information
transfer activity
 involves completing an information transfer diagram
for a given text.
• Each time there is a different text to read and use
to fill an information transfer diagram.
• The diagram can be based on topic types.
The post office
activity
• involves learners writing letters to each other and
replying to letters received for a variety of purposes.

Threads There can be threads within
threads.
Example: A Listening Thread each learner can
present their text for the others to listen to five
times on five different days,
once just to listen to,
once to listen to and complete a cloze task,
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Benefit
s of
Threads
Provide the opportunity for
spaced repetition which is very
important for learning.
 E.g. by listening to a daily weather report
learners will become familiar with the related
vocabulary and the relevant constructions and
collocations.
No need to keep explaining new
techniques and procedures to the
learners.
 This makes learners become good at using them
and do not need to keep dealing with procedural
problems. Learning and classroom management
are thus done more efficiently.
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Techniques and Activities to use when
designing lesson plans
(see Table 6.5 for a range of techniques)
Experience
Shared Guided
Independent
Each type has its own cycle of activities, favored
learning goals, and principles of learning
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Experience
activities
 try to keep as much as possible of the knowledge
needed to perform the activity within the learners’
previous experience.
 Experience’s Procedures:
 T, curriculum designer, and material writers
control the language, ideas, skills, etc. so that they
will be largely already familiar to the learners.
(Simplified or graded reading texts)
 The knowledge needed to do the activity is
provided through previous lessons or previous
activities within a lesson. (Speaking activities
near the end of a lesson, or the listening activities
at the beginning of a lesson)
 Helps learners to share and recall previous
experience to make the following activity easier
teacher-led discussion or group work. (writing,
semantic mapping and then speaking about a
topic)
 Focus: meaning-focused tasks with a fluency goal.
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Shared
activities
involve the learners achieving
through group work what they
could not achieve by working
alone.
Four major kinds of group work:
a) the learners in a group have equal access to
the same information;
b) each learner has a different piece of
information essential to the completion of
the task;
c) one or more learners have all the
information that the others need;
d) the learners share the same information but
each has a different task to do.
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Shared
activities
Advantages:
Allow negotiated meaning-
focused communication,
Keep all learners active,
Provide substantial quantity of
language input and output,
Allow learners to work at a level
beyond their normal level of
proficiency.
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Guided
activities
 involve the learners doing already partly
completed tasks.
 Examples: completion activities, substitution activities,
matching activities, repetition activities, and ordering
activities
Focus: language-focused guided activities are used to
prepare learners for meaning-focused experience activities.
Spoken language lesson format:
 The presentation of the model piece of language: may be
may be meaning–focused, but its goal is to suggest items
items for learning and practice
 The learners do guided tasks on parts of the model to
to prepare for the next section of the lesson.
 The learners do activities like role plays or discussions
discussions (meaning-focused output).
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Independent
activities
Involve learners:
 working with no assistance
or preparation;
controlling their own
learning, using their skills
and other resources
Independent activities:
tend to occur late in a course
and at advanced levels.
is the ultimate goal of the
three.
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MR. VATH VARY
FURTHER READINGS

Summary
of the Steps
•Decide on the main
teaching techniques
and activities.
•Plan the format of the
lessons.
•Check the format
against principles.
•Write the lessons.
MR. VATH
VARY

CHAPTER 6_Format and Presentation_MR. VATH VARY.ppt

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CHAPTER 6_Format and Presentation_MR. VATH VARY.ppt