Design (part of) a course. The course must fulfil some purpose relevant to the teaching of English. It may be designed for any group of learners in any context.
The assignment should present an overview of the course as a whole, and a coherent set of materials to cover 2 – 3 hours of teaching in a form which can be presented to a teacher/class. These must be original materials which you have designed for the course. Your assignment should also explain the background to the course and present the underlying rationale.
You are not required to create teacher’s notes for the materials but the rationale should make clear how the materials are intended to be used.
++ The context of the course design:
A course designed for monolingual class of one language e.g: Arabic speaking student’s class.
+++The design must:
1- carry out research to develop principled and innovative solutions to practical challenges, as a basis for continuing professional development throughout your career.
2- design language courses and materials for different contexts and purposes, drawing both on practical professional skills and relevant models and principles.
Graves, K. (2008). State-of-the-Art Article: The language curriculum: A social contextual perspective. Language Teaching, 42(2), pp. 147-181.
Guariento, W., & J. Morley (2001). Text and Task Authenticity in the EFL Classroom. ELT Journal, 55(4), pp. 347-353.
Tomlinson, B. (Ed) (2008). English Language Learning Materials: A Critical Review. London: GBR: Continuum International Publishing Group Ltd.
Arnold, W., & Shelagh, R. (2008). Materials for Teaching English to Young Learners. In B. Tomlinson (Ed) (2008), English Language Learning Materials: A Critical Review (pp. 38-58).
London: Continuum International Publishing Group Ltd.
Breen, M. (1989). The evaluation cycle for language learning tasks. In K. Johnson (Ed.) (1989), The Second Language Curriculum (pp 187-206). Cambridge: Cambridge University Press.
Breen, M. (1987a). Contemporary Paradigms in Syllabus Design: Part 1. Language
Teaching, 20(2), pp 81-92.
Breen, M. (1987b). Contemporary Paradigms in Syllabus Design: Part 2. Language
Teaching, 20(3), pp. 157-174.
Brindley, G. (1989). The Role of Needs Analysis in Adult ESL Programme Design. In K. Johnson (Ed.) (1989), The Second Language Curriculum (pp. 63-78). Cambridge: Cambridge University Press.
Gilmore, A. (2007). Authentic Materials and Authenticity in Foreign Language Learning.
Language Teaching, 40, pp. 97-118.
Hall, D., & A. Hewings (Eds.) (2001). Innovation in English Language Teaching: A Reader. London: Routledge.
Hutchinson, T., & A. Waters (1987). English for Specific Purposes: A Learning Centred
Approach. Cambridge, Cambridge University Press
*Johnson, K. (Ed.) (1989). The Second Language Curriculum. Cambridge. Cambridge
Johnson, K. (1982). Communicative Syllabus Design and Methodology. Oxford, Pergamon
Maley, A. (2003). Creative Approaches to Writing Materials. In B. Tomlinson (Ed) (2003).
Developing Materials for Language Teaching (pp. 183-199). London: Continuum. Nunan, D. (1988). Syllabus Design. Oxford, Oxford University Press.
Nunan, D. (1989). Designing Tasks for the Communicative Classroom. Cambridge. Cambridge University Press.
Richards, J. (2001). Curriculum Development in language Teaching. Cambridge, Cambridge
Tomlinson, B. (2003). Materials evaluation. In B. Tomlinson (Ed.) (2003). Developing
Materials for Language Teaching (pp. 15-36). London: Continuum.
Tomlinson, B. (Ed.) (2003). Developing Materials for Language Teaching. London: Continuum.
Tomlinson, B. (Ed.) (1998). Materials Development in Language Teaching. Cambridge, Cambridge University Press.
Wette, R. (2010). Product-process Distinctions in ELT Curriculum Theory and Practice. ELT Journal, 65(2), pp. 136-144.
Woodward, T. (2001). Planning Lessons and Courses: Designing sequences of work for the language classroom. Cambridge, Cambridge University Press.
Yalden, J. (1987). Principles of Course Design for Language Teaching. Cambridge, Cambridge University Press.
English for Specific Purposes