Listening Reading Speaking Interacting

It concerns focuses on language features such as pronunciation, spelling, collocations, etc. Major Effects: 1)Conscious knowledge of language items 2)Subconscious implicit knowledge of language items

Questions & answers that involve the target vocabulary Meaning-focused output Pronominal written Qs Meaning-focused output Pronominal written Qs Meaning-focused input 1)Pronominal Qs 2)T F Qs 3)MCQs Meaning-focused input 1)Pronominal Qs 2)T F Qs 3)MCQs Crossword puzzles Fill the blank

ThreadsBlocksSet Format

Listening input usually with a meaning focus Language-focused learning taking up points from the listening Meaning-focused output, mainly speaking, often involving pair and group work and a game-like activity These are the main sections of all lessons of the curriculum, but within each section there is no set order of activities and no strict limitation of activity type.

1)The lessons are easier to make because each one does not have to be planned separately. 2)It makes the course easier to monitor because all that should be included is there and the accepted principles are being followed. 3)It makes the lessons easier to learn from because the learners can predict what will occur and are soon familiar with the learning procedures required by different parts of the lesson.

It is a lesson which has a set format and is a separate block largely complete within itself. Thus, the lesson requires very little planning because its parts are predictable and the latter parts build on the previous parts of the lesson. Experience- providing stage Guided practice stage Fluency- development stage

Threads are activities that can be used again and again with minimal planning and small changes. Thus, lessons of the course imply the same threads. The curriculum may include an interview thread that appear in a large number of lessons. In each lesson the class interview a different learner from the class. The type of questions remain the same and all that changes is that a different learner is interviewed each time.

Experience SharedGuidedIndependent

1)The teacher, curriculum designer or materials writer carefully controls the language, ideas, skills, etc. so that they will be largely familiar to the learners. 2)The knowledge needed to do the activity is provided through previous lessons or previous activities. 3)The teacher helps the learners to share and recall previous experience to make the following activity easier. They try to keep as much as possible of the knowledge needed to perform the activity within the learners’ previous experience.

They involve the learners achieving through group work what they could not achieve by working alone. Nation (1986b) describes four major kinds of group work: 1)The learners in a group have equal access to the same information. 2)Each learner has a different piece of information essential to the completion of the task. 3)One or more learners have all the information that the others need. 4)The learners share the same information but each has a different task to do.

1)Allowing negotiated meaning-focused communication. 2)Keeping all learners active. 3)Providing substantial quantity of language input and output. 4)Allowing learners to work beyond their normal level of proficiency. Learners who share the same first language may use the mother tongue, but this problem can be overcome through the design of the activity, explaining the goals to learners, and setting up monitoring and reward mechanism.

They involves the learners doing already party completed tasks. For example, matching activities, ordering activities, repetition activities, completion activities, and substitution activities. 1)The presentation of the model piece of language. 2) The learners do guided tasks on parts of the model to prepare for the next section of the lesson. 3) The learners do activities like role plays or discussions resulting in meaning-focused production of language that is like the model.

They are the ultimate goal of the previous mentioned activities. They require the learners to work with no assistance or preparations. They can draw on their skills and make use of other resources, but essentially they are in control of their own learning. Independent activities tend to occur late in a course and at advanced level.

Tasks and Presentations Task- supported syllabus Task-based syllabus