1. TEACHING ENGLISH as
FOREIGN LANGUAGE (TEFL 1)
COURSE DESIGN
By:
ATIKAH APRILLIANI (2312.005)
RAHMANELI (2312.003)

2. What are the steps in course design ?
• Analysis of the specific needs of learners
1. Considering the students in their context of learning
- Preparatory stage
1. The relationship between the age of leaners
with the their interest topics
2. The relevancy of course in society or learner
receive
3. The appropriatness of methodology and
grading comprehensive system
4. Account of specific factors, such as class size,
time available, teacher’s own communicative
ability, knowledge of the language system, and
command of methods.

3. 2. Establishing goals and objectives
- Goals are more general, objectives are more specific
- Goals are set out in a national curriculum by
institutional policy-makers, specific objectives
interpret by teachers
- The advantages of objectives
1. Enable to assess the appropriateness of course
materials
2. Make explicit the aims of the course and how
these have been determined
3. Encourage students to develop their own
agendas for the course.

4. 3. Planning the syllabus
- In 1970s
1. Took impetus from the work of applied (the concepts of
communicative revolution)
2. The content consisting of selected and sequenced items from the
formal language system (grammar, phonology, and lexis)
3. Influenced by the reconstructionist movement in general education,
perspective on on what communicative ability in language entails.
- Wilkin’s Notional syllabuses
1. Relate information and express perception in grammatical system
(notional category)
2. The expression of attitude towards the content of what is conveyed
(modality)
3. The purpose of using the utterance in conversation or sentence
(communicative function).
- The council of Europe
1. Threshold level english
2. Waystage english (used textbook)
-Now (ELT course design)
1. Situations 4. Notions
2. Functions 5. Sructures
3. Topics 6. Skills

5. 4. Designing a course unit
How to plan and construct course units (time units and
lessons are straightforward)
a. Which dimension provides the organizing principle?
1. The situation, decide on relevant skills work
2. Topics, an organizing principle to generate the
various dimensions of syllabus
3. The choice of organizing principle,
presentation-practice-production, and the
flexibility in the sequence of course units.
b. What ‘content’ does a course offer to learners?
1. Refer to their characters, their backgrounds, their
experiences, opinions, and their participation
2. The suitability options of each for the learners
3. Topic-based materials, provocative but not
offensive, intellectually stimulating but not too
arcane, popular but not bland

6. 5. What procedures can be helpful in evaluating courses?
Try to judge, try to observe, describe, and assess as a course progress.
a. Why is the evaluation being carried out?
1. The warranty of sources of course (textbooks), learner’s progress, and the
learning process (accountability evaluation)
2. The aims of course design and professional practice improvement
(developmental evaluation)
b. Who carries out the evaluation?
Teachers as threatening
c. What is to be assessed?
- The some parts of course that they have been acquired as their
understanding progress
- Depend on the age and level of students, the nature of course objectives and
content, and recent innovations to be evaluated.
d. How is the evaluation to be done ?
1. The poster session 4. Review of document
2. The questionnaire survey 5. Summary
3. Observations
e. When should evaluation take place?
1. At the end of course (summative assessment)
2. The course proceeds (formative assessment)
f. What should be done with the information gained?
Timetabling, choice of learning materials, development of resources,
organization of the general curriculum, and provision of in service training.

7. What choices do teachers need to make in course
design ?
1. Choosing a textbook
- Assess the content of a book in relation to its
professed aims
- Assess the book against the needs and context of the
intended learners (appropriate, effective helping for
sudents in learning, useful)
2. Taking a process approach
- Focus on the product of learning (product syllabus)
- Need and have added other ingredients to the
programme to provide opprtunities to experiment,
produce more language, negotiate meaning in
interaction with other.

8. 2a. Designing tasks
1. On meaning and outcome on the language forms to
be produced in completing tasks.
2. The controlling of content of the spoken or written
english is in the students not the teachers.
3. Must be negotiation of meaning between speakers
4. Should be an information or opinion gap
5. Ask for and provide clarification and use the normal
strategies of communication
a. The task-based syllabus applied
1. A series of unfocused tasks will enable students
to use the language they have acquired while
following a basic product syllabus, less formally
focused tasks (spiral syllabus)
2. Weekly timetable of four session (parallel
syllabus)

9. 3. Using projects in ELT
Extended tasks, such as reading, listening, interviewing, observing,
or group discussion such as, problem solving, oral and written
reporting and display.
A number of features which fit the principles of communicative
language teaching :
1. An emphasis on group-centered experience
2. The encouragement of student responsibility
3. A sequence of activities over a period of time
4. The use of a range of skills
5. Activity outside the classroom in the student’s own time
6. The study and use of authentic english language material
Another reasons:
1. Negotiate plans
2. Analyse and discuss information and ideas
3. Encourages imagination and creativity (for young learners)
4. Self-dicipline and responsibility,
5. Collaboration
6. research and study skills
7. Exploitation of knowledge gained in other subjects

10. 4. Negotiating with learners
- Involves the students in developing the
course.
- Talking, encouraging, and helping them to
formulate personal objectives
- Monitor and report back.
- How the questions invite students
- How the questions invite negotiation of
procedures
-How much writing will be undertaken and
when.
-Decisions about the content and procedure are
taken

11. How to plan a lesson?
A. Format of a lesson plan
1. Goal(s)
- Be able to identify an overall purpose of
goal that will attempt to accomplish by the
end of the class period.

12. 2. Objectives
- Important to state explicitly what you want student to gain
from the lesson to help students:
a. Know what it is you want to accomplish
b. Preserve the unity of your lesson
c. Predetermine whether or not you are trying to
accomplish too much
d. Evaluate student’s success at the end the
lesson
- Captured clearly in terms of stating what students will do.
In stating objective, distinguish between terminal and enabling
objectives
a. Terminal objective
Final learning outcomes that you will need to
measure and evaluate
b. Enabling objective
In term steps that build upon each other and lead to
terminal obective.

13. 3. Materials and equipment
- Good planning includes knowing what you need to take
with you as to arrange to have in your classroom.
4. Procedures
- An opening statement as activity as a warm up
- A set of activities and techniques whole-class work,
small group and pair group, and teacher and student’s
talk
5. Evaluation
-. Assessment formal or informal after students have
sufficient oppotunities for learning.
The purpose of evaluation:
a. For the student’s successful in learning
b. Making adjustment in the lesson plan for next
6. Extra class-work
-Need to be planned carefully and communicated
clearly to the student.

14. B. Guidelines for lesson planning
1. How to begin planning?
- Assuming that you are already familiar with
curriculum and tone of the textbook
- The language needs of your students based on
your view of the whole curricuum and perception
- Again considering the curriculum and the
student’s neeed
- Decided the exercise in the textbook
- Draft out a skeletal outline of what your lesson
will look like
- Write a script of the lesson plan, such as
introductions to activities, directions for tasks,
statement of rules, anticipated interchanges, oral
testing techniques, and conclusion to activities.

15. 2. Variety, sequencing, pacing, and timing
a. Variety
- Give students a number of different activities during the
class hour, keeping minds alert, and enthusiasm high
b. Sequenced
- Build progressively toward accopmplishing the ultimate
goals
- Tasks that require knowledge gained from previous
exercises will be sequenced appropriately.
c. Paced
- The short or the long activities
- Need to anticipate how well your various techniques
‘flow’ together
d. Timed
Build a lesson plan:
- Have some backup activity ready to insert
- Ready to gracefully end a class a time, on the next day

16. 3. Gauging difficulty
- Caused by the tasks-self
- Unclearly direction from the teachers
- Individual attention, feedback, and small
group work.
4. Indidual differences
- The easiest or the difficulties of design
techniques
- Solicit responses to easier item from student
try to design techniques
- Use judicious selection to assign members of
small group
- Use small group and pair work time

17. 5. Student talk and teacher talk
- Teacher’s talk as much as based on the explanation of lesson’s need
- The chance for students talk to produce language.
6. Adapting to an established curriculum
a. Learner’s factors:
- Who the students are (age, education, occupation)
- What the specific needs of student (reading scientific texts)
b. Institutional factors
- What the practical constraints of the instution you are
teaching (equipment, classroom space and size)
- What the supporting materials (textbooks, audiovisual aids)
The course goals:
1. Understanding of the teacher’s instruction
2. Understanding of the teacher’s explanation
7. Classroom lesson ‘notes’
- If you have pages and pages of notes ansd reminders or
scripts, you will never be free yourself for spontaneity.