Bagi FORMAT AND PRESENTATION CLLMD - 2

CURICULUM AND LANGUAGE LEARNING MATERIAL
DEVELOPMENT
GROUP MEMBERS
1. ATIK UMAYAH (1923002)
2. NOVA ARSELA (1923003)
3. ICHA NOVITA SARI (1923014)
LECTURE
DR. YENTRI ANGGERAINI, M.Pd
FORMAT AND
PRESENTATION
On Curiculum Studies
( Curiculum Design)
FORMAT AND PRESENTATION
 The part of the curiculum design process that the data

gathered from needs and environment analysis, and
the priciples chosen to maximise learning come
together in activities that involve the leaners.
GUIDELINES FOR DECIDING A FORMAT
 There is plenty of evidence to show that teacher and

leaners do not share the same view of part of a lesson
( Block, 1994), and
 That the leaners sometimesdo activites in ways that
defeat the purpose of the activity (Hosenfield,1976).
FORMAT GUIDLES
Format guidles based on
Format guidles based on needs
environment
 Leaners  Lakcs
 Teache  Wants
 Situation  Necessities
FOLLOWING A SET FORMAT
 When designing the format of a lesson, the curiculum

designer needs to consider
1 •Environment factors such as the length of time

available for each lessons
2 •The teachers` skill and role in the lesson, and the

size of a typical class
•Decining on the format of a lesson involves

3 combining practical and principled considerations.
EXAMPLE
Meaning-focused
output, mainly
speaking, often
Language-focused involving pair
Listening input
learning taking up
usually a meaning
point from the and group work
focus and a game-like
listening
activity
THE PRINCIPLE AT WORK IN THIS LESSON
FORMAT SEEMS TO BE
1 4
 There should be learning from  Language-focused learning will
comprehensible input as a basis contribute to the production of
for later activities. output.
2  Leaners should have to produce 5

language with a focus on the  Repetition is an important aid to
message
learning and material should be
3 recyled in a lesson
 Leaners` interest can be engaged 6
through short activities,
acttractive presentation using
pictures, and a degree of  Learners need not know why
unpredictabillity regarding the they are doing a particular
types of exercise activity
PRINSIPLES ON PROCESS
 Motivation
 Four strands
 Comprehensible input
 Fluency
 Output
 Deliberate learning
 Time on task
 Depth of processing
 Integrative motivation
 Learning style
THE FOUR STRANDS
 Meaning-focused input
 Meaning-focused output
 Language-focused learning
 Fluency development
BLOCKS AND THREADS
Planing from lesson to lesson, 1995 by woodward and
lindstromberg
Block lesson Threads
 The lesson which has a  Activities that run through

set format and is a a series of lessons.
seperate block largely  Activities that can be used
complete within itself. again and again with
 Involves an experince- minimal planning and
provinding stage, a only small changes.
guided practice stage, and
then a fluency-
development stage.
There can be threads within
1
threads.
2 Threads can be part of block.
The use of threads and blocks reduces

3 the need for detailed planning and
organization.
TECHNIQUE AND ACTIVITES
• Experiences activities
• Shared activities
• Guided activities
• Independent activities
EXPERENCE ACTIVITIES
The teacher, curiculum designer are materials

writer carefully controls the language, idea,
skills, ect.
Try to keep as much

The knowledge needed to do the activity is
as possible of the
provided through previous activities within a
knowledge needed to
lesson.
perform the activity
within the leaners`
previous experience.
The teacher helps the lenears to share and recall
previous lessons to make the following activity
easier.
SHARED ACTIVITIES
Nations (1989b) describes four major kind of group work
The leaners in a group have equel access

to the same information;
Involved the Each leaners has a different piece of information

lenearns achieving essential to the completion of the task;
through group work
what they could not
achieve by working One or more leaners have all the
alone. information thet the others need;
The learners share the same information

but each has a different task to do.
GUIDED ACTIVITIES
The presentation of the modal piece of language.

The presentation may be by meaning-focused, but
the fundamental purpose of the lesson and suggest
itemsfor learning and practice.
Involved the leaners The leaners do guided tasks on parts of the model
doing already partly is to prepare for the next section of the lesson.
completed tasks.
The leaners do activities like role plays or

discussions resulting in meaning-focused
production of language that is like the model.
INDEPENDENT ACTIVITIES ( ULTIMATED GOAL OF OTHER
THERE)
The learners work with The four types of activities can all be used in a
no assistance or course and it is desirable that they are. This is
preparation. They can because each provides a different kind of
draw on their skills and learning goal and means of learning. Each
make use of other kind of activity makes use of a different set of
resources, but principles and it is useful to look carefully at
major activity types whitin a course to
essentially they are in
examine these priciples and see if they agree
control of their own with principles based on research annd theory.
learning
TASKS AND PRESENTATION
A task-based syllabus Task-supported syllabus
Taks-supported syllabus, the task is

A ask-based syllabus, however, the likely to be the final stage in a
task is likely to be the unit. Wills conventional present-practise-
(1996) describes the task-based produce unit of work; the task may
learning framework as consisting be designed to focus on the
of three phrases-pre-task, the task language structure that has been
cycle and language focus. presented.
SUMMARY OF THE STEP
1 Decide on the main teaching techniques and
activities.
2 Plan the format of lessons.
3
Check thew format against principles.
4 Writes the lessons.

CONCLUSION
The most important principle to consider in format and
presentation is the provision of a balance of learning
opportunities across the four stards of meaning-focused input,
meaning-focused output, langauge-focused learning and fluency
developmen.t
The most impoortant job of the language teacher is

to plan and the second most important kind of
planning is to provide a balance of oppurtunities for
learning across the four strands.
Classroom activities can be of several types and in this chapter

we have loocked at experience, shared, guided and independent
activities. There is no need to have a balance of these types, but
it is useful to understand how each of them helps learning.
THANK YOU
GOOD LUCK

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CURICULUM AND LANGUAGE LEARNING MATERIAL

 The part of the curiculum design process that the data

 There is plenty of evidence to show that teacher and

 When designing the format of a lesson, the curiculum

1 •Environment factors such as the length of time

2 •The teachers` skill and role in the lesson, and the

•Decining on the format of a lesson involves

2  Leaners should have to produce 5

 The lesson which has a  Activities that run through

2 Threads can be part of block.

The use of threads and blocks reduces

The teacher, curiculum designer are materials

Try to keep as much

The leaners in a group have equel access

Involved the Each leaners has a different piece of information

The learners share the same information

The presentation of the modal piece of language.

The leaners do activities like role plays or

A task-based syllabus Task-supported syllabus

Taks-supported syllabus, the task is

2 Plan the format of lessons.

4 Writes the lessons.

The most impoortant job of the language teacher is

Classroom activities can be of several types and in this chapter

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