Foreign linguistic communication instructors have ever been confronted with the quandary of supplying their pupils with an appropriate course of study for linguistic communication development. Deciding on what to learn and how to learn it hold been our chief concerns. A course of study is an look of sentiment on the nature of linguistic communication and acquisition: it acts as a usher for both instructor and scholar by supplying some ends to be attained. Hutchinson and Waters ( 1987:80 ) define course of study as follows: “ As its simplest degree a course of study can be described as a statement of what is to be learnt. It reflects linguistic communication and lingual public presentation ” .
In this paper I will seek to show a grammar course of study which is designed for A Senior. Senior A is the 3rd category in learning English as a foreign linguistic communication which means that pupils have already attended two twelvemonth categories, Junior A and Junior B. So, scholars have already been exposed to some grammatical phenomena, such as the verb “ be ” , the verb “ have got ” , the plurals, basic constructions of Simple Present and Present Continuous tenses. My pupils are about eight to ten old ages old, they are all Greek which entails that they portion the same cultural and educational background. The continuance of this class will be one hr per hebdomad for the whole academic twelvemonth, about seven months. The class will take topographic point in the private establishment I work.
Taking these points into consideration, I will try to construct my course of study. This course of study is organized in seven subdivisions, Environment Analysis, Needs Analysis, Principles, Goals, Content & A ; Sequencing, Format & A ; Presentation, Monitoring & A ; Assessing and the rating. Each subdivision plays its function in the course of study ‘s building.
1. Environment Analysis
Environment Analysis involves looking at the factors that will hold a strong consequence on determinations about the ends for the class, what to include in the class, and how to learn and measure it. Environment Analysis is besides called state of affairs analysis ( Richards, 2001 ) or restraints analysis.
The restraints we have to take into history are the age of the scholars. To be more specific, the scholars are from eight to ten old ages old which entails that I have to be careful and selective with the activities. That is to state that I have to take specific sorts of exercisings which are relevant to their age. These exercisings should non to be excessively hard or excessively easy in order to maintain scholars ‘ involvement to maximum and non to experience defeated. My pupils are all Greek and their first linguistic communication will be used to assist acquisition. Actually, we are traveling to utilize interlingual rendition because in grammar some parts must be explained and be contrasted in the female parent lingua so as to be understood. Comparison between the first linguistic communication L1 and the 2nd linguistic communication L2 through interlingual rendition might assist scholars activate linguistic communication use and service as a tool to better English and advance acquisition. The scholars need English for a broad scope of intents as English is the dominant linguistic communication in instruction and in workplace. Another point that we have to analyze is the old cognition that our scholars already have. In order to understand their cognition they will be exposed to a diagnostic trial ( See Appendix 1 ) . Besides, we have to mention that the instructor is good trained in the footings of supplying ready-made activities and utilizing group work activities. In add-on to this I, as a instructor, am confident in usage of English and I can supply a complete set of class stuff. Equally far as the state of affairs is concerned, there will be a suited schoolroom where the agreement of the desks can be changed for group work and for using TPR ( Entire Physical Response activities ) and the chalkboard will be large and easy seen. One facet that we must see is the restraint of clip, for case if the scholars can make the ends in the available clip, that is to state that we have to put limited ends to suit the clip available ( Nation I.S.P. and Macalister J. 2010 ) .
2. Needs Analysis
Needs analysis is directed chiefly the ends and the content of a class. It examines what the scholars know already and what they need to cognize. Needs analysis makes certain that the class will incorporate relevant and utile things to larn. ( Nation I.S.P. and Macalister J. 2010 ) . Nunan ( 1988: 5 ) has suggested that the starting point for a syllabus design can be an analysis of the linguistic communication, information about the scholar, beliefs about the acquisition procedure itself, or a combination of these.
However it is of import to hold in head that there is no individual attack to necessitate analysis or method of informations aggregation and that a combination or version to one ‘s ain instruction state of affairs might be more illuminating. What is of paramount importance to retrieve is that what truly affairs is non possibly the information collected through a NA procedure, but how we exploit it to our pupils ‘ benefit. In other words NA is the first measure carried out before a class and it is the procedure of set uping the what and the how of the course/syllabus ( Evans, 1998: 121-26 ) .In the visible radiation of the above we are traveling to utilize a diagnostic questionnaire ( at the beginning of the school twelvemonth ) . The undermentioned questionnaire can be adapted harmonizing to our pupils ‘ demands and profile ( See Appendix 1 ) . Through the diagnostic trial I will understand whether or non acquired some of the grammatical phenomena learned the old old ages. Equally far as their demands and wants is concerned, apart from the trial, I have been learning this category from A Junior and I know that they have trouble in some grammatical phenomena and I know their weak and strong points. So, my personal cognition and the questionnaire will assist me to accommodate my class to my pupils demands.
The intent of the monitoring and assessment portion of course of study design is to do certain that the scholars will acquire the most benefit from the class ( I.S.P Nation & A ; J.Macalister, 2010:107 ) . In order to understand what my pupils gained from the class and what their deficiencies are, they will be exposed to a diagnostic appraisal ( See Appendix 1 ) , short term achievement appraisals and a concluding accomplishment appraisal.
Equally far as the diagnostic appraisal is concerned, it will take topographic point before the class begins. Through this appraisal I will calculate out the spreads and failings in scholars ‘ cognition. In this manner, I will cognize to what grammatical phenomena I should give my attending and likely revise them. So, I will non blow the clip learning constructions that are already understood.
During the class and specifically in every three lessons the scholars will be exposed to short-run accomplishments appraisals. The intent of this appraisal is to look into if the scholars are doing advancement on monthly footing. In the trial the pupils are assessed on the work that they have done that month. Before the appraisal the instructor and the pupils devote one hr to revise the units they have done through sentence-completion, gap-filling activities and brace work exercisings. In this manner pupils have the chance to discourse their spreads so as to understand and be ready for the appraisal. The ultimate end is to do pupils experience confident that they do cognize the grammatical phenomena and they are able to utilize them suitably.
In the concluding accomplishment appraisal scholars are tested to what they have done the whole academic twelvemonth. The trial will include several types of activities and there will be all the grammatical phenomena which will hold been taught. The intent is to guarantee that the scholars have cognition of what they have done so as to be ready for the following category which will be a small more challenging as new signifiers and constructions will be presented.
This portion of the course of study design is to look into if the class is successful and where it needs to be improved ( I.S.P Nation & A ; J.Macalister, 2010:123 ) . To measure this class we follow a formative and summational rating. Formative rating has the intent to of organizing the class to better it and the summational rating has the intent of doing a drumhead or judgement on the equality of the class so that it can be compared with other classs ( I.S.P Nation & A ; J.Macalister, 2010:125 ) . Another differentiation is process and merchandise rating. Process rating focuses on the procedure of acquisition and learning while the merchandise rating focuses on the merchandise of acquisition and instruction. To be more specific, I will concentrate on quality of learning. Actually, a co-worker instructor will come in the schoolroom in order to detect the instruction procedure ( See Appendix 4 ) . Besides, I will measure the quality of larning through achievement appraisals. Finally I will and by giving to the scholars self-report graduated tables to finish. Finally, in order to mensurate instructor and learner satisfaction I will utilize questionnaires and interviews.