•* Classical Humanism

•* Reconstructionism

•* Profressivism

•The central focus of the curriculum in this model is the content of what isto be learned by the learner.

•The content is knowledge, It´s universal , unchanging and absolute.

•The purposes are to transmit knowledge of the language system and tomake sure that students master grammar rules and vocabulary.

•The content of what is to be learned by or transmitted to the learner.

•The content is a valued cultural heritage, the understanding of whichcontributes to the overall intellectual development of the learner.

•The starting point of this model of curriculum planning is no longerthe content, but the objectives of the teaching learning program.

• The main purpose of education is to bring about some kind ofsocial change.

•The influential curriculum designer E.W. Tyler promoted the use ofbehavioral objective ( 1930s)

•Mager (1962) gave the clearest definition of behaviorallobjectives :

They have three elements :

1. Behavior 2, Conditions 3. criterion

The model provides :

1. Clarify of goals•Objectives are clear to the teacher and thelearner.

•2. Ease of Evaluation•Specified objevtives can be easily evaluated.

•Clear methods

•3. Accountability• for needs clarification .

The model provides :

• Progresssivists believe that individuality, progress,and change are fundamental to one's education.Believing that people learn best from what theyconsider most relevant to their lives, progressivistscenter their curricula on the needs, experiences,interests, and abilities of students.

•Progressivist teachers try making schoolinteresting and useful by planning lessons thatprovoke curiosity

The framework proposed by Johnson has three demensions :

• Policy, aims of curriculum.

• Pragmatics, what is possible to achieve.

• Participant in decision-making process,which has four stages :

• Curriculum planning , and specification,program implementation &implementation in classroom.

•The needs of learners

•The needs of planning committee

•The needs of society

•The needs of teachers.

•To Brindley (1989)

•A product –oriented view of needs ( languagenecessary for particular future porpose.Gathering information for the setting broad goalsrelated to language content.

•A process-oriented view of needs. (Learnermotivation, learning styles, learner-definedlanguage behavior) Gathering information aboutlearners guides learner process.

•Course content : goals and objectives.

Different kinds of objetives :

1.Performance objective.

2.Process-related objective.

3. Instructional objective.

1.How language is learned structure-based.

2.How language is acquire process-based.

3.How language is udes function-based.

THE PURPOSE :

• To determine whether the curriculum goals have been met.

• To determine the effectiveness of curriculum and evaluate thelanguage programme itself.

• The systematic collection and analysis of all relevantinformation necessary to promote the improvement of acurriculum and asses its effectiveness , as well as participant´sattitudes in the particular context.

• Two types of evaluation: formative and summative

Effective Materials - Language

• Language is functional and must be contextualized.

• Language development requires learner engagementin purposeful use of language.

• The language used should be realistic and authentic.

Classroom Materials

• Classroom materials will usually seek to include audio visual component.

Effective Teaching Materials

• Effective teaching materials foster learner autonomy.

• Materials need to be flexible enough to cater to individual and contextual differences.

• Effective Teaching Materials

• Learning needs to engage learners both affectively and cognitively.

• Technologically complex world, second language learners need to develop the ability todeal with written as well as spoken genre.

• The mixed-focus product and process

model which best fits our own experience

of the curriculum.

• The teacher´s challenge is to mantain the

balance between providing a coherent

learning experience with the learner

comprehension and production.