A modular communicative syllabus (1): the underlying ideas

Shaw, A. M.

doi:10.1093/elt/36.2.82

Cited by 2 publications

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“…The chapters of Penny Ur's (1996) book on teaching EFL, while being presented in a logical order that she feels may help, are designed to be worked on each at a time that is felt to be suitable, whether as part of a taught course or in self-study use. Tony Shaw (1982) and Sheila Estaire (1982) in their description of the 1979 attempt in Madrid British Council to introduce a modular syllabus for first year pupils fully take on board the flexibility of when to use the modules. Rob Batstone (1988) discusses how the modular syllabus puts responsibility on the teacher rather than the designer.…”

Section: Appendix (I) Researcher's Personal Storymentioning

confidence: 99%

Greek state - school EFL teachers and lifelong learning

Joycey¹

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List of Tables and Figures 2.2.4 The existence of a gap in the literature on LLL 2.2.5 Types of programmes in education and LLL 2.3 Middle writers' approaches and their legacy on present day LLL 2.3.1 A shallower view of LLL 2.3.2 The prevailing environment of the time of middle period writers and the LLL it promoted 2.3.3 Process teaching encouraged in areas other than in LLL 2.3.4 Documentation accompanying this type of LLL courses 2.4 Recent writers and the return to deeper concerns of LLL 2.4.1 Crises, flexibility and LLL 2.4.1.1 Crises 2.4.1.2 Flexibility and diversity 2.4.2 A brief introduction to philosophical discussions of the LLL topic 2.4.3 LLL in the world of production and consumption 2.4.4 Values education and LLL 2.4.5 Meta-narratives and LLL 3. The kinds of LLL 3.1 LLL1 and LLL3 3.2 LLL2 3.3 The terminology in the discourse of LLL3 4. A review of the effects on LLL of the various trends in and influences on teacher training and teaching 4.1 Methods, approaches and LLL 4.1.1 The first category 4.1.2 The second category 4.2 Syllabi, curricula and teaching material 4.3 Materials, their use and development 4.4 Assessment and its effects 4.4.1 Summative assessment and tool content, format and vii marking 4.4.2 Formative assessment and tool content, format and marking 4.4.3 Summing up the discussion on assessment and LLL3 4.5 Second Language Acquisition and teaching for LLL 4.5.1 Learning or teaching 4.

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Section: Appendix (I) Researcher's Personal Storymentioning

confidence: 99%

Greek state - school EFL teachers and lifelong learning

Joycey¹

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Proposal of a Unit Design for Online English Lessons Using a Technology-Based Plan

Ayar

2022

Developing Curriculum for Emergency Remote Learning Environments

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The need for curriculum design, material development, the creation of units, and lesson plans is incontrovertible in that they all provide teachers with the opportunity of enhancing self-directed learning, enthusiasm, and learner confidence besides building language awareness, particularly in virtual classes. To that end, a unit design entitled ‘World without Crime' has been shaped to strengthen the intake of young adults or teenagers at the pre-intermediate level. This design was composed of four language skills with pre-, while-, and post-activities to be implemented in some e-learning platforms. Likewise, grammar and vocabulary exercises were incorporated based on a process-oriented approach and integrated syllabus. Communicative practices were adopted considering the issues of visual literacy and digital citizenship to promote the learning of the connected online community. Finally, some recommendations have been presented for future directions and foreign language teachers.

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A modular communicative syllabus (1): the underlying ideas

Cited by 2 publications

References 0 publications

Greek state - school EFL teachers and lifelong learning

Greek state - school EFL teachers and lifelong learning

Proposal of a Unit Design for Online English Lessons Using a Technology-Based Plan

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