2022_10-CCD_Assignment

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FP015 – Curriculum and Course Design-Principles and Practice 
Assignment
Name and surname(s): MAO
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Group: FP_TEFL_2022
Date: January, 2024
INDEX
Introduction	3
Unpacking Prepare!	4
Material Considerations	5
Knowledge-Centred Paradigm	6
Design: Selection And Grading	8
Recommendations And Conclusion	9
References	11
INTRODUCTION
The increasing pressure to learn and use English is palpable in today’s world, with the internet serving as a driving force, pushing people to use it more and more. Most of the internet is in English, and a majority of interactions between people occur in English. When individuals finally decide to learn the English language, they often ask, “How am I going to learn it?” One common approach is to attend second/foreign language classes, especially for those not living in an English-speaking country.
Signing up for an English class often means accepting, sometimes inadvertently, to be under the control of certain curricula. These may differ significantly between what they state and what they actually offer. This discrepancy underscores the importance of regularly checking and reviewing every curriculum to ensure that what is stated on paper aligns with what learners are actually receiving.
In this context, “…the textbook has a vital and positive part to play in the everyday job of teaching and learning English.” (Hutchinson & Torres, 1994:315). However, choosing a course book can be an arduous task due to the large number of options available and the potential impact on students and teachers alike. The selection process often becomes critical, involving a needs and attitudes analysis covering a range of areas, from current and future language skills to students’ previous learning experiences and learning styles regarding specific language activities.
This selection is not restricted to teachers alone. As Sheldon (1988:237) points out, “the selection of a course book signals an executive educational decision in which there is considerable professional, financial, and even political investment.”
The present assignment aims to conduct an in-depth analysis of sample material from the Cambridge English Prepare! Level 4, primarily based on the theories studied in the “Curriculum and Course Design – Principles and Practice” by Thornbury & Ball (2016). To achieve this purpose, it is necessary to review the course unit provided so that an evaluation of the course’s usefulness for the authors’ declared objectives in the front matter can be carried out.
The paper will also discuss other aspects of the curriculum and design, including the type of syllabus and methodology. A brief pause will be necessary to consider a definition of the paradigm the course book favors. Additionally, a detailed examination of the tools and classroom materials is required to help the reader understand the importance and value of careful selection.
While the information presented here has been taken from the online catalogue, it is important to remember that this choice of materials originates in the underlying methodology. Considering the criteria of good classroom materials which match the criteria established in the introduction by the authors, some recommendations could be attempted.
It is expected that the analysis of the contents, tasks, and related information presented in the unit will highlight the proper response and fulfill your expectations. However, due to the lack of access to the Teacher’s notes, the analysis might fail to satisfy the reader.
UNPACKING PREPARE!
Curricula often contain implicit viewpoints or belief systems that may not be immediately apparent. This is evident in the case of ‘Prepare! Level 4’, a school course endorsed by Cambridge English Language Assessment. The course description reveals that ‘Prepare!’ operates from a knowledge-centered paradigm, as evidenced by its approach, which is informed by advanced language research from the English Vocabulary Profile and the Cambridge Learner Corpus.
‘Prepare!’ aligns with a Type A, Content Syllabus, suggesting a pre-selected curriculum. This is in line with the course’s specific objective: to enable students to excel in an international exam. Although the specific exam is not explicitly mentioned, it can be inferred from further reading that it refers to the IELTS exam. This can present a contradiction, as the course is designed for exam preparation, yet it also offers the option of teaching general English.
The front matter of the course book suggests that it has dual objectives: it is designed for both general English and Cambridge English for Schools exam preparation. The curriculum goals for the course are multifaceted, encompassing educational, socio-cultural, communicative, and cognitive aspects.
Analyzing the unit from “Prepare!”, it could be said that the course book is the syllabus and, in a few exercises, tends to appear, in some kind, a Type B syllabus, with activities that foster self-agency. This is in line with the course’s specific objective: to enable students to excel in an international exam. Although the specific exam is not explicitly mentioned, it can be inferred from further reading that it refers to the IELTS exam. This could present a contradiction, as the course is designed for exam preparation, and it also offers the option of teaching general English. But what they mean is that their International Exam is aligned to real life.
In conclusion, ‘Prepare! Level 4’ presents a complex interplay of pedagogical paradigms and inherent contradictions, reflecting the multifaceted nature of language learning and teaching.
MATERIAL CONSIDERATIONS
Tomlinson (2013:539) emphasizes the need for a dynamic interaction between the materials and the syllabus for both the process of developing materials and the final product to be effective. In line with this, Thornbury and Ball (2016:87) state that a set of criteria must be used when choosing and designing materials following the setting of objectives, to ensure alignment with the curriculum goals and objectives.
Sheldon (1988: 243-245) proposes a list of features to consider and key questions to ask when deciding on the best option, to avoid negative consequences. Among these features, “rationale”, “linkage”, and “authenticity” stand out. “Rationale” relates to the purpose, information about Needs Analysis, and objectives. “Linkage” refers to the connection between units and exercises in terms of theme, situation, topic, pattern of skill development, or grammatical/lexical progression. “Authenticity” concerns the use of realistic content taken from L1 material and tasks that exploit language in a communicative way.
In addition to these features, the course also incorporates a range of tools and technology. Teachers can also utilize Online Workbooks with interactive exercises and activities, which offer a Learning Management System that automatically marks and collates the answers. Given that the target audience belongs to a digital-born generation, the implementation of interactive material has become a necessity in course book production.
On another note, as ‘Prepare! Level 4’ is intended to prepare students for Cambridge English for Schools, its components aim to help students improve the four skills through a range of resources available in print and online. This contributes to its reputation, placing it at the top of the market demands.
KNOWLEDGE-CENTRED PARADIGM
Despite the evolution of educational theories, it is evident that a knowledge-centered paradigm, often connected with a learner/person-centered paradigm, continues to dominate, particularly in the scope of Second Language Learning. This is exemplified by the course book ‘Prepare!’.
The appeal of Behaviorism in education is perhaps due to its focus on measurable, observable, and testable results, as Budiman (2017) suggests: “Behaviorism learning theory oriented ‘results that can be measured, observed, analyzed, and tested objectively’. Repetition and training used so that the desiredbehavior can become a habit”. The tangible outcomes it offers make this paradigm an attractive choice.
‘Prepare!’ embodies this approach, with activities designed to help learners distinguish between right and wrong. The exercises categorize responses into correct/incorrect, often without providing explanations: “We don’t use these verbs in continuous forms: believe, hate, know, like, love, mean, need, own, prefer, understand, want I don’t understand this exercise. NOT I’m not understanding this exercise”. The focus is on teaching the correct form of communication. 
Nonetheless, the grammar box presents an opportunity for students to dissect sentences and build knowledge based on their existing understanding. This guides them to formulate their own rules, employing a top-down approach as seen in figure 1.
Figure 1
Grammar Box with a top-down approach.
Note: From Styring, J. and Tims, N. (2015) Prepare! (p. 12) Student’s Book. Cambridge University Press. (Retrieved from: http://www.cambridge.org/es/cambridgeenglish/catalog/cambridge- english-exams-ielts/first-schools/cambridge-english-prepare)
While the course book does incorporate elements of the person-centered paradigm, as seen in activities such as figures 1, 2 and 3, these activities are still dictated by the course book. They do not originate from the learner, limiting their freedom to express themselves outside the framework provided by the course book. This raises questions about the course book’s understanding of learners’ needs and desires."
Figure 2
Personalization of answers.
Note: From Styring, J. and Tims, N. (2015) Prepare! (p. 10) Student’s Book. Cambridge University Press. (Retrieved from: http://www.cambridge.org/es/cambridgeenglish/catalog/cambridge- english-exams-ielts/first-schools/cambridge-english-prepare)
Figure 3
Customization of answers, according to students’ needs.
Note: From Styring, J. and Tims, N. (2015) Prepare! (p. 11) Student’s Book. Cambridge University Press. (Retrieved from: http://www.cambridge.org/es/cambridgeenglish/catalog/cambridge- english-exams-ielts/first-schools/cambridge-english-prepare)
DESIGN: SELECTION AND GRADING
Effective evaluation hinges on posing the right questions and interpreting the responses (Cunningsworth, 1995). Upon examining the unit, it becomes apparent that the language has been structured into digestible lessons. The unit commences with a warm-up activity titled “Personal Profile”, Vocabulary 1, which aims to engage students in the new topic through personalization. This activity also serves as a brainstorming session, capitalizing on students’ prior knowledge and fostering cognitive skill development. Subsequently, two listening tasks provide opportunities for inference and lexical expansion. Exercises 3 and 7 on the same page promote language practice through communicative activities.
The following page introduces a reading task designed to enhance reading skills. It includes tasks that promote prediction, skimming, and scanning skills in a linear progression. This section also contains two short texts with accompanying multiple-choice questions and a speaking activity that encourages students to express personal opinions and practice language skills by demonstrating agreement or disagreement. Exposure to such tasks can boost students’ self-confidence by providing them with (the closest to) real-life communication experiences.
The grammar section presents the contrasting pair of “Present simple and continuous” with sample sentences that correspond to different uses or rules. This approach allows students to analyze and make deductions, adding an element of discovery – top-down approach. Although not highly communicative, this presentation is beneficial for explicit grammar teaching as it is supplemented by a grammar reference section with clear explanations at the end of the book.
Following the grammar presentation are discrimination exercises and writing tasks for accuracy practice. These lead to students using the written product in what could be considered free (or freer) practice, as it involves an open-ended activity.
The layout and presentation format are clear and organized, catering to different learning styles. The activities appear balanced, encompassing from controlled to freer practice. Fill-in-the-blank activities guide students towards a single correct answer.
In the Writing section, two online profiles serve as stimuli for communication and lead to the task. Students are prompted to read the Prepare box to draw their attention to useful language they will be using in their text. They are also guided to focus on the grammar and lexis required to complete the task and given hints before structuring their text.
The activities clearly progress from simple to more complex, both linguistically and cognitively. They are challenging and varied in format, and reading activities require students to utilize a wide range of cognitive skills to achieve their goals.
RECOMMENDATIONS AND CONCLUSION
Upon evaluating ‘Prepare! Level 4’, it’s clear that it shares commonalities with other course books in the market. It promises to meet certain expectations, but I am not sure that it can. It claims to offer “motivating age-appropriate themes” to encourage student engagement and discussion. However, given the generational gap between the course book authors and the teenage audience, it’s questionable whether these themes truly resonate with the students, especially in a rapidly changing world.
While the inclusion of trendy topics is commendable, without significant changes to the traditional syllabuses, it doesn’t represent a major improvement in the learning process, particularly in second language learning. The choice and design of the material are on par with other course books in the market.
A strong recommendation for ‘Prepare!’, and indeed for most course books, would be to conduct thorough research about the target audience before creating any content. This includes a “needs analysis” and consideration of the subjective aspects of learners, such as their attitudes, opinions, or expectations. Understanding your learners is the best way to comprehend their needs and how to assist them in achieving their goals. This prior research and work will prove beneficial, not only for the learners but also for the teachers.
Despite these shortcomings, ‘Prepare! Level 4’ does have its merits. It’s endorsed by Cambridge Language Assessment, a globally recognized institution for excellence in language research and achievement of educational goals. While it may not be perfect, with careful tailoring to suit students’ needs, there is potential for improvement and experimentation. However, it’s important to remember that the effectiveness of any course book ultimately depends on its alignment with the needs and objectives of its users.
REFERENCES
Budiman, A. (2017). Behaviorism in Foreign Language Teaching Methodology. English Franca, 1(02). STAIN Curup. P-ISSN 2580-3670, E-ISSN 2580-3689.
Cunningsworth, A. (1995). Choosing your Coursebook. Macmillan Heineman.
Hutchinson, T., & Torres, E. (1994). The Textbooks as Agent of Change. ELT Journal, 48(4), Oxford University Press. Retrieved from http://textbookuse.pbworks.com/f/Textbooks%2Bas%2Bagents%2Bof%2Bchange.pdf 
Sheldon, L. E. (1988). Evaluating ELT textbooks and materials. ELT Journal, 42(4), Oxford University Press. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.473.7638&rep=rep1&type=pdf 
Tomlinson, Brian & Farajnezhad, Zahra. (2022). Developing Materials for Language Teaching. Retrieved from https://www.researchgate.net/publication/359399934 
Thornbury, S., & Ball, P. (2016). Curriculum and Course Design – Principles and Practice. FUNIBER.
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