You have just gotten your first job as an English teacher in a third graders' class at a private school. The academic coordinator tells you they do not have a course plan and that you must design one. According to what you learned in this course, the first thing you are expected to do is to...

When designing a course for language teaching, the teacher started by making decisions about the topics for each class. Then he looked for resources on some websites and chose instructional activities based on the resources and topics; finally, he proposed some specific activities to assess students' understandings. This process is associated to the...

When designing a course for language teaching, the teacher started by considering the activities and teaching procedures he will use. For him, the most important thing was to determine what he wants his learners to do during the lessons. This idea is associated to the...

When designing a course for language teaching, the teacher started by listing the expected outcomes, around which he proposed evidence of students' learning to be gathered along the course and organized the teaching activities. This process is associated to the ...

No matter the design approach, course plans are always built around these three aspects...

All of the following can be part of transfer goals in a language course, except for...

All the understandings below are suitbale to be part of the meaning goals in a language course, except for...

They constitute the knowledge and skills that the student will obtain to master the understandings and transfer goals.

While revising an English course he has just designed, the teacher asks himself if it covers lexical items and grammatical structures which are commonly used. In this way, he makes sure this principle is applied.

While revising an English course he has just designed, the teacher asks himself if it teaches students how to learn the language in an independent and effective way. In this way, he makes sure this principle is applied.

While revising an English course he has just designed, the teacher asks himself if it provides repeated opportunities for learners to focus on items in a variety of contexts. In this way, he makes sure this principle is applied.

While revising an English course he has just designed, the teacher asks himself if it promotes learners’ command of generalizable features of the target language so they can use it creatively. In this way, he makes sure this principle is applied.

While revising an English course he has just designed, the teacher asks himself if it covers useful language items, skills and strategies progressively. In this way, he makes sure this principle is applied.

While revising an English course he has just designed, the teacher asks himself if it provides activities for learners to use what they already know spontaneously. In this way, he makes sure this principle is applied.

While revising an English course he has just designed, the teacher asks himself if it encourages learners’ oral and written production through different discourse types. In this way, he makes sure this principle is applied.

While revising an English course he has just designed, the teacher asks himself if it includes explicit teaching regarding the sound system, vocabulary, grammar and discourse areas of the language. In this way, he makes sure this principle is applied.

While revising an English course he has just designed, the teacher asks himself if it encourages a big amount of language use inside the classroom. In this way, he makes sure this principle is applied.

While revising an English course he has just designed, the teacher asks himself if it includes learning materials that match all learners’ cognitive characteristics. In this way, he makes sure this principle is applied.

While revising an English course he has just designed, the teacher asks himself if it promotes relevant, convenient and formative judgment on students’ performance. In this way, he makes sure this principle is applied.

While revising an English course he has just designed, the teacher asks himself if it presents the items o that they have a positive effect on each other for learning. In this way, he makes sure this principle is applied.