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Time is another important
consideration in designing a course. How often, how long, and over wha t period of time will the class meet?  How much time is available to the teacher to prepare for the course and the classes? A teacher may adjust her teaching priorities according to the length of the course.

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The lack of physical resource s may encourage a  teacher to use available resources in creative ways.The availability of technology may allow a teacher to have groups of students work independently.

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The constraints and resources of one's situation take many forms, some tangible, others
not. Teachers wor k with or without physical and material resources such as books, technology, a classroom, and furniture .

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CONSIDERATION OF RESOURCES AND CONSTRAINTS

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CONSIDERATION OF RESOURCES AND CONSTRAINTS

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Resource s and constraints are two ways of looking at the same thing. A required course book may be a constraint for one teacher and a resource for another resources and constraints are two ways of looking at the same thing. A required course book may be a constraint for one teacher and a resource for another.

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A teacher's most important means is close observation of what students do in class and how they do it. If students have
great difficulty performin g certain tasks, one might be wise to question the appropriateness
of the objectives or tlie activities.

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Such an evaluation may not be directly linked to assessment of student progress, although student evaluation and test results can provide feedback on the effectiveness of the course

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*Teachers may structure their classroom  activities so that they can assess their students while the students participate.
*They may use a portfolio approach, in which students put together a portfolio of their work
*They may involve their students in deciding what should be assessed and how

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For most teachers, evaluation means evaluation within the course; assessing students' proficiency, progress, or achievement.

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Teachers who work with a fixed syllabus, such
as that in a textbook, may nevertheless follow a cycle in the way they work with the material. Adapting material often means approaching it as a matrix from which to select, depending  on one's students.

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Two complementar y ways to approach the overall organization of a course are as a cycle  or as a matrix. Both approaches suggest a cor e of material to be learned and activities to be conducted within a given time Frame. In the cyclical approach, a egular cycle of activities  follows a consistent sequence. In a matrix approach, the teacher works with a set of possible  activities for a given time frame and, as the cours e progresses, decides which activities to work with.

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Teachers design courses with activities and materials that have the students take a more active role in reflecting on their learning, determining the content of the course, and pursuing projects of interest to them. Such an approach may facilitate the search for materials in that the emphasis is not on the materials themselves but on what the students do with them.

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The materials themselves are flexible and can be used in a number of ways, depending on the target skills or competencies.

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Developing new materials and activities for using them requires time and a clear sense of why they will be used, how, and by whom. Because of the lack of time , teachers are often  constrained or prefer t o adapt existing materials.

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SELECTING AND DEVELOPING MATERIALS AND ACTIVITIES

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SELECTING AND DEVELOPING MATERIALS AND ACTIVITIES

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It is somethina concrete that students use, and it provides a focus for the class.

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The emphasis on communicative competence as based on and brought about by interaction has prompted a view of language as not just something one learns but something one does. Thus teachers may conceive of their syllabus in terms of what the students will do in the classroom as activities or tasks.

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It is based on ideas about language, on the one hand, and about the purpose s of language learning, on the other. Language is
used- in a context, which  determines and constrains tlie choices that language users make
with respect to purpose , style, register, and topic . Learners must use the language and have
purposes for using it.

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For language teachers, the possibilities for what to include in a syllabus opened up with the advent of wha t has com e to be called the communicativ e approach

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*Grammar
*Pronunciation
*Vocabulary

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The traditional way of conceptualizing content, which many teachers have experienced in their own learning of language , is as grammar structures, sentence patterns, and vocabulary. These aspects of language are relatively systematic and rule-governed and are often the basis of conten t foun d in textbooks. The y include rules of word formation (morphology), rules of pronunciation (phonology), and grammatical structures and elationsliips among words at the sentence level (syntax).

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When a teacher conceptualizes content, she is figuring out which aspects of language and language learning she will include, emphasize, and integrate in her course .

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*Cognitive goals include mastery of linguistic knowledge and mastery of cultural knowledge . *Affective goals include achieving positive attitudes and
feelings about the target language , achieving confidence as a user of the language , and
achieving confidence in oneself as a learner.

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Clear goals and objectives
give the teacher a basis for determining which content and activities are appropriate for her course.

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Setting goals and objectives provides a sense of direction
and a coherent framewok for the teacher in planning her course. Breaking goals down into  objectives is very muc h like making a map of the territory to be explored.

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Goals are general statements of the overall, long-term purposes of the course . Objectives express the specific ways in which the goals will be achieved.

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Another important factor in deciding when to assess needs is the teacher's view of the purpose of needs assessment. Needs assessment can also be a teaching tool because it can help students become more aware and more purposeful in their learning.

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*Different students have different needs, and the information gathered through needs assessment can help a teacher make choices as to what to teach and how to teach it.
*A needs assessment can include input from students as well as from the various people connected to the course, such as teachers, funders, parents, administration, and employers.

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"the cognitive and affective needs proficiency and language difficulties" In assessing subjective needs, one can include information about students' attitudes' toward the target language and culture , toward learning, and toward themselves
as learners.

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"derivable from different kinds of factual information about learners"
In assessing objective needs, one can include information about students' backgrounds' country and culture, education , family, profession, age, languages spoken , and so on;

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It involves finding out what the learners know an can do and what they need to learn or do so that the course can bridge the gap.

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A FRAMEWORK OF COURSE DEVELOPMENT PROCESSES

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A FRAMEWORK OF COURSE DEVELOPMENT PROCESSES

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It provides an organized way of conceiving of a complex process; it sets forth domains of inquiry for the teacher