Professional Documents
Culture Documents
Environment Analysis
The
aim
of
this
part
of
the
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Particular Constraints
The learners
How old are
they?
What do they
know?
Use teacher-centeredactivities.
Chapter 2
Environment Analysis
Do they have
preferred ways of
learning?
Particular Constraints
Will they use English for a
wide range of purposes?
Do they expect to learn
certain things from the
course?
Do they have expectations
about what the course will
be like?
Effect of Curriculum
Design
Set general purpose
goals.
Include
expected
material.
Allow learners to
negotiate the nature
of the course.
Chapter 2
Environment Analysis
Particular Constraints
Effect of Curriculum
Design
The teachers
Are they trained?
Provide ready-made
activities.
Are they
confident in their
Chapter 2
Environment Analysis
Particular
Constraints
Effect of Curriculum
Design
Provide homework
activities.
Provide answer keys.
Chapter 2
Environment Analysis
Particular Constraints
Effect of Curriculum
Design
The situation
Is there a suitable
classroom?
Is there enough
time?
Provide plenty of
material.
Chapter 2
Environment Analysis
Is it worth
developing the
course?
Particular Constraints
Can material be
photocopied?
Can each learner have a
copy of the course book?
Is there plenty of
supplementary material?
Effect of Curriculum
Design
Provide individualized
material.
Use teacher-focused
material
Match the content to
available supplementary
material
Develop audio and video
taped material
Provide contact with a
large
amount of English in
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Understanding the
Constraints (Contd.)
There have been many articles and
books on activities and techniques for
large classes, and on the principles of
group work.
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Some
of
the
major
constraints
investigated by research and analysis
include the time available, cultural
background, the effect of the first
language on language learning and
special purposes.
Chapter 2
Environment Analysis
Understanding the
Constraints (Contd.)
The following section looks at time as an
example of an important constraint in
the
environment,
and
provides
information that would be useful in
helping to plan the length of a course.
Chapter 2
Environment Analysis
Understanding the
Constraints (Contd.)
This investigation of the time constraint
provides a model of the application of
the steps in environment analysis that
can be applied to other constraints.
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Chapter 2
Environment Analysis
Tasks
Task 1: The range of constraints
Brainstorm to create a list of constraints that may
significantly affect the design of courses.
Chapter 2
Environment Analysis
Tasks (Contd.)
2. Very briefly describe the most important constraint
or strength and say why it is important.
3. What do you know or need to know about the
constraint or strength?
4. How can you take account of the constraint or
strength in your curriculum?
(What parts of the syllabus will it most affect?)
1
2
3
4