Video: Main curriculum elements


To download the script, click here.

The key elements of the video:

Now let us briefly look at the main elements to remember when creating your TBLT curriculum. These three steps are the basis for the design. Remember to start with the creation of material before building the curriculum.  

Main curriculum elements

 STEP 1:  Create an inventory of real word tasks 

The first step in planning is to create an inventory of tasks. These must reflect the general objectives of the pupils. The first elements to establish then are the topics of interest to your pupils and the activities to be done. For example:

  • General communication
  • Tourism
  • Business / workplace
  • Further study
  • Job Interview
  • Making a bank account

Then, depending on the needs and level of your class, you can choose the language structures to focus on (adverbs, prepositions, past tense, adjectives, etc.) and draw your students' attention to that topic. You can choose from various activities available in the MOOC and the TANDEM textbook. 

Step 2: Collect samples of authentic spoken and written texts

The next step is to collect samples of spoken and written texts relating to the target tasks specified in Step 1. The easiest way to collect spoken language data is to get pairs or groups of native speakers / competent users of the language to do the tasks. Record them as they do the tasks, and then transcribe the interactions. You can also use news, songs, radio broadcasts, podcasts in the target language, etc. For writing samples, you can use everything with written text – brochures, magazines, newspapers, posters, commercial leaflets, poems, song lyrics, etc.

 Step 3: Analyze the authentic data and identify linguistic exponents

Although TBLT focuses on meaning rather than language structures, it is still important to know grammar for successful language acquisition. When we talk about 'authentic texts', we are talking about samples of spoken or written language that have not been designed for the classroom. 

So, after choosing texts/videos/materials/ that you want to use in class, identify the language structures that the students need to work on.

These linguistic structures change according to the students' objectives and level: grammar, new vocabulary, repetition of past knowledge, register, different types of texts, text production (spoken and written), text comprehension, etc. 

Start with a simple task, with fewer steps, and as students become more familiar with the use of the language you can increase the intensity and difficulty of the tasks. 

Here is an example of a TBLT curriculum. Pay attention to the tasks and grammar covered with each task.

 

STRUTTURE (grammer and vocabulary)

READING

LISTENING

TASK

Grammar: 

Making suggestions 

Vocabulary: 

Academic vocabulary
(e.g. display, document,
period) Synonyms (e.g. soldiers, warriors, find, discover)

Reading 1: Museum brochures (History)
Reading 2: Should we teach history? (Education) 

 

Listening 1: A discussion about major historical finds 

(History)

Listening 2: A lecture about Sultan Mehmed II (History)

Asking for the top historical places to see and asking for a popular historical event in their countries including the reasons of why to visit.

Grammar: 

Comparing things (e.g. by far, considerably more, definitely more) Vocabulary: Collocation (e.g. traffic 

congestion, public transport, rush hour) Academic synonyms (e.g. prevent, select, consider) 

Reading 1: Masdar: The future of cities? (Transport management)

Reading 2: Solving traffic congestion (Urban planning) 

 

Listening 1: A radio programme about fear of flying (Psychology) Listening 2: A focus-group discussion about cycling (Sociology) Note taking. 

Describing the traffic problems in their city and outlining the advantages and disadvantages of the suggested solutions 

Grammar: 

Modals to express opinions (e.g. might be, could, may)

Vocabulary: Academic vocabulary 

(e.g. annual, issue, predict ) 

Topic vocabulary (e.g. deforestation, climate change, flood) 

 

Reading 1: Our changing planet (Physical geography) 

Reading 2: What are the causes of deforestation and 

What are its effects on the natural environment? (Natural sciences) 

 

Listening 1: A lecture about agriculture (Ecology)

Listening 2: A debate about nuclear energy (politics) 

Discussing whether a new mall should be opened on the island or not. 

Grammar: 

Talking about preferences
(e.g. I’d rather, I’d prefer)
Vocabulary: Academic verbs and nouns (e.g. injure, suffer, encourage) Collocation (e.g. life expectancy, serious illness, junk food) 

Reading 1: Keep fit 

(Medicine) 

Reading 2: 

Tackling obesity (Nutrition) 

 

Listening 1: A radio programme
about healthy lifestyles (Fitness) 

Listening 2: Health advertisements (Health) 

Interviewing international users about the life expectancy of their country. 

Grammar: 

Talking about preferences
(e.g. I’d rather, I’d prefer)
Vocabulary: Academic verbs and nouns (e.g. injure, suffer, encourage) Collocation (e.g. life expectancy, serious illness, junk food) 

Reading 1: Keep fit 

(Medicine) 

Reading 2: 

Tackling obesity (Nutrition) 

 

Listening 1: A radio programme
about healthy lifestyles (Fitness) 

Listening 2: Health advertisements (Health) 

Interviewing international users about the life expectancy of their country. 

Grammar: 

Talking about the future (will, be going to, may, might)

Vocabulary: Idioms and fixed expressions (e.g. I see what you mean, give me a hand, at long last) 

Reading 1: Is fast fashion taking over? (Retail management) Reading 2: Offshore production (Human resources 

 

Listening 1: A discussion about clothes (Fashion) .

Listening 2: Interview with a designer (Business) 

Finding out people’s attitude towards fashion and dress code, gender differences through fashion. 

Do you want to download these key elements in pdf, click here