THE MEAN OF CONCEPTUALIZING THE CONTENT A.

Definition According to the book of designing Language Courses: A Guide for Teacher,conceptualizing the content is the process of thinking about: What you want your student to learn in the course,given who they are,their needs, and the purpose of the course !aking decision about what to include,e"phasize and what to drop #rganizing the content on a way that will help you to see the relationship a"ong various ele"ents so that you can "ake the decision abut ob$ectives,"aterials,se%uence and evaluation& Conceptualizing the content is a "atter of articulating what you will e'plicitly teach or e'plicitly on in the course and knowing why you have "ade choises& (t also involves choosing the organizing principle or principle that will have to tie the content together& #n conceptualizing the content , we agree to the )tern*s concept that is conceptualized the content related to three things that are language, learning and the learner and the social conte't& (n e'a"ple this concept would e'plain in Conceptualizing Content According to Language, Learner, and )ocial Conte't& )o,the final product of conceptualizing the content is kind of sllyabus+working plan, which delineates what you will teach& (t can be for" with "ind "ap,grid,list,flow-chart,how detail it is& (f you are given a syllabus,either as the specification of what is to be taught or infor" of the te't book& .ou can get two thing that are you can understand how the syllabus constructed and you can beco"e aware of your own priorities with respect to your student& /'a"ple: Conceptualizing Content According to Language, Learner, and )ocial Conte't& Focus on Language Linguistic Ski s 0ronounciation, gra""ar, vocabulary e&g intonation, verb tenses, prefi'es and suffi'es& To!ics " t#e$es What the language is used to talk about e&g& healthy relations, "edical ter"inology& Situations The conte'ts in which language is used e&g at the hospital, at the clinic&

Co$$unicati%e Functions What the language is used for e&g e'pressing preference, asking for directions& Co$!etencies Tasks Language and behavior to perfor" tasks What you acco"plish with the Language e&g receive patient, e&g , speak english well, for work Content S!eaking )ub$ect "atter other than language #ral skills e&g Listening for patient e&g dialog, producing fluent stretches of discourse Listening &ea'ing Aural co"prehension skills 1nderstanding written te'ts and learning e&g listening for gist, reading subskills e&g predicting content, understanding the "ain idea, interpreting the te't ()iting Gen)e 0roducing written te'ts and learning writing )poken and written te'ts that acco"plish a sub skills purpose within a social conte't e&g using appropriate rhetorical structure, e&g analyzing a te't, in ter"s of its purpose and how it achleves the purpose within the

social conte't producting te'ts&

Focus on Lea)ning an' t#e Lea)ne) Affecti%e Goa s Inte)!e)sona Ski s Lea)ning St)ategies Attitudes toward learning, language, 2ow one interacts with others2ow one learns and culture fro" one*s "istakes to pro"ote learning learning to effectively in groups e&g self 3 "onitoring, work"e"ory and practice& techni%ues, e&g developing confidence& Learning e&g

Focus on Socia Conte*t Socio inguistic Ski s Sociocu tu)a Ski s Socio!o itica Ski s Choosing and using appropriate 1nderstanding culturalLearning to anti%ue and language language nor"s and their relation totake action for effective change navigating syste"s, of critical te't& 4&thewayofconceptualizingthecontent There are different ways of conceptualizing the content that teachers can focus on developing: a& basic skills +asic ski s can be co"pared to higher order thinking skills& 5acts and "ethods are highly valued under theback-to-basics approach to education&5acts are learned one at a ti"e, in isolation, as co"pared to an integrated curriculu" which co"bines fields of learning&They are learned fro" a book or teacher as co"pared to constructivis" or student-centered learning where the learner constructs his or her own knowledge& Teaching "ethods that e"phasize basic skills tend to be co"patible with traditional education rather than student-centered standards based education refor"& !aterials that are pri"arily "arketed to ho"eschoolerssuch as )a'on "ath and !odern Curriculu" 0ress are based on e"phasis on basic skills& )uch curricula typically re%uire "uch less teacher training, less e'pensive and s"aller books, and do not re%uire purchasing e'pensive e'pendable "aterials&(n the 1nited 6ingdo", basic skills education is literacy and nu"eracy education for adults who for so"e reason did not ac%uire these skills to a level sufficient& (t is therefore often referred to as 7adult basic skills7& interpretation e&g e'pectations of "en ande&g wo"en, gift - giving e&g levels of politeness& 4ody one*s own

b& co""unicative co"petence Co""unicative co"petence is a ter" in linguistics which refers to a language user8s gra""atical knowledge of synta', "orphology, phonology and the like, as well as social knowledge about how and when to use utterances appropriately&it"eansthewayinco""unicatingbyusinglanguage&

Canale and )wain +9:;<, defined co""unicative co"petence in ter"s of three co"ponents:=>? 9& gra""atical co"petence: words and rules @& sociolinguistic co"petence: appropriateness A& strategic co"petence: appropriate use of co""unication strategies

c& intercultural co"petence (ntercultural co"petence is the ability to co""unicatesuccessfully with people of other cultures& (n interactions with people fro" foreign cultures, a person who is interculturally co"petent understands the culture-specific concepts ofperception, thinking, feeling, and acting& d& vocabulary awareness This is a vocabulary activity ai"ed at practising words relating to the hu"an body& At the sa"e ti"e it will increase learners8 awareness of word relationships and translational e%uivalence& )tep #ne:

Give each learner +or pair of learners, a picture of the hu"an body and ask the" to identify the "eaning of the "ain parts of the body, either productively +by filling in the words they already know and using dictionaries to find the re"aining ones, or receptively +by co"bining words with the appropriate parts of the body and, again, using dictionaries if necessary,: Belevant vocabulary ite"s include ar", back, chest, ear, eye, face, foot, hand, head, knee, leg, "outh, neck, nose, shoulder etc& 9& Ste! T,o

Ask the learners +in pairs, and using dictionaries, to answer the following %uestions: What si"ilarities are there between a chair and a hu"an beingC +Answer: 4oth have legs and a back, and so"eti"es ar"s&, @& What is the si"ilarity between a clock, a coin, a house and a "ountainC +Answer: They all have faces&, A& What is the si"ilarity between a needle and a potatoC +Answer: 4oth have eyes and yet cannot see&, D& Who has hands but cannot touchC +Answer: the clock&, >& Who has a "outh but cannot drinkC +Answer: the bottle or the river&, When the learners have finished, challenge the" to co"e up with si"ilar riddles involving body words& Ste! T#)ee

Ask the learners to consult their dictionaries and co"pose their own T#0 T/E lists of useful phrases and e'pressions which include different body words +e&g& 8second-hand shop8, 8keep an eye on things8,8 head of depart"ent8, 8give so"eone a hand8,& When they have finished, ask the" to shareFco"pare their lists with their class"ates& Ste! Fou)

Ask the learners to choose five of the body words and look the" up in a dictionary& What other "eanings do they haveC Are the additionalFe'tended "eanings the sa"e as in the learners8 "other tongueC (f not, what differences are thereC Ee't, ask the learners to shareFco"pare their findings with their class"ates&