Introduction
In Chapter Two we pointed out
that one of the teacher’s major roles is that of planning. Also, in Chapter
Three, it was said that the major characteristic of systematic curriculum
development is the three major types of planning which the teacher has to engage
in in the process of preparing for teaching. The process of planning is a
three-step affair. It usually begins with o_vegr_all or long_-“term planning of
the syllabus. This is the level of planning that this chapter will deal with.
The next chapter will dé'iITvTtI'TtTle second step - planning the Instructional
Unit – which involves medium-term planning. Chapter Six will round off the
discus-sion on planning by concentrating on the third step, that of the daily
lesson which involves short-term planning. This means that the state-ments of
objectives will be very specific at the level of the daily lesson, a little
less specific at the level of the Instructional Unit, and less specific still
at the level of the syllabus.
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