Designing a Teaching Unit: Key Steps for a Coherent ELT Unit: Integrating Curriculum and Materials Principles

Abstract

Designing learning units is essential for bridging the gap between theoretical curriculum frameworks and classroom practice; however, teachers often encounter mismatches between standard textbooks and the specific needs of local students. This article outlines key steps in creating cohesive English language teaching (ELT) units by integrating curriculum principles and teaching materials through a systematic framework. Referring to the Backward Design Model and the cyclical planning process, this article describes a process that begins with identifying desired learning outcomes, followed by analyzing assessment data, and planning structured teaching activities. Additionally, this article emphasizes the importance of developing planned teaching materials, ensuring internal alignment, and maintaining a continuous cycle of implementation, reflection, evaluation, and revision. The research results show that this approach positions teachers as deliberate designers who can adapt teaching materials to specific institutional contexts. Ultimately, this framework contributes to the field by increasing teacher autonomy and encouraging organic curriculum development, ensuring that ELT units remain meaningful, effective, and responsive to context.