Selecting and organizing content and learning experienceIn the process of designing a course one of the inevitable steps is deciding on the content and the way of its organization. It includes deciding on course structure, selecting an instructional strategy that will support learning objectives, and creating a schedule. The structure of the course is composed of two main elements: the choice regarding the topics and the way of organization and the sequence of the course contents. It is important to choose and organize topics in such a way that they are aimed at supporting the learning objectives of the course. According to Woolvard and Anderson, most teachers spend too much time helping students master the course content while neglecting the learning process aimed at using that content in a defined way. Focusing on too many topics can be considered an obstacle to students' learning path, as it prevents students from putting into practice the skills and knowledge they have acquired. Establishing a reasonable boundary for the course, including essential content that gives students the opportunity to be engaged in the content and deepen the student process, is a significant point in designing a course. [30; p.15] To make a set of topics reasonable, Davis recommends making a list of all the content areas that could be covered within the course and be relevant to the course topic and then, through careful examination, differentiate topics topics that are the most important in the list. [31; p.5] After choosing the topics you can begin to develop a course based on these essential topics, adding a necessary set of materials such as books, articles, films,...... medium of paper... ... oach to the planning of university courses. San Francisco: Jossey-Bass. 200333. Nilson, L.B. Teaching at its best: A research-based resource for university educators. Bolton, MA: Anker Publishing Company, Inc., 200334. Ornstein A. and Hunkins, F. Curriculum: Foundations, Principles, and Issues. Boston, MA: Allyn and Bacon. Chapter 8: Curriculum Design, 199835. Lynda Edwards. Positioning test. Oxford University Press, 200736. www.native-english.ru. English language teaching methods. Журнал иностранец, 200337. Tim Boven. Teaching approaches: the grammatical-translation method. Macmillan, 2000-200138. Gray A. Constructivist teaching and learning. Report of the SSTA Research Center n. 97, 200739. Colin Campbell and Hanna Kryszewska. Lerner-based teaching. Oxford: Oxford University Press, 199240. .www.native-english.ru. English language teaching methods. Instructions for use, 2003