Task Based Syllabus

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  • 1. Welcome to class PG9 Group 1 : Phan Thi Oanh Nguyen Thi Thu Hang Nguyen Thu Hong Nguyen Hong Le Le Vu Kieu Linh
  • 2.
    • Different Approaches To Syllabus Design
  • 3. OUTLINE
    • Definition of syllabus
    • Different approaches to syllabus design
    • Syllabus design for a reading course
    • Syllabus design for a speaking course
    • Syllabus design for a writing course
  • 4.
    • Definition of a Syllabus
    • It involves the selection and grading of content and methodology.
    • It states what the successful learners will know by the end of the course.
    • A syllabus specifies all the things that are to be taught in the courses.
  • 5.
    • Different approaches to syllabus design
    Lexical syllabus Topical syllabus The Proportional syllabus Situational syllabus Learner-led syllabus Functional syllabus Task-Based syllabus Grammatical syllabus Process-oriented Product-oriented
  • 6. 1. Grammatical (structural) syllabus
    • A list grammatical structures, leading to an understanding of the grammatical system.
    • It tends to be the main organizing foundation.
    • Some problems:
    - Ignoring other important aspects of language proficiency. - Some students may not be ready linguistically to understand and use that particular form.
  • 7. 2. Functional syllabus
    • The chief emphasis is upon the communicative purpose and conceptual meaning of language.
    • A function syllabus might look like this:
        • Requesting
        • Offering
        • Inviting
        • Agreeing and disagreeing
        • etc.
    • The functional/notional syllabus seeks for ‘what is a learner communicates through language’.
  • 8. 3. Situational syllabus
    • The main principle: teach the language that occurs in the situations.
    • Selecting and sequencing different real- life situations rather than different grammatical items, vocabulary topics, or functions.
    • It might look something like this:
        • At the bank
        • At the supermarket
        • At the travel agency
        • At the restaurant
        • etc
    • Some problems:
      • - Less appropriate for students of general English largely.
      • - Difficult to choose the “key” situations for a general class.
  • 9.
    • Based on vocabulary and targets a certain number of vocabulary words depending on the level of the student.
    4. Lexical syllabus
    • Some problems:
      • there are so many facets to lexis:
        • the vocabulary related to topics
        • issues of word information.
        • word- grammar triggers.
        • compound lexical items
        • connecting and linking.
        • semi- fixed expressions.
        • connotation and the use of metaphor.
      • The relationship between lexis and grammar.
  • 10. 5. Topical (Content) syllabus
    • The content of the syllabus is more important than grammar, functions or situations. The content is the core of the syllabus and is often organized thematically or by topics.
    • Some problems:
    - Grammatical forms are not practiced - Difficult to choose the content and make a balance between content and grammar
  • 11.
    • Process- Oriented Approach
  • 12. Process-oriented syllabus
    • Process-Oriented Syllabuses emphasize a process rather than a product.
    • The focus is on the specification of learning activities that learners will undertake during the course.
    • 3 main types:
    • Task-based syllabus
    • Learner-Led syllabus
    • Proportional syllabus
  • 13. Task-based Approach
    • Students do something based on an assigned task.
    • We use tasks and activities to encourage learners to use the language communicatively in order to achieve a purpose.
    • Tasks should be relevant to the real world language needs of the student.
    • Tasks must be meaningful so that they can enhance learning.
  • 14. Learner-Led Syllabuses
    • It is an approach basing on learners’ personalities and their own experience.
    • The emphasis lays with the learner, who is hoped to be involved in the implementation of the syllabus design as far as possible.
  • 15. The Proportional Approach
    • This approach aims at developing an overall competence, improving the basic skills.
    • It consists of a number of elements with theme playing a linking role through the units.
    • The syllabus is designed to be dynamic, not static to get the feedback and flexibility.
  • 16. A Possible Approach to Syllabus Design for a Reading Course TOPICAL or CONTENT-BASED SYLLABUS
  • 17. What is the Content-Based (C-B) Approach?
    • C-B syllabus is organized around…
    • A. themes/topics
    • B. situations
    • C. tasks
    • 2. … is the starting point in its design.
    • A. grammar
    • B. function
    • C. content
  • 18. What is the Content-Based (C-B) Approach?
    • 3. In a C-B syllabus, content…
    • A. is incidental + the vehicle to practice language structures, functions or skills
    • B. is chosen to show how a structure is used + provide a context for practicing it
    • C. provides the vehicle for the presentation of language
  • 19. Reasons for choosing the Approach
    • Addressing students’ needs
    • Motivating learners
  • 20. Reasons for choosing the Approach
    • Allowing for the use of authentic materials
    • Facilitating comprehension
    • Making linguistic form more meaningful
  • 21. Reasons for choosing the Approach
    • Serving as the best basis for teaching the skill areas
    • Allowing for integration of the four skills
  • 22. Limitations of the Approach
    • Unpracticed Grammatical forms + Practical situations
    • Unresolved questions of appropriateness:
    • (i) how to choose the content
    • (ii) how to achieve the balance between content and grammar
  • 23. Situational syllabus for Speaking course
  • 24.
    • What is situational syllabus?
    • Three types of situational syllabus.
    • Five elements in a situational syllabus.
    • Reasons for choosing situational syllabus for speaking course.
    • Limits of situational syllabus .
  • 25. 1.What is situational syllabus ?
    • - To teach the language that occurs in the situations.
    • - The content are real or imaginary situations.
    • - The language involves functions, combined into a plausible part of available discourse.
    • - Learners will apply these situations.
  • 26. 2. Three types of situational syllabus.
    • 1. Concrete : Situations are acted out to specific setting using specific patterns .
    • 2 . Mythical :Situations depend on fictional chararters in a fictional place.
    • 3 . Limbo :Specific setting of the situation is of little or no important .
  • 27. 3. Five elements in a situational syllabus.
    • The physical context.
    • The channel of communication.
    • The language activity.
    • The number and the character of participants.
    • The relationship between the participants and the type of activity .
  • 28. 4. Reasons for choosing situational syllabus for speaking course .
    • Explicit attention is paid to the influence of social factors on language choice.
    • It’s quite easy to identify situations in which speaking skill is used.
    • It may motivate learners,meet their most pressing everyday communication needs .
  • 29. An example of situational syllabus for a speaking course for housemaid
    • At the airport
    • In a taxi
    • At the working centre
    • At the host’s house
    • At supermarket
  • 30. V Limits of situational syllabus .
    • Language in the classroom and language as spoken in the real world will somtimes have little in common.
    • - Limited for students whose needs aren’t encompassed by the situations in the syllabus.
    • - For short-term special-purpose .
  • 31. Task-based syllabus for Writing Course
  • 32.
    • 1. What is T-B syllabus?
    • Different types of tasks
    • Example of T-B syllabus for writing course
    • 4. Reasons for choosing T-B syllabus for writing course
    • 5. Limits of T-B syllabus
  • 33. 1. What is task-based syllabus
    • The content is a series of complex.............
    • Students use different language forms,
    • functions and skills in completing..............
    tasks tasks
  • 34. 2. Different types of tasks
    • Brainstorm all questions that you can use to ask about direction.
    • Ask your partner about the way to Hang Bong street.
  • 35. 2. Different types of tasks
    • Pedagogical tasks:
    • are designed to trigger language learning processes and strategies.
    • Real-world tasks:
    • are designed to practice useful activities in the real world.
  • 36. 2. Different types of tasks
    • Write a letter to apply for the following post.
    • Put the following sentences in the correct order.
  • 37. Example of T-B syllabus for a writing course
    • Write notes and memos
    • Write reports
    • Write agendas
    • Write letters to companies
    • Write replied letters
  • 38. Write letters to companies
    • Brainstorm types of letters.
    • Analyze situations to choose correct types of letters.
    • Brainstorm and order ideas
    • Match the headings with correct parts of the letters.
    • Order words to complete useful expressions.
  • 39. 3. Reasons for choosing T-B syllabus for writing course
    • It is suitable for learners of all ages and backgrounds.
    • Learners are striving to express what they want to write.
    • Learners are exposed to a whole range of lexical phrases, collocations and language forms.
  • 40. 3. Reasons for choosing task-based syllabus for writing course
    • Tasks encourage students to plan the language before writing.
    • It provides cooperative support.
  • 41. 4. Limits of task-based syllabus
    • Definitions of tasks are so broad.
    • Procedures for the design of tasks remain unclear.
    • There is a risk for learners to achieve fluency at the expense of accuracy.
  • 42. 5. Limits of task-based syllabus
    • Some weak learners let others supply the more challenging language they need.
    • It requires a high level of creativity on the part of the teacher.
  • 43. SOLUTION
  • 44. Mixed or integrated syllabus
    • Mix two or more types of syllabuses together.
    • Syllabus design is less rigid, more flexible, and responsive to various student needs.
  • 45.  
  • 46.
    • Do you find our
    • presentation useful?
  • 47.  
  • 48.
    • Thank you for your attention !