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[1] Curriculum & Syllabi
 

[1] Curriculum & Syllabi

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English Curriculum Development for pre-service teacher training program at School of Foreign Languages, Thai Nguyen University, Vietnam.

English Curriculum Development for pre-service teacher training program at School of Foreign Languages, Thai Nguyen University, Vietnam.

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    [1] Curriculum & Syllabi [1] Curriculum & Syllabi Presentation Transcript

    • English Curriculum Development Phát triển chương trình Tiếng Anh Lecture 1- CURRICULUM DEVELOPMENT© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • Curriculum is … An educational program which states: a. The educational purpose of the program (the ENDs) b. The content, teaching procedures and learning experiences which will be necessary to achieve this purpose (the MEANs) c. Some means for assessing whether or not the educational ends have been achieved (the EVALUATION)© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • Social The The support MEANs ENDs The EVALUATION Curriculum© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • Curriculum Development The study and development of the goals, content, implementation and evaluation of an educational system. In LT, CD includes: o The study of the purposes for which a learner needs a language (NEED ANALYSIS) o The setting of OBJECTIVES, and the development of a SYLLABUS, teaching METHODS, and materials o The EVALUATION of the effects of these procedure on the learner’s language ability© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • Method Approach Design Approach Procedure Theory of language & language learning© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • Method Approach Design Design Definition of linguistics, content, Procedure specification for the selection & organization of content & description of role of teacher, learners and teaching materials© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • Method Approach Design Procedure Procedure Description of techniques, practices in the instructional system© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • © Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • “Curriculum is a very general concept which involves consideration of the whole complex of philosophical, social and administrative factors which contribute to the planning of an educational program.” (Allen quoted in Nunan, 2000: 6)© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • If the curriculum is “all the relevant decision- making processes of all the participants” (Johnson, 1989), the syllabus is its result.© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • Curriculum Development Category Scope1. Needs and situation analysis Primarily based on the learning needs of students, but also any factors in the environment that should be considered.2. Setting of objectives Selection and development of suitable means of assessment.3. Assessment and testing Selection and development of suitable means of assessment.4. Planning and organization of the Decisions about how best to deliver the course.course/syllabus design5. Selection and/or development of Decisions about the most appropriate materials and/ormaterials creation of materials.6. Planning for effective teaching Ensuring that appropriate conditions and support systems that promote effective teaching are in place.7. Evaluation Evaluation of the above processes in terms of effectiveness and efficiency. Table 1: Summary of theory-based view of curriculum development processes© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Syllabus 1. A syllabus is the specification of the work of a particular department in a school or college, organized in subsection defining the work of a particular group 2. It is often linked to time, and will specify a starting point and ultimate goal 3. It will specified some kind of sequence based on: a. Sequencing intrinsic to a theory of language learning or to the structure of specified material relatable to language acquisition b. Sequencing constrained by administrative needs, e.g. materials 4. It is a document of administrative convenience and will only be partly justified on theoretical grounds and so is negotiable and adjustable 5. It can only specify what is taught; it can not organize what is learnt 6. It is a public document and an expression of accountability (Brumfit 1984a)© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A syllabus provides a focus for what should be studies along with a rationale for how that content should be selected and ordered (Mc kay 1978)© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • 6 types of language teaching syllabi A Structural A Notional/Functional A Situational A Skill-based A Task-based A Content-based© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Structural Syllabus  The content of language teaching is a collection of the form and structure, usually grammatical, of the language being taught. For example, Nouns, Verbs, Adjectives…  The domain of structure syllabi has tended to be limited to sentence (the sentence is the largest unit of discourse)  The sequencing of structures is from easy to difficult, from most frequently occurring to less frequently occurring  Materials are easy to identify because the table of content is organized around grammatical points.© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Structural Syllabus Chapter 1 Verb Tenses 1-1 The simple tenses 1-2 The progress tenses 1-3 The perfect tenses 1-4 The perfect progressive tenses Chapter 2 Modal auxiliaries and similar expressions ………….. Chapter 3 The passive ………….© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Notional/Functional Syllabus  The content of language teaching is a collection of the functions that are performed when language is used (informing, agreeing, promising…) or the notions that language is used to express (size, age, comparison…)  N/F focuses on semantic use  Authors select functions on their basis of their perceived usefulness to the students and then sequence them on the basis of some ideas of chronological, frequency or hierarchy of usefulness of the functions. E.g. greeting people, introducing someone, seeking information….© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Notional/Functional Syllabus Lesson 1 Talking about yourself, starting a conversation Lesson 2 Asking for information: question techniques Lesson 3 Getting people to do things, requesting, attracting attention Lesson 4 Talking about past events: remembering, describing… Lesson 5 Conversation techniques: hesitating, preventing interruption ……… ……………© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Situational Syllabus  The content of language teaching is a collection of real or imaginary situations in which language occurs or is used.  The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations.  The organization in a situational syllabus is based on common situations.  The selection of a situational syllabus is based on some feelings for the likelihood that Ss will encounter such situation© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Situational Syllabus Lesson 1 Getting acquainted Lesson 2 At the housing office Lesson 3 At the airport Lesson 4 In a restaurant Lesson 5 Looking for an apartment ……… ……………© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Skill-based Syllabus  The content of language teaching is a collection of specific abilities that may play a part in using language.  The organization of the materials is around the language or academic skills that Ss will most need in order to learn a language  The selection of the skills is based on the author’s perception of their usefulness  The sequence of skills is based on some senses of chronology, frequency or relative usefulness of the skills© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Skill-based Syllabus Lesson 1 Skimming for general ideas Lesson 2 Scanning for specific ideas Lesson 3 Guessing vocabulary from context Lesson 4 Topic sentence Lesson 5 Reference words ……… ……………© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Task-based Syllabus  The content of language teaching is a series of complex and purposeful tasks that Ss want or need to perform with the language they are learning  Authors who favor task-based syllabi organize materials around different types of tasks that Ss are required to perform in the language learning  The selection of task is based on their perceived usefulness to the students© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Skill-based Syllabus Lesson 1 Writing notes and memos Lesson 2 Writing personal letters Lesson 3 Writing telegraphs, personal ads Lesson 4 Writing descriptions Lesson 5 Describing process ……… ……………© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • A Content-based Syllabus  The primary purpose of instruction is to teach some content or information using the language that Ss are also learning  Ss are simultaneously language students and Ss of whatever content being taught  The subject matter is primary, and language learning occurs incidentally to the content learning  The language teaching is organized around content teaching© Faculty of Foreign Languages, TNU 2012 Phung Huy EDU
    • PHUNG VAN HUY PHUNG HUY EDU Photo: flickr.com/photos/phunghuyedu Blog: phunghuy.wordpress.com Slide: slideshare.net/phunghuyedu phunghuy.edu@gmail.com facebook.com/phunghuy.edu Faculty of Foreign Languages Thai Nguyen University