Unit activity number one

1. Universidad de las Fuerzas
Armadas
“ESPE”
202
Pedagogíade losidiomasNacionalesy Extranjeros
NAME:Lizbeth Berenise Caza Mediavilla
ACTIVITY Nº 1
SUBJECT: CÁTEDRA INTEG DISEÑ GESTI EVALU MODEL
CURRI CONTEX FLEXI ADAPT ENSEÑ APREN INGLÉ
NRC: 8085

2. Hystori
of
curriculum
Curriculum is a
contract between
society and
governments how
next generation of
citizens will be
educated.
 That which is taught in
school
 A set os subjects
 Content
Elements of curriculum
 Objetives,goals,desired outcomes
 Knowledge or contents
 Skills
 Instruction
 Assessment
 Context
Aproaches of curriculum
Brow (1994) presents four categories for
language teaching activities:
1. ways of defining what students need to
learn
2. ways of organizing the instruction to
meet those need
3. ways of actually presenting the lessons
4. ways of practicing what has been taught

3. The four language types
of teaching activities are
as follow
 Classical aproaches (humanism,students need
to read the classics)
 Grammar-translation ( students need to
learn with economy of time an effort)
 Direct aproach (students need to learn
communication so they should use only second
language in class)
 Audiolingual aproach (students need operant
conditioning and behavioural modification to learn
language)
Some of the most common
aproaches are:
Aproaches
Syllabuses
Techniquess Exercises
Models for curriculum
develoment
 curriculum planning
 curriculum design
 curriculum
implementation
 curriculum evaluation.

4. SYLLABUS DESIGN FOR
ENGLISH COURSES
1. structural (or formal) syllabus.
2. notional/functional syllabus.
3. situational syllabus.
4. skill-based syllabus.
5. task-based syllabus.
6. content-based syllabus.
Types of English
Syllabus
1. The StructuralSyllabus
2. The Notional/Functional
Syllabus
3. SituationalSyllabi
4. Skill-Based Syllabi
5. The Task-Based Syllabus
6. The Content-BasedSyllabus

5. Structural (or formal) syllabus.
It is one in which the content of language teaching is a collection of
the formsand structures,usually grammatical,of the language
being taught.
Notional/functional syllabus.
It is onein which thecontent of language teaching is a collectionof the
functionsthat are performedwhenlanguage is used,or of thenotions
that language is usedto express.
Situational syllabus
It is onein which the content of language teaching is a collection of real
or imaginarysituations in which languageoccurs or is used.A situation
usuallyinvolvesseveral participantswho are engagedin some activityin
a specificsetting.
Skill-based syllabus.
Content-based syllabus.
Task-based syllabus.
It is onein whichthecontentof language teachingis a collectionof specific
abilitiesthatmay playa partin using language. Skills arethingsthatpeoplemust
be ableto do to be competentin a language, relativelyindependentlyof the
situationor settingin which thelanguageuse canoccur..
It is not reallya languageteaching syllabus at all.In content-based
languageteaching,the primarypurposeof the instruction is to teach
some content or information using the language that the studentsare
alsolearning.
It is similar to content-basedsyllabusin that both
the teaching is not organizedaroundlinguisticfeaturesof thelanguage
being learnedbutaccording to some otherorganizing principle.

6. The Structural Syllabus
The Content-Based
Syllabus
The Task-Based Syl
labus
Skill-Based Syllabi
Situational Syllabi
The Notional/Functional
Syllabus
The structural syllabusis basedon a theoryof language that
assumesthat the grammatical or structuralaspectsof language
formare themostbasicor useful.
The notional/functionalsyllabusis the best known of
contemporarylanguage teaching syllabustypes.It is, however,also
the objectof a greatdeal of misunderstanding.On the onehand,
whilenotional/functionalismhas beenreferredto as an "approach"
(Brumfit & Johnson,1979: Widdowson,1979),
The situationalsyllabushas a long historyin language teaching,
butsituational content has mostlybeenusedas an adjunctto
instruction that is primarily focusedon languageformand
structure.
Much lessis knownabout theskill -based,task-based,and
content -basedsyllabithan aboutthe typesalreadydiscussed.This
is especially trueof the skill-basedsyllabus,a typethat has not
beenpreviously identifiedas a separatekindof instructional
content in the literature on language teaching.
Task-basedlearningis sometimessimilarto situationallearning, but the
contentof thesituationsis providedby thestudentsthemselves. Tasksare
alsonotstatic;thatis, theyshouldinvolvea processof informational
manipulationand development. They shouldalsoinvolveinformational
contentthatthe language learnersdo nothave at thebeginningof thetask.
Content-basedlanguageteachinghasbeen in existencefor some
time, buthas only recentlybeen recognizedas a viableway of teaching
languageas an end in itself. In concept, content -basedteachingis simple:It
is theteachingof contentor informationin thelanguagebeinglearnedwith
little r director expliciteffortto teachthelanguageitselfseparatelyfrom
thecontentbeingtaught.

7. The Structural Syllabus
Chapter1 VerbTo be
1.1 BasicVocabularyof numbers
1.2 Personal Pronouns
1.3 Verbto bein pass
1.4 Negativeformandquestion
EXAMPLE
The Notional/Functional
Syllabus
EXAMPLE
Activitynº1
Wecarryout anactivityinwhichthenotion
willbe "goto a restaurant"wewilllearnhowto
orderina politeway.
Situational Syllabi
EXAMPLE
Contextnumber1
"Heis inthewrongroomandby mistakethey
enteredyourroom,thepersonis a foreigner
andspeaksin English"
The Task-Based Syl labus
EXAMPLE
Contextnumber1
"Heis inthewrongroomandby mistakethey
enteredyourroom,thepersonis a foreigner
andspeaksin English"