This document discusses the differences between syllabus design and curriculum development. Syllabus design focuses on selecting and grading content and learning tasks and activities, while curriculum development is more broadly concerned with planning, implementing, evaluating, managing and administering education programs. The document also examines different types of syllabus design including grammatical, functional-notional, task-based and needs-based approaches, outlining their key characteristics and components.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
This presentation provides a general overview about syllabus design. The presenation highlights the definiton of syllabus, types of syllabi, components of syllabus and the scope of syllabus design. It also sheds the light on the relationship between syllabus design and curriculum development. By the end of this presentation, students will gain general understanding or syllabus design.
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Product Syllabus : product syllabuses are those in which the focus is on the knowledge and skills which learners should gain as a result of instruction.
4.2. process syllabuses are those which focus on the learning experiences themselves.
. Synthetic syllabus: segment the target language into discrete linguistic items.
Different parts of language are taught separately.
4.4 . Analytic Syllabi: focus on the learner and his needs and on the kinds of linguistic
performance necessary to achieve those goals .
4.5. Type A: This type deals with what should be learned in a second language classroom.
4.6. Type B : Consider the question of how a second language should be learned.
This article aims at probing the different types of syllabi used to teach English to English native
and non-native speakers. The researcher used a chronological approach in describing each syllabus
type in accordance to its emergence in epistemology of the syllabus design and pedagogical trends
in teaching English in the world. Theories of language and learning, characteristics of each
syllabus, and pros and cons of the discussed syllabi were highlighted throughout the article.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
a framework for materials writing and the process of materials writing with directions for the teachers path through the production of new or adapted materials
Having learned about theories of language acquisition and language teaching method, this presentation is about perspective in syllabus design, a typical applied linguistics activity.
Task based language teaching @mehdi sufiIELTS Council
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Task based language teaching @mehdi sufi
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: MS. Nina Aleksandrovna Nesterenko
Ciclo: Quinto
Bimestre: Segundo
this is the study teacher Educationof firset 4 chapter of the book written by Burn & Richards Terend of teacher education from 1960s up to now and idiological and power influence on this terend
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. design is seen
as being concerned
essentially with the
selection and grading
of content
is
concerned with the
selection of learning
tasks and activities.
WHAT IT IS THAT DISTINGUISHES SYLLABUS
DESIGN FROM CURRICULUM DEVELOPMENT?
3. is
concerned with the
of curriculum:
what the curriculum
is like or should be
like. (Stern 1984:
10-11)
is concerned
with the and
of establishing
the curriculum.
4. 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.
refers to that
subpart of curriculum which
is concerned with a
specification of what units
will be taught. (Allen 1984:
61)
Widdowson takes a rather
traditional line on this
matter, suggesting that a
syllabus is the
. . specification of a teaching
programme or pedagogic
agenda which defines a
particular subject for a
particular group of learners.
5. 1 The situations in which the foreign language will be used,
including the topics which trill be dealt with;
2 The language activities in which the learner will engage;
3 The language functions which the learner will fulfill;
4 What the learner will be able to do with respect to each
topic;
5 The general notions which the learner will be able to handle;
6 The specific (topic-related) notions which the learner will be
able to handle;
7 The language forms which the learner will be able to use;
8 The degree of skill with which the learner will be able to
perform. (van Ek 1975: 8-9)
NECESSARY COMPONENTS OF A
LANGUAGE SYLLABUS
7. The curriculum has at least three
phases:
a planning phase, an implementation
phase, and an evaluation phase.
PHASES OF CURRICULUM
8. A given syllabus will specify all or some of the
following: grammatical structures, functions,
notions, topics, themes, situations, activities, and
tasks.
Each of these elements is either product or process
oriented, and the inclusion of each will be justified
according to beliefs about the nature of language,
the needs of the learner, or the nature of learning.
PRODUCT OR PROCESS ORIENTED
SYLLABUS
9. Product
The 'product' is the
end itself.
A list of
grammatical
structures is a
product.
Process
'process' is a series of
actions directed
toward some end.
The interaction of
two speakers as they
communicate with
each other is a
process.
10. Grammatical syllabus
The transition from
lesson to lesson is
intended to enable
material in one lesson to
prepare the ground for
the next; and conversely
for material in the next
to appear to grow out of
the previous one.
i(McDonough 1981: 21)
One early criticism was
that structurally-graded
syllabuses
misrepresented the
nature of that complex
phenomenon, language.
They did so in tending
to focus on only one
aspect of language,
that is, formal
grammar. In reality,
there is more than one
aspect to language
GRAMMATICAL SYLLABUS
11. FUNCTIONAL-NOTIONAL SYLLABUSES
Many teachers, on first encountering the terms
'function' and 'notion' find them confusing. In general,
functions may be described as the communicative
purposes for which we use language, while notions are
the concept.‘ meanings (objects, entities, states of
affairs, logical relationships, and soon) expressed
through language.
12. BENEFITS OF ADOPTING A FUNCTIONAL-
NOTIONAL ORIENTATION SYLLABUS
1 It sets realistic learning tasks.
2 It provides for the teaching of everyday, real-world language.
3 It leads us to emphasize receptive (listening/reading) activities before rushing
learners into premature performance.
4 It recognizes that the speaker must have a real purpose for speaking, and
something to talk about.
5 Communication will be intrinsically motivating because it expresses basic
communicative functions.
6 It enables teachers to exploit sound psycholinguistic, sociolinguistic, linguistic
and educational principles.
7 It can develop naturally from existing teaching methodology.
8 It enables a spiral curriculum to be used which reintroduces grammatical,
topical and cultural material.
9 It allows for the development of flexible, modular courses.
10 It pros-ides for the widespread promotion of foreign language courses.
(Finocchiaro and Brumflt 1983: 17)
13. Two recent definitions of 'task' are provided :
an activity or action which is carried out as the result of
processing or understanding language (i.e. as a response). For
example, drawing a map while listening to an instruction and
performing a command . . . A task usually requires the
teacher to specify what will be regarded as successful
completion of the task.
a piece of work undertaken for oneself or for others, freely or
for some reward. Thus, examples of tasks include painting a
fence, dressing a child, filling out a form, buying a pair of
shoes, making an airline reservation . . . In other words, by
"task" is meant the hundred and one things people do in
everyday life.
(Long 1985: 89)
TASK-BASED SYLLABUSES
14. promote attention to meaning, purpose, negotiation
— encourage attention to relevant data
—draw objectives from the communicative needs of learners
—allow for flexible approaches to the task, offering different
routes, media, modes of participation, procedures
—allow for different solutions depending on the skills and
strategies drawn on by learners
involve learner contributions, attitudes, and affects
—be challenging but not threatening, to promote risk-taking
provide opportunities for metacommunication and
metacognition (i.e. provide opportunities for learners to talk
about communication and about learning)
—provide opportunities for language practice
GOOD TASKS SHOULD:
15. There are two different types of needs
analysis used by language syllabus
designers. The first of these is learner
analysis, while the second is task
analysis.
NEEDS ANALYSIS
16. Learner analysis is
based on information
about the learner. The
central question of
concern to the
syllabus designer is:
For what purpose or
purposes is the
learner learning the
language?
Task analysis, is
employed to specify
and categorize the
language skills
required to carry out
real-world
communicative tasks.
The central question
here is: 'What are the
subordinate skills and
knowledge required
by the learner ?
LEARNER ANALYSIS VS. TASK ANALYSIS
17. The model developed by Munby contains nine elements.
According to Munby, it is important for the syllabus designer
to collect information on each, of these components.
I Participant : Under this component is specified information
relating to the learner's identity and language skills. These
will include age, sex, nationality, mother tongue, command of
target language, other languages, etc.
2 Purposive domain: This category refers to the purposes for
which the target language is required.
3 Setting: Under this parameter, the syllabus designer
considers the environments in which the target language will
be employed.
JOHN MUNBY MODEL
18. 4 Interaction: Here, the syllabus designer needs to consider
the people with whom the learner will be interacting.
5 Instrumentality: Instrumentality refers to the medium
(whether the language is spoken or written, receptive or
productive), the mode (whether the communication is
monologue or dialogue, written or spoken, to be heard or
read), and the channel (whether the communication is face-to-
face or indirect).
6 Dialect: Here the variety and/or dialect is specified.
7 Target level: Here is stated the degree of mastery which the
learner will need to gain over the target language.
19. 8 Communicative event
This refers to the productive and receptive skills the learner will
need to master.
9 Communicative key
Here, the syllabus designer needs to specify the interpersonal
attitudes and tones the learner will be required to master.
The Munby approach has received criticism from many quarters
for being too mechanistic, and for paying too little attention to
the perceptions of the learner. As it is also developed with
reference to individual learners, it may ultimately be self-
defeating for classroom teaching.