Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Task based syllabus based on Krahnke's (1987) book: "Approaches to Syllabus Design for Foreign Language
Teaching. Language in Education: Theory and Practice"
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
My Task of ESP Class...
This ppt is about definitions, characteristics, and principles of english for specific purposes...
I did it with my partner, Novi
Communicative Language Teaching is the cornerstone for approaches that have shifted from a grammar-based language view to a functional view of language where communication is the main objective. Such approaches are CBI (Content-based instruction) and TBI (Task-based instruction). Today, both CBI and TBI are the leading approaches most teachers are currently using to teach a second/foreign language around the world. Both approaches have been proven to be effective, and the most important thing is that students are truly learning to use language to communicate their ideas to different audiences.
[ESP] Definitions, Characteristics, and Principles of English for Specific Pu...Miyu Hoshizora
My Task of ESP Class...
This ppt is about definitions, characteristics, and principles of english for specific purposes...
I did it with my partner, Novi
It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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. THE COURSE RATIONALE
It normally describes the beliefs, values and goals that underline the course. It
would be a two-or three paragraph statement in providing teaching and
learning that will take place in course.
The rationale thus serves the purposes of:
1. Guiding the planning of the various components of the course
2. Emphasizing the kinds of teaching and learning the course should exemplify.
3. Providing check on the consistency of the various course components in
terms of the course values and goals. (Posner and Rudnitsky 1986)
Example of a course rationale:
“This course is designed for working adults who wish to improve their communication
skills n English in order to improve their employment prospects. It teaches the basic communication
skills needed to communicate in a variety of different work settings. This course seeks to enable
participants to recognize their strength and needs in language learning anf to give them the
confidence to use English more effectively to achieve their own goals. It also seeks to develop the
partcipants’ skills in independent learning outside of the classroom”.
3. DESCRIBING THE ENTRY AND EXIT LEVEL
Language programs and commercial materials typically distinguish between
elementary, intermediate and advanced level, but these categories are too
board for the kind of detail planning.
More detailed descriptions are gained from their result on international
proficiency tests such as TOEFL or IELTS. An approach that has been widely
used in language prgram planning is to identify different levels of performance
or proficiency in the form of band levels o points on a proficiency scale.
It can describes what a student is able to do at different stages in a language
program.
4. CHOOSING COURSE CONTENT
Decisions about course content reflect the planners’
assumptions about the nature of language, language
use, and language learning, what the most essential, and
how these can be organized as an efficient basis for
second language learning. (See on p.148-149)
5. DETERMINING THE SCOPE AND SEQUENCE
Scope is concerned with the breadth and depth of coverage of items in
the course, that is, with the following questions:
1. What range of content will be covered
2. To what extend should each topic be studied
Sequencing of content in the course involves decding which content is
needed early in the course and which provides a basis for things will
be learned later
6. SEQUENCING MAY BE BASED ON THE FOLLOWING CRITERIA :
Simple to complex: Ex : In reading course, simple skill such as “literal
comprehension” may be required early on, and more complex skills such as
“inferencing” taught at a later stage.
Chronology: Ex: In Writing, (1) brainstorming, (2) drafting, (3) revising, (4)
editing. In proficiency course: (1) listening (2) speaking (3) reading (4) writing.
Need : content may be sequenced according to when learners ae most likely to
need it outside of the classroom. (see on p.150)
Prerequisite Learning: the sequence of content may reflect what is necessary at
one point as a foundation for the next step in the learning process.
Whole a Part or Part to Whole: material at the beginning of a course may focus
on the overall structure or organization of a topic before considering the
individual components that make it up, or vice-versa.
Spiral Sequencing: this approach involves the recycling of items to ensure that
learners have repeated opprotunities to learn them.
7. PLANNING THE COURSE STRUCTURE
Two aspects in the process of planning the course, however, require more detailed
planning: selecting a syllabus framework and developing instructional blocks.
Selecting a Syllabus Framework
A syllabus describes the major elements that will be used in planning a
language course and provides that basis for its instituional focus and content. The
syllabus could be:
1.Situational : organized around different situations and the oral skills needed in those
situations.
2.Topical: organized around different topics and how to talk about them in English
3.Functional: organized around the functions most commonly needed in Speaking
4.Task-based: organized around different tasks and activities that the learners would
carry out in English
8. IN DECIDING SYLLABUS FRAMEWORK,
PLANNERS ARE INFLUENCED BY THE
FOLLOWING FACTORS:
(1) KNOWLEDGE AND BELIEFS ABOUT THE SUBJECT
AREA.
(2) RESEARCH AND THEORY
(3) COMMON PRACTICE
(4) TRENDS.
9. OTHER APPROACHES TO SYLLABUS DESIGNS:
1.Grammatical syllabus : it organizes around grammatical items. In developing
a grammatical syllabus, the syllabus planners seek to solve the following
problems:
To select sufficient patterns to support the amount of teaching time available.
To arrange items into a sequence that facilitates learning
To identify a productive range of grammatical items that will allow for the
development of basic communicative skills.
Criticisms on Grammatical syllabus:
They represent only a partial dimension of language proficiency
They do not reflect the acquistion sequences seen in naturalistic SLA
They focus on the sentence rather than on longer units of discourse
They focus on form rather than meaning
They do not address communicative skills
10. 2.Lexical Syllabus: one that identifies a target
vocabulary to be taught normally arranged according
to levels such as:
1,000 words = Elementary level,
2,000 words = Intermediate levels,
+2,000 words = Upper Intermediate level,
++2,000 = Advanced level.
11. 3. Functional Syllabus: one that is organized around communicative
functions such as requesting, complaining, suggesting, agreeing.
Advantages of Functional syllabus:
They reflect a more comprehensive view of language that grammar syllabus and focus
on the use of the language.
They can readily linked to other types of syllabus content.
They provide convenient framework for the design of teaching materials, particularly
in the domains of listening and speaking.
Criticisms on functional syllabus:
There are no clear criteria for selecting or grading functions
They represent a simplistic view of communicative competence and fail to address the
processes of communication
They represent an atomistic approach to language.
They often lead to a phrase-book approach to teaching that concentrates on teaching
expressions and idioms.
Students learning from a functional course may have considerable gaps in their
grammatical competence because some important grmmatical structures are not
taught
12. 4. Situational syllabus: one that is organized around the language
needed for different situations such as at the airport or at a hotel. A situation is a
setting in which particular communicative acts typically occur. Ex: (1) on an
airplane (2) at an immigration counter (3) at a bank (4) on the telephon (5) on the
street, etc.
Criticisms on situational syllabus:
Little is known about the language used in different situations.
Language used in specific situations may not transfer to other situations.
Situational syllabus often lead to phrase-book approach.
Grammar is dealt with incidentally, so a situational syllabus may result in gaps
in a students’ grammatical knowledge.
13. 5. Topical Syllabus : one that is organized around
themes, topics, or other units of content.
Advantages of topical syllabus:
They facilitate comprehension
Content makes linguistics form more meaningful
Content serves as the best basis for teaching the skills
areas
They address students’ needs
They motivate learners
They allow for intregation of the four skills
They allow for use of authentic materials
(Brinton, Snow, and Wesche 1989; Mohan 1986)
14. 6. Competency-based syllabus
One based on a specification of the competencies learners are expected
to master in relation to specific situations and activities. Competencies
are a description of the essential skills, knowledge, and attitudes
required for effective performance of particular tasks and activities.
Competency-based syllabus are widely used in social survival and work-oriented
language programs. Advantages and disadvantages are
discussed in Chapter 5.
7. Skills syllabus: one that is organized around the different underlying
abilities that are involved in using a language for purposes such as
reading, writing, listening and speaking.
Advantage: focus on performance in relation to specific tasks and therefore
provide a practical framework for designing courses and teaching materials
Disadvantages:
There is no serious basis for determining skills
They focus on discrete aspects of performance rather than on
developing more global and integrated communicatives abilites.
15. 8. Text-based syllabus : one that is built around texts and samples of
extended discourse. Feez (1998, 85-86) states that a text-based
syllabus is a type of integrated syllabus because it combines elements
of different types of syllabus.
Advantages and disadvantages are explained briefly in page 164.
9. An Integrated Syllabus: the course planners need to decide
between macrolevel and microlevel planning units in the course. In
practical terms, therefore, all syllabus reflect some degree of
integration.
Krahkne (1987, 75) concludes: “…and a combination of task-based,
skill-based, situational, functional, and content instruction may be
chosen”.
16. DEVELOPING INSTRUCTIONAL BLOCKS
An instructional block is a self-contained learning sequence that has its own
goals and objectives and that also reflects the overall objectives for the course.
In organizing a course into teaching blocks one seeks to achieve the
folllowing:
1.To make the course more teachable and learnable
2.To provide a progression in level of difficulty
3.To create overall coherence and structure for the course
Two commonly used instructional blocks are : (1) Modules, and (2) Units
17. PREPARING THE SCOPE AND SEQUENCE
PLAN
Preparing the scope and sequence plan might
consist of a listing of the module or units and their
contents and an indication of how much teaching
time each block in the course will require.
In the case of a textbook it usually consists of a
unit-by-unit description of the course cross-referenced
to the syllabus items included.
(Appendix 9)
18. (THE ELT CURRICULUM : A FLEXIBLE MODEL FOR A
CHANGING WORLD)
Curriculum : A Definition
The term of curriculum is the nearest with the syllabus. A.V.Kelly makes a
strong case for understanding curriculum as ‘the overal rationale for the
educational programme of an institution’, and he defines curriculum must
include the following:
“the intention of the planners, the procedures adopted for the implementation
of those intentions, the actual experiences of the pupils resulting from the
teacher’s direct attempts to carry out their or the planner’s intentions, and the
“hidden learning” that occurs as a by-product of the organization of the
curriculum , and, indeed, of the school (Kelly, 1989, p.14)
19. RICHARDS, PLATT AND PLATT IN LONGMAN
DICTIONARY OF APPLIED LINGUISTICS (1992, P.94)
STATE THAT CURRICULUM IS AN EDUCATIONAL
PROGRAMME WHICH STATES:
a. The educational purposes of the programme (the ends)
b. The content, teaching procedures and learning experiences which
will be necessacry to achieve this purpose (the means)
c. Some means for assessing whether or not the edcational ends have
been achieved.
20. MODELS OF CURRICULUM PLANNING
1. The Content Model : Classical Humanism
In the Classical Humanist tradition, the content is a valued cultural heritage,
the understanding of which contributes to the overall intellectual development
of the learner and agreed to be universal, unchanging and absolute.
Kelly (1989, p 45-46) points out, the model is inadequate as the basis for
curriculum design because it is unable to cope with a discussion of the wider
purposes of education, and does not take into account the abilities problems of
the individual learner or the complexities of the learning process itself.
21. 2. THE OBJECTIVES MODEL : RECONSTRUCTIONISM
Reconstructionism has the main purpose of education is to bring about some
kind of social change. It lies in the movement for the scientific management of
education and the work of behavioural psychologists in the first half of 20th
century.
It has three essential characteristics: (1) they must inambiguously describe the
behaviour to be performed (2) they must describe the conditions under which
the performance will be expected to occur, (3) they must state a standart of
acceptable performance (the criterion).
The attraction of the model is that it provides: (1) Clarity of goals (2) Ease of
evaluation, (3) Accountability.
Kelly (1989) states that the fundamental criticism is that philosophically it
reduces people to the level of automatons who can be trained to behave in
particular ways and precludes such concepts as autonomy, self-fulfilment and
personal development.
22. 3. THE PROCESS MODEL : PROGRESSIVISM
The purpose of education from the point of view of the process model is to
enable the individual to progress towards self-fulfilment. It is concerned with
the development of understanding.
The analyses by Clark and White show that language teaching has not been
entirely isolated from the educational mainstream, but has been influenced by
philosophical trends and broad educatioanal development.
For the ELT curriculu designer in the 1990s, informed by research in first and
SLA, there is a need for a frameworkof curriculum design which allows
flexibility but gives a clear direction in which to move.
23. THE “NEW PRAGMATISM” : A MIXED-FOCUS CURRICULUM
In the opinion of Dubi and Olshtain (1986, p.68), three areas are central to the
concept of a communicative curriculum “ a view of the nature of language as
seen by the field of…sociolinguistics: a cognitively based view of language
learning; and a humanistic approach in education”
1. Curriculum Policy
It has the role in a curriculum design document that is for a juggler, keeping aloft
the “balls” representing the needs of the learners, the needs of institution or
planning committee, the needs, possibly, the society, or at least specific interest
groups within society, and also the neeeds of the teachers nd administrators, the
implementers of the curriculum.
24. 2. NEED ANALYSIS
Need analysis is now seen as the logical strating point for the
development of a language program which is responsive to the
learner ad learning needs.
There are two orientations as suggested by Brindley (1989, p.64):
A narrow: product-oriented view of needs which focuses on the
language necessary for particular future purposes and is carried
out by the ‘experts’
A broad: process-oriented view of needs which takes into account
factors such as learner motivation and learning styles as well as
learner-defined target language.
25. 3. SYLLABUS DESIGN
One of the most widely used syllabus models is one that integrates aspect of all
three, a variable focus (Allen, 1984) or propotional (Yalden, 1987).
The three principles in syllabus design according to Yalden are :
1. A view of how language is learned, which would result in a process-based syllabus
2. A view of how language is acquired, which would result in a structure-based
syllabus
3. A view of how language is used, which would result in a function-based syllabus.
Allen’s three components in the variable focus syllabus which includes all levels,
all the time, but the emphasis changes at different stages of learning:
Structure/Function Function/Skills Task/Theme
Great emphasis on structure
and functions introduction of
learning strategies &
techniques
Targetting specific functions.
Application through task-based
and problem solving activities
Remedial structural work.
Taks-based syllabus, focus on
learning processes and
strategies to encourage creative
language use
Elementary levels Pre-intermediate levels Intermediate and above
26. 4. METHODOLOGY
Teacher must be reflective, analytic and creative, open to new methods
and ideas, the aim of teacher-training courses must be developed teachers who are
researchers, not just technicians, and deliverers of the syllabus.
In this way, teaching methodology can reflect curriculum goals, and
teachers’ experiences in turn contribute to the process of curriculum renewal.
27. 5. EVALUATION
Evaluation must take place at all stages of curriculum planning and
inplementation, and invlove all participants.
The primary purpose of evaluation is to determine whether or no the
curriculum goals have been met based on the assessment of the participants in
the programme.
Another purpose is to determine the effectiveness of the curriculum and to
evaluate the language program itself, which will focus on the teachers, the
methodology, the materials and so on.
28. CONCLUSION
I. This discussion emphasis on the importance of major types of curriculum models :
Content, objectives and process; the reality is likely to be a blend of all three.
Certainly, it is the mixed-focus product and process models which best fits the
author’s experience of the curriculum.
II. Curriculum development in ELT is that there is a need for flexibility and openness
to change and influences from the broader prespectives of general educational
theory.
III. Richard’s (1984, p.25) concludes that: “ The language teaching profession has yet
to embrace curriculum development as an overall approaach to the planning of
teaching and learning. Our profession has evolved a considerable body of
educational techniques, but little in the way of an integrated and systematic
approach to language curriculum process. Such an approach may be crucial,
however, of we are to develop a more rigorous basis for our educational
practices”.