Taller sobre el diseño y planeación curricular para profesores de lengua extranjera de la ciudad de Santiago de Cali. En el marco del programa Building Teaching auspiciado por la Cámara de Comercio, la Mesa de Bilingüismo de Cali y la Universidad del Valle.

1. Syllabus design and
lesson planning for
effective learning
Prof. Carlos Mayora
Escuela de Ciencias del Lenguaje
September, 2018

2. Agenda
• Intro
• Curriculum and syllabus: key consideration
• Knowing your curriculum
• Knowing your syllabus
• Lesson planning

3. Intro
Curriculum Syllabus

4. Curriculum and syllabus: key consideration
Curriculum is a very general concept which involves
considerations of the whole complex of philosophical, social
and administrative factors which contribute to the planning
of an educational programme.
Allen, 1984, p. 6

5. Curriculum and syllabus: key consideration
Curricula are concerned with making general statements
about language learning, learning purpose and experience,
evaluation and the relationships between teachers and
learners… [ they also include] banks of learning items and
suggestions about how these might be used in class
Nunan, 1988, p. 3

6. Curriculum and syllabus: key consideration
Se entiende por currículo, el “conjunto de criterios, planes de
estudio, programas, metodologías, y procesos que contribuyen a
la formación integral y a la construcción de la identidad cultural
nacional, regional y local, incluyendo también los recursos
humanos, académicos y físicos para poner en práctica las políticas
y llevar a cabo el proyecto educativo institucional.”
Ley General de Educación de 1994, Art. 76°

7. Curriculum and syllabus: key consideration
Syllabus provides direction and guidance in the scope,
sequence and pacing of classroom activities.
Omaggio, 1986, p. 410

8. Curriculum and syllabus: key consideration
Syllabus is …an inventory of objectives the learner should
master… in a recommended sequence.
Celce-Murcia, 2001, p. 9

9. Curriculum and syllabus: key consideration
Syllabus is “a more detailed and operational statement of
teaching and learning elements which translates the philosophy
of the curriculum into a series of planned steps leading towards
more narrowly defined objectives at each level.”
Dubin and Olshtain, 1986, p. 28

10. Curriculum and syllabus: key consideration
Curriculum covers all the activities and arrangements made by
the institution throughout the academic year to facilitate the
learners and the instructors, whereas syllabus is limited to a
particular subject of a particular class.
Chaves & Hernández, 2013, p. 67

11. Curriculum and syllabus: key consideration
Curriculum Syllabus
Philosophy
Principles
Resources
Goals of
education/school
Courses
Aims
Contents
Methodology
Assessment
Materials and
resources

12. Curriculum and syllabus: key consideration
Curriculum Syllabus
Philosophy
Principles
Principles
Goals of
education/school
Courses
Aims
Contents
Methodology
Assessment
Materials and
resources
Lessonplan

13. Curriculum and syllabus: key consideration
National
standars/orientations
School
curriculum
Syllabus
Lesson
plan

14. Curriculum and syllabus: key consideration
2006
2016
2017

15. Knowing your
curriculum:
Let’s get to work!
Make groups of 5 and get ready to reflect
and discuss

16. Syllabus

17. Syllabus

18. Syllabus

19. Syllabus
1. Estructura conceptual
2. Problema que resuelve el área
3. Objetivos (del área en general,
por niveles y por grados)
4. Contenidos (objetos de
enseñanza)
5. Métodos y estrategias
metodológicas
• 6. Materiales
• 7. Evaluación
• 8. Plan de apoyo a estudiantes
con dificultades
• 9. Bibliografía
MEN, 2016, Guía…

20. Syllabus
Goal
Aim
Content
Content
Aim
Content
Content

21. Syllabus
The student will be able to
understand and produce narrative
texts in English targeted at an
intermediate level of proficiency.
Students will
understand the
relationship
among characters
and the sequence
of events in the
plot of a short
story in English
Elements in a story: plot and
characters.
Sequence markers and
coherence linkers.
Students will
write a short
narrative text
such as a story,
an anecdote or a
biography.
Simple past vs. present perfect
Structure of narrative
paragraphs: beginning,
development, climax, closing.

22. Syllabus
Mantiene discusiones formales acerca
de temas académicos que ha
preparado previamente. Para esto,
sigue las ideas de un tema propuesto,
expresa su opinión y la contrasta con
la de otros. Por ejemplo, participa en
un debate
¿?
??
??
¿?
??
??.

23. Focus on syllabus:
Let’s get to work!
Make groups of 5 and get ready to reflect
and discuss

24. Syllabus: Some tips for teachers
Choose Basic
Standards and
Basic Learning
Rights that
match and go
well together

25. Syllabus: Some tips for teachers
Make sure your contents match your goals.
Adjectives to describe people, clothes, colors
Buildings and places in the neighborhoos
To be and To have in simple present for description
Prepositions of place, size.
The weather
Parts of the day

26. Syllabus: Some tips for teachers
Make sure your contents match your goals.
Adjectives to describe people, clothes, colors
Buildings and places in the neighborhoos
To be and To have in simple present for description
Prepositions of place, size.
The weather
Parts of the day

27. Syllabus: Some tips for teachers
BLR are NOT classroom activities.

28. Syllabus: Some tips for teachers
Include content objectives as much as posible. Use the
modules for guidance
MEN, 2016. Mallas…

29. Syllabus: Some tips for teachers
Begin from the function or behavior and then choose the language needed to accomplish it
Structures
Functions Be in simple
present tense
Wh-questions Simple
present
Simple past Demonstrative
pronouns
Sequence
adverbs
Introduce
yourself
Introduce others
Exchange
personal
information
Talk about likes
and dislikes
Describe your
daily routine
Narrate
personal
experiences
Nunan,2001

30. Lesson planning

31. Lesson planning
A lesson is “a unified set of activities that cover a
period of time [that] represent steps along a
curriculum”.
Brown, 2000, p. 149

32. Lesson planning
A lesson plan is a “combination guide, resource, and
historical document reflecting our philosophy, student
population, textbooks, and most importantly, our goals
for our students”.
Jensen, 2001, p. 403

33. Lesson planning
A lesson plan is “a written description of how students
will move toward attaining specific objectives. It
describes the teaching behavior that will Result in
learning”.
Farrell, 2002, p. 30

34. Lesson planning
A lesson plan is a systematic an anticipated document to answer these questions:
• What will the students learn?
• What skills or components of the language will be practiced?
• What variety of activities will be used?
• How much time will each part of the lesson take?
• How will you manage the lesson (i.e. how to group students, arrange seats?)
• If the lesson is too easy or difficult, what will you do?
• How will you know if you have achieved the objective of the lesson?
Baker & Westrup, 2002, p. 109

35. Lesson planning
• What will the students learn?
• What skills or components of the language will be
practiced?
• What variety of activities will be used?
• How much time will each part of the lesson take?
• How will you manage the lesson?
• If the lesson is too easy or difficult, what will you
do?
• How will you know if you have achieved the
objective of the lesson?
Baker & Westrup, 2002, p. 109
• Goals/aims/objectives
• Focus
• Procedures/activities
• Time frame
• Seating arrangements/students
interactions
• Contingency plan
• Evaluation
Jensen, 2001

36. Lesson plans: Principles
• Clear/workable objectives
• Coherence
• Variety
• Logical sequence
• Clarity
• Adequate pacing
• Adequate timing
Brown, 2000

37. Lesson plans: Models
Step/Stage Time Teacher’s actions Students’
actions
Interaction Purpose
1. Perspective/opening
Review previous
lesson.
Introduce new lesson
T-S
T-WC
S-S
S-WC
2. Stimulation Prepare students
3. Instruction/participation
Engage students in
activities to
manipulate/practice
language
4. Closure
Review this lesson
Preview next lesson
5. Follow-up
Presente reinforcement
or additional practice.
AdapatedfromFarrell.2002

38. Lesson plans: Models
Time
frame
Procedures Seating
arrangements
Potential
trouble
Notes
Warm-up Lines
Review Pairs
Introduction U-shape
Presentation activities U-shape
Communicative activities Small groups
Production activities Pairs
Review/homework U-shape
Additional activities Lines
AdaptedfromJensen,2001

39. Lesson plans: Models
AdaptedfromWillis,1997
Pre task
Task cycle
Post task
Task Planning Report
Analysis Practice

40. Lesson plan:
Let’s get to work!
Make groups of 5 and get ready to reflect
and discuss

41. References
Allen, J.P. (1984). General purpose language teaching: a variable focus approach. In Brumfit, C.J.
(Ed.) General purpose syllabus design (p.p. 61-74). Oxford: Pergamon.
Baker, J. & Westrup, H. (2000). The English language teacher’s handbook. How to teach large classes with
few resources. London: Continuum.
Breen, M.P. (2001). Syllabus design. En Carter, R. y D. Nunan (Eds.) The Cambridge guide to Teaching
English to Speakers of Other Languages (pp. 151-159). Cambridge: Cambridge University Press.
Brown, H. D. (2000). Teaching by principles: An interactive approach to language pedagogy. White Plains,
NY: Pearson Education.
Brown, J.D. (1995). The Elements of Language Curriculum: A Systematic Approach to Program
Development. Boston: Heinle & Heinle.

42. References
Celce-Murcia, M. (2001). Language teaching approaches: An overview. In Celce-Murcia, M. (Ed.) Teaching
English as a second or foreign language (3rd ed., pp. 3-11). Boston: Heinle&Heinle.
Chaves, O. & Hernández, F. (2013). EFL teaching methodological practices in Cali. Profile: Issues Teach. Prof.
Dev., 15(1): 61-80. Disponible: https://revistas.unal.edu.co/index.php/profile/article/view/37862
Farrell, T.S.C. (2002). Lesson planning. In Richards, J.C. y W.A. Renandya (Eds.) Methodology in language
teaching. An anthology of current practice (pp. 30-39). Cambridge: Cambridge University Press.
Jensen, P. (2001). Planning lessons. In Celce-Murcia (Ed) Teaching English as a second or foreign language (pp.
403-409). Boston: Heinle&Heinle.
Ministerio de Educación Nacional (2006). Guía 22: Estándares Básicos de Competencias en Lenguas Extranjeras:
Inglés. Bogotá: Autor

43. References
Ministerio de Educación Nacional (2016a). Basic Learning Rights: English grades 6th to 11th. Bogotá:
Autor.
Ministerio de Educación Nacional (2016b). Suggested curriculum structure. English grades 6° to 11°.
Bogotá: Autor.
Ministerio de Educación Nacional (2016c). Guía de fortalecimiento curricular para el mejoramiento de
los aprendizajes en los EE. Bogotá: Autor. Disponible: http://sedboyaca.gov.co/wp-
content/uploads/2017/04/guia-fotalecimiento-curricular.pdf
Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.
Nunan, D. (2001). Syllabus design. En Celce.Murcia, M. (Ed.). Teaching English as a second or
foreign language (p.p. 55-65). Boston: Heinle&Heinle

44. References
Omaggio, A.C. (1986). Teaching language in context. Proficiency oriented instruction.
Boston: Heinle & Heinle Publishers, Inc.
Richards, J.C. (1990). The language teaching matrix. Cambridge: Cambridge
University Press.
Willis, D. (1997). A Framework for Task-Based Learning. London: Longman.

45. Thanks for your attention
Carlos Alberto Mayora
Profesor Asociado
Escuela de Ciencias del Lenguaje
carlos.mayora@correounivalle.edu.co