The document outlines various approaches to language learning, including syllabi and methodologies that emphasize both product- and process-oriented education strategies. It discusses the importance of aligning learning tasks with communicative purposes and the complexities involved in evaluating and assessing student progress. Additionally, it highlights the need for flexibility in syllabus design, incorporating student input and real-world applications to enhance engagement and learning outcomes.

1. Curriculum, Syllabus and
Lesson Plan
By: Sheila Tamizrad
Banoo Amin Educational Complex
Winter 1394

2. General statements about language learning, learning purpose and
experience, evaluation, and the roles and relationships of teachers
and learners. Contains banks of learning items and suggestions about
how they might be used in class.

3. A plan or what is to be achieved through our teaching and
our student’s learning, a summary of the content to which
learners will be exposed,

4. What to
be
taught
In what
order
Syllabus

8. • SYLLABUS – concerned with the selection and grading of
content (definition of content of classroom)
• METHODOLOGY – selection of learning tasks and activities

9. 1. Better management of study time, assessment, and reading material
2. Provides moral support
3. Reassures sponsors and students
4. Acts as a road map

10.  PRODUCT-ORIENTED – emphasizes the product of language
learning
E.g.: structural approach, situational approach, notional/functional
approach
 PROCESS ORIENTED – to enhance communicative skills, focuses on
the specification of the learning task and activities that she/he will
undertake
E.g.: procedural/task based approaches, learner-led syllabus,
proportional approach

11. •Selection and grading of the content is based on the complexity/simplicity of grammatical
items
•Learner is expected to master each structural step and add to his/her grammar collection
•Problem in grammar of the spoken and of the written language
STRUCTURAL APPROACH
•Based on situational needs
•Reflects the way language and behavior are used outside the classroom
•Links structural theories to situations
SITUATIONAL APPROACH
•Focuses on communicative purpose and conceptual meaning
•Needs of learners is central
NOTIONAL/FUNCTIONAL
APPROACH

12. PROCEDURAL/TASK-
BASED
• Focuses on pedagogy,
learning, and the
learner
• Practice and interaction
to encourage learners
use language
communicatively
• Activities employed to
complete meaningful
tasks enhance learning
LEARNER-LED SYLLABUS
• Focuses on how
learners learn
• Difficult to track as
syllabus will be largely
the responsibility of the
learners
• Lacks aims
PROPORTIONAL
APPROACH
• Attempts to develop
“overall competence”
• A theme will link the
units taught
• Designed to be dynamic
with room for feedback
and flexibility

13. • Topic/Theme Based:
(e.g. Health/pollution)
• Notional functional
(e.g. notional: time/space functional: request / apology)
• Situational (e.g. Post office)
• Skill-based (e.g. negotiation)
• Task base (e.g. organizing an event)
• Content-base (e.g. English for banking)

14. • Procedural syllabus
• Cultural syllabus
• Situational syllabus
• Skill-based syllabus
• Structural or formal
syllabus
• Multi-dimensional
syllabus
• Task-based syllabus
• Process syllabus
• Learner-led syllabus
• Proportional syllabus
• Content-based syllabus
• Notional/functional
syllabus
• Lexical syllabus

15. • Organized along grammatical lines.
• Focus on outcomes or the product
• Learner expected to master each structural step while increasing
grammar
• Uses structured, sequenced practice drills

16. • Focus is on the communicative purpose and the conceptual meaning
of language.
• Calls for needs analysis to establish objectives
• Functions such as inviting, requesting, agreeing, apologizing are
taught.
• Notions such as age, color, size, comparison, time, etc.

17. • Based on learner’s own country
• Requiring teacher to have knowledge of student’s culture
• Goals to develop interest, curiosity and empathy for cultures
• Emphasis on socio-cultural implications of language usage

18. • Based on real life situations, such as going to the dentist, seeing
a movie, meeting a new student
• Content of language is based on such situations.
• Learners find meaning from relevant context.

19. • Firmly based on real language.
• Use of the commonest words and phrases and their meanings
• Learning the patterns of language
• Language is carefully selected for the learner to analyze by
themselves.

20. • Skills are taught that are needed for language competency
• Specific skills such as pronunciation, grammar and discourse are
improved through activities such as: listening to language to find
the main idea, writing well-formed paragraphs, and giving
lectures.

21. • Program is designed as the school year takes place
• Decision to follow a pre-designed content syllabus, or develop an on-
going syllabus using alternative assessment, activities and tasks
• Develops a strong relationship between subject matter, learning, and
the contributions of a classroom.

22. • Goal is to teach specific information and content using the language
that learners are learning.
• Subject matter is primary, and language learning happens
concurrently.
• For example, in a chemistry class, linguistic adjustments are made to
make the chemistry more understandable

23. • Using specific task to achieve a purpose
• Language is developed through interaction and practice.
• Task must be relevant to the real world
• Pre-task, Circling task, Post-task

24. • Learners engaged in the implementation and design as much as
practically possible
• The hope is that the learner is more motivated due to their
awareness of the course and their involvement.
• Questions on practicality of program as syllabus is guided by learner

25. • Focus is on flexibility and spiral technique of language sequencing leading to the
recycling of language.
• Goal is to develop an overall competence
• Themes are chosen by the learner
• Shift from form to interaction.
• States syllabus has to indicate what will be taught, rather than what will be learned

26. • Flexible syllabus incorporating elements of other models.
• Example: a syllabus that includes important functions, reviewing
important situations, and teaching specific skills
• A combination of other models.

27. 1. Structurally graded syllabus misrepresent the nature of language
2. There is more than grammar to language
3. No one-to-one relationship between form and function
4. Tend to promote activities which serve to internalize the formal
properties of language

28. 1. Selection and grading of items become much more complex
2. Items should reflect how learners carry out the communicative purposes
3. Look beyond linguistic simplicity or complexity
4. Misrepresents the nature of language as communication
5. Promote activities that attempt to replicate in class “real” communication

29. • Engage learners in problem solving tasks as purposeful activities
• Problem solving tasks would involve a conscious and repeated reference to the formal
properties of the language
• Language as a necessary resource for the achievement of communicative outcomes

30. • Authenticity of text (idiomaticity and complexity of normal native-speaker discourse)
• Authenticity of text use (Authentic materials, that are believed to be user-specific, just develop
general reading comprehension)
• Authenticity of context (Authenticity of task to learner)

31. 1. Things to decide
2. Actions to be taken on the basis of those decisions
3. Process of review to feed into future decision making

32. Decision
ActionReview

33. Approaches
Deficiency view
Best teachers have no
need for published
materials
Teacher-proof
materials
Difference view
Mere classroom
manager
Freedom for teachers

34. A. Goals
B. Content
C. Methods
D. Guidance

35. 1. Points of view
2. Type of goals
3. Probability of conflict
4. Materials can’t determine goals

36. 1. Input
2. Emergent content
3. Materials doesn’t determine content

37. 1. The target language itself
2. Subject-matter content
3. Learning strategies
4. Attitudes

38. 1. Learning process
2. Activities
3. Activity management

39. Help people fully understand what/ how they are doing it.
• Explanations of goals/content/learning activities
• Hints to draw attention
• Providing learner with immediate feedback
• Evaluation of learner progress/ attainment
• The timing
• Guidance about methods/ target content/ classroom behavior

40. Rationale
People
Ideas
People
Activities
Manager

41. • Learners’ guide language learning
 Independent language learning
Classroom language learning
• Ideas books
• Ideas for content
• Ideas for activities
• Ideas for filler activities

42. • Suitable for their needs
• Possibility of looking ahead and back
• Well-presented
• Adapt and improvise

43. • Why?
1. Clear goals
2. Focused
3. Organized (time, resources, type of interaction and sequence)
• How?

48. Let’s find out tomorrow!