Unit 1 Course planning and_syllabus_design
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This document discusses various approaches to curriculum and syllabus design for language courses. It describes different types of syllabus frameworks including grammatical, lexical, functional, situational, topical/content-based, competency-based, skills-based, and task-based syllabi. It also covers determining instructional blocks like modules and units, and preparing a scope and sequence plan that lists modules/units, their contents, and estimated teaching time. The goal is to help teachers plan language courses by selecting an appropriate syllabus framework and developing coherent instructional sequences and assessments.
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Course planning and syllabus design
This document discusses various approaches to curriculum and syllabus design for language courses. It describes defining the rationale, entry and exit levels, choosing content, and determining scope and sequence. Various syllabus frameworks are presented such as grammatical, lexical, functional, situational, topical, competency-based, skills-based, and task-based. The document also covers selecting a syllabus framework, developing instructional blocks like modules and units, and preparing a scope and sequence plan.
Approaches to Curriculum Design-Language Curriculum Design I.S.P. Nation and ...
Language Curriculum Design by
I.S.P. Nation and John Macalister.
Chapter 9
Approaches to Curriculum Design
Course Planning and Syllabus Design
This document discusses course planning and syllabus design. It begins by explaining course rationale, which describes the reasons for a course and the intended teaching/learning. Key aspects of course rationale include who the course is for, what it covers, and how learning will occur. Determining scope and sequence is also important - scope refers to breadth/depth of content coverage, while sequence considers ordering content from simple to complex. The document then discusses selecting a syllabus framework, such as situational, topical, or task-based. Developing instructional blocks like modules or units is also covered. The planning process concludes by preparing a scope and sequence plan listing modules/units and their time requirements.
Course planning and syllabus design
This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
Nunan curriculum model_1
The document defines curriculum as a systematic attempt by teachers to specify and study a planned intervention in the educational process. It discusses David Nunan's view that a truly learner-centered curriculum requires documenting what learners want from their courses and what they are capable of. It also notes that collecting biographical and personal data from learners and using it to select content is key to a learner-centered approach. Finally, it outlines the aims and process of a learner-centered curriculum, including initial planning, content selection, methodology, and parallel evaluation involving both teachers and learners.
Teaching Mixed Ability Class
This document discusses strategies for teaching mixed-ability classes. It defines mixed-ability classes as those with students having differences in language learning ability, speed, style, personality and more. Teaching such classes can frustrate both students and teachers. However, the document recommends using discussion and needs analysis to understand students' abilities and perspectives, establish expectations, and build a cooperative learning environment. Specifically, it suggests analyzing students' self-reflections, ranking approaches, and creating a student contract to guide lesson planning.
Me1
This document discusses different types of syllabus design, including process/product, analytic/synthetic, and type A/type B syllabi. It defines a syllabus as the specification of content and ordering of what is to be taught in a language course. Product-oriented syllabi focus on the end results or language parts, while process-oriented emphasize how language is used. Synthetic syllabi separate language into parts, while analytic present whole chunks for analysis. Type A syllabi pre-determine objectives, while type B emerge through negotiation and focus on the learning process. A good syllabus incorporates elements of different types to meet learners' needs and achieve desired objectives.
ESP MATERIAL DESIGN
The document discusses developing materials for language courses. It provides an overview of developing materials, including defining materials development, evaluating existing materials, designing new materials, and adapting existing materials. It then discusses considerations for developing materials such as determining organizing principles, identifying units, and sequencing content. The document also provides models and processes for evaluating, designing, and adapting materials.
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Course planning and syllabus design
This document discusses various approaches to curriculum and syllabus design for language courses. It describes defining the rationale, entry and exit levels, choosing content, and determining scope and sequence. Various syllabus frameworks are presented such as grammatical, lexical, functional, situational, topical, competency-based, skills-based, and task-based. The document also covers selecting a syllabus framework, developing instructional blocks like modules and units, and preparing a scope and sequence plan.
Approaches to Curriculum Design-Language Curriculum Design I.S.P. Nation and ...
Language Curriculum Design by
I.S.P. Nation and John Macalister.
Chapter 9
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Course Planning and Syllabus Design
This document discusses course planning and syllabus design. It begins by explaining course rationale, which describes the reasons for a course and the intended teaching/learning. Key aspects of course rationale include who the course is for, what it covers, and how learning will occur. Determining scope and sequence is also important - scope refers to breadth/depth of content coverage, while sequence considers ordering content from simple to complex. The document then discusses selecting a syllabus framework, such as situational, topical, or task-based. Developing instructional blocks like modules or units is also covered. The planning process concludes by preparing a scope and sequence plan listing modules/units and their time requirements.
Course planning and syllabus design
This document discusses course planning and syllabus design. It begins by outlining topics that will be covered, including developing a course rationale, preparing a scope and sequence plan, and planning course content and structure. It then provides details on developing a course rationale by answering questions about who the course is for and what will be taught. Examples of course rationales are given. The document also discusses choosing course content, describing student entry and exit levels, and various approaches to syllabus design, including grammatical, lexical, functional, situational, and integrated syllabuses. Factors to consider in selecting a syllabus framework and developing instructional blocks are also outlined.
Nunan curriculum model_1
The document defines curriculum as a systematic attempt by teachers to specify and study a planned intervention in the educational process. It discusses David Nunan's view that a truly learner-centered curriculum requires documenting what learners want from their courses and what they are capable of. It also notes that collecting biographical and personal data from learners and using it to select content is key to a learner-centered approach. Finally, it outlines the aims and process of a learner-centered curriculum, including initial planning, content selection, methodology, and parallel evaluation involving both teachers and learners.
Teaching Mixed Ability Class
This document discusses strategies for teaching mixed-ability classes. It defines mixed-ability classes as those with students having differences in language learning ability, speed, style, personality and more. Teaching such classes can frustrate both students and teachers. However, the document recommends using discussion and needs analysis to understand students' abilities and perspectives, establish expectations, and build a cooperative learning environment. Specifically, it suggests analyzing students' self-reflections, ranking approaches, and creating a student contract to guide lesson planning.
Me1
This document discusses different types of syllabus design, including process/product, analytic/synthetic, and type A/type B syllabi. It defines a syllabus as the specification of content and ordering of what is to be taught in a language course. Product-oriented syllabi focus on the end results or language parts, while process-oriented emphasize how language is used. Synthetic syllabi separate language into parts, while analytic present whole chunks for analysis. Type A syllabi pre-determine objectives, while type B emerge through negotiation and focus on the learning process. A good syllabus incorporates elements of different types to meet learners' needs and achieve desired objectives.
ESP MATERIAL DESIGN
The document discusses developing materials for language courses. It provides an overview of developing materials, including defining materials development, evaluating existing materials, designing new materials, and adapting existing materials. It then discusses considerations for developing materials such as determining organizing principles, identifying units, and sequencing content. The document also provides models and processes for evaluating, designing, and adapting materials.
Course planning and syllabus design
The document discusses various approaches to designing language course content and structure. It describes factors to consider when developing a course rationale and determining entry/exit levels. Common approaches for sequencing content include simple to complex, chronological order, and prerequisite skills. Syllabus frameworks that can be used include situational, topical, functional, task-based, and integrated. Instructional blocks are self-contained learning sequences that reflect overall course goals and objectives.
Course planning and syllabus design
This document discusses key aspects of course planning and syllabus design, including selecting content, determining scope and sequence, and structuring the course. It explains that syllabus design focuses on content selection and grading, while methodology refers to selecting learning tasks. An effective syllabus fits learners' needs and aims through classroom activities. Key steps in design include determining entry/exit levels, choosing content based on assumptions about language and learning, sequencing content, and structuring the course with instructional blocks like modules and units. Modules and units help make courses more teachable while providing progression and coherence.
Process oriented syllabus
This document discusses different types of syllabus design, including procedural, task-based, and content syllabuses. Procedural and task-based syllabuses focus on classroom processes and tasks rather than linguistic items or communicative skills. They specify activities for learners to engage in class. Task-based syllabuses select tasks as the basic unit of planning and justify this based on pedagogical and psycholinguistic reasons. Content syllabuses derive experiential content from subject areas to provide the starting point for the syllabus.
Course design
The document provides guidance on effective course design and developing an effective syllabus. It discusses that effective course design includes determining learning objectives and selecting activities and assignments to help students achieve those objectives. An effective syllabus should articulate course aims and objectives, demonstrate how assessment relates to objectives, and clarify expectations for instructors and students. The document then outlines steps for course planning, including analyzing context, planning content and objectives, selecting instructional strategies, and assessing learning. It emphasizes starting with learning objectives and designing a course to help students achieve those objectives through a logical sequence of activities and assessments.
Adapting The Textbook
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Esp section 3 application
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
Designing the Needs Analysis
Designing the Needs Analysis from Needs Analysis Chapter 3 from Jack C. Richards' book Curriculum Development in Language Teaching
Content based syllabus
Syllabus content-based hecho por alumnas de la facultad de idiomas de la Universidad Autónoma Benito Juárez de Oaxaca
Chapter 1 Harmer 2007
This document discusses the changing role of English as a global language. It introduces Braj Kachru's three circles model of English and defines a lingua franca. Varieties of English like American, British, and World Englishes are examined. The document also explores sociolinguistic influences on language and debates around appropriate models for English language teaching. Factors like English as a foreign, second, or international language are considered.
What good language learners do
Good language learners recognize that language learning requires effort, not special talent. They take responsibility for their own learning and create study materials. They learn languages in small, regular chunks by speaking and listening frequently to practice, and they accept that making mistakes is part of the learning process. Most importantly, they enjoy language learning and make it a regular hobby.
Assessment in English for Specific Purposes
This document discusses assessment and testing in the classroom. It outlines the purposes of assessment, which include providing feedback to aid learning and measuring students' competence. Different types of classroom assessments are described, such as exercises, projects, quizzes, and observations. The document also discusses developing tests for specific purposes, characteristics of good tests, reporting test results using band descriptors, and developing in-house tests and test questions for English for Specific Purposes courses. Key points covered include using assessment for evaluation, feedback, and course design, as well as ensuring tests are fair, consistent, and provide students with useful information.
Mixed ability classes
This document discusses challenges and strategies related to mixed ability classrooms. It addresses how mixed ability classes can affect the syllabus to be covered by frustrating students and teachers, preventing the syllabus from following a timeline suited to each student, and requiring flexibility. It also discusses how lesson plans can adopt multi-aims by assigning different objectives, activities, and tasks tailored to different student ability levels and having students work in groups to learn from each other.
DIY Escape Rooms & Immersive Experiences in the Library
Escape rooms are immersive, live-action games in which a group of participants enter a room where they must solve puzzles and collect clues in order to "escape" or win the game. These engaging and captivating games can be designed around nearly any theme from zombies to pirates to detective dramas and are being used by libraries in a multitude of ways. They can be employed simply for outreach and to engage library patrons, for incorporating instruction and experiential learning outcomes, as well as for internal staff team-building and training. You too can create this type of captivating programming for your own library for both promotion and education!
Course design nunan
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.
Organizing a Course
This document discusses different approaches to organizing language courses, including organizing around topics, texts, skills, functions, competencies, and tasks. It provides examples of course structures and sequencing for each approach. The document also defines syllabus design and different types of syllabi, such as structural, situational, topical/thematic, functional, competency-based, task-based, and skills-based syllabi. It discusses determining organizing principles, units, and unit contents for course design.
Language Curriculum Design
This chapter provides an overview of the curriculum design process, which consists of analyzing the environment, discovering learner needs, following principles of teaching and learning, setting goals and sequencing content, choosing an appropriate format and methods, monitoring and assessing learning, and evaluating the effectiveness of the curriculum. The curriculum design process aims to integrate knowledge from applied linguistics to develop a curriculum that is suited to the learning situation and needs of the learners.
Teaching mixed ability classes
This document discusses teaching mixed ability classes. It notes that mixed ability classes can present problems for teachers as students have differing levels. Some challenges include providing learning for all students, managing pacing, and designing assessments. However, there are also advantages such as developing tolerance and cooperation. The document recommends strategies for teaching mixed ability classes like differentiated instruction, grouping students by ability, and allowing peer learning. The conclusion states that mixed ability classes challenge teachers to understand diverse student needs, but various grouping strategies and open discussion can help address difficulties.
The task based approach some questions and suggestions littlewood
This document discusses the task-based approach to language teaching. It explores different definitions of what constitutes a "task" along a continuum from activities with minimal communicative purpose to those that primarily involve communication. It also examines two dimensions of tasks: a focus on forms versus meaning, and level of learner task involvement. While the task-based approach is presented as a development within the communicative language teaching methodology, the document questions how useful the term "task-based approach" really is, given issues with the task definition and lack of enthusiasm for the label outside of language teaching circles. It proposes adopting the broader label of "communication-oriented language teaching" to encompass both communicative and task-based approaches.
Course Planning and Syllabus Design
This document discusses various aspects of developing an effective language course, including determining the rationale, entry and exit levels, content selection, scope and sequence, structure, and instructional blocks. Specifically, it addresses choosing a syllabus framework based on factors like beliefs, research, practice, and trends, and considers options like grammatical, lexical, functional, situational, topical, competency-based, skill-based, task-based, and text-based approaches or an integrated model. The goal is to plan a coherent course progression from simple to complex by selecting, sequencing, and structuring content into teachable modules and units.
Approaches to foreign language syllabus design
This document discusses approaches to foreign language syllabus design. It describes six types of syllabi: structural, notional/functional, situational, skill-based, task-based, and content-based. These syllabi range from emphasizing language forms to emphasizing language use. In practice, syllabi often combine elements of different types. The document provides guidelines for choosing a syllabus, including defining desired learning outcomes, evaluating available resources, and selecting a primary syllabus type to organize instruction.
Planning lessons and courses
This document discusses various approaches to planning language courses, including determining curriculum, syllabus, scope and sequence. It describes selecting a syllabus framework like grammatical, lexical, functional, situational, topical/content-based, competency-based, skills-based, or task-based. It also covers developing instructional blocks like modules and units, and preparing a scope and sequence plan listing the contents and estimated teaching time. The goal is to effectively structure and sequence course content and lessons.
Course planning and syllabus design in language teaching
This presntation is based on chapter six of the book "Curriculum Development in Language Teaching" By: Jack C. Richards. Cambridge Language Education.
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Course planning and syllabus design
The document discusses various approaches to designing language course content and structure. It describes factors to consider when developing a course rationale and determining entry/exit levels. Common approaches for sequencing content include simple to complex, chronological order, and prerequisite skills. Syllabus frameworks that can be used include situational, topical, functional, task-based, and integrated. Instructional blocks are self-contained learning sequences that reflect overall course goals and objectives.
Course planning and syllabus design
This document discusses key aspects of course planning and syllabus design, including selecting content, determining scope and sequence, and structuring the course. It explains that syllabus design focuses on content selection and grading, while methodology refers to selecting learning tasks. An effective syllabus fits learners' needs and aims through classroom activities. Key steps in design include determining entry/exit levels, choosing content based on assumptions about language and learning, sequencing content, and structuring the course with instructional blocks like modules and units. Modules and units help make courses more teachable while providing progression and coherence.
Process oriented syllabus
This document discusses different types of syllabus design, including procedural, task-based, and content syllabuses. Procedural and task-based syllabuses focus on classroom processes and tasks rather than linguistic items or communicative skills. They specify activities for learners to engage in class. Task-based syllabuses select tasks as the basic unit of planning and justify this based on pedagogical and psycholinguistic reasons. Content syllabuses derive experiential content from subject areas to provide the starting point for the syllabus.
Course design
The document provides guidance on effective course design and developing an effective syllabus. It discusses that effective course design includes determining learning objectives and selecting activities and assignments to help students achieve those objectives. An effective syllabus should articulate course aims and objectives, demonstrate how assessment relates to objectives, and clarify expectations for instructors and students. The document then outlines steps for course planning, including analyzing context, planning content and objectives, selecting instructional strategies, and assessing learning. It emphasizes starting with learning objectives and designing a course to help students achieve those objectives through a logical sequence of activities and assessments.
Adapting The Textbook
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
Esp section 3 application
This document discusses various aspects of syllabus design and evaluation for English for Specific Purposes courses. It begins by defining different types of syllabi, such as the evaluation, organizational, materials, teacher, classroom, and learner syllabi. It then examines criteria for organizing a syllabus, including by topic, structure, function, skills, situation, or task. The document also explores the role of the syllabus in course design, considering language-centered, skills-centered, learning-centered, and post-hoc approaches. Finally, it covers evaluation, distinguishing between learner assessment through placement tests, achievement tests, and proficiency tests, as well as course evaluation of aspects like needs, syllabus, materials, techniques, testing,
Designing the Needs Analysis
Designing the Needs Analysis from Needs Analysis Chapter 3 from Jack C. Richards' book Curriculum Development in Language Teaching
Content based syllabus
Syllabus content-based hecho por alumnas de la facultad de idiomas de la Universidad Autónoma Benito Juárez de Oaxaca
Chapter 1 Harmer 2007
This document discusses the changing role of English as a global language. It introduces Braj Kachru's three circles model of English and defines a lingua franca. Varieties of English like American, British, and World Englishes are examined. The document also explores sociolinguistic influences on language and debates around appropriate models for English language teaching. Factors like English as a foreign, second, or international language are considered.
What good language learners do
Good language learners recognize that language learning requires effort, not special talent. They take responsibility for their own learning and create study materials. They learn languages in small, regular chunks by speaking and listening frequently to practice, and they accept that making mistakes is part of the learning process. Most importantly, they enjoy language learning and make it a regular hobby.
Assessment in English for Specific Purposes
This document discusses assessment and testing in the classroom. It outlines the purposes of assessment, which include providing feedback to aid learning and measuring students' competence. Different types of classroom assessments are described, such as exercises, projects, quizzes, and observations. The document also discusses developing tests for specific purposes, characteristics of good tests, reporting test results using band descriptors, and developing in-house tests and test questions for English for Specific Purposes courses. Key points covered include using assessment for evaluation, feedback, and course design, as well as ensuring tests are fair, consistent, and provide students with useful information.
Mixed ability classes
This document discusses challenges and strategies related to mixed ability classrooms. It addresses how mixed ability classes can affect the syllabus to be covered by frustrating students and teachers, preventing the syllabus from following a timeline suited to each student, and requiring flexibility. It also discusses how lesson plans can adopt multi-aims by assigning different objectives, activities, and tasks tailored to different student ability levels and having students work in groups to learn from each other.
DIY Escape Rooms & Immersive Experiences in the Library
Escape rooms are immersive, live-action games in which a group of participants enter a room where they must solve puzzles and collect clues in order to "escape" or win the game. These engaging and captivating games can be designed around nearly any theme from zombies to pirates to detective dramas and are being used by libraries in a multitude of ways. They can be employed simply for outreach and to engage library patrons, for incorporating instruction and experiential learning outcomes, as well as for internal staff team-building and training. You too can create this type of captivating programming for your own library for both promotion and education!
Course design nunan
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.
Organizing a Course
This document discusses different approaches to organizing language courses, including organizing around topics, texts, skills, functions, competencies, and tasks. It provides examples of course structures and sequencing for each approach. The document also defines syllabus design and different types of syllabi, such as structural, situational, topical/thematic, functional, competency-based, task-based, and skills-based syllabi. It discusses determining organizing principles, units, and unit contents for course design.
Language Curriculum Design
This chapter provides an overview of the curriculum design process, which consists of analyzing the environment, discovering learner needs, following principles of teaching and learning, setting goals and sequencing content, choosing an appropriate format and methods, monitoring and assessing learning, and evaluating the effectiveness of the curriculum. The curriculum design process aims to integrate knowledge from applied linguistics to develop a curriculum that is suited to the learning situation and needs of the learners.
Teaching mixed ability classes
This document discusses teaching mixed ability classes. It notes that mixed ability classes can present problems for teachers as students have differing levels. Some challenges include providing learning for all students, managing pacing, and designing assessments. However, there are also advantages such as developing tolerance and cooperation. The document recommends strategies for teaching mixed ability classes like differentiated instruction, grouping students by ability, and allowing peer learning. The conclusion states that mixed ability classes challenge teachers to understand diverse student needs, but various grouping strategies and open discussion can help address difficulties.
The task based approach some questions and suggestions littlewood
This document discusses the task-based approach to language teaching. It explores different definitions of what constitutes a "task" along a continuum from activities with minimal communicative purpose to those that primarily involve communication. It also examines two dimensions of tasks: a focus on forms versus meaning, and level of learner task involvement. While the task-based approach is presented as a development within the communicative language teaching methodology, the document questions how useful the term "task-based approach" really is, given issues with the task definition and lack of enthusiasm for the label outside of language teaching circles. It proposes adopting the broader label of "communication-oriented language teaching" to encompass both communicative and task-based approaches.
Course Planning and Syllabus Design
This document discusses various aspects of developing an effective language course, including determining the rationale, entry and exit levels, content selection, scope and sequence, structure, and instructional blocks. Specifically, it addresses choosing a syllabus framework based on factors like beliefs, research, practice, and trends, and considers options like grammatical, lexical, functional, situational, topical, competency-based, skill-based, task-based, and text-based approaches or an integrated model. The goal is to plan a coherent course progression from simple to complex by selecting, sequencing, and structuring content into teachable modules and units.
Approaches to foreign language syllabus design
This document discusses approaches to foreign language syllabus design. It describes six types of syllabi: structural, notional/functional, situational, skill-based, task-based, and content-based. These syllabi range from emphasizing language forms to emphasizing language use. In practice, syllabi often combine elements of different types. The document provides guidelines for choosing a syllabus, including defining desired learning outcomes, evaluating available resources, and selecting a primary syllabus type to organize instruction.
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This document discusses various approaches to planning language courses, including determining curriculum, syllabus, scope and sequence. It describes selecting a syllabus framework like grammatical, lexical, functional, situational, topical/content-based, competency-based, skills-based, or task-based. It also covers developing instructional blocks like modules and units, and preparing a scope and sequence plan listing the contents and estimated teaching time. The goal is to effectively structure and sequence course content and lessons.
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Unit 1 Course planning and_syllabus_design
- 2. What is curriculum? What is syllabus?
- 3. The course rationale Who is this for? What is the course about? What kindof teaching and learning will take place in the course?
- 4. DESCRIBING THE ENTRY AND EXIT LEVEL To plan a language course An approach is used in language program planning to identify different levels of performance. Language program and Commercial materials
- 5. CHOOSING COURSE CONTENT •To develop to address a specific set of needs. •To cover a given set of objectives.
- 6. Simple and complex Chronology Need Prerequisite learning Whole to part or part to whole Spiaral sequencing DETERMINING THE SCOPE AND SEQUENCE
- 7. PLANNING THE COURSE STRUCTURE Two aspects of the process: – Selection a Syllables Framework Major element The basis for course focus The basis for course content – Developing Instructional Blocks The process used to make decisions about content Self-contained learning sequence
- 9. GRAMMATICAL SYLLABUS • IT IS BASED ON GRAMMAR • FOR PLANING A GENERAL COURSE • FOR BEGINNING LEVEL • REMAINS A CORE COMPONENTS
- 10. LEXICAL SYLLABUS • TARGET VOCABULARY Elementary level: 1000 words Intermediate level: an additional 2000 words Upper intermediate level: an additional 2000 words Advanced level: an additional 2000+words
- 11. Communicative function Comunivative competence FUNCTIONAL SYLLABUS ADVANTAGE Comprehensive view Can readily be liked Framework DISADVANTAGE No clear criteria Simplistic view of CC Atomistic approach Lead to a phrase-book Considerable gaps in G-C
- 12. SITUATIONAL SYLLABUS • Languge needed • Identify the real situation ADVANTEGE Use in different situation Specific situation Phrase-book Gaps
- 13. TOPICAL OR CONTENT-BASED SYLLABUS • Themes, or other units of content Advandage: • Comprehension • Meaningful • Skill areas • Students’ needs • Integration four skills • Authentic materials
- 14. COMPETENCY-BASED SYLLABUS • Competencies learners • To specific situations and activities • Skills, knowladge, and attitudes • Particular tasks ans activities
- 15. SKILLS SYLLABUS • Different underlying abilities • Basic reference skills • Identify the microskills underlying the use of the four macroskills of listening, speaking, reading, & writing The advantages of skills-based syllabuses: Behavior / performance Skills teachable and learnable units →provide a practical framework for designing courses and teaching materials
- 16. TASK BASED SYLLABUS • Tasks and activities Examples: a) finding a solution to a puzzle b) reading a map and giving directions c) reading a set of instruments and assembling a toy
- 17. AN INTEGRATES SYLLABUS • Syllabus framework • Teching • Macrolevel and microlevel
- 19. •MODULES This is a self-contained and independent learning sequence. •UNITS Length Development Coherence Pacing Outcome
- 20. PREPARING THE SCOPE AND SEQUENCE PLAN A listing of the module/ unit Contents An indication of how much teaching time