Curriculum Syllabus Unit Lesson Activity/Task

NML. MSTER 2013

http://www.britishcouncil.org/colombia-ingles-elt-conference-2010-presentaciones-yamith-fandino-ppt.pdf

NML. MSTER 2013

SYLLABUS: DEFINITION
http://iteslj.org/Articles/Rabbini-Syllabus.html

Expression of opinion on the nature of language and learning A guide for both teacher and learner by providing some goals to be attained.

Statement of what is to be learnt. It reflects of language and linguistic performance. Hutchinson and Waters (1987:80).

Summary of the content to which learners will be exposed" (Yalden.1987: 87).

The syllabus should be communicative vs. traditional syll.(based on teaching grammar) Have a communicative approach Trends: Communication Sociocultural Learning how to learn Language and cultural awareness General knowledge

NML. MSTER 2013

Two main types of syllabuses: 1.Product-Oriented 2.Process-Oriented 1. PRODUCT-ORIENTED

Synthetic approach, emphasize the product of language learning and are prone to intervention from an authority.

a. The Structural Approach

Grammatical syllabus selection and grading of content depending on complexity and simplicity of grammatical items. Focuses : one aspect of language (grammar).

b. The Situational Approach

Alternative app List of situations situational needs rather than grammatical units. learner- rather than subject-centered

c. The Notional/Functional Approach

Communicative purpose and conceptual meaning of language i.e. notions and functions, as opposed to grammatical items and situational elements. Needs of the learners will have to be analyzed A new list has replaced the old one focus on learner

NML. MSTER 2013

2. PROCESS-ORIENTED SYLLABUSES
Language can be learnt experientially Focus on learning tasks and activities that s/he will undertake during the course.

a. Procedural/Task-Based Approaches
Focus from the linguistic element to the pedagogical, with an emphasis on learning or learner. Arrange program around tasks (no ordering/grading of content). Speaking through practice and interaction Tasks relevant to the real world language needs of the student. Activities L2 enhance learning.

b. Learner-Led Syllabuses
Learner: Involved in the implementation of the syllabus design Fully aware of the course they are studying Negative: Radical and utopian as the direction of the syllabus will be largely the responsibility of the learners. A lack of aims may come about.

c. The Proportional Approach

Syllabus develop an "overall competence" Elements with theme playing a linking role through the units Themes designated by learners. Syllabus designed: dynamic, not static, with ample opportunity for feedback and flexibility.

NML. MSTER 2013

Indicate explicitly what will be taught, "not what will be learned". Focus on flexibility and spiral method of language sequencing Recycling of language.

SYLLABUS DESIGN AND EVALUATION

Syllabus: what Methodology: how Evaluation: Assessment

Ideally a syllabus should provide: 1. 2. 3. 4. 5. Framework of knowledge Continuity, sense of direction Record for other teachers Basis for evaluation of students progress Basis evaluating appropriateness of course (overall aims and needs) 6. Content appropriate How can I express these principles? 1. 2. 3. 4. What knowledge and capabilities should be focused upon? What will I select as appropriate content? Subdivision of content in manageable units? Sequence of a path of development?

Practice: 1. What view of language do I hold? 2. What is my view of language learning? Take into account: 1. Differing student expectations 2. Aims and conventions of the institution. 3. Syllabus appropriate to my context.

NML. MSTER 2013

Based on topics or themes promoting communication Related to: students everyday experiences Popular culture Taken from other areas of the school curriculum.

KEY QUESTIONS: What will motivate students? What are students interested in? Are the themes connected to reality? What language will they learn with the theme? Does theme add general knowledge and understanding of the world? Provides opportunities for crosscurricular links? For developing competencias bsicas? Theme help develop thinking skills? Opportunities for developing sociocultural understanding? Opportunities for a variety of task-based activities? What materials can I use with this theme? TRANSPORT. TRANSPORT IN THE FUTURE / TRANSPORT NETWORKS IN MY TOWN / THE HISTORY OF TRANSPORT
NML. MSTER 2013

Writing a syllabus WHY?

REQUIRED BY THE INSTITUTION.

Effective?
Conveys what the class will be like What will do and learn What can they expect from you Guides student learning Assists you in professional development

Benefits:
Is a contratct Central reference for students Effective planning document Repository for other instructors

General tips:
Be specific Maintain a friendly tone Review syllabus on the 1st day of class Announce changes by email (web site).

NML. MSTER 2013

PRACTICE 1: Syllabus samples and checklist In groups, use the syllabus sample provided: Give your opinion Will you add/remove anything? Comments? Use the syllabus checklist Comments, missing?

PRACTICE 2: Syllabus samples and checklist Use textbook: design a syllabus for a 2 months course (no matter level).

NML. MSTER 2013