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chapter 6
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COURSE PLANNING
AND SYLLABUS
DESIGN
What is curriculum?
What is syllabus?
The course rationale Who is this for? What is the course about? What kindof teaching and learning will
take place in the course?
DESCRIBING THE ENTRY AND EXIT LEVEL
To plan a language courseAn approach is used in language
program planning to identify different levels of performance.
Language program and Commercial materials
CHOOSING COURSE CONTEN• To develop to address a
specific set of needs. • To cover a given set of
objectives.
Simple and complexChronologyNeedPrerequisite learningWhole to part or part to
wholeSpiaral sequencing
DETERMINING THE SCOPE AND SEQUENCE
PLANNING THE COURSE STRUCTURE
Two aspects of the process:– Selection a Syllables Framework
Major elementThe basis for course focusThe basis for course content
– Developing Instructional BlocksThe process used to make decisions about contentSelf-contained learning sequence
Selecting a
syllabus framework
GRAMMATICAL SYLLABUS
• IT IS BASED ON GRAMMAR
• FOR PLANING A GENERAL COURSE
• FOR BEGINNING LEVEL
• REMAINS A CORE COMPONENTS
LEXICAL SYLLABUS
• TARGET VOCABULARY
Elementary level: 1000 wordsIntermediate level: an additional 2000 wordsUpper intermediate level: an additional 2000 wordsAdvanced level: an additional 2000+words
Communicative functionComunivative competence
FUNCTIONAL SYLLABUS
ADVANTAGEComprehensive viewCan readily be likedFramework
DISADVANTAGENo clear criteria Simplistic view of CCAtomistic approachLead to a phrase-bookConsiderable gaps in G-C
SITUATIONAL SYLLABUS
• Languge needed• Identify the real situation
ADVANTEGE
Use in different situation
Specific situation
Phrase-book
Gaps
TOPICAL OR CONTENT-BASED SYLLABUS
• Themes, or other units of content
Advandage:• Comprehension• Meaningful• Skill areas• Students’ needs• Integration four skills• Authentic materials
COMPETENCY-BASED SYLLABUS
• Competencies learners• To specific situations and activities• Skills, knowladge, and attitudes• Particular tasks ans activities
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 / performanceSkills teachable and learnable units
→provide a practical framework for designing
courses and teaching materials
TASK BASED SYLLABUS
• Tasks and activitiesExamples:
a) finding a solution to a puzzle
b) reading a map and giving directions
c) reading a set of instruments and assembling a toy
AN INTEGRATES SYLLABUS
• Syllabus framework• Teching• Macrolevel and microlevel
DETERMINING INSTRUCTIONAL
BLOCKS
•MODULESThis is a self-contained and independent learning sequence.
•UNITS LengthDevelopmentCoherencePacingOutcome
PREPARING THE SCOPE AND SEQUENCE PLAN
A listing of the module/ unitContents An indication of how much teaching time
By: Dayra Yanangómez