SYLLABUS

GRAMMAR SYLLABUS

Features: Curriculum -based

tasks. It has a list of

grammatical structures.

Organized structures

disadvantages : Forget other

components of linguistic competence .

Not all students have skills for this competition.

EXAMPLE:

The indefinite article : a - an, some -any mean an A and a, an indistinctly, and are used with singular countable nouns . A is set when the following word begins with a consonant ; an, vowel .

A cat ( a cat ) An ocean ( An ocean ) An orange bike ( An orange bike )

Course description: class led to students first grade , in a context of stratum three of Suba.

Overall objective: interprets and analyzes different simple texts and recognizes significant elements in it .

Specific objectives: • recognizes and common names.• Uses the article a and an in different expressions. Materials and resources: writing everyday phrases ,

readings, support guides . Calendar: development of the unit for two weeks with an

intensity of 4 hours per week . Percentage valuation : is evaluated throughout the process :

work in class and extraclase , participation, writing.

FUNCTIONAL NOTIONAL SYLLABUS

Emphasizes the communicative purpose and conceptual meaning of language .

• Features: invite, solicit, accept , apologize.

• Notions such as age , color , size , comparison , time , etc.

EJEMPLO DE SYLLABUS NOCIONAL-FUNCIONAL

Course description: class led to students first grade , in a context of stratum three of Suba.

Overall objective: uses simple expressions of everyday life such as: invite, ask , apologize , age , color , sex , etc.

Specific objectives: identifies and uses verbs . identifies expressions such as race, sex , color , age , etc. Materials and resources: writing everyday phrases ,

readings, support guides . Calendar: development of the unit for two weeks with an

intensity of 4 hours per week . Percentage valuation : is evaluated throughout the process

: work in class and extraclase , participation, writing.

SITUATIONAL SYLLABUS

• It is a plan proportionate studies.

• Selection and sequencing of different situations in real life instead of different grammatical elements such as vocabulary, topics or functions.

• Fundamental principle teach language through situations .

Disadvantages : • It is difficult to choose

key situations for a general class.

EXAMPLE:

Examples:

At the bankAt the supermarketAt the travel agencyAt the restaurant

Course description: class led to students first grade , in a context of stratum three of Suba.

Overall objective: recognizes situations in real life. Specific objectives: writes and says phrases like going to the dentist , go to

movies , meet a friend . Materials and resources: writing everyday phrases ,

readings, support guides . Calendar: development of the unit for two weeks with an

intensity of 4 hours per week . Percentage valuation : is evaluated throughout the

process : work in class and extraclase , participation, writing.

SKILL-BASED SYLLABUS

Develop specific skills such as pronunciation, grammar and discourse , through activities such as: Listen language Finding the main idea Write paragraphs shapely

EXAMPLE:Activity:1. Listen and write the

words that you know in the song.

2. Write paragraphs with known words

This activity corresponds to the syllabus based on skills, because it explores the student's skill with respect to the pronunciation, concentration and the ability to write texts.

Course description: class led to students first grade , in a context of stratum three of Suba.

Overall objective: comprising in another language , codes and ways to express the information of everyday life

Specific objectives: investigates the correct pronunciation of words in a foreign

language. enjoys communicating in a foreign language. Materials and resources: writing everyday phrases , readings,

support guides . Calendar: development of the unit for two weeks with an

intensity of 4 hours per week . Percentage valuation : is evaluated throughout the process :

work in class and extraclase , participation, writing.

TASK-BASED SYLLABUS

Students do something based on an assigned task.

Tasks and activities are used to encourage students to use the language communicatively.

Tasks should be meaningful so that they can enhance learning.

EXAMPLE:

Activity:1. Write a short text, which

make a brief personal description.

2. read the text in front of their peers and their teacher .

This activity corresponds to a task-based syllabus , as it is encouraging learner 's communicative competence through the realization of a task assigned.

Course description: class led to students first grade , in a context of stratum three of Suba.

Overall objective: Foreign language describes physical , social and cultural characteristics.

Specific objectives: enjoys communicating in a foreign language. Materials and resources: writing everyday phrases ,

readings, support guides . Calendar: development of the unit for two weeks with an

intensity of 4 hours per week . Percentage valuation : is evaluated throughout the

process : work in class and extraclase , participation, writing.

CONTENT-BASED SYLLABUS

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.

Example:

in a chemistry class, linguistic adjustments are made to make the chemistry more understandable

Course description: class led to students first grade , in a context of stratum three of Suba.

Overall objective: incorporates meanings and words of foreign language into their lexical competence .

Specific objectives: enjoys communicating in a foreign language. Materials and resources: writing everyday phrases ,

readings, support guides . Calendar: development of the unit for two weeks with an

intensity of 4 hours per week . Percentage valuation : is evaluated throughout the

process : work in class and extraclase , participation, writing.