Unit 1 Course planning and syllabus information

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

8. Selecting
a
syllabus
framework

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

18. DETERMINING
INSTRUCTIONAL
BLOCKS

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

21. By: Dayra Yanangómez

22. • http://www.slideshare.net/monicatorresc/sav
edfiles?s_title=course-planning-and-syllabus-
design&user_login=dayrayanangomezcalero