Planning lessons and courses

1. Docente: Dra. Eva Aida Ponce Vega
Arequipa - 2015
UNIVERSIDAD NACIONAL DE
SAN AGUSTIN DE AREQUIPA
PLANNING LESSONS AND COURSES
FACULTAD DE CIENCIAS DE LA EDUCACIÓN
SEGUNDA ESPECIALIDAD EN DIDÁCTICA DEL INGLÉS
COMO LENGUA EXTRANJERA

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 CONTEN
•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