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7/30/2019 Phuong 09July

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Course Planning and Syllabus

Design

Group 6: Bch Hng NguynHong H Thy TinPhm Nguyn Ngc PhngTrng Th Hng Nhung

HCM CITY OPEN UNIVERSITY

DIPTESOL 13B


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Planning the Course Structure

Topical (content-based) syllabus

WHAT?

organized around themes, topics, or other units

of content

starting point is content rather than grammar,functions, or situations

framework for linking different syllabus strands

together

each syllabus must include some content


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PROS

A case study of why a Topical syllabus was

preferred in developing speaking materials

Functionallyorganized

Topics/content-basedorganized

Places and Directions

Cities and Places

Leisure and Entertainment

Music

Movies

TelevisionOn vacation

Shopping


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PROS

facilitates comprehension

content makes linguistic form more meaningful

best basis for teaching the skills areas

integration of the four skills

addresses students needs motivating

allows usage of authentic materials


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CONS proper decisions about the themes, topics and

content are critical

striking balance between content and itsvocabulary and grammar may be difficult

ELT teachers may not be qualified to teach the

content

assessment is difficult test the learning oflanguage or test the learning of content?


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Competency-based syllabus

WHAT?

focuses on a list of abilities (competencies) the

student must be able to master in specific

situations and activities competencies are a description of the essential

skills, knowledge and attitudes which must be

acquired to be able to effectively perform tasks

and activities used in ESP, work-skills and social survival

language programs


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WHAT?

Oxford Word Skills (OUP)

Examples of competencies

related to the topic Food anddrink in Basic:

I can name meat and fish

I can name fruit and vegetables

I can buy food in a shop

I can order in a caf

I can order in a restaurant


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PROS

learners are centred, learning process is central

outcome-based, adaptive to the changing needs

of students, teachers and the community


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CONS

no valid procedures to develop competency

specifications

hidden values underlying competencyspecifications


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Skills syllabus

WHAT?

focuses on the different underlying abilities

(micro-skills) required to be proficient at the four

macro-skills: reading, writing, speaking andlistening

an example of "part to whole" sequencing


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Skills syllabus

WHAT?

Active Skills for Reading

(Thomson)

Examples of micro-skills of

Reading in the first 4 units of

Book 1:

predicting

scanning

reading for details

using subtitles to predict content


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Skills syllabus

WHAT?

Active Listening (second

edition) (CUP)

Examples of micro-skills ofListening volume 2:

listening for main idea

listening for details

making inferences


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Skills syllabus

PROS

focuses on behaviour or performance

teaches skills that are transferable to many

situations identifies a framework that can be broken into

teachable and learnable units


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Skills syllabus

CONS

no serious basis for determining skills

focuses on discrete aspects of performance

rather than global and integrated communicativeabilities


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Task-based syllabus

WHAT?

organized around tasks that the student will be able to

complete in the target language

Tasks "provide a vehicle for the presentation of

appropriate target language samples to learners input which they will inevitable reshape via application of

general cognitive processing capabilities and for the

delivery of comprehension and production opportunities

of negotiable difficulty." (Long and Crookes, 1991, 1993) not widely used as core syllabus


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Task-based syllabus

WHAT?Two types of tasks:

Pedagogical and real-world tasks

Pedagogical tasks are based on second languageacquisition (SLA) theory and are designed to trigger

language learning processes and strategies.

Examples of pedagogical tasks:

jigsaw tasks information-gap tasks

problem solving tasks

decision-making tasks

opinion exchange tasks


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Task-based syllabus

PROS

tasks are activities that drive the language

learning process

tasks are motivating and engage in meaningfulcommunication

grammar is not central though it will be learned


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Task-based syllabus

CONS

definitions of tasks are sometimes too broad

procedure for design and selection of tasks are

unclear excessive use of communicative tasks may

encourage fluency at the expense of accuracy


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