Syllabuses and coursebooks
Syllabus versus Curriculum – the subjects comprising a course of study in a school or college; the set of courses, and their content, offered at a school or university (prescriptive). Syllabus – a plan that states exactly what students at a school or college should learn in a particular subject; the central organising strand of materials (descriptive).
Syllabus checklist Basic information Course description Course materials Course schedule/ Weekly calendar Evaluation and grading policy Course policies Other information relevant to a particular course
Syllabus design criteria Learnability Frequency Coverage Usefulness
Frequency: top 10 words 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. the be of and a to in have it I
Different syllabuses The grammar syllabus a list of items sequences in such a way that the students gradually acquire knowledge of grammatical structures, leading to an understanding of the grammatical system.
Different syllabuses (2) The lexical syllabus (John Sinclair, Antoinette Renouf) a syllabus created on the bases of vocabulary and lexis. Problems many facets to lexis the relationship between lexis and grammar
Different syllabuses (3) The functional syllabus (David Wilkins) Requesting Inviting Agreeing / disagreeing Offering: Would you like me to…? Do you want some help? I’ll help you if you want. Let me give you a hand. I’ll do that…
Different syllabuses (4) The situational syllabus offers the possibility of selecting and sequencing different real-life situations At the restaurant At the bank At the travel agency At the supermarket At the post-office
Different syllabuses (5) The topic-based syllabus The weather Language Communication Globalisation Music, etc.
Different syllabuses (6) The task-based syllabus lists a series of tasks and some or all of the language to be used in those tasks Task types used Listing Ordering and sorting Comparing Problem solving Sharing personal experience Creative tasks
Different syllabuses (7) The multi-syllabus A combination of items from grammar, lexis, language functions, situations, topics, tasks, different language skill tasks or pronunciation issues No one element predominates
Choosing coursebooks Areas for assessment Price Availability Layout and design Instructions Methodology Syllabus type Language study activities Language skill activities Topics Cultural acceptability Usability Teacher’s guide
Coursebook or no coursebook? Benefits Ø Carefully prepared Ø Attractively presented Ø Reliable materials Ø Detailed teacher’s guides Ø A stimulus for methodological development Ø Foster the perception of progress Ø Material for revision
Coursebook or no coursebook? Restrictions Ø Impose learning styles and content (if used inappropriately) Ø Mainly rely on PPP (Presentation, Practice, Production) Ø Follow an unrelenting format
A ‘do-it-yourself’ approach Offers a dynamic and varied programme relevant to students’ needs Allows teachers to respond on a lesson-by-lesson basis Means creative involvement with texts and tasks v. Tips to success v Access to a wide range of materials v A variety of home-grown materials v Confidence to know when and what to choose
Options for coursebook use Omit and replace To change or not to change? Add Rewrite Replace activities Reorder Reduce
Planning lessons
Curriculum Syllabus Lesson plan and class activities
Pre-planning Language level Educational and cultural background Motivation Learning styles Knowledge of the content and syllabus Requirements of exams
Planning elements Activities Skills Language Content
Pre-planning and the plan Teacher’s knowledge of students Activities Language skills Teacher’s knowledge of the syllabus Language type Practical realities The plan Subject and content
The planning continuum Jungle path vague (corridor) plan formal plan 0% 100% follow the coursebook exactly planning notes
The formal plan Class description and timetable fit Lesson aims (directed towards an outcome which can be measured) Activities, procedures, timing Problems and possibilities
Activities, procedures, timing Activity / Aids Interaction Procedure Time Pair decisionmaking T - S Teacher tells Ss to 1’ list five things they would take into space with them. Pen and paper Ss Ss make their lists 2’ individually. S – S In pairs Ss have to 3’ negotiate their items to come up with a share list of five items. T - Ss The T encourages Ss to compare their lists. 5’
Lesson planning Stage aim Interaction Procedure Time Group decisionmaking Introduction into the topic a T→C T tells students to list 5 things they would take into space with them SS make their lists individually In pairs Ss have to negotiate their items to come up with a shared list 1’ b Ss c S<>S 2’ 3’
Activity Interaction Time Warm-up activities Revise the vocabulary from the text “Communication in our life” Retell the text (H/t) Listening activities (“How do people communicate in different countries? ”) – 3 min. -audio Check st’s comprehension Discuss issues from the text Summarise
Planning a sequence of lessons Before and during Short and long-term-goals Thematic strands Language planning Activity balance
Modifying lesson plans Magic moments Sensible diversions Unforeseen problems Our plan is a suggestion of what we might do in class.
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