syllabus-design

CourseDesignsyllabusDesignThinkofalanguagelessonyouobserved,tookpartin,thatyouthoughtwasanexcellentlesson.“Howwasthelesson?”“Whatmadeitsogreat?”BeliefsFrameworkforarticulatingyourbeliefs:1.Yourviewoflanguage.2.Yourviewofthesocialcontextoflanguage.3.Yourviewoflearningandlearners.4.YourviewofteachingBeliefsaboutlanguageRule-governedlanguageaccuracyandgrammaticalpointsMeaning-basedlanguagerelevanceandmeaning.Socially-constructedlanguageuseinagivencommunityWhatareincludedinacoursedesign?Whatshouldbeconsideredasmostimportantinacoursedesign?CourseDesignbyFraidaDubinSocietalneedsassessmentCurriculumandsyllabusconstructionInstructionalplansLanguagecontentMaterialsCreatingmaterialsDimensionsofCourseDesignICurriculumasplanIICurriculuminactionIIICurriculumasoutcomeCurriculumasplan1.Principlesforselectionofcontent–whatistobelearnedandtaught.2.Principlesforthedevelopmentofateachingstrategy–howitistobelearnedandtaught.3.Principlesforthemakingofdecisionsaboutsequence.4.Principlesonwhichtodiagnosethestrengthsandweaknessesofindividualstudentanddifferentiatethegeneralprinciples1,2,and3above,tomeetindividualcases.CurriculuminactionPrinciplesonwhichtostudyandevaluatetheprogressofstudents.Principlesonwhichtostudyandevaluatetheprogressofteachers.Guidanceastothefeasibilityofimplementingthecurriculuminvaryingschoolcontexts,pupilscontexts,environmentsandpeer-groupsituations.InformationaboutthevariabilityofeffectsindifferingcontextsandondifferentpupilsandanunderstandingofthecausedofthevariationsCurriculumasoutcomeAformulationoftheintentionoraimofthecurriculumwhichisaccessibletocriticalscrutiny.(Stenhouse1975)CourseDesignThedeterminedelement:Whoarethelearners?Whoaretheteachers?Whyistheprogramnecessary?Wherewilltheprogrambeimplemented?Howwillitbeimplemented?StagesofCourseDesignRe-order1.Organizationoflearningexperiences2.Selectionofcontent3.Diagnosisofneeds4.Organizationofcontent5.Determinationofwhattoevaluate,andthemeanstoevaluate6.Selectionoflearningexperiences(asks/activities/exercises)7.Formulationofobjectives1.Diagnosisofneeds2.Formulationofobjectives3.Selectionofcontent4.Organizationofcontent5.Selectionoflearningexperiences6.Organizationoflearningexperiences7.Determinationofwhattoevaluate,andthemeanstoevaluateSyllabusDesignTheartandcraftofselecting,sequencingandintegratinglanguagecontent.Twomainwaysoforganizingthesyllabusofacourseofinstruction:1.tostartfromthesubjectofstudyandbreakitdownintolearnableunits2.tostartwiththelearnersandtheirneedsandfindwhatheneedtolearnaccordingtothepurposeoftheirlearningMatchthetypesofsyllabuswiththematerial；A:Unit1FirstdayatschoolUnit2IntherestaurantUnit3AtthemarketUnit4BuyingclothesB：Unit1IntroducingyourselfUnit2TalkingaboutyourhobbiesUnit3InvitingUnit4MakingapologiesUnit5DescribingahouseTypesofSyllabusNunanProduct-orientedsyllabusProcess-orientedsyllabusTypesofSyllabusProduct-orientedsyllabusAproduct-orientedsyllabusfocusesonlearningoutcomesratherthantheprocessitself.ExampleGrammatical,functionalandlexicalsyllabusareproduct-orientedastheyfocusongrammatical,functionalandlexicaloutcomes.Process-OrientedSyllabusesProcess-OrientedSyllabuses,ortheanalyticalapproach,developedasaresultofasenseoffailureinproduct-orientedcoursestoenhancecommunicativelanguageskills.Itisaprocessratherthanaproduct.Itfocusonstudents’learningandteachers’teaching.Wikins:Syntheticsyllabus组合式大纲AnalyticsyllabusSyntheticsyllabus---studiesalanguageasfragments.Differentpartsofthelanguagearetaughtseparatelyandstepbystepsothatacquisitionisaprocessofgradualaccumulationofpartsuntilthewholestructureoflanguagehasbeenbuiltup.(Wilkins,1976:2)Analyticsyllabus---studiesalanguageasawhole.Usechunksoflanguagefromthebeginningoflanguagelearning.Whatispositionofgrammaticalitemsinanalyticsyllabus?LanguagesyllabusProduct-orientedsyllabusprocess-orientedsyllabusSyntheticsyllabusanalyticsyllabusproceduralsyllabustask-basedsyllabusContentsyllabusGrammaticalsyllabussituationalsyllabusfunctional-notionalsyllabusProduct-orientedsyllabusGrammaticalOneofthemostcommontypeofsyllabus.Thistypeofsyllabuspresentsstructures,whicharegradedaccordingtogrammaticalcomplexity,onebyoneandaresupposedlyinternalisedbylearnersbeforemovingontothenextitem.Lesson1hasdrilledcopulaandadj.combination:Sheishappy.Lesson2Introducesthe–ingform:Sheisdrivingacar.Lesson3Reintroducesexistentialthere:ThereisamanstandingnearthecarLesson4Introducestheverbslikeandwant:Ilikeorangesbutnotcheese.Lesson5Reintroducesdon’tpreviouslyknowninnegativeimperatives:Idon’tlikecheeseLesson6Introducesverbs.withstativemeaning:Idon’tcomefromNewYork.GoodforsystematiclanguagelearningSeparatetherulesformthelanguageuse.Easyformdoesnotmeantolearneasily.SituationalsyllabusBaseontwopredications:Situationalpredication---thesituationorcircumstanceoflanguageuseBehavioralprediction----whatshouldbelearntdependsontheresultsofsituationalpredicationandbehavioralprediction.Situational–centered:“attheairport”“atthepostoffice”“buyingaticket”“atschool”Merit