2.course-design(2types-of-syllabus)

SessionFourPrinciplesofOrganizingaCourse/SyllabusWhatisasyllabus?(I)Asyllabusisaninstrumenttobeusedtocoordinatealltheaspectsoflanguageteaching,suchasthecontent,thesettingstandards,andclassroominteraction,etc.Soitisnotrigid,butflexible;notclosed,butopen-ended;andnotstatic,butsubjecttoconstantrevisionasaresultoffeedbackfromtheclassroom.Whatisasyllabus?(II)Asyllabusisseenasaninstrumentbywhichtheteacher,withthehelpofthesyllabusdesigner,canachieveacertaincoincidencebetweentheneedsandaimsofthelearner,andtheactivitiesthatwilltakeplaceintheclassroom.Fiveaspectsoforganizingacoursedeterminingtheorganizingprinciplest(themes,genres,tasks)•identifyingthecourseunitbasedontheorganizingprinciples•Sequencingtheunits•Determiningunitcontent•OrganizingunitcontentRequirementswhichwillinfluencecoursedesign:1thewiderlanguagecurriculum2thelanguageclassroomandthelearningandteachingparticipants3theeducationalinstitutionandthewidersocietywhichitservesAsyllabuswillbevalidifitisappropriatetothe3contextswithinwhichitislocated:TheorganizingprinciplesofthesyllabusdesignforthesecondlanguagelearningreflectsthefollowingthreeviewsonlearningoracquisitionItisacquiredonlyviasubconsciousprocessesItisgraspedbyusingitItislearnedlargely,butnotonly,viaconsciouslearningConstructingandorganizingasyllabus:Whatthesyllabusfocusesonwillreflecttheobjectives,whichtheplanisintendingtoserve.ParticularaspectsofthelanguagewhicharegivenpriorityineverysyllabusFocusuponConstructingandorganizingasyllabus:Thespecificfocuswilldeterminetheselectionofteachingandlearningwork,e.g.aparticularsetofgrammaticalstructures,functions,andlexicalitem.SelectConstructingandorganizingasyllabus:BreakingdowntheselectedcontentintomanageableunitsSubdivideConstructingandorganizingasyllabus:UsuallyaseriesofsmallstepstowardssomeoverallgoalDecidinginwhichorderthingsshouldbetaughtSequencingSessionThreeTypesofSyllabusProceduralsyllabusSyntheticsyllabusLanguageTeachingSyllabusProductsyllabusProcesssyllabusAnalyticsyllabus↓↓GrammaticalsyllabusSituationalsyllabus↓Functional-notionalsyllabus↓Task-basedsyllabusContent-basedsyllabusProduct-orientedsyllabus:Focusontheendresultofinstruction(ontheknowledgeandskillswhichlearnersshouldgainasaresultofinstruction)Pre-selection,specificationandpresentationofcontentandobjectivesProduct-oriented/contentbasedsyllabusescanbeverydifferentdependingonwhattypesof‘content’theyfocus,i.e.grammaticalstructures,functionsandnotions,vocabulary,etc.ProcessorientedsyllabusFocusonthelearningexperiencethemselves‘naturalgrowth’approachwhich‘aimstoimmerselearnerinreallifecommunicationwithoutanyartificialpre-selectionorarrangementofitems’Learner-centeredorlearning-centeredSyntheticsyllabusDifferentpartsoflanguagearetaughtseparatelyandstepbystepsothatacquisitionisaprocessofgradualaccumulationofthepartsuntilthewholestructureofthelanguagehasbeenbuiltupAnalyticsyllabusRelyonthelearners’capacitytoanalyzelanguageforhimselfItisintendedtoleadtocommunicativecompetenceinabroadersense,ratherthantolinguisticcompetencealone.Grammatical/StructuralsyllabuslanguagelearningisseenasmasteringasetofgrammaticalrulesContentwasselectedandgradedbydegreeofsimplicityi.e.startwiththesimpleandmovetomorecomplexLanguageconsistsofafinitesetofruleswhichcanbecombinedinvariouswaystomakemeaningSituationalsyllabusSelectlanguageteachingcontentbasedonthetargetsituationswherethelanguagewillbeusedinthefutureFunctional-notionalsyllabusMeaningisprimeEmphasisonuseofthelanguageHightoleranceoferrorPreferenceforauthenticmaterialsBeliefsofFunctional-NotionalSyllabusGettingthingsdoneFluencybasedAdvantagesRealisticlearningtasksTeachingofeveryday,real-worldlanguageArealpurposeforspeakingCriticismGrammarmaybeneglectedPrincipledselectionandgradingisdifficultSimplicity-complexityprincipledoesnotnecessarilyapply,i.e.‘persuading’moredifficultthan‘apologizing’?ProcessorientedsyllabusFocusonthelearningexperiencethemselves‘naturalgrowth’approachwhich‘aimstoimmerselearnerinreallifecommunicationwithoutanyartificialpre-selectionorarrangementofitems’Learner-centeredorlearning-centeredProceduralsyllabusLearningofformisbestcarriedoutwhenattentionisgiventomeaning.Tasksasthefocus/focusisonthecompletionofthetaskratherthanlearningthelanguage.Theprocessgoesonatasubconsciousleveloftheminds.ProceduralsyllabusdesignTasksareselectedandgradedintermsofcognitivecomplexity.Theselectionwillbebasedontheneedsoftheactivity/discourseandmanageabilityforlearnersTheteacherfocusesonthetaskcompletionNorulesofgrammar/spellingareprovidedTask-basedsyllabusUsuallyconsistofalistoftasksandactivitiesthatthelearnerswillundertakeinclassProblemsolvingDistinctionbetweenexercises,activityandtaskExample1Fillintheblankswithwhen,where,which,who1.Atigerisadangerousanimal___livesinmountainsandforests.2.Ihaveneverseenthewoman___youintroducedtomymother.3.Doyouknowtheman___askedyouforbooksthismorning?Example2HavedialoguesliketheoneaboveaboutasingerandafilmAsingerAfilmChinesesingerPopmusicLotsofrecordsBroadcasts/program/TVFamousfilmAbout?L