General Information:: 3 Pages (Without Including Cover, Activities' Statements, Index or

Practice Activities – FP015 CCD
PRACTICE ACTIVITIES:
CURRICULUM AND COURSE DESIGN
GENERAL INFORMATION:
The subject practice activities consist of doing four short exercises in pairs. The
submitted document must fulfil the following conditions:
- Length: 2-3 pages (without including cover, activities’ statements, index or

appendices –if there are any).
- Font type: Arial or Times New Roman.
- Font size: 11.
- Spacing: 1.5.
- Alignment: Justified.
Besides, the activities have to be presented in this Word document: keep the questions
and provide an answer below them. In order to make the correction process easier,
please, do not write the answers in bold, as it helps distinguishing between questions
and answers. Also, the document must still fulfil the rules of presentation and format,
and follow the rubric for citations and bibliographical references as detailed in the Study
Guide.
The final activity has to be submitted following the procedure specified in the “Subject
Evaluation” document. Sending it to the teacher’s e-mail is not permitted.
In addition to this, it is very important to read the assessment criteria, which can be
found in the “Subject Evaluation” document.
1
PRACTICE ACTIVITIES:
CURRICULUM AND COURSE DESIGN
Full name:
Carmen Teresa Ariza Palomino
Carmen Sofia Barrios Serrano
Group: 1906
Date: 1/05/2020
2
Practice Activities
Task 1.
Define the following words so the differences between them are clear:
a) Curriculum and syllabus
A syllabus is a document designed by professors that contains all the topics or

units that are fundamental for a particular subject or a course, which is a guide for
teachers as well as for students because It also contains the general policies, rules,
instructions, assignments, test dates, projects, etc.
A Curriculum is a well-planned document designed by educational institutions or

the government that contains a set of guidelines for different academic contents and
chapters that are fundamental in a specific program offered by a particular school,
college, or university. It focuses on the overall learning experience, it has to cover the
different skills that students will develop throughout the academic period and even
more.
b) Approach and method.
An approach is a way of dealing with teaching and learning a language, for

instance communicative language teaching is an approach because a teacher can
use it in different ways according to the context where it is used
A method is the process used or the steps taken to teach the language, for
example Audiolingualism is a method because the teacher specifies the objectives,
the guidelines for the activities and the way the learners have to do them.
3
Task 2
Unit 2 argues that most curriculums are either knowledge-centered or person-
centered. Find the book you learn English with, or a book you like using in your
class and argue whether it is a knowledge-centered curriculum or person-
centered curriculum. Illustrate your argument with captures from the book. Do
not forget to include the full reference, as well.
In the High school I currently work as an English teacher, we use Cambridge Global
English books, with the aim of building communicative competences. Cambridge
Global English offers an enquiry-based, language-rich approach to learning English
with an international focus. Specifically developed to provide comprehensive support
for the students, the topics covered reflect diversity and help learners communicate in
English. The material engages children as active, creative learners with opportunities to
participate in a wide variety of curriculum-based activities to acquire content
knowledge, develop critical thinking skills and practice English language and literacy.
The materials incorporate a 'learning to learn' approach and learners can acquire skills
and strategies to help them approach new learning situations with confidence.
Emphasis is placed on developing listening, speaking, reading and writing skills as well
as vocabulary development and language awareness. Learners are exposed to a
range of vocabulary with opportunities for using language in personalized, meaningful
ways and developing the language skills they will need to access classroom materials
in English across school curricula. This book is person- centered curriculum as the
units and activities in the book are designed.
4
Unit 1,” Life experience¨”. Starts with a speaking activity, then we can find listening
activity grammar focus, reading focus and it ends with writing. From the unit 1, lesson
we can see that all activities are centered on the students in a task based manner and
this continues with all the lessons in the unit.
According to Barret-Lennard, G. T. (1998), “Student-Centered Learning is a personally

significant kind of learning that integrates new elements, knowledge, or insights to the
current repertoire of the learner’s own resources such that he or she moves to an
advanced constellation of meaning and resourcefulness”.
5
Task 3
Are some verb tenses more teachable than other items? List five different verb
tenses in English in order of “teachability” according to your criteria. Give them
a score from 1 (very easy to teach) to 5 (very difficult to teach) and justify the
score. You might want to consider the students’ L1, previous experiences, or
activities you have tried (either as a teacher or as a student) that worked well.
The verb tense I have selected to classify its teachability are:

1. Present progressive
2. Past progressive
3. Simple present
4. Past perfect
5. present perfect
According to my previous experience in teaching these tenses, I consider the present

progressive is the easiest to teach because students should only memorize the use of
the verb to be and add -ing to the end of the main verb, when I have taught this time
students they do not ask many questions and carry out the exercises proposed in class
very easily, in the same way with the progressive past, since the only thing that
changes is the verb to be in the past. As for the present simple, the only difficulty I have
encountered in my students is the use of the third person singular, the use of the “s” or
“es” at the end of the verb. Perfect tenses represent a greater challenge, since
students must deal with the use of “has” or “have” and must memorize the verbs in the
past participle form.
6
Task 4
4. The following is an advert for a two-week immersion course that combines
English and sports: http://www.ipcexeter.co.uk/courses/school-language-
projects/the-projects/englishsports/
Considering a course like this, explain what peculiarities the syllabus design
would need to consider in terms of setting goals, choosing/designing materials,
teaching methodology and evaluation.
In setting goals, choosing materials, the methodology and evaluation used with the
students in the program, there is a need to consider the following factors to design the
syllabus: 1.
Are all the students of a similar level?
Will they be in the same class?
How old are the students?
What are their other interests?
Therefore, before starting the course a questionnaire could be formed to measure the
students’ proficiency level, their interests and the language they know in connection
with the physical activities- that’s to elicit the information about the students’ needs.
7
Reference
Barrett-Lennard, G.T. (1998). Carl Rogers’ Helping system, journey and substance.
SAGE Publications. London.
Difference between Syllabus and Curriculum. Retrieved from:

https://www.differencebetween.com/difference-between-syllabus-and-vs-curriculum/
Richards, J. C., Difference between an approach and a method. Retrieved from:

https://www.professorjackrichards.com/difference-between-an-approach-and-a-
method/
https://elevate.cambridge.org/elevate/Login.aspx?SessionTimeOut=true#b

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Practice Activities – FP015 CCD

- Length: 2-3 pages (without including cover, activities’ statements, index or

Carmen Teresa Ariza Palomino

Carmen Sofia Barrios Serrano

a) Curriculum and syllabus

A syllabus is a document designed by professors that contains all the topics or

A Curriculum is a well-planned document designed by educational institutions or

b) Approach and method.

An approach is a way of dealing with teaching and learning a language, for

According to Barret-Lennard, G. T. (1998), “Student-Centered Learning is a personally

The verb tense I have selected to classify its teachability are:

According to my previous experience in teaching these tenses, I consider the present

Difference between Syllabus and Curriculum. Retrieved from:

Richards, J. C., Difference between an approach and a method. Retrieved from:

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