Curriculum and Course Design - PER 3260

Dr. Antonio Grau Sempere

Week 4 – Unit 3: Creating materials

Universidad Internacional de La Rioja

In today’s class

Curriculum and
Unit 3: competences
Creating Syllabus types
materials
Lesson plan components

Guidelines
Create a lesson plan on group
activity 1

2
 The general framework for curricular design has been
provided by the Council of Europe. It sets out a
reference of language syllabi, curriculum guidelines,
and materials for language learning across Europe. It
describes what learners should learn, in regards to
Curricula and knowledge and skills to effectively communicate in a
competences foreign language. The framework addresses language
learning as language activities/tasks. Through these
activities/tasks students are to learn to reinforce and
modify competences. Competences can be defined as
«the sum of knowledge and skills that allow a person to
perform actions». There are two types of competences:

General competences
Communicative
language
competences

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General competences: Intervene Communicative language
when performing actions of all competences: Empower a person
kind. to act using linguistic means.

Linguistic competences: semantic,

phonological, syntactic knowledge and Ability to learn: learning to learn.
skills.

Procedural knowledge: skills, procedures

Declarative knowledge: facts, concepts,
and strategies (knowing how to use
principles, rules, etc.
declarative knowledge).

Sociolinguistic competences: the social

Pragmatic competences: the functional
conditions of language use: rules of
use of linguistic resources.
politeness, gender, social groups, etc.

Attitudes and values: existential

competence, individual characteristics,
personality, etc.

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General competences: Intervene Communicative language
when performing actions of all competences: Empower a person
kind. to act using linguistic means.

Linguistic competences: semantic,

Declarative knowledge: facts, concepts,
phonological, syntactic knowledge and
principles, rules, etc.
skills.

Procedural knowledge: skills, procedures Sociolinguistic competences: the social

and strategies (knowing how to use conditions of language use: rules of
declarative knowledge). politeness, gender, social groups, etc.

Attitudes and values: existential

Pragmatic competences: the functional
competence, individual characteristics,
use of linguistic resources.
personality, etc.

Ability to learn: learning to learn.

5
General competences: Intervene Communicative language
when performing actions of all competences: Empower a person
kind. to act using linguistic means.

Linguistic competences: semantic,

Declarative knowledge: facts, concepts,
phonological, syntactic knowledge and
principles, rules, etc.
skills.

All these
Procedural knowledge: skills, procedures Sociolinguistic competences: the social competences must
and strategies (knowing how to use conditions of language use: rules of be included in the
declarative knowledge). politeness, gender, social groups, etc. Spanish curricula.

Attitudes and values: existential

Pragmatic competences: the functional
competence, individual characteristics,
use of linguistic resources.
personality, etc.

Ability to learn: learning to learn.

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• Structural-grammatical • Procedural
• Notional-Functional • Task-based
• Old-fashioned • Current model
• Behaviorism • Development of effective
• Proficiency learning strategies
• Performance • Attention to individual learning
• Accuracy styles
• Teacher-centered • Affective factors

Product oriented Process oriented

syllabi syllabi

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 • Importance is placed on
grammatical, phonological and • Tasks based on feedback
lexical items. obtained from students’
performance in every session. • The focus is on speaking and
• Task implementation: pre-task, learning how to communicate
cycle, feedback through language.
• Tasks based on the needs • Subjective task gradation
analysis conclusions. • No focus on form
• Task gradation more or less
subjective
• Task implementation: pre-task,
cycle, language focus
• Focus on form

Structural- Notional-
Procedural Task-based
grammatical Functional

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• Importance is placed on • The focus is on speaking and • Tasks based on feedback • Tasks based on the needs
grammatical, phonological and learning how to communicate obtained from students’ analysis conclusions.
lexical items. through language. performance in every session. • Task gradation more or less
• Task implementation: pre-task, subjective
cycle, feedback • Task implementation: pre-task,
• Subjective task gradation cycle, language focus
• No focus on form • Focus on form

Structural- Notional-
Procedural Task-based
grammatical Functional

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• Importance is placed on • The focus is on speaking and
grammatical, phonological learning how to communicate
and lexical items. through language.

Structural- Notional-
grammatical Functional

• Tasks based on feedback • Tasks based on the needs

obtained from students’ analysis conclusions.
performance in every • Task gradation more or less
session. subjective
• Task implementation: pre- • Task implementation: pre-
task, cycle, feedback task, cycle, language focus
• Subjective task gradation • Focus on form
• No focus on form

Procedural Task-based

10
• Importance is placed on • The focus is on speaking and
grammatical, phonological learning how to communicate
and lexical items. through language.

Structural- Notional-
grammatical Functional

• Tasks based on feedback • Tasks based on the needs

obtained from students’ analysis conclusions.
performance in every • Task gradation more or less
session. subjective
• Task implementation: pre- • Task implementation: pre-
task, cycle, feedback task, cycle, language focus
• Subjective task gradation • Focus on form
• No focus on form

Procedural Task-based

11
• Importance is placed on • The focus is on speaking and
grammatical, phonological learning how to communicate
and lexical items. through language.

Structural- Notional-
grammatical Functional

• Tasks based on feedback • Tasks based on the needs

obtained from students’ analysis conclusions.
performance in every • Task gradation more or less
session. subjective
• Task implementation: pre- • Task implementation: pre-
task, cycle, feedback task, cycle, language focus
• Subjective task gradation • Focus on form
• No focus on form

Procedural Task-based

12
• Importance is placed on • The focus is on speaking and
grammatical, phonological learning how to communicate
and lexical items. through language.

Structural- Notional-
grammatical Functional

• Tasks based on feedback • Tasks based on the needs

obtained from students’ analysis conclusions.
performance in every • Task gradation more or less
session. subjective
• Task implementation: pre- • Task implementation: pre-
task, cycle, feedback task, cycle, language focus
• Subjective task gradation • Focus on form
• No focus on form

Procedural Task-based

13
• Importance is placed on • The focus is on speaking and
grammatical, phonological learning how to communicate
and lexical items. through language.

Structural- Notional-
grammatical Functional

• Tasks based on feedback • Tasks based on the needs

obtained from students’ analysis conclusions.
performance in every • Task gradation more or less
session. subjective
• Task implementation: pre- • Task implementation: pre-
task, cycle, feedback task, cycle, language focus
• Subjective task gradation • Focus on form
• No focus on form

Procedural Task-based

14
• Importance is placed on • The focus is on speaking and
grammatical, phonological learning how to communicate
and lexical items. through language.

Structural- Notional-
grammatical Functional

• Tasks based on feedback • Tasks based on the needs

obtained from students’ analysis conclusions.
performance in every • Task gradation more or less
session. subjective
• Task implementation: pre- • Task implementation: pre-
task, cycle, feedback task, cycle, language focus
• Subjective task gradation • Focus on form
• No focus on form

Procedural Task-based

15
• Importance is placed on • The focus is on speaking and
grammatical, phonological learning how to communicate
and lexical items. through language.

Structural- Notional-
grammatical Functional

• Tasks based on feedback • Tasks based on the needs

obtained from students’ analysis conclusions.
performance in every • Task gradation more or less
session. subjective
• Task implementation: pre- • Task implementation: pre-
task, cycle, feedback task, cycle, language focus
• Subjective task gradation • Focus on form
• No focus on form

Procedural Task-based

16
• Importance is placed on • The focus is on speaking and
grammatical, phonological learning how to communicate
and lexical items. through language.

Structural- Notional-
grammatical Functional

• Tasks based on feedback • Tasks based on the needs

obtained from students’ analysis conclusions.
performance in every • Task gradation more or less
session. subjective
• Task implementation: pre- • Task implementation: pre-
task, cycle, feedback task, cycle, language focus
• Subjective task gradation • Focus on form
• No focus on form

Procedural Task-based

17
• Importance is placed on • The focus is on speaking and
grammatical, phonological learning how to communicate
and lexical items. through language.

Structural- Notional-
grammatical Functional

• Tasks based on feedback • Tasks based on the needs

obtained from students’ analysis conclusions.
performance in every • Task gradation more or less
session. subjective
• Task implementation: pre- • Task implementation: pre-
task, cycle, feedback task, cycle, language focus
• Subjective task gradation • Focus on form
• No focus on form

Procedural Task-based

18
• Importance is placed on • The focus is on speaking and
grammatical, phonological learning how to communicate
and lexical items. through language.

Structural- Notional-
grammatical Functional

• Tasks based on the needs

analysis conclusions.
• Task gradation more or less
subjective
• Task implementation: pre-
task, cycle, language focus
• Focus on form

Procedural Task-based

19
Lesson plan 1: Lesson plan 2:
contents contents

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 Title
Theme
Outcomes
Age group and level
Time
Plan
Materials

Lesson plan 1: Lesson plan 2:

Title
Theme
contents contents
Objectives and outcomes
Plan
Assessment
Materials used

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 • Check out the guidelines
and assessment rubric in
Canvas/Tareas/Group
Assignment: Create a
lesson plan
• Deadline: January 31, 2022
Group • Grade: 3 points
activity 1: • PDF only (no links to Google
Create a Docs or any other web-
lesson plan based documents)
• Groups: 2-4
• Discussion board available
in Canvas/Foros de
discusión to create groups
• I will not coordinate the
formation of groups

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 • An important note on
objectives and outcomes:
• In the document and video
we just reviewed the
difference between
objectives and outcomes is
not very clear.
• For this activity, we must
follow the following
guidelines:
Group • Objectives are what
activity 1: students will have learned
Create a after completing the
unit/lesson.
lesson plan • Outcomes refer to the
specific skills, knowledge,
and attitudes.
• For instance:
• Objective: Students will be
able to narrate in the past.
• Outcome: Students will
discuss what they did last
weekend.
• More information in unit 7.

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Summary

Unit 3: Creating Guidelines on

materials group activity
• We classified • We went over the
types and guidelines in
subtypes of Canvas
competences • We discussed
• We evaluated how to form
different kinds of groups
syllabi
• We analyzed the
contents of two
lesson plans

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Next week
For some of you (groups 15 & 16 only), there will be a review session tomorrow night.

Unit 4: Needs analysis Guidelines

design on activity 2
• Needs
• NA types and steps
analysis
• Implementation design
• Examples

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