Curriculum

Development in
L a n g u a g By
e Jack
TeC.a Richards
ching

Course
Planning
And
S y l l Dae b ub esr 4
cem th
,
2018
TA N J UD
N Ge
P Us
RAign
UNIVERSITY
 Skill
Sylla
bus
Skills Syllabus: One that is organized around the different underlying
abilities that are involved in using a language for purposes
such as reading, writing, listening, or speaking.

Examples of skills that relate to different types of language use are:

Re a d i n g Wr i t i n g Listening Speaking
Creating a topic Recognizing key Recognizing turn-
Reading for gist
sentence information taking signals
Distinguishing between Using discourse
Guessing words from main ideas and markers to identify the Introducing a topic
context supporting sentences flow of discourse
Reading and making Using communication
Self-editing Following rapid speech
inferences strategies
 Yalden
(1983)
Gives the following example of a skills syllabus for the teaching of study skills:
Basic reference skills:
Scanning to locate
specifically Transcoding information Note-talking
Understanding and use of Skimming to obtain required presented in diagrammatic skills
information on display, involving

• Graphic presentation, namely, headings, The gist of the Completing a Completing

subheadings, numbering, indentation, • A single point • •
text • diagram/table/graph note-frames
bold print, footnotes

• A general
Table of contents and index impression of the • More than one • Constructing one or more Deletions
• point diagrams/tables/graphs •
text

• Use of
• Cross-referencing • A whole topic diagrams
• Card catalog
• Phonetic transcription/diacritics
• Bibliography
• dictionaries
 THE
ADVANT
AGE
Skills-based syllabuses have the advantage of focusing on
performance in relation to specific tasks and therefore provide a
practical framework for designing courses and teaching materials.
They may be more relevant to situations in which students have very
specific and identifiable needs (such as preparing for university-level
studies in English).

Skills syllabuses have been criticized, however, on the following

rounds:
• There is no serious basis for determining skills.
• They focus on discrete aspects of performance rather than on
developing more global and integrated communicative abilities.
 Task-
based
Syllabus
Task-based syllabus: One that is organized around tasks that students will complete in
the target language. A task is an activity or goal that is carried out
using language such as finding a solution to a puzzle, reading a
map and giving directions, or reading a set of instructions and
assembling a toy.

All teaching makes use of tasks of different kinds. a task-based

syllabus, however, is one based on task that have been
specially designed to facilitate second language learning and
one in which tasks or activities are the basic units of syllabus
design. While carrying out these tasks, learners are said to
receive comprehensible input and modified output, processes
believed central to second language acquisition.
 The basic claims made for a
task-based syllabus:
• Tasks are activities that drive the second language acquisition process.
• Grammar teaching is not central with this approach because learners will
acquire grammar as a by-product of carrying out tasks.
• Tasks are motivating for learners and engage them in meaningful
communication.

Two kinds of tasks have been

proposed as a basis for
syllabus design:

Pedagogic Real-world
al Tasks
Tasks
 Pedagogical
Tasks
Pedagogical Tasks: are based on SLA theory and are designed to
trigger second language learning processes
and strategies. The following are tasks of this
kind:

Information-gap Problem Solving Decision-making Opinion exchange

Jigsaw Tasks
Tasks Tasks Tasks Tasks

Tasks in which one

Students are given a
student or group of Students are given a
These tasks involve problem for which Learners engage in
students has one set problem and a set of
learners in combining there a number of discussion and
of information and information. They
different pieces of possible outcomes exchange of ideas.
another students or must arrive at a
information to form a and they must choose They do not need to
group has a solution to the
whole. one through negation reach agreement.
complementary set of problem.
and discussion.
information.
 Real-
world
Tasks
Real-world Tasks: are designed to practice or rehearse those activities that are found
to be important in a needs analysis and that turn out to be
important and useful in the real world.

At present, tasks-based syllabuses have not been widely implemented in language

teaching. Among the concerns they raise are:

Design and selecting of

Definition of task tasks Development of accuracy

Those are sometimes so Excessive use of

Procedures for the design
broad as to include almost communicative tasks may
and selection of tasks
anything that involves encourage fluency at the
remain unclear.
learners doing something. expense of accuracy.
 Text-
based
Syllabus
Text-based Syllabus: one that is built around texts and samples of extended
discourse. As already noted, this can be regarded as a type
of a situational approach because the starting point in
planning a syllabus is analysis of the context in which the
learners will use the language.

[This approach] starts with the texts which

are identified for a specific context or which
have been identified by students. This
approach is often used when an overall
context for language learning has been
defined, such as in a specific workplace or a
university or other further study context
 A text-based
Syllabus
It is a type of integrated syllabus because it combines elements of different types of syllabus.
Appendix 7 gives an example of the processes involved in developing a text-based syllabus.
The following are examples of text types that can be used in planning a text-based syllabus
Exchanges Forms Procedures Information texts Story texts Persuasive texts

Simple exchanges relating to Simple

information and goods and formatted Instructions Descriptions Recounts Opinion texts
services texts
Complex
Complex or problematic
formatted Procedures Explanations Narratives Expositions
exchanges
texts

Casual conversation Protocols Reports Discussions

Directives

Text that combine more

than one text types
 The
Advanta
ges
• It teaches explicitly about the structures and
grammatical features of spoken and written texts.
• It links spoken and written texts to the social and
cultural contexts of their use.
• It allows for the design of units of work that focus
on developing skills in relation to whole texts.
• It provides students with guided practice as they
developed language skills for meaningful
communication through texts.
 An
Integrate
d Syllabus
An Integrated Syllabus: Decisions about a suitable syllabus framework for a course
reflect different priorities in teaching rather than absolute
choices.

In most courses there will generally be a number of

different syllabus stands, such as grammar linked to
skills and texts, tasks linked to topics and functions,
or skills linked to topics and texts. In arriving at a
decision about which approach to syllabus planning
to take, the course planners need to decide
between macro level and micro level planning units
in the course.
Developing
Instructional Blocks
An instructional block is a self-contained learning
sequence that has its own goals and objectives
and that also reflects the overall objectives for the
course. Instructional blocks represent the
instructional focus of the course and may be very
specific or more general.

In organizing a course into teaching blocks

one seeks to achieve the following:
• To make the course more teachable
and learnable.
• To provide a progression in level of
difficulty.
• To create overall coherence and
structure for the course.
 Two commonly used
Instructional blocks

Planning Planning
by by
Modules Units
This is a self-contained and independent This teaching block is normally longer
learning sequence with its own objectives. than a single lesson but shorter than a
For example, a 120-hour course might be module and is the commonest way of
divided into four modules of 30 hours organizing courses and teaching
each. Assessment is carried out at the end materials. It is normally a group of
of each module. Modules allow for lessons that is planned around a
flexible organization of a course and can single instructional focus. A units
give learners a sense of achievement seeks to provide a structured
because objectives are more immediate sequence of activities that lead
and specific. toward a learning outcome.
 Unit
The factors that account for a successful unit include:
Length Development Coherence Pacing Outcome

One activity leads At the end of the

Sufficient but too effectively into the The unit has Each activity unit, students
much material is text; the unit does not an overall within the unit should be able to
included. consist of a random sense of moves at a know or do a
sequence of activities. coherence. reasonable pace. series of things
that are related.
The following solutions were reached with respect
to unit structure
• Each of the two books in the series would have 12
units.
• Each unit would consist of 8 pages that divide into two
4 pages lessons.
• Each unit is organized around a general theme such as
creativity, communication, education and learning.
• Each lesson focuses on a topic related to the unit
theme.
For example: Unit theme : Creativity
Lesson A : Creativity and Jobs
Lesson B : Creative Products
Within each 4-page lesson, each page has a distinct
focus in both term of topic treatment and language
focus.
Lesson AFor example:
Page 1 Fluency activities introduce the topic of the first lesson through listening and oral work.
Grammar exercises pick up an item that appears on page 1. Exercises provide
Page 2 controlled practice f grammar items leading to communicative practice.
Fluency activities provide further listening and oral work on a topic related to the unit
Page 3 theme.
Writing exercise on topics linked to the unit theme teach practical writing and
Page 4 composition skills.

Lesson B
Fluency activities introduce the topic of the second lesson through listening and oral
Page 1 work.
Grammar exercises provide controlled practice of grammar items leading to
Page 2 communicative practice.
Page 3 Fluency activities provide further listening and oral work.
Page 4 Reading activities develop reading skills and serve to initiate discussion.
Preparing The
Scope
AOnce
n da course
S ehasqbeenue n cande
planned
organized, it can be described. One
P form
l ainnwhich it can be described is as
a scope and sequence plan. This might
consist of a listing of the module or
units and their contents and an
indication of how much teaching time
each block in the course will require.
In the case of a textbook it usually
consists of a unit-by-unit description
of the course cross-referenced to the
syllabus items included.
Appendix 9 gives part of a scope and
sequence plan for New Interchange 1
 ANY ELT
QUESTI Curriculum
Presented
V i c k yb y Petra
ON? Kurnia Sabuna
F1022171011

THAN Viktorianus Meru

K YOU F1022171033

Maria Sanova
Rosipahi

F1022171050

2018