Who designs a syllabus?

Читайте также:

Syllabus design

In a distinction commonly drawn in Britain, ‘syllabus’ refers to the content or subject matter of an individual subject, whereas ‘curriculum’ refers to the totality of content to be taught and aims to be realized within one school or educational system.

In the USA, ‘curriculum’ tends to be synonymous with ‘syllabus’ in the British sense.

(White, 1988:4)

Syllabus design

Match the descriptions to the terms on the board

1. a specification of what is to be taught in a language programme and the order in which it is to be taught. It may contain all or any of the following: phonology, grammar, functions, notions, topics, themes, tasks

2. a syllabus in which the content is divided into discrete lists of items which are taught separately. The task for the learner is to reintegrate the elements in communication

3. determining the order in which syllabus content will be taught. Content can be sequenced according to difficulty, frequency, or the communicative needs of the learners

4. the arrangement of syllabus content from easy to difficult

5. a syllabus which focuses on the outcomes or end products of a language programme

6. a syllabus which focuses on the means by which communicative skills can be brought about

7. a statement describing what learners will be able to do as a result of instruction. Formal objectives are meant to have three parts: an activity (what learners will do), conditions(under what circumstances), and standards (how well they will perform). Example: learners will give an oral presentation (activity) speaking for five minutes from prepared notes(conditions); in a manner which is comprehensible to native speakers unused to dealing with non-native speakers (standard).

8. the concepts expressed through language Examples include: time, frequency, duration, causality

9. principles and procedures for the planning, implementation,, evaluation and management of an education programme. Curriculum study embraces syllabus design (the selection and grading of content)and methodology (the selection of learning tasks and activities)

10. the broad general purposes behind a course of study. They can be couched in terms of what the learner is to do. Example: ‘To develop conversational skills’; ‘To develop skills in learning how to learn’; ‘To teach learners basic grammatical structure’; ‘ To prepare learners for tertiary study in a foreign language’

11. a syllabus based on non-linguistic units such as topics, themes, settings, and situations. Learners are exposed to holistic ‘chunks’ of language and are required to extract patterns and regularities from these.

12. a unit of planning/teaching containing language data and an activity or sequence of activities to be carried out by the learner on the data

Syllabus Design

As a group create a diagram to show the relationship between:

Curriculum

Syllabus

Approaches

Assessment

Methods

Evaluation

and the relationship between these and the learner