IA;'lGUAGE SYUABUS DESIGN For CHTLo r e n
Presentaciones• Quien eres• Porque estas hacienda este curso• Que idea predeterminada tienes de la sesi6n sobre
el syllabus• Que esperas aprender hoy o en que crees que puede ayudarte lo que vamos a trabajar
What is a Syllabus?An expression of opinion on the nature of language and learning: it acts as a guide for both teacher and learner by providing some goals to be attained.
Curriculum is wider term as it covers all the activities and arrangements made by the institution out the academic year to facilitate the learners and the instructors. A Syllabus is limited to particular subject or a particular class.
Actividad 1• What would you expect from your dream syllabus?
• A good syllabus should be:...
Syllabus Characteristics1. Comprehensive: List what is to be
taught
2. Content items or processes
3. Ordered/Sequenced
4. Explicit objectives
5. Time schedule
6. Approach or methodology
7. Recommend materials
8. Public document
Syllabus DesignSelection and organization of instructional content including suggested strategy for presenting content and evaluation
To desig n a syllabus is to decide what gets taughtand in what order.
The theory of language underlying the language teaching method will play a major role in determining what syllabus should be adopted.
Types of Syllabi• structural syllabus
• notional/functional syllabus
• situational syllabus
• skill-based syllabus
• content-based syllabus
• task-based syllabus
Actividad 2
• Relaciona los tipos de syllabus con los ejemplos de acuerdo a tu intuici6n.
• Crees que la metodologia esta relacionada con el tipo de syllabus? De que manera?
• lConoces algun otro tipo de syllabus? l A que metodologia se podria corresponder?
• l E n la ensenanza a ninos, que metodologia sueleutilizarse?
Teachers RoleSome teachers are consumers of other people,s syllabi and implement the plans of applied linguists or government agencies
Others have a relatively free hand in designing their own sillabus .
All should be given appropriate training to design and regard the syllabus open and negotiable
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Prilllary sillabus design• Integrated language curriculum
• Defining key principles of language learning
• Defining a policy and practice oriented to expected outcomes
• Structures implied in an integrated curriculum for children's language learning from 3 to 12 years , and how would these structures accommodate the different language learning
Inside the frainework
• What do you know about the framework?
• Do you have any experience using the framework?
The fralllework
1. Learning objectives and teaching activities
2. Advice on curriculum management for users of the framework
3. Planning progression and assessment. Sample teaching activities
OracyChildren listen to the teacher, native speakers and recordings, and they learn to recognize familiar and unfamiliar sounds . They reproduce these sounds , create phrases sentences , and engage in conversations
LiteracyChildren understand, read and enjoy different forms of paper and electronic texts, such as stories, poems and messages. They write simple sentences and short texts, often using a frame or model
. http://www.schoolsworld.tv /node/3105
Intercultural understandingIt enables them to explore the lives of others and provides them with context for understanding their own lives. They become aware of the similarities and differences between
peopl eshttp://www.ra i seonl inetraining.eo.uk/videos/prima ry-span ish-el -camino
de-la-escue la/
Knowledge about languageUnderstanding of how language works, and this reinforces their understanding of their own language. They become aware of the rules or patterns in language
Language learning skillsChildren have regular opportunities to think about the best way for them to learn a new language, and they employ a range of strategies to help them do this
Actividad 4•You will be given an objective.• Find people with objectives from the
same strand.• Split into the different skills if
necessary.• Now order yourselves from Year 3 to
Year 6 to show progression.
OracyY3
31Listen and respond to simple rhymes, stories and songs
32Recognise and respond to sound patterns and words
33Perform simple communicative tasks using single words, phrases, and short sentences
34Listen and understand instructions, everyday classroom language and praise words.
LiteracyY4L41 Read and understand a range of familiar written phrases
L42 Follow a short familiar text, listening and reading at the same time
L43 Read some familiar words and phrases aloud and pronounce them accurately
L44 Write simple words and phrases using amodel and some words from memory.
l.U. Y5IU51 Look at further aspects of their every day lives from the perspective of someone from another country
IU52 Recognize similarities and differences between places
IU53 Compare simbols, objects or products whichrepresent their own culture with those of another country
Kabout L. Y6KL61 Identify specific sounds , phonemes andwords
KL62 Recognise commonly used ryming soundsKL63 Imitate pronunciation of soundsKL64 Hear main word classesKL65 Recognise that languages describe familiar things differently
KL66 Recognise that many languages are spokenin the UK and across the worldKL67 Recognise conventions of politeness
LLSY3LLS31 Use actions and rhymes and play games to aid memorization
LLS32 Look at the face of the person who is speaking
LLS33 Compare the language with English
The outcome of KS2
• understand the main points of what people say;• engage in conversation, expressing their own opinion
and responding to the opinions of others;• present ideas and information to a range of audiences,
selecting appropriate ways of expressing themselves;• understand the main points of texts they read;• read aloud with expression and accuracy;• recognise and apply the links between the sounds and
spelling;·empathise with other cultures and imagine how
others may see their own way of life;
Linking languageLiteracy : development of speaking , listening, reading and writing skills
Mathematics : counting, calculations , time, money, collecting and organising data
Science: knowing about the importance of an adequate and varied diet for health
JCT: sharing and exchanging information
Art: first-hand observation, designing and making artefacts
Design and technology: following safe procedures for food safety and hygiene
Geography : using a range of scales and secondary sources of information
History: understanding changes inthe past
Music: listening with attention to detail , and singing songs in unison
PSHCE: developing good relationships and respecting differences between people
PE: creating and performing dances.
Actividad 5Think of an activity that could be linked to your area of the curriculum
http://www.schoolswor ld.tv/node/ 1997
You might consider how to
Link with the teaching of aspects of other subjects
planning languages as an integral part of the whole curriculum and teaching some aspects of the Framework through other subject
Some exampleschildren in the very early stages of learning a language, the class teacher begins each day by taking the register in German. The children have been taught to greet the teacher and each other and to choose their own reply when they hear their name. This simple routine puts language learning in a meaningful and memorable context, and helps to make language learning a normal part of the school curriculum.
http://www.primarylanguages.org.uk/training_zone/teachers/ using_the_ ks2_framework/intercultural_understanding/ reception_ register.aspx
Links with ICT curriculum: children learn to use e-mail to send and receive messages - children e-mail in English and receive e-mails in the foreign language; they also learn that ICT can be used to organise, reorganise and develop their ideas
http://www .primarylanguages.org.uk/training_zone/teache rs/embedding/cross-curricular_ links/maths_song .aspx
Y en Espafia tque?
Bloques de contenidos
• Escuchar, hablar y conversar
• Leery escribir
• Conocimiento de la lengua: uso y aprendizaje
• Conocimientos linguisticos
• Reflexion sobre el aprendizaje
• Aspectos socioculturales y consciencia intercultural
Y en Espafia tque?• lPuedes encontrar algunas diferencias muy evidentes
del contenido por ciclo?
• l Te ha sorprendido algo?
• l Conoces el Marco Comun Europeo de las Lenguas?
lY el portfolio europeo de las lenguas?
• http://www .youtube.com/watch?v=eYk4gzfinEs
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Actividad 6Piensa alguna actividad que pueda funcionar en la unidad de referencia teniendo en cuenta los objetivos de aprendizaje
'Above all,the Framework
should be seen as a support,
not a constraint; a climbing
frame not a cage.'
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