Dr. Desmond Thomas, International Academy, University of Essex

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Presentation transcript:

Dr. Desmond Thomas, International Academy, University of Essex English Language Learning &Teaching 1: From Syllabus Design to Lesson Planning Dr. Desmond Thomas, International Academy, University of Essex

Syllabus Types (based on different organizing principles) Structural (grammar) Situational Notional-functional Lexical (vocabulary) Phonological (pronunciation etc) Skills-based Topic-based Task-based

And we can also have different modes of syllabus design Product-oriented (reflecting classical humanist emphasis on knowledge acquisition) Process-oriented (with the emphasis on developing skills to reach a goal rather than the end product) Learner-centred (with focus on the learner) Retrospective (with focus on revision) Negotiated (with focus on flexibility)

In reality ..... Most modern language learning curricula contain a mix of different syllabi (grammar, vocabulary, skills etc) It is rare to find a very strong emphasis just in one particular area as used to be the case. (Example: “Strategies” series)

How does a syllabus convert into teaching methods and procedures? Grammar-translation lessons PPP (Presentation, Practice, Production) lessons ESA (Engage, Study, Activate) lessons Task-based lessons (Harmer, J. 2007, The Practice of ELT, Longman – Chapter 4)

The three stages of teaching Implementing Reflecting Planning

Elements of Lesson Planning Main focus or aim of the lesson? Subsidiary aims? Syllabus or timetable fit? Learner fit? (levels, interests etc) Stages? Activities? Materials? Procedures?

Alternative views on planning! http://www.youtube.com/watch?v=GpIPOWSR8T8 http://www.youtube.com/watch?v=l0pb0BKODBQ