SYLLABUS

GRAMMAR SYLLABUS

Features:

Curriculum -based

tasks.

It has a list of

grammatical

structures.

Organized structures

disadvantages :

Forget other

components of linguistic

competence .

Not all students have

skills for this

competition.

EXAMPLE:

The indefinite article : a - an, some -any

mean an A and a, an indistinctly, and are

used with singular countable nouns . A is set

when the following word begins with a

consonant ; an, vowel .

A cat ( a cat )

An ocean ( An ocean )

An orange bike ( An orange bike )

Course description: class led to students first grade , in acontext of stratum three of Suba.

Overall objective: interprets and analyzes different simpletexts and recognizes significant elements in it .

Specific objectives:

• recognizes and common names.

• Uses the article a and an in different expressions.

Materials and resources: writing everyday phrases , readings,support guides .

Calendar: development of the unit for two weeks with anintensity of 4 hours per week .

Percentage valuation : is evaluated throughout the process :work in class and extraclase , participation, writing.

FUNCTIONAL NOTIONAL SYLLABUS

Emphasizes the communicative

purpose and conceptual meaning of

language .

• Features: invite, solicit, accept ,

apologize.

• Notions such as age , color , size ,

comparison , time , etc.

EJEMPLO DE SYLLABUS NOCIONAL-

FUNCIONAL

Course description: class led to students first grade , in acontext of stratum three of Suba.

Overall objective: uses simple expressions of everyday lifesuch as: invite, ask , apologize , age , color , sex , etc.

Specific objectives:

identifies and uses verbs .

identifies expressions such as race, sex , color , age , etc.

Materials and resources: writing everyday phrases , readings,support guides .

Calendar: development of the unit for two weeks with anintensity of 4 hours per week .

Percentage valuation : is evaluated throughout the process :work in class and extraclase , participation, writing.

SITUATIONAL SYLLABUS

• It is a plan proportionatestudies.

• Selection andsequencing of differentsituations in real lifeinstead of differentgrammatical elementssuch as vocabulary,topics or functions.

• Fundamental principleteach language throughsituations .

Disadvantages :

• It is difficult to choose key situations for a general class.

EXAMPLE:

Examples:

At the bank

At the supermarket

At the travel agency

At the restaurant

Course description: class led to students first grade , in acontext of stratum three of Suba.

Overall objective: recognizes situations in real life.

Specific objectives:

writes and says phrases like going to the dentist , go to movies ,meet a friend .

Materials and resources: writing everyday phrases , readings,support guides .

Calendar: development of the unit for two weeks with anintensity of 4 hours per week .

Percentage valuation : is evaluated throughout the process :work in class and extraclase , participation, writing.

SKILL-BASED SYLLABUS

Develop specific skills such as pronunciation,

grammar and discourse , through activities

such as:

Listen language

Finding the main idea

Write paragraphs shapely

EXAMPLE:

Activity:

1. Listen and write the words

that you know in the song.

2. Write paragraphs with

known words

This activity corresponds to the syllabus based on skills,

because it explores the student's skill with respect to the

pronunciation, concentration and the ability to write

texts.

Course description: class led to students first grade , in acontext of stratum three of Suba.

Overall objective: comprising in another language , codes andways to express the information of everyday life

Specific objectives:

investigates the correct pronunciation of words in a foreignlanguage.

enjoys communicating in a foreign language.

Materials and resources: writing everyday phrases , readings,support guides .

Calendar: development of the unit for two weeks with anintensity of 4 hours per week .

Percentage valuation : is evaluated throughout the process :work in class and extraclase , participation, writing.

TASK-BASED SYLLABUS

Students do something based on an

assigned task.

Tasks and activities are used to

encourage students to use the

language communicatively.

Tasks should be meaningful so that

they can enhance learning.

EXAMPLE:

Activity:

1. Write a short text, which

make a brief personal

description.

2. read the text in front of

their peers and their

teacher .

This activity corresponds to a task-based syllabus , as it

is encouraging learner 's communicative competence

through the realization of a task assigned.

Course description: class led to students first grade , in acontext of stratum three of Suba.

Overall objective: Foreign language describes physical , socialand cultural characteristics.

Specific objectives:

enjoys communicating in a foreign language.

Materials and resources: writing everyday phrases , readings,support guides .

Calendar: development of the unit for two weeks with anintensity of 4 hours per week .

Percentage valuation : is evaluated throughout the process :work in class and extraclase , participation, writing.

CONTENT-BASED SYLLABUS

Goal is to teach specific information and content

using the language that learners are learning.

Subject matter is primary, and language learning

happens concurrently.

For example, in a chemistry class, linguistic

adjustments are made to make the chemistry

more understandable.

Example:

in a chemistry

class, linguistic

adjustments are

made to make the

chemistry more

understandable

Course description: class led to students first grade , in acontext of stratum three of Suba.

Overall objective: incorporates meanings and words of foreignlanguage into their lexical competence .

Specific objectives:

enjoys communicating in a foreign language.

Materials and resources: writing everyday phrases , readings,support guides .

Calendar: development of the unit for two weeks with anintensity of 4 hours per week .

Percentage valuation : is evaluated throughout the process :work in class and extraclase , participation, writing.

Trabajo realizado por:

Yuliani Ariza

Sonia Díaz

uptc