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

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