SYLLABUS DESIGN, TEACHING UNITS AND LESSON PLANS

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1. THE SYLLABUS 


A syllabus is…

  • A basic contract between the teacher and students, laying out the responsibilities and expectations on both sides. 
  • A map that shows the general contours of the course, important milestones and the landmarks that will let students know they are on the right road.

A good syllabus gives the student a general idea of how the course will go and how much work it will take. A learning-centered syllabus focuses on the needs of the students and their learning process, including specific information that facilitates their academic success.  


Creating a syllabus is…


1.1. Issues to consider when designing a syllabus/lesson plan

  • School Approach & Methodology: EFL, CLIL, Bilingual Immersion, etc. 
  • Type of assessment and evaluation
  • Resources, equipment, access to technology and LIMITATIONS 
  • Learner exposure to L2
  • Textbooks
  • Learner needs, strengths and weaknesses 
  • Balance of skills vs. grammar and vocabulary 
  • New language vs. practice opportunities 
  • Learners’ outcomes
  • Suitability of topics & Intercultural Issues 
  • Independent skills training

2. STAGES OF PLANNING


Long term - Short term - Teaching units and lesson planning


1) LONG TERM PLANNING 


2) SHORT TERM PLANNING 


3) TEACHING UNITS AND LESSON PLANNING


Initial steps:

  • Plan before every lesson (objectives, tasks, materials, methods...).
  • If you plan for a short term, lesson plan is easier.
  • Initial lesson plans tend to be very detailed (progressively they get automatic and intuitive).
  • Decide on timing, pace and classroom management: when and how to use pair work / group work (cooperative & collaborative learning).
  • Establish connections: link this lesson with previous and next ones (prior knowledge, review, Zone of Proximal Development, Scaffolding...).
  • Take into account the time of day: early in the morning, before or after the break, etc.
  • Estimate how long each activity takes (attention span)

    • The attention span is the amount of concentrated time a person can spend on a task without becoming distracted. Most educators and psychologists agree that the ability to focus and sustain attention on a task is crucial for the achievement of one's goals.

  • Prepare extra activities and tasks (flexibility)
  • Try to find balance in rhythm & pace
  • Integrate skills
  • Provide variety in resources

3. SYLLABUS CLASSIFICATION  




3.1. Apply ELT I teaching principles, methods, approaches and methodology

  • Choose best language learning theories, approaches and methods for your students (analyse student needs).
  • Learner-centered methodology: autonomy, Independence.
  • Multiple intelligences & differentiated learning.
  • Aiming at communicating (grammar and vocabulary are the means not the end) -> Process vs. Product
  • Inductive vs. deductive methods, fluency vs. accuracy, meaning vs. form, etc.
  • Integrating basic skills: listening, speaking, reading, writing, communication.


4. POSSIBLE SECTIONS TO BE INCLUDED


A possible index

  1. Context (Official Curriculum, Sociocultural context, school, classroom, etc.)
  2. Key competences
  3. Objectives (follow state & CEF standards & make them measurable)
  4. Contents (Teaching Unit and Lesson plans)
  5. Approach, Method and Methodology
  6. Motivation
  7. Attention to diversity/ mixed-ability/multiple intelligences/inclusive, differentiated learning
  8. Assessment and evaluation
  9. Classroom management: measures for stimulating interest in learning and the  capacity for adequate expression/ discipline
  10. Bibliography & Resources (appendix)

Another possible index

  1. Outcomes or aim
  2. Timetable fit (this class in relation to others)
  3. Class description
  4. Use of English and language skills involved 
  5. Activities and teaching aids (materials) 
  6. Procedures and interaction patterns 
  7. Timing
  8. Possible problems or difficulties 
  9. Alternative activities or possibilities

5. GOALS AND ACTIVITIES


5.1. Bloom’s taxonomy 

  • Remembering: Define, Identify, Label, List 
  • Understanding: Compare, Discuss, Explain, Summarise 
  • Applying: Calculate, Compute, Manipulate, Solve 
  • Analysing: Distinguish, Analyse, Differentiate, Investigate
  • Evaluate: Argue, Conclude, Critique, Test
  • Creating: Construct, Design, Invest, Produce

About objectives:

  • Preferably should be from the students’ point of view and experience.
  • Formulate them in terms of observable behaviour - rather than ‘understand’, ‘appreciate’ and ‘enjoy’, use ‘identify’, ‘describe’, ‘contrast’. 
  • Long-term objectives vs. Short-term objectives


5.2. Ideas for activities



Evaluating the activity plan:




7. ASSESSING A LESSON PLAN

  1. What do you want your students to learn?
  2. Are your aims and objectives clear?
  3. How can you best use the class time you have?
  4. Have you used all the resources at your disposal?
  5. Have you given students a road map for the course?
  6. Have you built ways of getting feedback from students on how the course is going?
  7. Do your assignments and tests teach and measure the things that matter most to you?
  8. Have you established high expectations?
  9. Is your syllabus well organised and readable?
  10. Is your syllabus written in the tone you wish to convey?
See a full example of a didactic unit HERE.

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