Didactic Of English Cycle Task 4:

“Language Learning Strategies”

TUTOR:

Angie Carolina Rojas

ESTUDIANTE:

Leonardo David Sánchez Silva

CODIGO:

1049619195

CURSO:

551026A – 611

GRUPO:

551026_ 30

UNIVERSIDAD NACIONAL ABIERTA Y ADISTANCIA (UNAD),

ENGLISH AS A FOREIGN LANGUAGE PROGRAM.

TUNJA, APRIL 20TH / 2019

SYLLABUS Breen (2001) points out that a syllabus is a meticulous plan in order for students to attain their
goals. Furthermore, the teacher takes charge of choosing the content or materials that should be
employed and map out a plan concerning how long students will need to spend in a specific
activity.

A syllabus emcompasses elements such as: aims, content, methodology and evaluation. Breen
(2001)

A syllabus is essential as a student needs to know what topics are going to be adressed. In fact,
when it comes to english language learning process, it must illustrate What knowledge and
capabilities will be focused upon. What kind of skills the teacher will be focused (reading,
speaking, writing and listening).
-What kind of material will the teacher select to fulfill a goal.
- How long a teacher will devote in an activity.
- Finally, a step by step progression where it is clear to analyze how the process was from basic
to an advanced topics.
TYPES OF DEFINITION ADVANTAGES DISANVANTAGES DIDACTIC ACTIVITY
LANGUAGE
SILABI

Grammatical -It is a method which -It is more When this method DRILLS WITH SIMPLE
Syllabus
teachers choose convenient for is strictly used, It PRESENT
structures and novice teachers creates a gap in Level: Basic - intermediate
vocabulary for as the method language learning In order to make this method
students to learn; does not take a as students do not handy, the ideal thing is make
Moreover, because it great deal of manage to employ students understand the
is easy to implement , effort to prepare. what they learn in messages that some tenses or
gramatical syllabus -It is easy to real situations. verbs have; Therefore, they
has become in a keep track of It is by no means can put them into practice
popular method all students certain that if naturally.
over the world. progress. teachers focus on
It is far from pure accuracy, ACTIVITY
high students will get -The teacher will explain the
metacognitive proficiency auxiliary “can “. Because this
thinking accordingly. modal conveys some
assesment. messages such as:
possibilities, skills,
permissions or favors, the
teacher could explain step by
step one of those by
providing some affirmative
sentences in singular, third
and plural.

SKILLS
I can play the piano.
He can play the piano
 We can play the piano

Then, he asks students about

what kind of abilities they
have what they do not.

-He can write negative

sentences afterwards.

-Next, he explains briefly

how to build a question in
singular, third person and
plural.

-can you play soccer?

Yes, i can play soccer
No, i cant play soccer.
Finally, the teacher goes on to
explain another use of can
such as Possibilities , and try
to carry out the same process.

After working all the uses of

can, the teacher can tell
students to work in pairs. The
work is related to the
aforementioned topic which
could be developed in a book
or other helping material they
are using.

Notional It is a method that It is a flexible This system HOW TO EXPRESS AN

Functional enables students to method. differenciates from OPINION CONCERNING
syllabus. communicate ideas in Its focus is gramatical in lack of LIKES AND DISLIKES.
many situations communicative focus on accuracy Level: Basic- intermediate
efficiently by learning and thus is not
Notional: school, spare time,
some templates It focus on popular.
according to the cultural issues
city.
situation. that are related to
people s Funtional: templates which
Notional is the situation enviroment. . help to link reason with
setting or the context supporting details.
where the language will
be employed. For ACTIVITY
instance school, Street, The teacher provides some
 greeting whereas templates which will help
Functional students to explain briefly the
are the expresions, reason and supporting details
words, commands that as to why they like
the speaker will employ.
something.
Some of the functions
to be used are regarding:
approving persuading, Some of the questions that
suggesting, explaining, can be used are:
arguing, describing or
identifying
-What do you like tunja the
most?

-What do you enjoy doing in

your spare time? Give two
reasons.

-What do you like about your

school ?

-What is your favorite food?

Some of the templates

students can draw on are :

-What i like Tunja the most

is ” “ because It
” “

-Firstly, What i enjoy doing

in my spare time is”
“ because “ “

Secondly, i enjoy “ verb +ing

because “ short reason “

-My favorite food is “ ]”

because “ “

Another reason is that

It is a method based on It is a novel This syllabus seems BUILD A STORY BY
Lexical lexis which is the way a method whose to be shallow when it USING COLLOCATIONS
Syllabus Word take a specific content is based comes to theory, thus WITH A SPECIFIC WORD.
function and meaning in on real-world it is blended with Level: Intermediate –
 different contexts. usage. task based syllabus Advanced
Chunks and collocations method. However, It
stand for this way of The content is can look promising ACTIVITY
teaching. natural and in the foreseeble OPCION A
By understanding the further deep future, if the
After giving a brief
functionality of a word understanding. theoretical
in different enviroments, perspective develops
explanation of what
it enables people not in depth. collocations are and having
only to speak naturally chosen a specific Word or
but at the same time to It spends a great deal verb, the teacher tells the
use grammar of effort in studenmts to make up a stoty
collocations but not by employing all the given
in longer phrases. collocations.

It is not clear if OPTION B

lexical items (such -All students will make up a
as: the, and, but, and
story where all collocations
a) should be taught
can be used .
first, or not.
- Every single student will
use a specific collocation. As
soon as the student says a
short part of the story , the
next students will go on with
the story and will use another
collocation and so on.

The teacher will work in

collocations with “make”
Make a bed
Make money
Make ends meet
Make do
Make your best
make an effort
make coffee
make a call
make breakfast,lunch, dinner
make up your mind
make a decisión
make a choice
make a phone call
make a reservation
make a point
make sure
make progress.

Task based Although it is This method Specificity: although ANALIZING,

Syllabus regarded as a syllabus, fosters students teachers can COMPARING AND
TBS comes across as students to be provide tools to REFLECTING ASPECTS
a method which has autonomous in address a topic, It is OF CULTURE.
clear steps for their learning not certain if it is
students to develop. process. posible to Level intermediate
realize an
According to -It is procedural appropriate set of
The typical J. Willis and detail- tasks for every -Students will read a book
(1996b) It comprises oriented method. student need. concerning american culture
of three parts. -Students work and then, will discuss some
in groups which Complexity: how the questions related to values,
Pre-task: warm up enables them to teacher will grade table manners and others.
of the task. The exchange and the activity.
teacher must use key negotiate ideas. Extrapolation: how Next, in groups of four, they
words/phrases It goes without much is expected draw a comparison between
Task cycle: small saying that some from students to colombian culture an
give ?
group work; teacher of them will feel american culture by using the
,
can supervise what at ease as they aforementioned paramenters.
they do before a future do not have the
demonstration of entire class Then, students expose both
their work looking at them . the resemblances and the
Language focus differences between
Focused in colombian and american
exploration of culture
language usage
instead of grammar. Finally, each student write a
resume reflecting upon some
features such as : his
Willis and Willis personality, habits, values
(2007, pp. 72–78), and share with his peers as to
Proposed seven how similar or different they
features to be taken are in comparison with
into account for colombian culture.

• Listing
• Ordering and sorting LINKS
• Visual support Colombian culture vs
• Matching American culture
• Comparing and https://www.youtube.com/wa
contrasting tch?v=YHIbrOvO7uo
• Problem solving
tasks and puzzles American values vs tradition
• Projects and and culture
creative tasks https://www.youtube.com/wa
• Sharing personal tch?v=mclODZTF5vk
experiences
Content It is a method which a It is not difficult Some topics chosen PERFORMANCE OF
based teacher provide to implement as by the teacher can HOW TO ORDER AT A
Syllabus students a work that the teacher not be suitable for RESTAURANT
matches with their needs to use young learners as Level: Intermediate
cognitive capacities, solely an those have a high
even, they are given English book cognitive level. ACTIVITY
some key vocabulary The goals are
in order to perform the clear and -The students will study
task accurately. encourage particulary an audio of a
students to reading called “DINNER
This method strives practice FOR TWO” which makes
not to dumb down the naturally. part of the course and must be
topics, since some studied carefully as they need
methodologies make The topics are to practice the pronunciation
students seem as not related to and intonation. In addition,
competent. students needs they will have to study on
and cognitive their own some videos and
capabilities readings concerning how to
hence it yields order at a restaurant.
intrinsic
motivation for -The teacher will organize
them to study. groups of four or five.
- He provides some helping
expressions, key words and
sentences for studnets to do
their best.

How much does it cost?

Lets have a look at the
menu!!
Are you ready to order?
Whats the soup of the day?
I will have
Anything to drink?
I would like to

-Students work in groups of

four or five.

-They will prepare a

performance as to how they
will order at a restaurant and
try to act it out as good as
they can.
 -The teacher could evaluate
them by analyzing how many
key words and sentences the
students are using or simply
by observing the eagerness
that they have to participate
in the activity.

-At the end of the activity,

students can be asked what
expressions they learned.
Plus, the teacher can provide
feedback in terms of
accuracy, pronunciation and
intonation to all students.

LINK 1
DINNER FOR TWO
C:\Users\Acer\Downloads\08
Pista 8.wma

LINK 2
https://englishlive.ef.com/blo
g/english-in-the-real-
world/impress-friends-
ordering-food-english-
restaurant/

LINK 3 RESTAURANT
ORDER
https://www.esl-
lab.com/restaurantorder/resta
urantorderrd1.htm

LINK 4
ORDERING IN A
RESTAURANT
https://www.youtube.com/wa
tch?v=0Q3IvgfzeMM

REFERENCES
 Breen, M. (2001). Syllabus design. In R. Carter & D. Nunan (Eds.), The Cambridge Guide
to Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 151-159).
Cambridge: Cambridge University Press. Available in: https://doi-
org.bibliotecavirtual.unad.edu.co/10.1017/CBO9780511667206.023

 Murphy, R. S. (2018). The Concept of Syllabus Design and Curriculum Development. In

Faravani, A., Zeraatpishe, M., Azarnoosh, M., & Reza, H. Issues in Syllabus Design. Sense
publisher. The Netherlands. Available in: https://www.sensepublishers.com/media/3359-issues-
in-syllabus-design.pdf