Practice Activities – FP015 CCD

PRACTICE ACTIVITIES:
CURRICULUM AND COURSE DESIGN

CURRICULUM AND COURSE DESIGN

PRACTICE ACTIVITIES
By Javier Mauricio serrano

1
 Practice Activities – FP015 CCD

Table of Contents

Introduction

1.Task 1 curriculum conceptions

1.1 Concepts about curriculum design …………………………………………….. 3

1.2 Approach and method. ……………………………………………………… 3

2. task 2 Analyzing textbooks…………………………………………………………. 4

3.Task 3: Analysis of difficulty ……………………………………………. …………. 5

4. Task 4: Sports and English language …………………………………………… 5

5. References …………………………………………………………………………. 6

2
 Practice Activities – FP015 CCD

Practice Activities

1.  Task 1: curriculum conceptions

 
1.1  Curriculum and syllabus

What refers to the Funiber course material, it can be inferred, in general terms that 
curriculum describes the institutional philosophy and it describes the objectives to
which it is intended to reach, it describes the nature of the language and how it is
acquired and learned, it can include national and global policies. On the other hand, the
syllabus describes in detail the steps to achieve the objectives. Depending on the view,
it can even determine the strategies and the means, it also may include the steps and
how learning is going to happen.
 
Some assumptions have been found on this topic. White (1988), syllabus denotes the
content or subject of an individual subject, while curriculum designates the totality of
content to be taught and the aims to be realized within one school or educational
program. (White, 1988)
 
For Graves curriculum stands in the broadest sense as the philosophy, purposes,
design, and implementation of a whole program, whereas a syllabus refers narrowly to
the specification and ordering in content of a course or courses. (Graves, 2000)
 
 
1.2 Approach and method.
 
What refers to the Funiber course material can also be understood about the approach
that it can be a set of ways of seeing the nature of the language and language
learning.  While method should be the way or a plan and strategies to carry out the
approach. 
 
Accordingly, to Anthony a method should be a plan for orderly presentation of language
material (Anthony,1963).  
 

3
 Practice Activities – FP015 CCD

In other words, the determines what the methods can be for learning to take place
while the goals are the step of how to get there.
 
2. Analyzing textbooks. 
 
In the example adopted from the face2face book, it can be said that it is from the
knowledge-based approach since a large part of the content was previously selected
and organized according to some grammatical structures considered adequate relates
the elementary level, however, it is also perceived that it is organized according to the
functional part of the language and therefore presents an adequate level of difficulty for
what corresponds to the elementary level of level A1, accordingly to the common
European framework.
Figure 2.1.

 
Though, these contents are organized in activities that aim to develop production and
interpretation skills as well as knowledge of the culture and way of life of the native
English speakers. They also reinforce the basic vocabulary, and the added value of this
material is that it is designed for the student to independently evaluate their
achievements.

Figure 2.2

4
 Practice Activities – FP015 CCD

When developing the activities, it gives the feeling that they care more about what can
be done with the language in a practical and intuitive way, but showing more interest in
the practice of the language, but relegating in some way interaction and communication
between students. There is no feeling of challenge for the student since the ability to
speak is only perceived in terms of following a certain model of dialogue.

Apparently, it is a material focused on knowledge because it also pays little attention to

the interests of a student and the previous knowledge that may have.
 
3.  Task 3: Analysis of difficulty.
 
 
1. Present simple is effortless to follow with students since they are simple actions that
require offering relatively simple information, questions and aspects that require short
information. The only thing that can get complicated is the use of some structures with
do-does because from Spanish as our mother tongue it does not exist.
 
2.  Simple past a bit difficult but easy to handle with the was — were or the did verbs
are important to move to the past, but a student should basically memorize the
regular and irregular verbs, especially the irregular ones.
3.  Future simple make it easier to handle with going to and will, easy to understand
however it must be accompanied by clear examples since the structures cannot be
found in the same way in Spanish.
 
4.  Present perfect -past perfect difficult to handle and irregular verbs must be
previously memorized.
 

5.  Passive voice is not easily understood all types of passive voice are complicated
and this must be achieved at advanced levels.
 
4. Task 4: Sports and English language. 
http://www.ipcexeter.co.uk/courses/school-language-projects/the-
projects/englishsports/
 

5
 Practice Activities – FP015 CCD

The course should be viewed with a project-based learning methodology and should
handle what is called task-based learning with the idea of adding more challenge to the
course and topics should revolve around the project that would be sports and should
go only on that side since it has a lot to explore and allows some Content Language
integrated learning methodology activities.

The course should contain more focused activities, to explore the topics and learn to
learn, in terms of learning by doing, it should include families and the construction of
materials should be aimed at the development of sports, although the process is more
important than the product in these types of activities, both approaches must be taken
since the product would be clear evidence and would offer more fun to the course and
may add one more opportunity to communicate.

5. References

White, R. (1988). The ELT curriculum, design, innovation and management. Oxford,

UK: Basil Backwell. 

Graves, K. (2000). Designing language courses. Boston, MA: Heinle & Heinle.    
    
Anthony,E. (1963). Approach, method and technique. English Language Teaching 17,
63,67

Redston, C. & Cambridge University Press. (2019). Face2face Elementary Student’s

Book. In Cambridge University Press (Ed.), Face2Face (2nd ed., pp. 2–8). Cambridge
University Press.

Full name: Javier Mauricio Serrano Gutierrez

Group: 2018-06
Date: 7 enero 2021
Login: COFPMLAEILE573899