Professional Documents
Culture Documents
1. Definition of Didactics
The word didactic is drawn from the Greek verb 'didaskein. It means the art of teaching. It is the science of
teaching and learning.
It seems necessary to make distinction between approach, method. procedure and technique in
EFL teaching and learning.
Approach: People use the term approach to refer to theories about the nature of
language and language learning. These provide the reasons for doing things in the
classroom and the reasons for the way they are done.
An approach describes how language is used, describes how people acquire their
knowledge of the language and makes statements about the conditions which will promote
successful language learning.
pproach
Methods
Techniques
1. Curriculum/ syllabus:
Definitions
A curriculum expresses an overall plan for a
school or subject (with its philosophy and how
evaluation will take place) (Harmer. 2015). A syllabus is
the list of language or other content that will be taught on a
course (and the order in which these items should be taught).
Curriculum
Syllabus:
Skills
Skills refer to the way we use language in terms of four abilities – reading, writing, speaking
used for
and listening. These are often divided into two types. Receptive skills is the term
reading and listening skills where meaning is extracted from the discourse.
Productive skills is the term for speaking and writing, because for
these skills the students actually have to produce language themselves.
2
An aim can be defined as a general statement which attempts to give a sense of direction to
serve as guidelines for educational policy. They express the hopes and
expectations of the governmant, the ministery of education, authorities or decision-
makers. For
example:
Teach English because it is a worldwide language of communication the language of
science and technology.
Teach English to transfer modern technology......
are inferred descriptions, or
Goals are more specific and definite than aims. They hypotheses of the things
learners will be able to do at the conclusion of a learning sequence. In other words,
they are statements of the intended general outcome of an instructional unit or program.
They express the specific ways in which the objectives will be achieved. Eg:
At the end of SE3, the learner will be able to produce oral/written messages/texts of
descriptive, narrative, argumentative, expository and prescriptive types of about 20 lines,
using written or oral support.
• Objectives are stated in more observable and measurable terms. Instructional
objectives are "...specific statements that describe the particular knowledge, behaviors,
and/or skills that the learner will be expected to know or perform at the end of the course
of program“. One can argue that the most apparent difference between goals and objectives is the
level of specificity among the two.
Eg. By the end of the lesson, B2 group of teenagers will be able to use the passive forms correctly in 4
different sentences...
4.2
content.
Daniel Barber and Duncan Foord suggest a 'SMART goals evaluator' (Barber and Foord,
2014). The acronym stands for Specific, Measurable, Agreed, Realistic and Time-bound
objectives, and the suggestion is that if the students set themselves objectives that have
these
characteristics, they will have a chance of success. Moreover, because the goal is measurable,
they will be able to see if they have achieved it.
The following verbs cannot be measured or are redundant. They should be avoided when
writing objectives.
shows interest in/familiar with/ appreciation for/ knows/ awareness of has knowledge
of/ learncomprehend/ memorizes/ conscious of/ understands....
CREATING
BLOOM'S TAXONOMY
EVALUATING
CRMCALLY EXAMINE INFO & MAKE
JUDGEMENTS
APPLYING
USE INFO IN A NEW (BUT SIMILAR) FORM
REMEMBERING
AND OR REMEMBER INFO
And, nam located