COURSE PLANNING (1):

CONTENT-BASED, COMPETENCY-
BASED, TASK-BASED, AND TEXT-
BASED APPROACHES

Presented by Group 1
Lê Thẩm Ánh
Lê Trà Cẩm Tú
Tô Thị Như Quỳnh
Lê Thạch Dân
Trần Thị Huyền Trang
 Table Of Contents
Introduction
Content
1. Determining the level of the course
2. Choosing a syllabus framework
3. Content-based syllabus and CLIL
4. Competency-based syllabuses
5. Task-based syllabus
6. Text-based syllabus
Conclusion
Discussion questions
INTRODUCTION
Determining
the level of
the course

Choosing a
Task-based
syllabus
syllabus
framework

Chapter 7 -
COURSE
PLANNING
Content-
Text-based based
syllabus syllabus and
CLIL
Competency-
based
syllabus
 INTRODUCTION
COURSE PLANNING

Being able to plan well is one of the key skills that a teacher
needs to have. It involves being able to imagine what is
going to happen in the classroom, and to make choices
based on this imagined experience.
 INTRODUCTION
COURSE PLANNING
Planning also involves the ability to zoom out, to see the bigger
picture and know how a 2 hour lesson fits into a 100 hour course,
but it also involves the ability to zoom in, and work out the
mechanics of how a 15 minute activity will work best.

A 2-hour lesson A 100-hour course

Name of picture Observe Your Image

Artist Description
The art of painting Artist: Leonardo da Vinci
The meaning of the picture Interpretation of Mona Lisa
…. More Analysis of Mona Lisa
…..
 INTRODUCTION
A 2-hour lesson A 100-hour course
 INTRODUCTION

At the start of a course, we need to sit down and think about ‘What’
we intend to cover in the course, and ‘Why’. These two concepts go
hand in hand; we will be able to decide ‘what’ to teach, when we
know ‘why’ we want to teach it, and this will depend on the group of
learners that we have in front of us in the classroom.
 INTRODUCTION
WHAT IS THE PURPOSE OF COURSE PLANNING?
• It assists teachers in determining what students will learn, how they
will learn it, and how to evaluate it. Teachers can function more
effectively in the classroom with lesson plans that provide them with an
outline of what they need to do during each class. It helps teachers
determine what their students will learn, how they will teach the lesson,
and how learning will be evaluated each day with the help of a lesson
plan. 
• The purpose of lesson plans is to allow teachers to achieve greater
efficiency in the classroom by giving them a detailed outline they can
adhere to during class. The teacher, during the lesson, will pose quality
questions to the students. Many questions are designed to guide students
to think beyond simple memorization and comprehension.
 CONTENT
1. Determining the level ofSthe course
• In order to plan a language course, it is necessary to know the level at
which the program will start and the level that learners may be expected
to reach at the end of the course. This can be referred to as the learners’
developmental continuum (Tognolini and Stanley 2011).
• An approach that has been widely used in language program planning is
to identify different levels of performance or proficiency in the form of
band levels or points on a proficiency scale. Band descriptors such as
thos used in the IELTS examinations or the RSA Certificate in
Communicative Skills in English (Weir 1990) can also be used as basis
for planning learner entry and ext levels in a program.
 CONTENT
1. Determining the level ofSthe course
Since the widespread adoption of the
Common European Framework of
Reference for Languages (CEFR), courses
and tests are often referenced to the CEFR
band levels in many countries. These
describe six levels of achievement divided
into three broad divisions from lowest (A1)
to highest (C2) and, as we have explained
elsewhere, outline what a learner should be
able to do in reading, listening, speaking,
and writing at each level.
 CONTENT
1. Determining the level ofSthe course
Planning a cource at an appropriate level
may involve the use of studnts’ results on
international proficiency tests such as the
Test of English as a Foreign Language
(TOEFL) or International English
Language Testing System (IELTS).
Information from proficiency tests wil
enable the target level of the program to be
assessed, and adjustment of the program’s
objectives may be required if results appear
to suggest that the program is aimed at too
high or too low a level.
 CONTENT
2. Choosing a syllabus framework
S
When planning a course in teaching English, it is important to choose a syllabus
framework that aligns with your teaching goals and objectives. Here are three popular
syllabus frameworks to consider:
1. Communicative Language Teaching (CLT) - This framework focuses on
developing students' ability to communicate effectively in the language they are
learning.
2. Task-Based Language Teaching (TBLT) - This framework prioritizes the
completion of tasks to achieve language learning goals.
3. Grammar-Translation - This framework emphasizes the memorization of
grammar rules and vocabulary lists, and the translation of texts from the target
language to the native language.
Ultimately, the choice of syllabus framework will depend on your teaching goals, as
well as the needs and preferences of your students. It may be helpful to consult with
other teachers or educational resources to determine the best approach for your course.
 CONTENT
3. Content-based syllabusSand CLIL

Content-Based Syllabus (CBS) and Content and Language Integrated

Learning (CLIL) can be effective approaches to incorporate into course
planning when teaching English.
 CONTENT
3. Content-based syllabusSand CLIL
1. Use authentic materials: Incorporate authentic materials, such as
newspaper articles or videos, that relate to the content being taught in the
course.
2. Integrate language and content learning: In a CBS approach, select
content that is relevant to the language skills being taught.
3. Vary instructional methods: Use a variety of instructional methods, such
as group work, presentations, and discussions, to engage students in the
content and language being taught.
4. Assess language and content learning: In a CBS approach, assess both
language and content learning. By incorporating CBS and CLIL approaches
into your course planning, you can create a more engaging and effective
learning experience for your students.
 CONTENT
S
3. Content-based syllabus and CLIL
By incorporating CBS and CLIL approaches into your course
planning, you can create a more engaging and effective learning
experience for your students.
 CONTENT
S
4. Competency-based Syllabus
Definition:
Competency-based syllabuses, are educational approaches that focus
on a student's ability to demonstrate mastery of specific competencies
or skills rather than just completing coursework. In other words, CBI
emphasizes what a student can do, rather than what they know.

CBI is an approach to the planning and delivery of courses that has

been in widespread use since the 1970s. The application of its
principles to language teaching is called Competency-Based
Language Teaching (CBLT).
 CONTENT
S
4. Competency-based Syllabus
The basic premise of a competency-based syllabus is that it should outline
specific competencies or learning outcomes that students are expected to
achieve by the end of the course. These competencies are broken down into
measurable, observable behaviors or skills, which are then assessed
throughout the course.
 CONTENT
S
4. Competency-based Syllabus
Benefits of CBI:
One of the key benefits of CBI is that it allows for personalized
learning experiences. Since each student may come to a course with
different levels of knowledge and skill, CBI can help ensure that each
student is challenged appropriately and given the opportunity to
demonstrate mastery of the competencies in their own way.
Another benefit of CBI is that it can be more closely aligned with
real-world applications. By focusing on specific competencies or
skills, students can better understand how what they're learning can be
applied in the workplace or other real-world settings.
 CONTENT
S
4. Competency-based Syllabus
Developing a competency-based syllabus can be challenging, as it requires
careful consideration of the specific competencies and how they will be
assessed. Additionally, it may require changes to traditional teaching
methods and assessments.

Overall, competency-based syllabuses can offer a valuable approach to

education that prioritizes student learning outcomes and the development of
practical skills.
 CONTENT
5. Task-based Syllabus S
Definition:
Task-based syllabuses are a type of language teaching approach that is
focused on organizing language instruction around tasks, or activities, that
students might encounter in real-life situations. These tasks could be
anything from ordering food in a restaurant, to conducting a job interview,
to discussing a news article with a friend.
 CONTENT
5. Task-based Syllabus S
The basic premise of a task-based syllabus is that language learning should
be driven by the need to complete a specific task, rather than simply
learning isolated grammar or vocabulary. Tasks are designed to be
communicative in nature, meaning that students are expected to use
language to interact with others and achieve a specific goal.
In a task-based syllabus, the syllabus itself is based on a series of tasks
that are sequenced in a way that allows students to build upon their
knowledge and skills as they progress through the course. Each task is
designed to help students develop specific language skills, such as
listening, speaking, reading, and writing.
 CONTENT
5. Task-based Syllabus
S
What are the
differences
between a task
and an exercise?
 CONTENT
5. Task-based Syllabus S
The differences between a task and an exercise

TASK EXERCISE
Less controlled Controlled
Interpreted spec Specificity
Focus on form & meaning Focus on form
Any form Written
 CONTENT
5. Task-based Syllabus S
Benefits of Task-based Syllabus :
One of the key benefits of a task-based syllabus is that it can be more
motivating for students than traditional language learning approaches.
Because students are working towards achieving a specific goal, they
are often more engaged and invested in the learning process.
Additionally, task-based syllabuses can be more closely aligned with
real-world language use, as students are learning language skills that
they can apply in their daily lives. This can help students feel more
confident in their ability to communicate in the target language.
 CONTENT
5. Task-based Syllabus S
Designing a task-based syllabus can be challenging, as it requires careful
consideration of the specific tasks and how they will be sequenced to
support student learning. Additionally, it may require changes to traditional
teaching methods and assessments.

Overall, task-based syllabuses offer a valuable approach to language

learning that prioritizes communicative competence and practical language
skills.
 CONTENT
6. Text-based Syllabus S
The definition of text-based syllabus
Texts may be viewed, as structured units of discourse that are used in
specific contexts in specific ways, that is as conversations, directives,
exchanges, explanations, expositions, factual recounts, information texts,
instructions, interviews, narratives, opinion texts, personal recounts,
persuasive texts, presentations, procedures.

A text-based syllabus is organized around the text types occuring most

frequently in specific contexts. These include such situations as studying in
an English-medium university, studying in an English-medium primary or
secondary school, working in a restaurant, etc.
 CONTENT
6. Text-based Syllabus S
The aim of using text-based syllabus
• To adjust students with language in use and to know how to use the
language. It also makes the teaching learning activity become as easy as
communicating in their daily life.
• To make the teaching learning activity become as easy as
communicating in their daily life;
• To enable learners to become competent, confident and critical readers,
writers and viewers of texts. It involves listening to, reading, viewing
and analysing texts to understand how they are produced and what their
effects are.
 CONTENT
6. Text-based Syllabus
S
Characteristic of text-based syllabus
- Syllabus type: A Text-based syllabus can be thought as a type of mixed syllabus. It is because all elements of
various others syllabus type can constitute a repertoire from which a text-based syllabus can be designed
- View of language: introduce the social background of the language that is learned by the students. 
- Syllabus elements: text-based syllabus presents the structural interpretation of a text that is differentiated by
teaching. They can have examples of the use of English in their daily context so that they can imitate it to make
their own text
- Content: The content of text-based syllabus is based on the whole text which are selected in relation to learners
needs and the social context which learners wish to access. It means that text-based syllabus emphasizes on the
strength of text, which covers the condition and the social context that is faced by the students.  ts genre. Through
learning the genre the students can analyze the real implementation of English
- Methodology: It is based on a model of teaching and learning in which the learner gradually gains increasing
control of text-based
 CONTENT
6. Text-based Syllabus S
The principles of a text-based syllabus
- Teaching explicitly about the structures and grammatical features of spoken and written
texts;
• Spoken text: presentations, public speeches/debates and discussion, entertainment (drama,
shows, readings, songs,…), job interview, etc.
• Written text: books, magazines, newspaper, brochures, forms and questionaires, etc.
- linking spoken and written texts to the cultural context of their use;
- designing units of work which focus on developing skills in relation to whole texts;
- providing students with guided practice as they develop language skills for meaningful
communication through whole texts.
 CONCLUSION
There are differences S the beginning places
between for content-based, task-
based, and text-based approaches.
- The creation of the syllabus begins for CBI and CLIL with an emphasis on the
sharing and comprehension of meaning and information. The presentation of
meaning and substance affects other organizing choices, such as those regarding
lexis, grammar, and texts.
- In task-based methods, task identification is the first step in developing the
curriculum. These are used to stimulate the learning process and to get students
ready for performing tasks outside of the classroom. There is a set schedule for
school tasks. Identifying text types is the first step in a text-based strategy, and
classroom exercises focus on text production and analysis after a prescribed set of
procedures.
- Competency-based approaches differ from each of the above syllabus models.
 DISCUSSION QUESTIONS

1.You have been asked to plan a unit on climate change for an intermediate-
level speaking class.
What skills and grammar could you link to this topic?
2.Are CBI and CLIL identical? How do you understand their similarities and
differences?
 DISCUSSION QUESTIONS
Skills:
 Speaking: climate change, causes and effects and solutions
 Listening: news reports, podcasts, or videos.
 Reading: read articles or reports on climate change, summarize the main points or express
their opinions
 Writing: write summaries, essays, or reports on climate change, its causes, impacts, and
possible solutions.
Grammar:
 Modal verbs: can, could, may, might, and should can be used to express possibility,
probability, and obligation when discussing potential solutions to climate change.
 Conditionals: learners can use first, second, and third conditional structures to talk about
the potential effects of climate change and their impact on the future.
 Passive voice: learners can use passive voice structures to describe the causes and effects
of climate change, and to discuss actions that can be taken to mitigate its impact.
 DISCUSSION QUESTIONS
2.CBI (Content-Based Instruction) and CLIL (Content and Language Integrated Learning) are often
used interchangeably, but they are not identical. They share some similarities and differences:
Similarities:
 involve the integration of content and language learning.
 develop learners' language proficiency and content knowledge simultaneously.
 emphasize the use of authentic materials and real-life contexts.
Differences:
CBI CLIL
CBI is primarily focused on content learning, while CLIL aims to integrate language learning and content
language learning is considered a secondary goal. learning in an equal and balanced way.

CLIL aims to integrate language learning and content CLIL is typically used in multilingual settings where
learning in an equal and balanced way. there are different native languages among learners.

CBI can use any language as the medium of CLIL typically involves the use of a second or foreign
instruction language as the medium of instruction.
THANK
YOU
for your attention