Practice Activities – FP015 CCD
Full name: Samson Alexander Alexander Nkhalamba Group: 2017/02 Date: 29/04/201
Practice Activities
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Practice Activities – FP015 CCD
Task 1. Define the following words so the differences between them are clear a! C"rric"l"m and s#llab"s In education, curriculum and syllabus are two concepts which seem to be similar but in fact they are different. A curriculum is a much broader concept while a syllabus is a narrow concept. A curriculum is a prescription of subjects that are studied in a school or college. On the other hand a syllabus is a description of the program of a course of study. So, a curriculum holds the whole philosophy or belief of the plan of education while a syllabus is just part of that curriculum or realisation of such beliefs step-by-step “A curriculum pertains to the entire period of study in a college or school. For example, the curriculum of a certain course of study, say B. Sc chemistry, include all the subjects, including the allied subjects to be studied as part of the entire course of study. Hence, it can be said that syllabus is a subject of curriculum. In other ords, it can
be
said
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syllabus
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curriculum
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(htt$s%%www.differencebetween.com%difference&between&s#llab"s&and&vs& c"rric"l"m%) b! A$$roach and method. An approach is a way of designing principles to sole a problem. In education these principles are designed to sole language learning and language nature, which are related through some assumptions. !hese principles could be applied and gie different ways to deal with the education problems through its objecties, teachers and learners" roles, and actiities to be applied. !hat"s the approach could gie rise to different methods. #hen these principles are e$plicit, then they can be considered as an approach. On the other hand, a method is a way in which these principles are applied in the classroom, ta%ing into consideration, the objecties, teachers and learners" roles, and guidelines for actiities in the classroom. !herefore, a method is an e$ecution of an approach in the classroom conte$t.
“ $hen an instructional design is %uite explicit at the le&el of theory of language and learning, but can be applied in many different ays at the le&el of objecti&es, teacher and learner roles and acti&ities, it is usually referred to as an approach. !'" $hen an instructional design includes a specific le&el of application in terms of objecti&es, teacher and learner roles and classroom acti&ities, it is referred to as a method. $ith a method, there are prescribed objecti&es, roles for teacher and learners and guidelines for acti&ities, and, conse%uently, little flexibility for teachers in ho the method is used#.
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Practice Activities – FP015 CCD
&ichards, '. . (htt$s%%www.$rofessor(ackrichards.com%difference&between&an& a$$roach&and&a&method%) Task ' )nit ' arg"es that mots c"rric"l"ms are either knowledge¢ered or $erson& centered. Find the book #o" learn *nglish with+ or a book #o" like "sing in #o"r class and arg"e whether it is a knowledge¢ered c"rric"l"m or $erson& centered c"rric"l"m. ,ll"strate #o"r arg"ment with ca$t"res from the book. Do not forget to incl"de the f"ll reference+ as well. y school use boo%s which are used in all o*ambican public schools. !he boo% I use in grade ++ is entitled Ingls, with the aim of building communicatie competences. !his boo% is person- centered curriculum as the units and actiities in the boo% are designed. /urthermore, the boo% follows the tas% based learning approach and is topical or theme based.
0nit +, “school subjects and future careers, lesson (# , starts with a reading actiity1 )ead the text belo and anser the %uestions that follo and the follows with a spea%ing actiity1 wor% with your partner1 As* and anser about the +oambican fashion ee*. -ou may find rele&ant to use the ords from the box belo . A small portion of grammar e$plaining of “&erb patterns# is illustrated just after this actiity and the unit finishes with a writing actiity1 $rite a sentence about your future career using each of the folloing &erbs. Be sure to use the pattern “&erb to &erb#.
/rom the unit +, lesson +, it can be seen that all actiities are centered on the students in a tas% based manner and this continues with all the lessons in the unit. According to 2arret-3ennard, 4. !. (+556), “Student/0entered 1earning is a personally significant *ind of learning that integrates ne elements, *noledge, or insights to the current repertoire of the learner2s on resources such that he or she mo&es to an ad&anced constellation of meaning and resourcefulness# Task Are some verb tenses more teachable than other items /ist five different verb tense in *nglish in order of teachabilit# according to #o"r criteria. 2ive them a score from 1 3ver# eas# to teach! to 5 3ver# diffic"lt to teach! and ("stif# the score. 4o" might want to consider the st"dents /1+ $revio"s e6$eriences+ or activities #o" have tried 3either as a teacher or as a st"dent! that worked well. !he erb tense I hae selected to classify its teachability are1 7resent simple, future simple, present perfect, past continuous, and the future perfect continuous. !he 7ortuguese and 8nglish grammar is almost e9ual. -
Practice Activities – FP015 CCD
#ithin the erbs, present simple is easy to teach as the form of conjugation e$ist in 7ortuguese language spea%ers, the regular form can be easily demonstrated or shown isually. !he future simple is also 9uite easy to teach as the form also e$ist in 7ortuguese, it is easy for the 7ortuguese students to remember the form because it is a regular form, will : the main erb in present as it is in 7ortuguese. oreoer the teacher could compare the present and future so that students understand. !he past continuous is fairly easily to teach. It compound as it is in 7ortuguese. As many students %now the present continuous, so it is easy for them to turn the erb to be to the past through demonstration of the transformation of the erb to be to the past and add the ;ing form of the erb. !he present perfect 9uite difficult to teach, through they can be taught through e$planation that it e$ist between the past and the present but they can"t de shown isually and the irregular form ma%es it een more difficult to teach. !he present perfect continuous is ery difficult to teach. 8en the e$planation its self is ery difficult to ma%e it clear. !he integration of being :past participle ma%e it ery difficult for students to understand.
Task 7 7. The following is an advert for a two&week immersion co"rse that combines *nglish and s$orts htt$%%www.i$ce6eter.co."k%co"rses%school&lang"age& $ro(ects%the&$ro(ects%englishs$orts% Considering a co"rse like this+ e6$lain what $ec"liarities wo"ld the s#llab"s design need to consider in terms of setting goals+ choosing%designing materials+ teaching methodolog# and eval"ation. In setting goals, choosing materials, the methodology and ealuation used with the students in the program, there is a need to consider the following factors to design the syllabus1 Are all the students of a similar leel< #ill they be in the same class< =ow old are the students< #hat are their other interests< =ow long will they stay<, therefore, before starting the course a 9uestionnaire could be formed to measure the students" proficiency leel, their interests and the language they %now in connection with the physical actiities- that"s to elicit the information about the students" needs.
/urthermore, in this %ind of a course, the language to be taught should be related to actiities they will be engaged in and the language they will find in their host families and other young people. !here will be a need for the emphasis of communication within the physical actiities and in the classroom conte$ts.
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Practice Activities – FP015 CCD
8eference
2arrett-3ennard, 4.!. (+556). 0arl )ogers2 Helping system, journey and substance . SA48 7ublications. 3ondon.
2us9ue, ., atsinhe, /. (>?+@), Ingl3s. 7lural editor, oambi9ue
4ifference beteen Syllabus and 0urriculum. &etrieed from5 htt$s%%www.differencebetween.com%difference&between&s#llab"s&and&vs& c"rric"l"m% &ichards, '. ., Bifference between an approach and a method. &etrieed from1 htt$s%%www.$rofessor(ackrichards.com%difference&between&an&a$$roach&and&a& method%
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