Instructor: Nguyen Thu Hien ED, CFL, VNU

Types of syllabus 1. Structural 2. Functional-notional 3. Situational 4. Lexical 5. Skill-based 6. Topic-based 7. Task- based 8. Multiple-syllable
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Description

Types of syllabus 1. Structural 2. Functionalnotional 3. Situational 4. Lexical 5. Skill-based 6. Topic-based 7. Task- based 8. Multiplesyllable
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Description A list of grammatical structures to be taught which are graded according to their levels of difficulty. A list of communicative functions of language (requesting, inviting, ...) and the concepts it expresses (time, location...) A set of everyday situations in which language to be used (at the bank, at the supermarket) A list of vocabulary and lexis to be taught to students. A list of language skills to be developed and practiced by Ss (listening for gist, listening for specific information, ) A list of topics relevant and interesting to Ss (health, food, hobbies,..) A list of tasks for which language to be used (maps, following instructions,) A combination of items from grammar, lexis, language functions, situations, topics, tasks, and different language skills.

Task 1
Book 1: Task based Book 2: Functional-Notional Book 3: Structural

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Task 3:
New English 10 standard textbook.

Unit 1: A day in life of (Reading Appendix 2) The skeleton lesson plan Find and mark on the plan the things that have been added, changed, replaced, or removed

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Answer
1. The Before you read activity in the textbook has been replaced by a different activity:
Discussing the picture and talking about farmers daily routines

2. Task 3 has been moved before task 1 3. The After you read activity in the textbook talking about Mr Vy and Mrs Tuyets daily routines has been replaced by different activity:
Talking about your daily routines

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Task 4. Unit 7 - Writing (Appendix 3)

Task 1. Read about the advantages and disadvantages of

television below

Advantages

Disadvantages

Task 2. Work in pairs. Discuss the advantages and

disadvantages of the mass media, and then write them down in the columns below
Advantages Radio Newspaper Disadvantages .. .. .. paragraph about the.. advantages and

Task 3. Write a
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disadvantages of the mass media discussed in task 2

Task 4. Evaluate the tasks (Unit 7appendix 3)

1. What is the aim of this writing section? 2. What is the purpose of task 1? How well does it help 3. 4. 5.

6.

to achieve the aim of the section? What is the purpose of task 2? How well does it help to achieve the aim of the section? What is the purpose of task 3? How well does it help to achieve the aim of the section? Do the tasks that precede provide adequate scaffolding for students to complete the tasks that follow? What do we need to adapt in the tasks to help students achieve the aim of the lesson?
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Task 4. Suggested answers

1. What is the aim of this writing section?
Getting Ss to write paragraphs about the advantages and disadvantages of mass media

2. What is the purpose of task 1? How well does it help to achieve the aim of the section?
Providing Ss with ideas about TV. It doesnt teach Ss how to write a paragraph

3. What is the purpose of task 2? How well does it help to achieve the aim of the section?
Generating ideas for task 3. It doesnt teach Ss how to write a paragraph
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Task 4. Suggested answers

4. What is the purpose of task 3? How well does it help to achieve the aim of the section?
Free practice of writing paras. It is helpful in the sense that it provides Ss a chance to produce a para of their own However, it is too challenging (without prior preparation )

instruction about para writing working on models controlled/guided writing)

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Task 4. Suggested answers

Note:
The task itself is flawed as it requires Ss to write one

paragraph about both advantages and disadvantages of one of the mass media where as a paragraph often addresses one controlling idea only.

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Task 4. Suggested answers

5. Do the tasks that precede provide adequate scaffolding for students to complete the tasks that follow? No, neither of the tasks does this as:
Task 1 provides some new vocabulary and structures. Task 2 provides ideas for task 3

However, writing involves more than that And, Ss need to be taught the process of writing, and what makes a good para (TS, SI, LD,)
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Task 4. Suggested answers

6. What do we need to adapt in the tasks to help students achieve the aim of the lesson?
Task 1 can

provides sample paras about the advs or disadvs of TV asks Ss to analyze the structure of the sample para and linking devices

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Task 4. Suggested answers

Task 2 T may instruct Ss about the process of writing a para (brainstorming, organizing ideas) Then T asks Ss to choose one of the mass media and list down advs and disadvs T guides Ss to find supporting details for each main idea and work out the organization of the para Finally, Ss can choose to write a para about the advs or disadvs of one of the media based on the outline they have worked out
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