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Practice Activities – FP015 CCD

PRACTICE ACTIVITIES:
CURRICULUM AND COURSE DESIGN

GENERAL INFORMATION:

The subject practice activities consist of doing individually four short exercises. The
submitted document must fulfil the following conditions:

- Length: 2-3 pages (without including cover, activities’ statements, index or


appendices –if there are any).
- Font type: Arial or Times New Roman.
- Font size: 11.
- Spacing: 1.5.
- Alignment: Justified.

Besides, the activities have to be presented in this Word document: keep the questions
and provide an answer below them. In order to make the correction process easier,
please, do not write the answers in bold, as it helps distinguishing between questions
and answers. Also, the document must still fulfil the rules of presentation and format,
and follow the rubric for citations and bibliographical references as detailed in the Study
Guide.

The final activitiy has to be submitted following the procedure specified in the “Subject
Evaluation” document. Sending it to the teacher’s e-mail is not permitted.

In addition to this, it is very important to read the assessment criteria, which can be
found in the “Subject Evaluation” document.

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Practice Activities – FP015 CCD

Full name:Jessica Lammers


Group:2016-10
Date:07/01/2018

Practice Activities

Task 1.
Define the following words so the differences between them are clear:
a) Curriculum and syllabus
The curriculum is an umbrella term incorporating all the decisions about
objectives, content, methods and evaluation of a teaching program, often with an
associated educational philosophy and often this follows national policies on education
and learning.
The Syllabus is a detailed plan or guide to achieve the objectives and cover the
content decided upon in the curriculum. The syllabus is essentially the programme
design decisions.

b) Approach and method.


An approach is a group of assumptions or beliefs regarding the nature of
language learning while a method is a plan for an organized presentation of language
materials and is based on a given approach.

Task 2
Unit 2 argues that most curricula are either knowledge-centered or person-
centered. Find the book you learn English with, or a book you like using in your
class and argue whether it is a knowledge-centered curriculum or person-
centered curriculum. Illustrate your argument with captures from the book. Do
not forget to include the full reference, as well.
My school doesn't have a specific book that we use with our students. We do
have some books that have been sent to us by editors. Generally I do not choose to
use these books because I find them limiting. Most students have a low level of English
when they arrive in the pre-apprenticeship program (age 15) and the materials in the
book are beyond the level of half the class. I have to review the basics and try to get
the others up to speed, while maintaining the stronger students level. The books also

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Practice Activities – FP015 CCD

seem to be made for classes that meet more often than mine do. With two hours every
two weeks, it is difficult to work coherently with the book.
The only book on the market for apprentices and pre-apprentices is “TIP TOP”
from Foucher. It is oriented towards the accomplishment of tasks (“projects”) found at
the end of each chapter. There is little to no explicit grammar explanation in the books.
For low leve students who find language learning confusing, this is not reassuring. The
book is a mix of a knowledge and a person centered curriculum. The initial activities
have only one correct answer and requires students respond in the “correct” way. Only
the “project” allows for some freedom of expression. There are not repetitive exercises
either, which would signal a behaviorist undertone.
The final exam required of the students is the oral presentation of an authentic
text at A2 level that has been previously prepared for in class during their two years of
training. These documents are provided by the teacher. They are graded on their ability
to present themselves, the text including the type of text, where it is from, the theme
and the main ideas. While the rubric for evaluation seems to be very person centered,
it is a tool being used in a very traditional, knowledge centered school system.

Task 3
Are some verb tenses more teachable than other items? List five different verb
tense in English in order of “teachability” according to your criteria. Give them a
score from 1 (very easy to teach) to 5 (very difficult to teach) and justify the
score. You might want to consider the students’ L1, previous experiences, or
activities you have tried (either as a teacher or as a student) that worked well.
For this activity I have selected the following verb tenses in English: Present simple,
future simple, present perfect, past continuous, and the future perfect continuous.
To rank these tenses by their “teachability,” it is necessary to first define the criteria that
will be used to sort and rank the verb tenses. Does a similar tense exist in the students
native language(for my purposes, Spanish or French speakers)? Is it a simple tense or
a compound tense? Are there a lot of irregular forms in that tense? Can the verb tense
easily be explained using a diagram or some other visual aid?

Similar tense? Simple tense? Irregular diagram


forms
Past Yes No Few Yes

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Practice Activities – FP015 CCD

continuous
Present Yes Yes Yes Yes
simple
Present (Yes ES / No No Yes No
perfect FR)
Future simple Yes No No Yes
Future perfect (Yes ES / No No Few No
continuous FR)

To teach these tenses to French students, the most teachable tenses would be the
Future simple and the present simple(1), as they have equivalent conjugations in L1
and are relatively easy to show visually. In addition, the future simple tense is regular,
with the addition of “will” before the root form of the verb in question. The past
continuous also shouldn't be a stretch for students from a French speaking background
as they have a past continuous tense used very similarly to the English one. It is a
compound tense, so there is more to remember in transforming the verb to the right
form(2). Finally, French doesn't have an equivalent to the English present perfect,
which they translate into the simple past or the present depending on the
circumstances. They do have a future perfect (le futur antérieur) but not in a continuous
form, which is something they struggle with in the present continuous, present perfect
continuous and future continuous as well. So both the present perfect and the future
perfect continuous would be the most difficult to teach (5) of the verb tenses proposed.
They are compound tenses, have irregular verb forms to integrate, are not similar to
the L1 structures, and would be difficult to represent visually.

Task 4
4. The following is an advert for a two-week immersion course that combines
English and sports: http://www.ipcexeter.co.uk/courses/school-language-
projects/the-projects/englishsports/
Considering a course like this, explain what peculiarities would the syllabus
design need to consider in terms of setting goals, choosing/designing materials,
teaching methodology and evaluation.

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Practice Activities – FP015 CCD

The language taught would need to be related to the activities the students will engage
in during their stay as well as more colloquial language they can use in their host
families and with other young people. There would have to be a strong emphasis on
communication both in the classroom and in the group sports activities. A
conversational, communicative style is probably most appropriate. The syllabus also
would depend on the level of the students:
are they all of a similar level? Will they be in
class together? How old are the students?

What
are their
other

interests? How long will they stay? All these factors play into the choosing of materials

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Practice Activities – FP015 CCD

and the methodology and evaluation used with the students in the program. The
students could, for example have an entry and exit test to measure their
communicative skills, which would show growth over the course. Students might be
asked to accomplish linguistic tasks within the scope of the physical activities they are
participating in to be able to “win” or complete an activity.