Syllabus Design

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  • Topic: Malaysia, Malay language, East Malaysia
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  • Published : June 9, 2011
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TABLE OF CONTENT

CHAPTER 1: INTRODUCTION2

CHAPTER 2: LITERATURE REVIEW4
1. Definition of task and task-based syllabus4
1.1. Definition of task4
1. 2. Components of tasks4
1.3. Definition of task-based syllabus5
1.4. Advantages and disadvantages of task-based syllabus5
2. Definition of a pedagogical task and real-world task6
2.1 Pedagogical tasks6
2.2 Real-world or target task7

CHAPTER 3: SAMPLES OF PEDAGOGICAL TASKS AND REAL-WORLD TASKS8 1.Samples used for a reading course8
2.Samples used in a listening course12

CHAPTER 4: CONCLUSION16

REFERENCES17

APPENDIX 118
APPENDIX 219

CHAPTER 1: INTRODUCTION

With the fast development of economy and technology in Vietnam, the demand for English application has been growing in all the professional areas. Many professionals need to read, write and speak English at their jobs to communicate with their work partners or to obtain information in English. As a result, various English training programs have been developed to meet these needs in organizational settings, at tertiary level education or in language training classes.

With the publish explosion in the middle of the 20th century, the use of course books in ELT is more popular than ever before, especially after innumerable ELT preparatory classes has been established for a large number of departments at universities, private schools, and some state schools. Moreover, the administrations and circles of English teachers prefer ready-made course books because they possibly provide ready-made sillabi to be followed by teachers. Thus, the course books have gradually become the most pervasive tool for language instructions. There are a few different ways to use a course book. You might use one course book from cover-to-cover, following the teacher's book word-for-word. Alternatively, you could supplement a course book with your own materials. Or, you might pick and choose the bits of the course book that you want to use, in the order you want to use them. The more you know about what you want and need from a course book, the more use you will be able to get out of one.

As teachers of English, we must know not only how to teach students using the given course books but also how to design the syllabus for a certain course. There are many kinds of syllabus like: situational syllabus; topical syllabus; functional syllabus and task-based syllabus. Here in this paper, we focus on task-based syllabus which is organized around different tasks and activities that the learners would carry out in English. The aim of this paper is to: •Give a brief view of task and task-based syllabus

Clarify pedagogical tasks and real-world tasks by giving them examples that could be used in designing a reading course and a listening course.

CHAPTER 2: LITERATURE REVIEW

1. Definition of task and task-based syllabus
1.1. Definition of task

Tasks have been used for hundreds of years in classrooms worldwide. In the past, task could simply be a piece of translation often from a literary source. Nowadays, the term “task” is defined in a variety of ways.

According to Oxford Advanced Learner’s Dictionary, task is “an activity which is designed to help achieve a particular learning goal, especially in language teaching”.

Moreover, Richards, Platt and Weber in “Designing tasks for the communicative classroom” defined task as “an activity or action which is carried out as the result of processing or understanding language. For example drawing a map while listening to a tape, listening to an instruction and performing a command, may be referred to as tasks. Tasks may or may not involve the production of language. A task usually requires the teacher to specify what will be regarded as successful completion of the task.

1. 2. Components of tasks

In 1989, Nunan published “Designing Tasks for the Communicative Classroom”. Some consider this book as a milestone of task-based approach to language...
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