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Unit 3_ Procedural Syllabuses

The document outlines procedural syllabuses for English as a Foreign Language (EFL) classes, emphasizing practical language use through task-based units such as ordering food, traveling abroad, and job interview preparation. It also compares Task-Based Learning (TBL) and Content and Language Integrated Learning (CLIL), highlighting their distinct focuses, goals, lesson structures, and assessment methods. TBL prioritizes communication and language proficiency through tasks, while CLIL integrates content learning with language acquisition.

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Sofía Bonetti
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51 views

Unit 3_ Procedural Syllabuses

The document outlines procedural syllabuses for English as a Foreign Language (EFL) classes, emphasizing practical language use through task-based units such as ordering food, traveling abroad, and job interview preparation. It also compares Task-Based Learning (TBL) and Content and Language Integrated Learning (CLIL), highlighting their distinct focuses, goals, lesson structures, and assessment methods. TBL prioritizes communication and language proficiency through tasks, while CLIL integrates content learning with language acquisition.

Uploaded by

Sofía Bonetti
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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I.S.F.D.

Escuela de Formación Pedagógica y Sindical “Marina Vilte”


Profesorado de Inglés
Unit 3: Procedural Syllabuses

A procedural syllabus in English as a Foreign Language (EFL) classes focuses on teaching


language through a series of tasks and procedures. It emphasizes the practical use of
language in real-life situations. Here are some sample procedural syllabus units for EFL
classes:

​ Ordering Food at a Restaurant:


● Task 1: Making a Reservation
● Task 2: Ordering from the Menu
● Task 3: Asking for the Bill and Paying
​ In this unit, students learn how to navigate a restaurant setting, from reserving a
table to ordering and paying for their meal. Language skills include making
requests, asking questions, and using polite language.
​ Traveling Abroad:
● Task 1: Booking Flights and Accommodation
● Task 2: Asking for Directions
● Task 3: Ordering Food in a Foreign Restaurant
​ This unit focuses on the language and communication skills needed when
traveling to a foreign country. Students learn to handle various situations
encountered while traveling.
​ Job Interview Preparation:
● Task 1: Writing a Cover Letter and Resume
● Task 2: Interview Techniques and Questions
● Task 3: Following Up After an Interview
​ This unit is designed to prepare students for job interviews. It covers writing
application materials, conducting mock interviews, and practicing effective
communication in professional settings.
​ Daily Routines:
● Task 1: Describing Your Daily Routine
● Task 2: Making Plans with Friends
● Task 3: Giving and Following Directions
​ This unit helps students talk about their daily lives, make plans with others, and
provide directions. It focuses on vocabulary related to daily activities and time
expressions.
​ Shopping and Negotiating Prices:
● Task 1: Making a Shopping List
● Task 2: Bargaining and Negotiating Prices
● Task 3: Making a Purchase
​ In this unit, students learn how to shop for various items, haggle for better
prices, and complete transactions in different retail settings.
​ Health and Medical Issues:
● Task 1: Describing Symptoms to a Doctor
I.S.F.D. Escuela de Formación Pedagógica y Sindical “Marina Vilte”
Profesorado de Inglés
● Task 2: Following Medical Advice
● Task 3: Buying Medications at a Pharmacy
​ This unit focuses on language related to health, visiting healthcare professionals,
and managing medical issues while traveling or living in an English-speaking
country.
​ Technology and Gadgets:
● Task 1: Describing Technology Devices
● Task 2: Troubleshooting Technical Issues
● Task 3: Seeking Help from Tech Support
​ This unit helps students communicate effectively when dealing with
technology-related problems and seeking assistance from customer support.

These sample procedural syllabus units are designed to engage students in practical
language use and equip them with the skills needed to navigate various real-life
situations in an English-speaking environment. Teachers can adapt and expand upon
these units based on their students' proficiency levels and specific learning objectives.

TBL vs. CLIL

Task-based learning (TBL) lesson plans and Content and Language Integrated Learning
(CLIL) lesson plans are two distinct approaches to language education, each with its
own principles and goals. Here's a comparison of these two approaches in terms of their
key features, goals, and components:

1. Focus and Goals:

Task-Based Learning (TBL):

● TBL places a primary focus on communication and language use in real-life


situations.
● The main goal is to develop students' language proficiency by engaging them in
meaningful tasks and activities.
● TBL aims to improve students' fluency and accuracy in the target language.

CLIL (Content and Language Integrated Learning):

● CLIL integrates the learning of content and language, where students learn both
the subject matter and the target language simultaneously.
● The primary goal is to enhance students' understanding of a specific content
area (e.g., science, history) while developing their language skills.
● CLIL aims to make language learning more contextually relevant by using it as a
tool for content comprehension and production.

2. Content Integration:

TBL:
I.S.F.D. Escuela de Formación Pedagógica y Sindical “Marina Vilte”
Profesorado de Inglés
● TBL can incorporate various content areas but does not necessarily require the
integration of specific content.
● The content in TBL often serves as a context for language learning rather than a
primary learning objective.

CLIL:

● CLIL is content-driven, meaning that the subject matter is an integral part of the
lesson.
● Content is chosen based on curricular requirements and serves as a vehicle for
language acquisition.

3. Lesson Structure:

TBL:

● TBL lessons typically involve a three-stage process: pre-task, task cycle, and
language focus.
● The pre-task phase sets the context, the task cycle involves the actual task, and
the language focus stage reviews language issues that arise during the task.

CLIL:

● CLIL lessons are structured around the content, with language instruction
embedded within.
● Teachers incorporate language learning strategies and support throughout the
content-based lesson.

4. Language Exposure:

TBL:

● TBL provides exposure to various language forms and functions within the
context of the tasks.
● Language is learned through communication and interaction.

CLIL:

● CLIL offers language exposure within the context of specific subject matter.
● Language is learned in tandem with content knowledge.

5. Assessment:

TBL:

● Assessment in TBL often focuses on the successful completion of tasks,


communication effectiveness, and language accuracy within the context of the
tasks.
I.S.F.D. Escuela de Formación Pedagógica y Sindical “Marina Vilte”
Profesorado de Inglés
CLIL:

● Assessment in CLIL includes both content and language assessment.


● Students are evaluated on their understanding of the content as well as their
language proficiency.

6. Materials and Resources:

TBL:

● TBL materials may vary widely depending on the chosen tasks but can include
real-world texts, audiovisual resources, and authentic materials.

CLIL:

● CLIL materials are designed to integrate content and language, often


incorporating textbooks or resources specifically created for content-based
language learning.

In summary, TBL and CLIL are two distinct approaches to language education, with TBL
focusing on language proficiency through meaningful tasks and CLIL emphasizing the
integration of content and language learning. The choice between these approaches
depends on the specific language learning goals and the context in which they are
applied.

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