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    General Information:: 3 Pages (Without Including Cover, Activities' Statements, Index or

    Uploaded by

    Petris Guarensis
    The document provides instructions for completing four practice activities related to curriculum and course design. The activities address: [1] defining the differences between curriculum/syllabus and approach/method; [2] analyzing whether an English textbook uses a knowledge-centered or person-centered curriculum; [3] ranking English verb tenses by teachability and justifying the rankings; and [4] outlining considerations for designing a syllabus that combines English language and sports instruction. Students must complete the activities in 2-3 pages following formatting guidelines and submit through the specified procedure.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd

    General Information:: 3 Pages (Without Including Cover, Activities' Statements, Index or

    Uploaded by

    Petris Guarensis
    87 views2 pages
    The document provides instructions for completing four practice activities related to curriculum and course design. The activities address: [1] defining the differences between curriculum/syllabus and approach/method; [2] analyzing whether an English textbook uses a knowledge-centered or person-centered curriculum; [3] ranking English verb tenses by teachability and justifying the rankings; and [4] outlining considerations for designing a syllabus that combines English language and sports instruction. Students must complete the activities in 2-3 pages following formatting guidelines and submit through the specified procedure.

    Original Title

    FP015-EP-CO-Eng_v0 (1)

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    The document provides instructions for completing four practice activities related to curriculum and course design. The activities address: [1] defining the differences between curriculum/syllabus and approach/method; [2] analyzing whether an English textbook uses a knowledge-centered or person-centered curriculum; [3] ranking English verb tenses by teachability and justifying the rankings; and [4] outlining considerations for designing a syllabus that combines English language and sports instruction. Students must complete the activities in 2-3 pages following formatting guidelines and submit through the specified procedure.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    87 views2 pages

    General Information:: 3 Pages (Without Including Cover, Activities' Statements, Index or

    Uploaded by

    Petris Guarensis
    The document provides instructions for completing four practice activities related to curriculum and course design. The activities address: [1] defining the differences between curriculum/syllabus and approach/method; [2] analyzing whether an English textbook uses a knowledge-centered or person-centered curriculum; [3] ranking English verb tenses by teachability and justifying the rankings; and [4] outlining considerations for designing a syllabus that combines English language and sports instruction. Students must complete the activities in 2-3 pages following formatting guidelines and submit through the specified procedure.

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    © All Rights Reserved
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    Practice Activities – FP015 CCD

    PRACTICE ACTIVITIES:
    CURRICULUM AND COURSE DESIGN

    GENERAL INFORMATION:

    The subject practice activities consist of doing four short exercises in pairs. 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.

    1
    Practice Activities – FP015 CCD

    Full name:
    Group:
    Date:

    Practice Activities

    Task 1.
    Define the following words so the differences between them are clear:

    a) Curriculum and syllabus

    b) Approach and method.

    Task 2
    Unit 2 argues that most curriculums 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.

    Task 3
    Are some verb tenses more teachable than other items? List five different verb
    tenses 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.

    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 the syllabus design
    would need to consider in terms of setting goals, choosing/designing materials,
    teaching methodology and evaluation.

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