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    Guadalupe Gonzalez Nunans9&10

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    Himitsu Yuki Crosszeria
    The document discusses different types of objectives that can be included in a curriculum or syllabus, including product-oriented objectives and process-oriented objectives. Product-oriented objectives describe what learners will be able to do as a result of instruction, often including a statement of the task, conditions, and standards of performance. Process objectives focus on classroom activities rather than learning outcomes. The document also discusses general principles for developing a curriculum, including conducting needs analyses, specifying goals and objectives, determining content, selecting learning tasks and activities, and evaluating the program.

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    Guadalupe Gonzalez Nunans9&10

    Uploaded by

    Himitsu Yuki Crosszeria
    20 views2 pages
    The document discusses different types of objectives that can be included in a curriculum or syllabus, including product-oriented objectives and process-oriented objectives. Product-oriented objectives describe what learners will be able to do as a result of instruction, often including a statement of the task, conditions, and standards of performance. Process objectives focus on classroom activities rather than learning outcomes. The document also discusses general principles for developing a curriculum, including conducting needs analyses, specifying goals and objectives, determining content, selecting learning tasks and activities, and evaluating the program.

    Original Description:

    Nunan's syllabus design chapters 9 & 10 mindmap

    Original Title

    Guadalupe_Gonzalez_Nunans9&10

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    The document discusses different types of objectives that can be included in a curriculum or syllabus, including product-oriented objectives and process-oriented objectives. Product-oriented objectives describe what learners will be able to do as a result of instruction, often including a statement of the task, conditions, and standards of performance. Process objectives focus on classroom activities rather than learning outcomes. The document also discusses general principles for developing a curriculum, including conducting needs analyses, specifying goals and objectives, determining content, selecting learning tasks and activities, and evaluating the program.

    Copyright:

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

    Guadalupe Gonzalez Nunans9&10

    Uploaded by

    Himitsu Yuki Crosszeria
    The document discusses different types of objectives that can be included in a curriculum or syllabus, including product-oriented objectives and process-oriented objectives. Product-oriented objectives describe what learners will be able to do as a result of instruction, often including a statement of the task, conditions, and standards of performance. Process objectives focus on classroom activities rather than learning outcomes. The document also discusses general principles for developing a curriculum, including conducting needs analyses, specifying goals and objectives, determining content, selecting learning tasks and activities, and evaluating the program.

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    © All Rights Reserved
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    - Selecting and grading objectives

    - Product-oriented - Process-oriented
    objectives objectives

    - Process objectives
    - Product-oriented
    focus, not on the
    objectives describe the
    outcomes of
    things that a learner
    instruction, but on
    will be able to do as a
    theclassroom activities
    result of instruction.
    themselves.

    - Product, or, as they


    are more usually called,
    performance objectives
    may be couched in
    different terms.
    - Formal performance
    objectives are
    supposed to have
    threeparts: a statement
    of what the learner is
    to do, under what
    conditions, andwith
    - what degree of
    The difficulty skill.of
    level
    the objectives is
    governed by the
    interaction between
    task, conditions, and
    standards.
    -In practice, many
    syllabuses focus on
    the specification of
    learner performance
    and either omit or
    detail separately the
    - It has been suggested
    conditions and
    that ifstandards.
    the syllabus is
    to be more than a
    randomcollection of
    statements about
    learner performance, it
    is necessary for themto
    be linked to
    - General principles

    - Curriculum and syllabus models - Purposes and goals - Syllabus products - Experiential content - Tasks and activities

    - Is it possible to write blanket


    - experiential content refers to the
    statements of conditions and
    -Is there adequate contextualization topics, themes,situations, settings,
    - needs analysis standards which might apply to a
    for the items? and so on which provide a context for
    cluster of tasks, or are the conditions
    the linguistic content.
    and standards peculiar to each task?

    - goals and objectives

    - content specification

    - learning tasks and activities

    - resources and materials

    - curriculum implementation

    - curriculum management

    - learner assessment

    - programme evaluation

    - teacher development

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