P rocess oriented syllabus .

1. Process oriented syllabus. Presented by : SANA RAHMEN, RAO KASHIF HAMEEED, BILAL JAMIL. Presented to MA’M FAIQA khaliq

2. A confusion • There has been a confusion over the terms syllabus and curriculum . To many they have been analogous to each other ; since both are far apart and they must not be confused at all .

3. SYLLABUS VS CURRICULUM • DICTIONARY definition: to the ‘OXFORD LEARNER’ SYLABUS IS A LIST OF TOPICS , BOOKS , ETC. THAT STUDENTS SHOULD STUDY BE TAUGHT IN A PARTICULAR SUBJECT AT SCHOOL ,OR COLLEGE ; and • Dictionary definition of curricula runs so : the subjects that are included in a course of school or college

4. DEFINITION TO LINGUISTS • In the book of syllabus designing by NUAN a famous linguist CANDL defines syllabus so : syllabuses are more localized and are based on accounts and records of what actually happens at die class room level as teachers and learners apply a given curriculum to their own situation . • evaluation and role of relationship of teachers and learners . CURRICULUM: he suggests are concerned with making general statements about language learning, learning purposes and experiences ,

5. A GENERAL CURRICULUM MODEL • 1: monitoring and assessing students’ progress . • 2:selecting suitable material . • 3: stating the objective of the class . • 4: evaluating the course . • 5:listing grammatical and Functional components .6:dedeigning learning activities and tasks .7:instructing students. • 8:identfying topics , themes , and situations .

6. BROAD AND NARROW APPROACH CONCRNING SYLLABUS • The BROAD APPROACH is concerned with the ‘WHAT’ of curriculum ; and • THE NARROW APPROACH is concerned with the ,’WHO’ and ‘HOW ‘ of curriculum .( STERN)

7. PROCESS ORIENTED VS PRODUCT ORIENTED SYLLABUS • 1:A PRODUCT ORIENTED SYLLABUSSES : are those in which focus is on the knowledge and skill of which learners should gain as a result of instructions . • 2:PROCESS ORIENTED SYLLABUSSES : are those which focus on the learning experiences themselves .

8. PROESS ORIENTED SYLLABUS • Linguists observed that syllabuses in which selection and grading of items was carried on grammatical bases ( product oriented syllabus) fell into disfavor because they failed adequately changing views on the nature of language .some S.L.A researchers have claimed the mismatch is likely to occur even grading of input syllabus is carried out according to grammatical rather than ; • CONTINUED

9. PROCESS ORIENTED SYLLABUS • psycholinguistic principles , while the other suggest that the very act of linguistically selecting and grading input will lead to distortion .in recent years , some applied linguists have shifted focus from the outcomes of instructions i.e; the knowledge and skills to be gained by the learners , to the process through which knowledge mid skills might be gained .

10. FEATURES OF PROCEESS ORIENTED SYLLABUS • 1: process oriented syllabus is analytical and not mere synthetic , and it is open to every one to be analyzed and experienced to be more handy to the modern age as I t is not fixed one .2: it is a sort of syllabus as provides the teachers several chances of planning in the form of tasks rather that objectives , 3:it turns the dull environment of the class into an excited motivational one ,4: in the form of different activities the class becomes student oriented rather than teacher oriented,5: it shifts the individual class working to group working ,

11. DIFFERENT SHADES OF PROOCESS ORIENTED SYLLABUS • 1: PROCEDURAL SYLLABUS , • 2: TASK BASED SYLLABUS , • 3: CONTENT SYLLABUS , • 4: LEARNER LED SYLLABUS .

12. To be continued by Sana Rahman

13. PROCEDURAL PROCESS SYLLABUS • syllabuses -derive from the Bangalore Project where the syllabus was constructed around a series of problem-solving tasks. Sequencing in the syllabus was based on the amount of reasoning required to solve the task, and teachers feedback focused solely on meaning not on language.

14. PROCESS SYLLABUS . • 2 Process syllabuses- are associated with the work of Breen and Candl in Process courses revolve around a series of problem-solving tasks. In contrast, however, process syllabuses place a heavy emphasis on procedural knowledge rather than declarative knowledge (i.e. how to learn, not what to learn).

15. TASK – BASED SYLLABUS • Task-based syllabuses- view tasks as a necessary for presenting appropriate language to learners. Tasks can be selected according to the extent to which they reflect the real-world behaviors that learners will have to engage in.

16. CONTENT SYLLABUS • Another realization of the analytic approach to syllabus design differs from task based syllabuses : derived from fairly well defined subject areas in school curriculum such as science or social studies are special subject matter relating to an academic or technical field such as mechanical engineering , medicine or computing.

17. continued • Most of them would probably be located at the center of the product and process continuum . The best work being done in the area focuses on rather than product.

18. ACTIVITY TO BE DONE • which of the following tasks are likely to be most important to a procedural or task based syllabus . • specification of linguistic content , • specification of topic and theme , • specification of performance and objectives , • specification of task and activities .

19. TO BE CONTINUED BY KASHIF RAO

20. CONCLUSION • In the light of the views from all the veteran linguist for syllabus designing .The main focus on a useful syllabus is considered in which planning, implementation and evaluation of the curriculum should be seen as an integrated set of processes then it become unnecessary to think in terms either of a product oriented or process oriented approach.

21. CONTINUED • While related emphasis will vary depending on the context, environment and purposes for which language teaching is taking places , both outcome and processes will be specified as WIDDOWSON :suggest that a basic problem has been the confusion means and ends.

22. THANKS AND QUESTION .