Reconceptualizing language teaching: an in-service teacher education course in uzbekistan

CHAPTER FIVE: 
FROM SYLLABUS DESIGN
TO LESSON PLANNING
Svetlana Khan, Klara Nazmutdinova, & David L. Chiesa, Ph.D.
In Chapter 5, we address the classroom lesson plan from a top-down 
planning approach. First, in Section 5.1, we discuss terms in literature that 
often get educators confused: curriculum and syllabus. Our lesson plans 
are situated within a syllabus, which is then a part of a curriculum that is 
a part of Uzbekistan national standards. Our goal is to provide you with 
the necessary schemata to understand how each lesson that you do with 
students is part of a larger picture. Once we understand what kind of syl-
labus our class entails we then look to Section 5.2 and address the goals 
and objectives of a lesson. These facets could be the most important con-
cepts for teachers because knowing the goals and objectives of a lesson 
guide us in our day-to-day teaching and assessment practices. Section 5.3 
guides you through lesson phases. No matter what kind or type of lesson 
plan format you are accustomed to or that your school wants you to com-
pose, we believe firmly in the three-phase development of the lesson plan: 
into-through-beyond. Finally, section 5.4 provides a general framework to 
support your colleagues’ lesson plan development in a writing workshop. 
The goal of the lesson is to create an original lesson plan that has clear 
phases, well-written goals and objectives that connects back to the course 
syllabus, which connects to the overarching school curriculum that is situ-
ated within the national standards.

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RECONCEPTUALIZING LANGUAGE TEACHING
SECTION 5.1
FROM NATIONAL STANDARDS
TO YOUR CLASSROOM
“Effective curriculum and syllabus design are based on 
understanding learner’s needs and purposes for learning 
and the factors in the context that influence the enactment 
of the program or course” (Graves, 2014, p. 61).
GOALS
This section focuses on raising teacher’s awareness on how their class-
es fit into the larger picture (i.e., the educational system). We specifically 
examine the relationship among the national standards, curriculum, and 
course syllabi.