Types of Syllabus

Types of Syllabus

1. TASK-BASED SYLLABUS

   • TEACHER PURPOSES
     • The teachers have to use learners' real-life needs and activities as learning experiences for to design their work materials.
     • Teachers will always have to take into account the previous knowledge of his students.
   • STUDENTS PURPOSES
     • Learners carry out tasks such as solving a problem or planning an activity.
     • The knowledge acquired by students about the language come out of the linguistic demands of the activity or problem planted.

2. FUNCTIONAL AND NOTIONAL SYLLABUS

   • STUDENTS PURPOSES
     • The organization of the material is determined with the notions or ideas that the students hope to be able to through the language and the functions that the students act, hoping to be able to achieve.
   • TEACHER PURPOSES
     • Teachers must base their study plan on: 1. the "notion", which is a particular context in which people communicate and 2. A "function", which is a specific purpose for a speaker in a given context.

3. SITUATIONAL AND THEMATIC SYLLABUS

   • STUDENTS PURPOSES
     • The students product must be valued taking into a analyse of their behaviours on specific situations.
     • It enables the learners to behave appropriately in various contexts.
   • TEACHER PURPOSES
     • Teachers have to base his study plan under argument is that language is always used in a social context settings.

4. GRAMMAR AND STRUCTURAL SYLLABUS

   • TEACHER PURPOSES
     • Teachers have to design their work materials with the intention that the product is oriented on grammatical structures graded according to students' complexity.
     • Teachers base their study plan on the grammatical structures of a language.
   • STUDENTS PURPOSES
     • Learners should not usually exposed to more difficult structures than the ones they are learning.
     • Learners learn grammatical structures in a sequence that reflects their complexity in many artificial contexts for practice.

5. SKILLED-BASED SYLLABUS

   • STUDENTS PURPOSES
     • Students can develop their communicative competence using different resources.
     • The student becomes aware of which macro-skill of a target language he or she wants to strengthen and focuses on positive actions that help achieve this goal.
   • TEACHER PURPOSES
     • Teacher make a list of language skills that students need to acquire.
     • Teachers must teach students strategies to develop and improve the macro skills of a language.

6. CONTENT-BASED SYLLABUS

   • TEACHER PURPOSES
     • The topics choice for the teacher has to a subject of interest to their students.
     • It is important that at the end of each activity, the teachers make a feedback with the student work groups.
   • STUDENTS PURPOSES
     • students are focused on learning about something. This could be anything that interests them. They learn about this subject using the language they are trying to learn, rather than their native language
     • Students develop skills as: Take information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.

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