Syllabus

Syllabus

1. specifies the content of the program and the activities used to help students to achieve their goals.

   • TYPES
     • skill-based syllabus
       • It is organized around topics, themes and other units of content.
         • Students
           • The language learning turns important for students.
           • Group work is improved. Students develop different skills.
         • Teachers
           • Teacher has complementary lesson during this method.
           • Teachers investigate content materials and educational plan so as to give thematerials to the students.
     • grammar and structural syllabus
       • it focuses in knowledge and skills which learners should gain and improve as a result of instruction by a teacher.
         • Teachers
           • Teachers are the ones capable to guide learners to knowledge, having a syllabus designing.
           • Trough structure and vocabulary teachers will be able to cover all the needs of the students.
         • Students
           • Students are the ones in charge of their own learning and improvement of their skills and with main focus in grammar and rules.
           • The structures and vocabulary are the most important elements in order to conceive of performing in a language successfully.
     • The Situational Syllabus
       • The content of teaching is presented in a real or imaginary situations, teaching the language that occurs in the situations.
         • Teachers
           • Prepare students to implement the new language in the different situations with a relevant purpose that make up the syllabus.
           • Propose different settings where students are allowed to practice the target language in a specific situation.
         • Students
           • Learn the language used in specific situations and contexts, for example vocabulary used in a restaurant.
           • Develop the ability to communicate ideas in different settings that are presented in the society.
     • Content-based Syllabus
       • It is organized around the different underlying abilities that are involved in using a language for purposes.
         • Teachers
           • They have a specific arrangement of learning objectives to accomplish.
           • Analyze the needs and wants in order to create activities.
         • Students
           • As the teacher analyzes the needs, students are listened. and have the possibility to select what to learn.
           • Real life becomes important in the content in this method, (Preparing for real life).
     • The Functional-Notional Syllabus
       • It is an approach where the organization of the material is determined with notions or ideas that learners expect to be able to express through the target language.
         • Students
           • The usage of language for learners is more important than the digestion of an unapplied system of grammatical forms.
           • Students will give importance to its knowledge and will feel motivated because its knowledge is useful.
         • Teachers
           • Teachers would teach language to use it rather than instructing the use of its exclusive forms.
           • Organize language teaching in concerning of the content rather than the form of the language.
     • The Task-Based Syllabus
       • Learners use the target language in real life, instead of pushing the grammatical items.
         • Students
           • Develop second or foreign language ability.
           • Use the target language, overcoming the grammatical and systematic rules.
         • Teachers
           • Teaching students to draw on resources to complete some piece of work.
           • Teaching English for specific purposes, teaching young learners, beginners, as well as helping experienced learners improves fluency and accuracy.

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