Syllabus

Syllabus

1. Syllabus design and methodology

   • It would engage the learners in problemsolving tasks as purposeful activities but without the rehearsal requirement that they should be realistic or 'authentic' as natural social behavior.

2. Analytic and synthetic syllabus planning

   • One dimension of analysis which has been the subject of a great deal of discussion and comment is the synthetidanalytic dimension.

3. Content syllabuses

   • It differs from task-based syllabuses in that experiential content, which provides the point of departure for the syllabus, is usually derived from some fairly well-defined subject area.

4. Functional notional syllabuses

   • The broader view of language rnwided by philosophers of language and sociolinguists was taken up during the 1970s by those involved in language teaching, and began to be refle't in syllabuses and coursebooks

5. Criticizing grammatical syllabuses

   • This function is much more likely to occur in classrooms (including language classrooms), where learning the names of new entities is an important part of the curriculum, than in the real world.

6. Processoriented syllabuses

   • We shall look at syllabus proposals which are specified in terms of the end products of a course of instruction.

7. Procedural syllabuses

   • A syllabus which is organised around tasks, rather than in terms of grammar or vocabulary

8. The natural approach

   • The basis of this approach seems to be the assumption that language consists of a single underlying psychological skill, and that developing the ability, say, to understand the radio will assist the learner to comprehend academic lectures.

9. Task-based syllabuses

   • The selection of 'task' as a basic building block has been justified on several grounds, but most particularly for pedagogic and psycholinguistic reasons.

10. Grading tasks

    • Standard texts on language teaching have tended to categorize classroom activities according to the demands they make on the learner.

11. Grammatical syllabuses

    • The most common syllabus type was, and probably still is, one in which syllabus input is selected and graded according to grammatical notions of simplicity and complexity The most rigid grammatical syllabuses supposedly introduced one item at a time and required mastery of that item before moving on to the nex

12. Criticizing functionalnotional syllabuses

    • Syllabus planners find that when turning from structurally-based syllabus design to the design of syllabuses based on functional-notional criteria, the selection and grading of items become much more complex.

13. Analytic syllabuses

    • Analytic syllabuses are more likely to result from the use of experiential rather than linguistic content as the starting point for syllabus design.

14. Jonathan Haro