Synoptic Table

Current Context, Curricula and Materials

The context of language teaching

Syllabus types in coursebooks

Learner

characteristics

Grammatical or structural

Functional - Notional

Situational

Topic-Based

Process Syllabus

Procedural Syllabi and Task-Based Syllabi

Content-Based Syllabi

Final comment on syllabus types

Age and Interests: They can affect topics chosen and types of learning activities

Level of Proficiency in English : important for teachers in order to choose the right vocabulary or material

Mother Tongue:this may affect the treatment of errors, or the selection of syllabus items.

Academic and Educational Level: Help to determine breadth of topic choice

Attitudes to learning, Motivation and Reasons for learning : Needs, reasons to learn a new language

Preferred learning styles: Help in the evaluation of the suitability of different methods.

Personality: Can affect methodological choices

The role of English in school

Is it part of the curriculum?

The teachers their training, mother tongue, attitudes, experience, etc.

Management and administration Responsibles for decision-making

Resources available Books, paper, hardware, software available

Support Personnel Specific roles in relation to the teaching staff

The number of pupils

Size of the classes

Time available for the programme: How the topics will be distributed during the school year

Physical environment building, noise factor, chairs, tables, etc.

The socio-cultural environment can determines the suitability of both materials and methods

The type of tests used: assessment procedures, formal, informal

The role of English in the country: relates to the linguistic environment

Procedures for monitoring and evaluating the language programme itself May be imposed by "Senior management"

Selecting and sequencing different real-life situations

Grammar is the organizing principle for the syllabus

Language organized according to language functions such as: inviting, requesting, etc.

Topics provide a welcome organizing principle because they are based on what students will be interested in

It focuses on the skills and processes involved in learning language

It is based on the belief that both linguistic and communicative competence is acquired through engament with meaning.

The teaching of content or information in the language being learned with little or no direct to teach the language itself separately from the content being taught

Materials are a combination of two or more syllabus types.

Setting

Aptitude: Specific talent for language learning