LESSON 5

The Syllabus
 The Syllabus
Definition

Basic features

Types

Presentation title 2
 What is a syllabus?

Presentation title 3
Presentation title 5
 A syllabus is a document which presents

“
information on what topics or content are to be
covered in a course. The content of a syllabus

”
normally reflects certain beliefs about language
and language learning.
Basic features of a syllabus
 Basic features of a syllabus

• A syllabus is essentially a list that specifies all the things that are to be
taught in a course.
• The list may include
• content items (words, grammatical features, topics), or
• process items (tasks) or
• communicative 'can-dos' (standards)
• These items are ordered, usually with components that are considered
easier or more essential earlier, and more difficult and less important
ones later.
 Basic features of a syllabus

• A syllabus is a public document.

• A syllabus observes the principle of accountability: the writers of the
syllabus are answerable to their target audiences for the quality of their
document.
 A syllabus…
TASK 1: Study the syllabus of the EIC1 course. Check how each item below is implemented in it.

1. consists of a comprehensive list of content items (e.g. words, structures,

topics), or process items (e.g. tasks);
2. is ordered (easier, more essential items first);
3. has explicit objectives (usually expressed in the introduction);
4. is a public document
5. may indicate a time schedule;
6. may indicate a preferred methodology or approach;
7. may recommend materials.
 Types of language syllabus

Presentation title 11
 The structural, or grammatical, syllabus

Presentation title 12
 The structural, or grammatical, syllabus

• the most traditional syllabus type but still

in use in many places
• based on a list of grammatical structures
and items
• each unit has a grammatical feature as its
primary jumping-off point, and texts and
tasks are selected or composed that relate
to it, either directly (as in grammar
explanations and exercises) or indirectly
(as in communicative activities or texts
where the grammar comes up
incidentally)
Presentation title 13
 The structural, or grammatical, syllabus

• each unit has a grammatical feature

as its primary jumping-off point,
and texts and tasks are selected or
composed that relate to it, either
directly (as in grammar
explanations and exercises) or
indirectly (as in communicative
activities or texts where the
grammar comes up incidentally)
Presentation title 14
 The structural, or grammatical, syllabus

• each unit has a grammatical feature as its primary

jumping-off point, and texts and tasks are selected
or composed that relate to it, either directly (as in
grammar explanations and exercises) or indirectly
(as in communicative activities or texts where the
grammar comes up incidentally)

Presentation title 15
 The situational and topic-based syllabuses

• The situational • Unit 1: Welcome

syllabus takes real- • Unit 2: Work
life contexts of • Unit 3: What? When? Where?
language use as its • Unit 4: Problems and Solutions
basis: sections are
headed by names • Unit 5: Office day to day
of situations or • Unit 6: An office move
locations • Unit 7: Procedures
• Unit 8: Managing projects
Presentation title 16
 The situational and topic-based syllabuses

• The situational syllabus takes real-life contexts of language use as its

basis: sections are headed by names of situations or locations
Presentation title 17
 The situational and topic-based syllabuses

• The topic- • Unit 1: At school

based syllabus • Unit 2: At home together
lists particular • Unit 3: Around town
topics. • Unit 4: Safari adventure
• Unit 5: My Grandpa
• Unit 6: Under the sea
• Unit 7: …
• Unit 8: …
Presentation title 18
 The situational and topic-based syllabuses

• In both situational syllabus and topic-based syllabus, a fairly clear set of

vocabulary items, and sometimes grammatical features is specified.
Presentation title 19
 The situational and topic-based syllabuses

• In both situational syllabus and topic-based syllabus, a fairly clear set of

vocabulary items, and sometimes grammatical features is specified.
Presentation title 20
 The situational and topic-based syllabuses

• Both situational and topic-based syllabuses are particularly suitable for

courses in English for Specific Purposes: tourism, business, etc

Presentation title 21
 The functional-notional syllabus

• Notions are concepts that language can describe.

• General notions may include number, time, place, colour
• Specific notions look more like vocabulary items: man, woman,
afternoon.
• Functions are things you can do with language
• For examples: identifying, denying, promising.
• The functional-notional syllabus was an early attempt to create an
appropriate syllabus for the communicative approach.
Presentation title 22
 The functional Things students can
do with the language.
– notional
syllabus

Presentation title 23
 The mixed or multi-strand syllabus

• Structural syllabuses did not answer the needs of

teachers and test-writers looking for more
communicative and meaning-based components.
• Teachers need to know the actual language items
from the functional syllabus to be taught.
• Modern syllabuses are combining different
aspects in order to be as comprehensive and
helpful as possible to teachers and learners.
Presentation title 24
 Further learning &
Cultural aspects

Functions and notions

Grammar
Topics and situations

Presentation title 25
 TASK 2: What aspects
are included in this
syllabus? How is the
content organized?

Presentation title 26
 TASK 2: What aspects are included in this syllabus? How is the content organized?

Presentation title 27
 TASK 3: GROUP WORK

• Share the syllabus you are using at your workplace.

• Does it…?
a. consists of a comprehensive list of content items (e.g. words, structures, topics), or
process items (e.g. tasks);
b. is ordered (easier, more essential items first);
c. has explicit objectives (usually expressed in the introduction);
d. is a public document
e. may indicate a time schedule;
f. may indicate a preferred methodology or approach;
g. may recommend materials.
• How is the content organized? What might you conclude about your
workplace’s beliefs about language and language learning?
Presentation title 28
 LESSON 6

Lesson Components

Presentation title 29
 How skills and language are integrated in a lesson

TASK 1: Study a unit from the textbook ‘American English File’.

What language skills and aspects are taught?
How are they linked to each other?
 Pre-listening

Listening tasks
(while-listening)
Presenting grammar using the
listening text as a context
Post-listening
 Context for grammar
Listening tasks Present
and pronunciation
(while-listening) pronunciation
presentation
based on the
listening text.

Grammar and
pronunciation
Speaking tasks: controlled practice
applying grammar
and pronunciation Grammar and
pronunciation free
practice
 Integrated lessons - Sample 1

Grammar +
Lead-in Listening
Pronunciation

Speaking Speaking
(free) (controlled)
 The structural, or grammatical, syllabus

• the most traditional syllabus type but still

in use in many places
• based on a list of grammatical structures
and items
• each unit has a grammatical feature as its
primary jumping-off point, and texts and
tasks are selected or composed that relate
to it, either directly (as in grammar
explanations and exercises) or indirectly
(as in communicative activities or texts
where the grammar comes up
incidentally)
Presentation title 36
 How skills and language are integrated in a lesson

TASK 2: Watch a video recording of a lesson. What skills/ key components

are practiced in the lesson? How are they linked together?
Presentation title 38
 Integrated lessons - Sample 2

Lead-in discussions reading

Letter
interviews
writing
 The functional-notional syllabus

• Notions are concepts that language can describe.

• General notions may include number, time, place, colour
• Specific notions look more like vocabulary items: man, woman,
afternoon.
• Functions are things you can do with language
• For examples: identifying, denying, promising.
• The functional-notional syllabus was an early attempt to create an
appropriate syllabus for the communicative approach.
Presentation title 40
 Home reading weeks 7 & 8

• Make groups of 3 or 4
1. Read Harmer (2015, p. 71) to find out the advantages and disadvantages of using
course books. Take notes to present.
2. Read Ur (2016) chap. 14.2 to understand the criteria for coursebook evaluation. Each
group prepares 2 copies of the coursebook Evaluation checklist to work on.
3. Read Cunningsworth (1995, p. 6). Choose a school/educational setting where the
coursebook is used.
4. Choose 2 English books that you are using or having been used as course books. Make
sure each member has copies of the books.