Name : Yulistia Rahmi Putri

NPM/Class : 19040001/19A
Source : English For Young Learners (Reading Report Syllabus For Young Learners)
Date : Saturday, March 26, 2022

Syllabus for Young Learners

I. Why good teachers plan their work

Writing a lesson plan will ensure that you are prepared for your class and will make it run
more smoothly. It is important to break the material up into several sections and choose
activities suitable for each. Knowing approximately how much time an activity will take is
important, but after the first lesson you may need to adjust things accordingly. It is best to be
flexible seeing as different classes will respond to material differently. If at any point students
struggle, you will have to dedicate more time to instruction or drilling before moving on to
practice activities.
The aim of planning is also to map out learning activities in a coherent, logical way, in
order to help students understand, learn and practice concepts and skills which will develop
their abilities in English. Young children learn about the world as they experience it. This
means that their learning is holistic and related to particular events in their lives. Thematic and
project-based approaches are two effective ways to offer children relevant and hands-on
learning experiences.
Consider developing an overall thematic or project-based approach with language
functions embedded in it. Themes and functions should be related to children‘s everyday lives,
surroundings and routines. Media and popular culture-based themes are often effective because
they are what young children learning a new language have in common with their peers. Access
to peer group culture is important so that children can make friends and learn to play together,
no matter what their cultural and linguistic background is.

II. Types of syllabus

A syllabus provides a focus for what should be studied, along with a rationale for how that
content should be selected and ordered. Syllabuses are concerned with the specification and
planning of what is to be learned, frequently set down in some written form as prescriptions
for action by teachers and learners.

1) Structural Syllabus
Structural syllabus are one of the most common types of syllabi and still today we
can see the contents pages of many course books set out according to grammatical
items. The grammatical syllabus has been defined as one which consists of a list of
grammatical items selected and graded in terms of simplicity and complexity. The
Structural Syllabus (sometimes it is called the traditional syllabus) is based on a theory
of language which assumes that the grammatical or structural aspects of language forms
are the most basic or useful items in learning languages.
2) Situational Syllabus
A syllabus in which the contents are organized according to situations in which
certain language is likely to be employed. The most familiar way of presenting a
situation is as a dialogue, usually at the beginning of a lesson and the topics, settings,
participants in situations can vary infinitely. Well-prepared situations can show how
native speakers act and what they talk about and are concerned about. In situational
language teaching, structures are always taught within sentences, and vocabulary is
chosen according to how well it enables sentences patterns to be taught.
3) Lexical Syllabus
The cornerstone of this type of syllabus is vocabulary. Lexical syllabuses build up
vocabulary areas based on a detailed analysis of high frequency vocabulary and phrases
of a selected corpus of language used in language communication. The syllabus usually
contains lists of the most frequent words, their meanings, word collocations and
patterns where the words can be used. Grammar, in lexical syllabuses is connected to
the different patterns of words, expressions of notions and functions.
4) The Notional Syllabus
The Notional Syllabus was developed in direct response to the failings in both
grammatical and situational syllabuses. The syllabus is organized in terms of content
rather than the form of the language. The Notional Syllabus has as its focus the semantic
content of the target language. Students must learn to express different types of
 meanings. Underpinning this syllabus is the idea that language is cyclic, rather than
linear. Therefore, there was really no ordered approach to the grammar. It also
recognized that a variety of forms are used to express the same meaning.

III. What to do when things go wrong

1) Identify the problem
When it might just be one student being disruptive. The students could simply be
having a lack luster da, your, materials could be too advanced, or maybe even too
basic. Identifying the real problem will help you adapt the lesson appropriately.
2) Stay calm
No teacher has ever claimed to have a perfect lesson every time. The difference
between a good teacher and a great one is their ability to not overreact to difficult
situations. Keeping a level head will give you the space you need to regroup. If it is a
disciplinary issue, flying off the handle is the worst thing you could do. You risk
losing your students’ respect and enhancing the chaos in the classroom. If it’s a
structural problem related to your lesson, remaining calm might just allow you to get
away with a few minutes of not knowing what you’re doing.
3) Keep an open mind
Be willing to change course. If the students are unproductive, have an upbeat
activity or game prepared. If they need to focus, throw in a pop quiz or a few fun
questions for prizes or points. Surprise them with your spontaneity. Forget the lesson
for a while, go back to basics, and make the students feel comfortable, calm, or active,
depending on what’s needed. Don’t be afraid to improvise; teaching, as well planned
as it should be, should also be natural. Students rely on teachers who are in control of
their subjects. Get the lesson moving again, at a pace that you’re comfortable with.
4) Use the students
Challenge the student who is looking for attention, coax the shy one in the back,
bounce ideas off of them as a whole, elicit answers, and give them some
responsibility. This will give you time to regain control of the situation, as well as
help them understand the material better.
 5) Don’t be too hard on yourself
Students will sense your nerves and smell your fear. Some will feed on it; some
will absorb the nervousness as their own. Project confidence, whether you feel it or
not, remind yourself that you are not as bad as you think you are. Learn to have fun
with the students and don’t be scared to make mistakes; you never know, veering off
the initial course could ultimately make for a more fulfilling and more interesting
class.

References

Grobler, M. (2018). The Teachers Handbook. Retrieved from What Should I Do When Things
Go Completely Wrong in The Classroom?: https://www.listenandlearn.org
Ikhfi Imaniah, N. (2017). TEACHING ENGLISH FOR YOUNG LEARNERS. Tangerang: FKIP
UMT PRESS.
Sabbah, S. S. (2018 ). English Language Syllabuses: Definition, Types, Design, and Selection.
Arab World English Journal (AWEJ), 127- 142.