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1

Concern of a Syllabus

How a course is structured and its content, i.e. the order in which language items are offered and what the items consist of.

2

Product based approaches

Involve a step-by-step process in which language items are learnt as building blocks that can be synthesised into a larger whole. This is why this type of syllabus is also called synthetic

3

Process based approaches

Adopt the principle that language is learnt experiential. The focus is not on the product, or what the student will have achieved at the end of the course, but rather on the process of performing certain tasks and activities during the course, because language or communication is seen as a process rather than a set of products.

4

Grammatical / Structural Syllabus

It is a collection of forms and structures of the language taught. The notion underlying this is that language is a set of rules to be learnt. The content is graded depending on perceived complexity, even though seemingly complex grammatical structures are not necessarily the hardest to learn

5

Benefit of Grammatical Syllabus

Students move from simpler to more complex structures and they may learn the structures more easily.
This syllabus may be more useful in a context in which the students do not have immediately communication needs.

6

Notional / Functional Syllabus

Collection of the functions or the notions that are performed when the language is used.

7

Steps of the Notional / Functional Syllabus

a.  List of communication functions of the language that students expect to master.
b. List of the semantic notions (meanings) based on the culture of the speakers of the language.
c. Group of the functions and the notions together into learning tasks.

8

Benefit of the Notional / Functional Syllabus

Students learn how to use the target language to express their own ideas, notions and purposes.

9

Situational Syllabus

collection of Imaginary situations where the language is used.

10

Steps of the Situational Syllabus

a. A list of communications situations that students may face.
b. A list of topics, grammatical forms and vocabulary and sequence them.
c. A group the topics, forms and structures and fit them with communication situations.

11

The benefits of a Situational Syllabus

Students learn how to use the target language in an authentic communication.

12

Skill-based syllabus

Collection of specific skills in using the target language.

13

Steps of the Skill-based syllabus

a. A list of language skills that students need to acquire.
b. A list of topics, grammatical forms and vocabulary and sequences them.
c.  A group the topics, forms and structures and fit them with the language skills.

14

Benefits of the Skill-based syllabus

Students can specify their learning to reach their communicative competence.
The disadvantage of this syllabus is that it is harder to sequence the materials.

15

Task-based syllabus

The content of the language teaching includes a series of purposeful tasks that language learners need to perform; tasks are defined as activities that are needed when using the target language.

16

Steps of the task-based syllabus

a. A list of abilities or tasks that students need to acquire.
b. A list of topics, grammatical forms and vocabulary and sequences them.
c. A group the topics, forms and structures and fit them with the tasks.

17

Benefit of the task-based syllabus

The benefit of a task-based syllabus is that students learn to carry out activities using the target language.

18

Content-based syllabus

The primary purpose of instruction is to teach subject matter of the content course or information using the target language. The subject is primary and language learning occurs automatically while language learners are studying the subject.

19

Steps of the content-based syllabus

a. A list of topics from the content (subject).
b. We make a list of topics, grammatical forms and vocabulary and sequences them.
c. We group the forms and structures and fit them with the topics.

20

Benefits of the Content-based syllabus

-Students feel satisfied with the purpose of learning the target language, acquiring information. The feeling of satisfaction will promote their learning.
-This syllabus is often used in the immersion program, which has been addressed earlier.