This document discusses syllabus design and its components. It begins by defining a syllabus as a statement of what should be taught or learnt. It then outlines the objectives of understanding different syllabus types like product-oriented and process-oriented, components, and the relationship between syllabus design and curriculum development. The document notes that syllabus design involves decisions about instruction units and their organization/order. It also discusses narrow and broad views of the scope of syllabus design and the relationship between design and curriculum, with syllabus focusing more on content selection and grading.

1. Presented by: Bochra Benaicha

2. OUTLINE
Introduction
Definition of Syllabus
Types of Syllabi
Components of Syllabus
The Scope of Syllabus Design
The Relationship between Syllabus Design and Curriculum Development
Conclusion

3. OBJECTIVES
At the end of the presentation, learners will be able:
 To define syllabus and syllabus design
 To be aware of the different components of syllabus design
 To distinguish between the different types of Syllabi
 To understand the relationship between syllabus design and
curriculum development

4. Syllabus
Course
Curriculum

5. DEFINITION OF SYLLABUS
“A statement of what should be taught” (Lee, 1980:108)
“A statement of what is to be learnt” (Hutchinson &Waters, 1987: 80)
“Syllabus is a more detailed and operational statement of teaching
and learning elements which translates the philosophy of the
curriculum into a series of planned steps leading towards more
narrowly defined objectives at each level”
(Dubin & Olshtain, 1997: 28).

6. TYPES OF SYLLABI
“Product syllabuses are those in which the focus is on the knowledge and skills which
learners should gain as a result of instruction, while process syllabuses are those which
focus on the learning experiences themselves.”
(Nunan,1988: 26)

7. Syllabus
Product-
Oriented
Structural/
Grammatical
Situational
Notional/
Functional
Process-
Oriented
Task
Based
Skill-
Based
Content-
Based

8. COMPONENTS OF SYLLABUS
Syllabus
Instructor
information
Course general
information
Course
objective
content
Grading and
evaluation
Resources
Agenda and
methodology

10. THE SCOPE OF SYLLABUS DESIGN
“Specifications of the content of language teaching which have been submitted to some
degree of structuring or ordering with the aim of making teaching and learning a more
effective process.” (Wilkins,1981).
“The specification of a teaching program or pedagogic agenda which defines a particular
subject for a particular group of learners . . . a syllabus specification, then, is concerned with
both the selection and the ordering of what is to be taught”( Widdowson,1990:127).
“Syllabus design involves decisions about the units of classroom instruction and organization,
and the order in which they are to be taught, or organized for learners.” (Robinson, 2013:1).

11. THE SCOPE OF SYLLABUS DESIGN
Narrow View
• Syllabus design involves the
selection and the grading of the
content
• Methodology involves the
selection of learning tasks and
activities
Broad View
• No clear distinction between
the “what” and the “how”
• It is difficult to distinguish
between SD and methodology
in communicative language
teaching.

12. THE RELATIONSHIP BETWEEN SD AND CD
“Syllabus design has been seen as a subsidiary component of
curriculum design. 'Curriculum' is concerned with the planning,
implementation, evaluation, management, and administration of education
programs. 'Syllabus', on the other hand, focuses more narrowly on the
selection and grading of content”.
(Nunan,1988: 8)

13. Define Syllabus and its components
Understand the relationship between
syllabus design and curriculum
development
Aware of the scope of syllabus
design
Distinguish the different types of
syllabi
Checklist

14. REFERENCES
Dubin, F. & Olshatain, E. (1997). Developing Programs and Materials for Language
Learning. Cambridge: Cambridge University Press.
Hutchinson, T& Waters, A. (1987). English for Specific Purposes: A Learning-Centered
Approach. Cambridge: Cambridge University.
Lee, W. R. (1980). National Syllabuses Construction for Foreign Language Teaching.
Reconcilling the Approaches ELT Documents. 81-85. England.: The British Council.,
Nunan, D. (1988). Syllabus Design. Cambridge: Cambridge University Press.
Robinson, P. (2013). ESP Today: A Practitioners’Guide. New York: Prentice
International Hall.
Widdowson, H. G. (1990). Aspects of Language Teaching.
Wilkins, D. A. (1981). National Syllabuses. Applied Linguistics, 2 (1), 83-89.