5. Structural Syllabus
This was very common in the past. Essentially the
grammar of English was divided up and taught
over the course with each step of the syllabus
corresponding to a grammatical item. So, for
example, part of a structural syllabus might look
like this:
the Past Simple
the Past Continuous
Second Conditional
Secondly the whole syllabus is very biased
towards grammar as though this was the only
important area of language. Vocabulary, for
example, barely gets a mention
Product
6. Situational Syllabus
Here the syllabus concentrates on the needs of the
students outside the classroom and gives the
students the right language to handle those
situations.
For example, a syllabus for a group of immigrants
might include:
giving personal information
asking directions
shopping in a supermarket
ordering a meal
7. Functional-Notional Syllabus
This came out of the need to give
students useful language which could be
applied to many different situations (not
as restricted as just,asking
directions or at the cinema from the
situational syllabus above).
Here, various language functions were
addressed, e.g.:
apologizing
persuading
arguing
thanking
8. Skill-based Syllabus
Language skills are acquired for the
purpose of situational or use in
context.
Merges pronunciation, vocabulary,
and grammar with listening to
language with a purpose: writing and
speaking.
The purpose of this syllabus is for the
ELL to develop language skills
9.
10. Process
Designed and reorganized according to students
wants or designed in an ongoing way.
Provides opportunities for alternative procedures
and activities for the classroom group.
“It explicitly attends to teaching and learning and
particularly the possible interrelationships between
subject matter, learning and the potential
contributions of a classroom” (Mohseni, 2008).
Process Syllabus
11. Task-based Syllabus
Tasks and activities are used to promote language
learning.
Application and practice of language.
“Tasks are best defined as activities with a purpose
other than language learning so as to develop second
language ability” (Mohseni, 2008).
“The most important point is that tasks must be relevant to
the real world language needs of the learner. It should be a
meaningful task so as to enhance learning” (Mohseni,
2008).
12. Synthetic syllabuses
They synthetic syllabus relies on learners' assumed ability to learn a
language in parts (e.g., structures, lexis, functions, and notions) which
are independent of one another, and also to integrate, or synthesize, the
pieces then the time comes to use them for communicative purposes.
Lexical, structural, notional, and functional syllabuses are synthetic. So
are most so-called topical and situation syllabuses, for examination of
teaching materials shows that topics and situation have traditionally been
used as vehicles for structural syllabuses.
13. Analytic, that is, again refers not to what the syllabus designer
does, but to the operations required of the learner.. Analytic
syllabuses present the target language whole chunks at a time,
without linguistic interference or control. They rely on learner's
assumed ability to perceive regularities in the input and to
induce rules....Procedural, process, and task syllabuses are all
examples of the analytic syllabus types.
Analytic syllabuses
