This document discusses content-based syllabus design for language courses. A content-based syllabus focuses on teaching content or informational subjects like math or science alongside language. It uses topics rather than grammar as the starting point. Both language and content are taught together rather than separately. Content-based syllabi have been used in ESL programs in schools and universities where English is integrated with other subjects. They provide a framework for sustained engagement with both content mastery and language acquisition. However, they also risk frustration if students lack the language skills needed for the content tasks.

1. By: Niusha Sadat Hosseinan
Instructor: Dr. Hamidi
For the course syllabus design

2.  It is the course focusing on content subject
like mathematic, technology, or literature can
also be of considerable using language
development.
 It organized around theme, topic, or other
units of content. The starting point is content
rather than grammar, vocabulary…
 In this kind of syllabus, content or
information is being taught not language
separately.

3. Dangers in such courses
Focus on content matter is message-
focus approach to learn language.
Focus on particular subject area is
stand for useful language items
might not be met in course.

4.  When teaching English is integrated with
science, mathematic, and social science,
content-based syllabus have been a feature
of ESL program in elementary and school as
well as ESL program in university.

5.  It is underpinned by the organic, analytical
approach to the development of language.
 It can help school learners master other
aspects of school learning.
 It provides a framework within which
language learners can have sustained
engagement on both mastery of content and
acquisition of language.

6.  the language learner is frustrated due to the
fact that he is denied the language
knowledge that makes him able to the task
set
 is no more creative that the language-based
model

7.  Skill-based syllabi introduced by Nunan
(1999), he believes that skill is explicit form
into implicit form by means of practice.
 It organized around different abilities like
writing, reading, … .
 Learning skills involve learning some sub-
skills or micro-skill
We teach specific language skill in skill-based
syllabi.

8. Learning specific
language skill
Devote more general
competence in
language

9. Skill-based syllabi group
linguistic competence together
into generalize of behavior
Such as, listening to spoken
language