The document discusses criteria for organizing a syllabus and different types of syllabi. A syllabus should be organized based on focus, selection, subdividing, and sequencing of materials. Types of syllabi include topic-based, skill-based, task-based, and content-based. The role of a syllabus in course design approaches like language-centered, skills-centered, learning-centered, and learner-centered is also examined. Each approach has a different process for analyzing needs and generating syllabi and materials.

1. ON WHAT CRITERIA SHOULD A
SYLLABUS BE ORGANIZED?
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2. Criteria of organizing syllabus
• Focus
- To identify which and what materials to be focused
on
• Select
- To select materials to be taught
• Subdivide
- To puts things into subtopics
• Sequence
- To decide which comes first and what comes next
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3. TYPES OF SYLLABUS
• Topic/theme syllabus (e.g. health/pollution)
• Notional/functional syllabus (e.g. notional: time/space;
functional: request/apology)
• A situational syllabus (e.g. classroom/post office/night
market)
• A skill-based syllabus (e.g. negotiation/being
interviewed/interviewing)
• A task-based syllabus (e.g. organizing an event/writing a
report)
• A content-based syllabus (e.g. English for air traffic
control/ English for banking)
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4. WHAT ROLE SHOULD A
SYLLABUS PLAY IN THE
APPROACHES TO COURSE
DESIGN?
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5. Approaches to course design
• A Language-centred approach
• A Skills-centred approach
• A Learning-centred approach
• A Learner-centred approach
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6. A LANGUAGE-CENTRED APPROACH
- Generates teaching materials
1. analyse target situation
2. write syllabus
3. write/select texts to illustrate items in syllabus
4. write exercises to practise items in syllabus
5. devise tests for assessing knowledge of terms in
syllabus
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7. SKILLS-CENTRED APPROACH (Holmes,
1981)
- Presents opportunities for students to practise
and evaluate skills and strategies
1. analyze target needs
2. select interesting and representative texts
3. devise a hierarchy of skills to exploit the texts
4. order and adapt the texts as necessary to enable a
focus on the required skills
5. devise activities/techniques to teach those skills
6. devise a system to assess the acquisition of the skills
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8. A LEARNING-CENTRED APPROACH
- Focus on learning process
- instead of a linear approach, divides the
design process into two levels
L1. analysis –
a) actual learning situation,
b) target situation
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9. A LEARNING-CENTRED APPROACH (2)
L2. generation of :
c) language syllabus based on (a)
d) skills syllabus based on (b)
e) complement results of each analysis to form
new syllabus
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10. A LEARNER-CENTRED APPROACH
- Focus on the learners
1. identify the purpose of the course
2. develop learner-centered objectives
3. structure course according to objectives - course
outline
4. structure course according to goals - build lessons
5. calendar
6. support pieces
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