The document defines a syllabus as a plan for teaching and learning that specifies what content will be taught and in what order. It discusses how syllabus design organizes content into a practical sequence. A needs analysis allows the syllabus to be tailored to different learner types. Curriculum goals represent the intended outcomes and aims based on constraints from the needs analysis. Methodology refers to the selected activities and tasks used in the teaching/learning process. Evaluation determines if program goals and objectives are being attained and the relative effectiveness of the program. Common syllabus types include structural-functional, notional-functional, situational, and task-based. Language teaching methods covered include grammar translation, direct, reading, audiolingual, communic

2. A syllabus can be defined as "a plan of what is
to be achieved through our teaching and our
students' learning" (Breen, 1984) while its
function is "to specify what is to be taught and
in what order" (Prabhu, 1984).

3. *Syllabus design is understood as the
organization of the selected contents
into an ordered and practical sequence
for teaching purposes.
*

4. *NEEDS ANALYSIS
The concept of needs analysis enables us
to discriminate between various learner
types and to produce syllabus inventories
specifically geared to their needs. But this
system only holds true as long as the
learner groups dealt with have the same
needs.
*

5. * OBJECTIVE.
Curriculum goals are general statements of the
intended outcomes of a language program, and
represent what the curriculum planners believe to
be desirable and attainable program aims based on
the constraints revealed in the needs analysis.
*

6. *METHODOLOGY.
It can be characterized as the activities,
tasks, and learning experiences select by
the teacher in order to the achieve
learning, and how this are used within the
teaching/learning process.
*

7. EVALUATION.
The primary focus of evaluation is to
determine whether the goals and
objetives of a language program are being
attained “that is whether the program is
effective. when a decision must be make
as to some objectives, a secundary focus
is on the relative effectiveness of the
program.
*

8. There are many types of syllabus which are used by
the teacher to the learning/teaching process.
The most used are:
* Structural- funtional syllabus
* Notional- funtional syllabus
* Situational syllabus
* Tasks-based syllabus
*

9. * The language teaching methods and approach
are the differents ways that the teacher has
to use in the learning/ teaching process of the
english language.
*

10. * Grammar-translation Approach.
* The Direct Approach.
* Reading Approach.
* Audiolingual Approach.
* Communicative Language Learning
* The Silent Way
* Communicative Functional Notional Approach
* Total Phisical Response Approach
* The Natural Approach
*

11. *