This document discusses different types of syllabus planning approaches, including product-oriented, process-oriented, analytic, synthetic, grammatical, and functional-notional syllabuses. It explains that product syllabuses focus on the knowledge and skills learners gain, while process syllabuses focus on learning experiences. A synthetic approach teaches language parts separately and gradually builds the whole structure, whereas an analytic approach presents language in chunks of varying difficulty. Grammatical syllabuses break language into discrete units based on grammatical criteria. Functional-notional syllabuses focus on the purposes and meanings expressed through language.

1. PRODUCT
ORIENTED
SYLLABUS

2.  Introduction
distinction between product-oriented and process-
oriented syllabuses:
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.

3. ANALYTIC AND SYNTHETIC SYLLABUS
PLANNING
 It was Wilkins (1976) who first drew attention to the
distinction between synthetic and analytic syllabuses. He
described the synthetic approach in the following terms:
 S1. A synthetic language teaching strategy is one in which
the different parts of language are taught separately and step
by step so that acquisition is a process of gradual accumulation
of parts until the whole structure of language has been built
up.

4. In his work, Wilkins assumes that grammatical
criteria will be used to break the global language
down into discrete units. The item will be graded
according to the
* grammatical complexity of the items,
* their frequency of occurrence,
*their constractive difficulty in relation to the
learner’ s first language,
* situational need,
* pedagogic convenience.

5. In an analytic syllabus, learners are
presented with chunks of language which
may include structures of varying degrees
of difficulty. The starting point for
syllabus design is not the grammatical
system of the language, but the
communicative purposes for which
language is used.

6. GRAMMATICAL SYLLABUSES
-refers to the syllabus in which grammatical critea will
be used to break the global language into discrete
units.
The most common syllabus type was, and probably
still is, one in which syllabus input is selected and
graded according to grammatical notions of simplicity
and complexity.

7. Later we shall see that grammatical complexity
does not necessarily equate with learning difficulty. In
other words, what is grammatically complex will not
necessarily be that which is difficult to learn, and that
which is grammatically simple will not necessarily be
that which is easy to learn.
The most rigid grammatical syllabuses supposedly
introduced one item at a time and required mastery
of that item before moving on to the next.

8. According to McDonough:
The transition from lesson to lesson is
intended to enable material in one lesson
to prepare the ground for the next; and
conversely for material in the next to
appear to grow out of the previous one.

9. Example
A grammatical syllabus may start with the
present simple, then the present
continuous, then the past simple, and so
on. Learners are not usually exposed to
more difficult structures than the ones
they are learning.

10. In the classroom
Teachers may find it useful to blend a
grammatical syllabus with other elements. For
example, it may be suitable to teach verb
times explicitly but structures such as the use
of ‘would' in requests and advice in a
functional framework instead.

11. FUNCTIONAL-NOTATIONAL SYLLABUS
-Its talks about the purpose for which a person uses the language ;to
persuade ,apologize, express preference, in other words it has
something to do with communicative functions.
 Explanation of specific terms:
 Notions are meaning elements that may be expressed through
nouns, pronouns, verbs, prepositions, conjunctions, adjectives or
adverbs.
 A notion is a concept, or idea: it may be quite specific, in which
case it is virtually the same as vocabulary (dog, house, for example);
or it may be very general – time, size, emotion, movement – in
which case it often overlaps with the concept of “topics”.

12. A function is some kind of communicative act: it is
the use of language to achieve a purpose, usually
involving interaction at least between two people.
Examples would be suggesting, promising,
apologizing, greeting, inviting.
“Inviting” may include phrases like “Would you like
to….? I suggest…., How about…? Please…

13. Many teachers, on first encountering the
terms 'function' and 'notion' find them
confusing. In general, functions may be
described as the communicative purposes for
which we use language, while notions are the
concept. 'meanings (objects, entities, states of
affairs, logical relationships, and soon)
expressed through language.

14. PREPARED BY:
MARIA LALAINE BACUD
3E
EDITED BY:
PATRIXIA ANN BALDONAZA
3E

15. REFERENCE:
NUNAN
GOOGLE

16. END