This document discusses different approaches to organizing language courses, including organizing around topics, texts, skills, functions, competencies, and tasks. It provides examples of course structures and sequencing for each approach. The document also defines syllabus design and different types of syllabi, such as structural, situational, topical/thematic, functional, competency-based, task-based, and skills-based syllabi. It discusses determining organizing principles, units, and unit contents for course design.

1. Organizing the Course
ANNAS SURDYANTO

2. Organizing a Course
 Determining the organizing principles (themes, genres, tasks)
 Determining and sequencing the units
 Organizing unit contents

3. Organized around topics:
First four weeks of Denise Maksail-
fine’s year-long (36 week) syllabus for
her Spanish 3 course

4. Organized around texts:
She called “technical writing products”
Brooke Palmer’s Syllabus for an ESP
course for professionals in the
Sciences

5. First four weeks of Toby Brody’s syllabus for eight-week
integrated skills course based on the newspaper
Each skill is the focus of the unit

6.  Syllabus design can be defined as selection and organization of instructional
content including suggested strategy for presenting content and evaluation (
Brown, 1995)
 Hutchinson and Waters (1987:80) define syllabus as follows: “At its simplest level
a syllabus can be described as a statement of what is to be learnt. It reflects
language and linguistic performance”.
 This is a rather traditional interpretation of syllabus focusing on outcomes rather
than process. However, a syllabus can also be seen as a "summary of the content
to which learners will be exposed" (Yalden.1987).

7. Structural
Structural syllabus: Grammatical and phonological structures are the organizing
principles –sequenced from easy to difficult or frequent to less frequent.

8. Situational
Situational syllabus: Situations (such as at the school, at a restaurant, at the
supermarket etc.) form the organizing principle – sequenced by the likelihood
students will encounter them.
Ex:
 At the school
 At a restaurant
 Food at the Supermarket

9. Topical/Thematic Syllabus
Topical syllabus: Topics or themes (such as our body, our house, our family, etc.) form
the organizing principle- sequenced by the likelihood that the students will
encounter them.
Ex:
 Family
 Food
 Hobbies

10. Functional Syllabus
Functional syllabus: Functions (such as introduction, ask and give information, etc.)
are the organizing principle –sequenced by some sense of chronology or usefulness
of each function
Ex:
 Expressing preference
 Apologizing
 Buying something

11. Competency-based Syllabus
Competence-based syllabus: Description of essential skills, knowledge, attitudes, and
behaviors required for effective performance or real-world task or activity serve the
basis for organization of instructional content (Richards & Rogers, 2001; 144).
Ex:
 Listening:
 Speaking:
 Reading:
 Writing:

14. Task Based Syllabus
Task or activity based syllabus: Task or activity-based categories (such as drawing
maps, following directions or instructions, etc.) serve as the basis for organization –
sequenced by some sense of chronology or usefulness of notions. The syllabus
purposes to get something done
Ex:
 Planning a trip
 Designing a brochure

15. Skill Based Syllabus
Skills syllabus: Skills serve as the basis for organization sequenced by some sense of
chronology or usefulness for each skill.
Ex:
 Producing fluent stretches
 Listening for invitations
 Using appropriate rhetorical structure
 Scanning a reading passage for specific information

16. Group project
 Write the goals and objectives of the course.
 Find an English course book regarding the goals and objectives. It may be English
for elementary school, adults, ESP or reading, writing, listening, and speaking
courses.
 Copy the table of content and guide for teachers (if any).
 Mention the type of syllabus and explain the way teacher should teach by using
the book briefly.

17.  Brown, JD.1996. The Elements of Language Curriculum; A Systematic Approach to
Program Development. Boston, Mass.: Heinle & Heinle Publishers
 Nation, I.S.P. & Macalister, J. 2010. Language Curriculum Design. Oxon: Routledge.
 Krahnke, Karl.1987. Approaches to Syllabus Design for Foreign Language Teaching.
Englewood Cliffs, NJ: Prentice Hall Regents
 Hadley, Alice Omaggio.2001. Teaching Language in Context. Boston: Heinle & Heinle
Publishers.
 Richards & Rogers. 2001. Approaches and methods. Cambridge: Cambridge University
Press.
 Graves, Kathleen. 2000. Designing Language Courses: a Guide for Teachers. Boston:
Heinle & Heinle Publishers.