The document discusses different approaches to syllabus design in language teaching, including grammar-based, lexical, functional, situational, topic-based, task-based, and multi-functional syllabuses. It provides examples and criteria for each approach, such as including common language, prioritizing learnability over rare structures, and organizing lessons around real-life topics or tasks that engage students. The best approach incorporates multiple elements through a balanced "map of the book" to accommodate different aspects of language learning.

1. Syllabuses and
Coursebooks
Chapter 21, Jeremy Harmer
(2001)”The Practice of ELT”.
Practice II, Prof. Braun (2010)

2. COURSE DESIGNERS
 They have a clear idea about how theories and beliefs
about language learning will affect the process.
 These beliefs will be translated into ACTIVITIES.
 The ACTIVITIES will be embedded into TOPICS.
 TOPICS will have to be engaging (KOW; VAKOG).
 CULTURE will be considered so as to present an
appropriate balance in terms of : gender, different
groups in society, racial, ethnic and socioeconomic
issues.
 ,

3. Authenticity
 Course designers will have to decide
which LANGUAGE VARIETIES they
would like to include and how
AUTHENTIC language should be
especially at beginner levels.
 After taking these decisions

4. Syllabus and Curriculum
 David Nunan (1988):
 Syllabus concerns the selection of items
to be learnt and the grading of those items
into an appropriate sequence.
 Curriculum design is also about the
planning, implementation, evaluation,
management and administration of
education programmes.

5. SYLLABUS DESIGN CRITERIA
 Learnability:
 Some structural or lexical aspects are
easier for students to learn than others.
Am/is/are; Was/Were and not the 3rd type
of conditional.
 Frequency:
 Include the items which are more frequent
in the language, and not the ones that are
only used occasionally by native speakers.
E.g.: “Oh, I see” is more common than “I
understand”. Or Use of the subjunctive by
American speakers.

6. Coverage:
 Some words and structures have greater
coverage (scope for use) than other items.
E.g. : GOING TO / WILL.
 Usefulness:
 We concentrate a lot on classroom
vocabulary; What about situations for
everyday life?We should think of
usefulness in terms of what stuents are
linguistically able to talk about. (Adults:
parts of the house: reading and writing
ads, telephone conversation in order to
rent a flat).

7. DIFFERENT SYLLABUSES

The Grammar Syllabus:
 Grammar is the organizing principle
for the syllabus.

The Lexical Syllabus:
 Based on vocabulary/lexis. CORPORA:
Birmingham University. COBUILD
textbooks.
 Problem: relationship between lexis and
grammar and length of such a syllabus.

8. The Functional Syllabus:
 David Wilkins (1976). Language organized
according to language functions such as:
• Requesting
• Offering
• Inviting
• Agreeing/Disagreeing
 The syllabus designer has to choose a
wide spectrum of exponents for each
function. The teaching and learning of
functions is an important part of a wider
syllabus.

9. The Situational Syllabus:
 Selecting and sequencing different
real-life situations:
• At the bank.
• At an airport.
• At the supermarket.
• At a travel agency.(Survival English course)

10. The Topic-based Syllabus:
 Topics provide a welcome organizing
principle because they are based on
what students will be interested in.
• The weather.
• Sports.
• Music.
Practical: Following examples and materials
provided,design a syllabus for Grades 5th or 6th
Primary School.

11. The Task-based Syllabus:
 Prahbu, Bangalore, India: also called
“procedural syllabus”.
 Willis provides six main task types:
• LISTING.
• ORDERING.
• COMPARING.
• PROBLEM SOLVING.
• SHARING PERSONAL EXPERIENCE.
• CREATIVE TASKS.

12. The Multi-functional Syllabus:
 This is the approach which is most
often used. “Map of the book”.
Grammar, Vocabulary and
Pronunciation, Functions,
Macroskills.
 None of the elements predominates.
All have to shift to accommodate to
others.