This document discusses different approaches to syllabus design for language courses. It provides definitions and examples of various types of syllabi, including grammatical, functional, situational, lexical, topical, task-based, learner-led and proportional syllabi. It then gives more detailed explanations of possible syllabus designs for reading, speaking and writing courses, highlighting benefits and limitations of each approach.

1. Welcome to class PG9 Group 1 : Phan Thi Oanh Nguyen Thi Thu Hang Nguyen Thu Hong Nguyen Hong Le Le Vu Kieu Linh

2. Different Approaches To Syllabus Design

3. OUTLINE Definition of syllabus Different approaches to syllabus design Syllabus design for a reading course Syllabus design for a speaking course Syllabus design for a writing course

4. Definition of a Syllabus It involves the selection and grading of content and methodology. It states what the successful learners will know by the end of the course. A syllabus specifies all the things that are to be taught in the courses.

5. Different approaches to syllabus design Lexical syllabus Topical syllabus The Proportional syllabus Situational syllabus Learner-led syllabus Functional syllabus Task-Based syllabus Grammatical syllabus Process-oriented Product-oriented

6. 1. Grammatical (structural) syllabus A list grammatical structures, leading to an understanding of the grammatical system. It tends to be the main organizing foundation. Some problems: - Ignoring other important aspects of language proficiency. - Some students may not be ready linguistically to understand and use that particular form.

7. 2. Functional syllabus The chief emphasis is upon the communicative purpose and conceptual meaning of language. A function syllabus might look like this: Requesting Offering Inviting Agreeing and disagreeing etc. The functional/notional syllabus seeks for ‘what is a learner communicates through language’.

8. 3. Situational syllabus The main principle: teach the language that occurs in the situations. Selecting and sequencing different real- life situations rather than different grammatical items, vocabulary topics, or functions. It might look something like this: At the bank At the supermarket At the travel agency At the restaurant etc Some problems: - Less appropriate for students of general English largely. - Difficult to choose the “key” situations for a general class.

9. Based on vocabulary and targets a certain number of vocabulary words depending on the level of the student. 4. Lexical syllabus Some problems: there are so many facets to lexis: the vocabulary related to topics issues of word information. word- grammar triggers. compound lexical items connecting and linking. semi- fixed expressions. connotation and the use of metaphor. The relationship between lexis and grammar.

10. 5. Topical (Content) syllabus The content of the syllabus is more important than grammar, functions or situations. The content is the core of the syllabus and is often organized thematically or by topics. Some problems: - Grammatical forms are not practiced - Difficult to choose the content and make a balance between content and grammar

11. Process- Oriented Approach

12. Process-oriented syllabus Process-Oriented Syllabuses emphasize a process rather than a product. The focus is on the specification of learning activities that learners will undertake during the course. 3 main types: Task-based syllabus Learner-Led syllabus Proportional syllabus

13. Task-based Approach Students do something based on an assigned task. We use tasks and activities to encourage learners to use the language communicatively in order to achieve a purpose. Tasks should be relevant to the real world language needs of the student. Tasks must be meaningful so that they can enhance learning.

14. Learner-Led Syllabuses It is an approach basing on learners’ personalities and their own experience. The emphasis lays with the learner, who is hoped to be involved in the implementation of the syllabus design as far as possible.

15. The Proportional Approach This approach aims at developing an overall competence, improving the basic skills. It consists of a number of elements with theme playing a linking role through the units. The syllabus is designed to be dynamic, not static to get the feedback and flexibility.

16. A Possible Approach to Syllabus Design for a Reading Course TOPICAL or CONTENT-BASED SYLLABUS

17. What is the Content-Based (C-B) Approach? C-B syllabus is organized around… A. themes/topics B. situations C. tasks 2. … is the starting point in its design. A. grammar B. function C. content

18. What is the Content-Based (C-B) Approach? 3. In a C-B syllabus, content… A. is incidental + the vehicle to practice language structures, functions or skills B. is chosen to show how a structure is used + provide a context for practicing it C. provides the vehicle for the presentation of language

19. Reasons for choosing the Approach Addressing students’ needs Motivating learners

20. Reasons for choosing the Approach Allowing for the use of authentic materials Facilitating comprehension Making linguistic form more meaningful

21. Reasons for choosing the Approach Serving as the best basis for teaching the skill areas Allowing for integration of the four skills

22. Limitations of the Approach Unpracticed Grammatical forms + Practical situations Unresolved questions of appropriateness: (i) how to choose the content (ii) how to achieve the balance between content and grammar

23. Situational syllabus for Speaking course

24. What is situational syllabus? Three types of situational syllabus. Five elements in a situational syllabus. Reasons for choosing situational syllabus for speaking course. Limits of situational syllabus .

25. 1.What is situational syllabus ? - To teach the language that occurs in the situations. - The content are real or imaginary situations. - The language involves functions, combined into a plausible part of available discourse. - Learners will apply these situations.

26. 2. Three types of situational syllabus. 1. Concrete : Situations are acted out to specific setting using specific patterns . 2 . Mythical :Situations depend on fictional chararters in a fictional place. 3 . Limbo :Specific setting of the situation is of little or no important .

27. 3. Five elements in a situational syllabus. The physical context. The channel of communication. The language activity. The number and the character of participants. The relationship between the participants and the type of activity .

28. 4. Reasons for choosing situational syllabus for speaking course . Explicit attention is paid to the influence of social factors on language choice. It’s quite easy to identify situations in which speaking skill is used. It may motivate learners,meet their most pressing everyday communication needs .

29. An example of situational syllabus for a speaking course for housemaid At the airport In a taxi At the working centre At the host’s house At supermarket

30. V Limits of situational syllabus . Language in the classroom and language as spoken in the real world will somtimes have little in common. - Limited for students whose needs aren’t encompassed by the situations in the syllabus. - For short-term special-purpose .

31. Task-based syllabus for Writing Course

32. 1. What is T-B syllabus? Different types of tasks Example of T-B syllabus for writing course 4. Reasons for choosing T-B syllabus for writing course 5. Limits of T-B syllabus

33. 1. What is task-based syllabus The content is a series of complex............. Students use different language forms, functions and skills in completing.............. tasks tasks

34. 2. Different types of tasks Brainstorm all questions that you can use to ask about direction. Ask your partner about the way to Hang Bong street.

35. 2. Different types of tasks Pedagogical tasks: are designed to trigger language learning processes and strategies. Real-world tasks: are designed to practice useful activities in the real world.

36. 2. Different types of tasks Write a letter to apply for the following post. Put the following sentences in the correct order.

37. Example of T-B syllabus for a writing course Write notes and memos Write reports Write agendas Write letters to companies Write replied letters

38. Write letters to companies Brainstorm types of letters. Analyze situations to choose correct types of letters. Brainstorm and order ideas Match the headings with correct parts of the letters. Order words to complete useful expressions.

39. 3. Reasons for choosing T-B syllabus for writing course It is suitable for learners of all ages and backgrounds. Learners are striving to express what they want to write. Learners are exposed to a whole range of lexical phrases, collocations and language forms.

40. 3. Reasons for choosing task-based syllabus for writing course Tasks encourage students to plan the language before writing. It provides cooperative support.

41. 4. Limits of task-based syllabus Definitions of tasks are so broad. Procedures for the design of tasks remain unclear. There is a risk for learners to achieve fluency at the expense of accuracy.

42. 5. Limits of task-based syllabus Some weak learners let others supply the more challenging language they need. It requires a high level of creativity on the part of the teacher.

43. SOLUTION

44. Mixed or integrated syllabus Mix two or more types of syllabuses together. Syllabus design is less rigid, more flexible, and responsive to various student needs.

46. Do you find our presentation useful? WE HOPE THAT YOU DO!

48. Thank you for your attention !