This document discusses 12 different types of syllabuses: 1. Grammatical syllabus which focuses on teaching grammar forms and structures from simple to complex. 2. Lexical syllabus which focuses on vocabulary and word relationships. 3. Grammatical-lexical syllabus which combines grammar and vocabulary. 4. Situational syllabus which uses real or imaginary situations to teach language. 5. Topic-based syllabus which is organized around themes and topics. 6. Notional-functional syllabus which focuses on language functions. 7. Mixed/multi-strand syllabus which combines elements of different syllabuses. 8. Procedural/task-based syllabus which uses

1. TYPES
OF
SYLLABUSES

2. Hello!
We are:
Songul Duger
Loay Anbar
Behiye Palo
2

3. Definition
3
What is a syllabus?
A document which
consists of a list that
specifies the things to be
taught in the course.

4. 1. GRAMMATICAL
SYLLABUS

5. TYPES
OF SYLLABUSES
5
The content of the language teaching
is a collection of the forms and
structures of the language being
taught.

6. a. We decide on a set of forms and structures that the
students have to learn and arrange them in increasing complexity,
meaning from simple to complex forms and discourses.
b. We decide a set of vocabulary to be learned together with
forms and structures.
c. We sequence the vocabulary, considering that concrete
nouns and more common forms should be taught.
d. We fit the vocabulary, forms and the structures together into
a set of learning tasks.

7. FEATURES
Can be used for any level. The main focus is to
prepare the students for exams like YDS or TOEFL
etc.
It is not the best way to acquire speaking and
listening skills.
It is not appropriate for young learners.
7

8. PROS
-Students move from simpler to
more complex structures
-They may learn the structures
more easily by this syllabus
8

9. 9
Even though the materials seem to
consider grammar-based arrangement,
activities in the book enforce students to
learn English through guided
conversations.

10. 10
The disadvantage of this syllabus is
that students are often preoccupied
with grammar when they are learning
communicative activities, which may
block natural communicative process.

11. 11
This syllabus may be more useful
in a context in which the students
do not have immediately
communication needs.

12. CONS
It is not the
best way to
acquire
speaking and
listening skills.
It is not
appropriate
for young
learners.
12

13. 2. LEXICAL
SYLLABUS

14. 14
This syllabus focuses on the similarity
or the relationship between lexis and
grammar

15. FEATURES
Content: jobs and
occupations
Level: Beginners
15

16. CONTENT
16
-Connotations
-Compound items
-Word formation( suffixes,
morphemes etc.)
- Vocabulary related to topics

17. PROS
Students will be
able to ask
questions to the
partners in order
to share their jobs
preferences
appropriately
Given a set of
examples, Students
will be able to
name different
types of jobs by
watching pictures
accurately
17

18. PROS
Students will be
able to participate
in class by giving
different
responses to the
teacher
appropriately.
Students will learn
new vocabulary in
order to talk about
different jobs and
occupations
through different in
class activities
18

19. CONS
Just as the
grammatical syllabus,
lexical syllabus does
not help with listening
and speaking skills.
It is of use only with
written texts and
reading but with a strong
vocabulary knowledge.
19

20. 3.
GRAMMATICA
L-LEXICAL
SYLLABUS

21. 21
The grammar and the lexicon are two
ways of describing the same
phenomenon, language. They contain
much the same information.

22. 22
The lexicon lists words and their
meanings and exemplifies and
categorises the patterns in which
they occur.

23. 23
The grammar lists structures and
classifies words according to the way
they operate as elements in structure.

24. 24
In principle, one could begin with lexis and go
on to identify the structures and classes of the
grammar, or one could begin with a statement
about the grammar and go on to refine this to
provide a description of a particular word.

25. 4.SITUATINAL
SYLLABUS

26. 26
The content of language teaching is a
collection of real or imaginary situation
in which language is used. The situation
involves several participants engaged in
some activities in specific setting.

27. 27
-It focuses on the practical needs
-Learner’-centered Syllabus
-It prepares the learner naturally in some
social contexts.
-It focuses on the learner’s skills

28. Purpose
Teach language that occurs in the
situations which are relevant to the
present or future needs of language
learners and prepare them to use
language.
28

29. 29
Used with situations which learners may use
language to deal with such as:“Seeing the
dentist”, “Asking the directions”, “Checking
in and out the hotel”, etc.

30. FEATURES
The language is
always used in
context, never
in isolation.
The Situational
Syllabus focuses
on the analysis
of situations
and behaviors
as well.
It analyzes which
situations the
learners are more
exposed to use in
terms of
language and
therefore teach
those situations
according to the
learner´s needs.
30

31. As an alternative of the Grammatical Syllabus

32. The only syllabus that can be used to create
teaching materials 32

33. It is constructed based on different situations, and
these situations are the topics of the units. 33

34. The goal of this syllabus is to prepare learners to
face different situations where they might use the
language 34

35. Contents/Selecting &
Sequencing the
Contents
Set of parameters:

36. 36
-The setting
-The type of communication
-If it is productive or receptive
-The number of people involved in the
situation
-The relationship between them
-The physical context

37. PROS
-The content is based on real or
it could be imaginary situations
where the language is used.
-It is focused on oral
communication.
-Components.
37

38. CONS
The main purpose of this syllabus is to
teach the language that is used in these
selected situations
-It cannot include all the situations in the
real life
-It does not predict exactly the language
form to use
38

39. CONS
-Artificial dialogues cannot be used in
natural language
-Grammatical items and structures are
not arranged in a systematic way
-It is most appropriate for short-term
special-purpose courses
39

40. 40

41. 5. TOPIC
BASED
SYLLABUS

42. WHAT’S THAT?
42
It is a syllabus that is organized around
themes topics
And other units of particular content
It selects language. Vocab. Language functions

43. GOALS
43
● TO teach
specific
information
and content
using the
target
language.
● To provide a
content based
syllabus that
gives learners a
lot language
exposure

44. 44
● It addresses learners’ needs
● They motivate the learner
● Autonomous learning plays
a role in the process
● It is learner centered

45. 45
DISADVANTAGES
● İt doesnt provide enough info
about:
1 what content to teach?!!!
2 how much content ?!!!
● The syllabus is merely a list
of topics

46. ● introduce them ın
general
and teach different
vocabulary about
cars.
● asks them to
compare said
vocabulary.
46example

47. 7. Notional
functional
syllabus

48. Focuses on..
48
"notions," real-life situations in which
people communicate, which are further
broken down into "functions," specific
aims of communication

49. 49
What is it?
● Product oriented syllabus
● Content based
● Meaning is of high importance
● Focuses on things you can do with
the language

50. 50
GOALS
Make the learners able to analyze
the language and make them
communicatively competent.

51. 51
● Communicative
aspect along with
grammar
Realistic learning
tasks that uses
Everyday real world
language
ADVANTAGES
● Gives the
learners
motiviatıon as
their competence
increases

52. 52
DISADVANTAGES
● Language is taught
randomly with no way
to know which should
come first
● What to do at
higher levels?!
● Similar tasks to structural
syllabus
● Dividing language into
discrete units
misinterprets the nature
of language as
communication

53. 53
example

54. 8-Mixed or
Multi-strand

55. 55
What is it?
A multi-focus Syllabus is one that
includes a variety of elements;
specifically structures,functions and
notions along with situations and topics!

56. 56
Like
what?
A mix or two of more types of syllabi
together into what looks like a different
type of syllabus.
Situational-Structural syllabus
predominantly a skill based syllabus with a
topical syllabus!
Situational-topical syllabus predominantly
a situational syllabus mixed with a topical
syllabus!

57. 57
Advantages
Limitations of other syllabi are
avoided :D
HOW ?
-

58. 58
It can allow for a two pronged approach.
Where you can focus on working
systematically on structures and
vocabulary to insure general linguistic
knowledge and on the other prong we
can concentrate on meeting immediate
communicative needs and on building up
sociolinguistic and pragmatic
compentence

59. 59
DISADVANTAGES
● It takes more planning
time because there are
more elements to weave
together into a syllabus
● Might be harder to
sequence than a structual
lexical syllabus

60. 60
EXAMPLE

61. 61

62. 9.
Procedural
Also known as ‘’Task-
Based’’

63. The learning task to be done rather than the language
itself or even its meanings.
This type of syllabus is appropriate for both young and
adult learners.
Map reading
Doing scientific
experiments Story-writing

64. 64
Krashen: Language is best acquired through the learner’s focus upon
meaning in the input provided

65. Definition:
Constructed with different tasks as the primary parts in the
target language
The Functional View
of Language and
Communicative
Language Teaching
communicative,
learner & learning-
centred collobarative

66. What is considered as a task??
Authentic & real-life
Meaningful & purposeful
Clear outcome
So, what’s that really mean??

67. LANGUAGE
A means for making meaning Centrality of lexical units
A tool for achieving real-world goals
Spoken interaction=keystone Language use=integration of skills

68. Real Life:
Writing a Letter
Doing Shopping
Making an Appointment
Pedagogical:
In pairs, students complete an information gap
task to get instructions on get hotel from the
closest subway.
SA has a city center map while SB has the same
map with the subway marked.

69. 69
Procedural
(Task Based)
Communicative
Tasks
(Target-like Tasks)
Meta-Communicative
Tasks
(Learning or Pedagogic
Tasks)

70. 70
Types of Tasks
Reproductive Creative
The learner is reproducing
language following a model
provided by the teacher,
textbook, tape, or other
source.
language is largely
predetermined and predictable
Learners must assemble the
words and structures they
have acquired in new and
unpredictable ways.
Language is less predictable

71. Pair work. Who is the person for
the job?
Read following CVs, and decide
who the best person is the
following jobs:
● School Building Supervisor
● Receptionist
● Librarian
● Bookstore Clerk
CREATIVEREPRODUCTIVE

72. 72
ADVANTAGES
● It is believed that the Task Based
Syllabus has a richer potential for
promoting successful second language
learning.

73. 73
DISADVANTAGES
● The tasks must be suitable for the
language learners.
● Aspects of task difficulty must be
considered.

74. 10.
Process

75. 75
This is the only syllabus which is not pre-set.
(decided or set at an earlier time)
● The content is negotiated with the learners at the
beginning or during the course.
● It is listed retrospectively.

76. 76
A process oriented syllabus focuses on the
skills and processes involved in learning
language.
It is developed as a result of a sense of failure
in product oriented syllabus to enhance
communicative language skills.

77. 77
A process-writing syllabus would focus on
the processes
- writers use to complete their tasks, such
as collecting information, organizing
ideas, drafting and revising,
- rather than just the features of the
products of writing, such as letters,
compositions, notes, reports etc.

78. 78
ADVANTAGES
● Means of predicting change over time
● A common base that works with EVERY type of trail
use and location
● A process that generates sustainability, enjoyment,
and stewardship at the same time
● A process that encompasses all of trail design,
construction, maintenance, and management
Shapes our thoughts in holistic ways.

79. 79
DISADVANTAGES
● It may require such a long process, so
much time varying on different situations.

80. 11.
Content Based
Also known as
‘’Subject-Based’’

81. 81
It is not originally an ELT syllabus.
● In school settings, the content is generally
based on school subjects in the curriculum
such as science, geography, and mathematics.
● Learners acquire the TL in the course of other
stuff.

82. 82
● Subject matter and language are learned
simultaneously.
Information Management
Critical Thinking
Hands-on activities
Data Gathering
Analysis and Construction

83. Example
During the lessons, students are focused on
learning about something.
Their favourite pop star or even a topical new
story or film. Based any of these topic,
students will have the opportunity of learning
and practicing the language.

84. 84
ADVANTAGES
● It allows the integration of the four skills
and the use of authentic materials.
● It motivates students since they are
exposed to different and interesting
topics.
● It facilitates the comprehension of the
language by studying different content.

85. 85
DISADVANTAGES
● It is hard to apply for beginners or low-
level learners
● It might not provide successful
communicative ability
● Limited time tfor students to achieve
adequate academic level.

86. 12.
Skill-Based

87. 87LONGMAN
The Skill-Based Syllabus
Behavioral Psychology and Structural Linguistics

88. 88
The Skill-Based Syllabus
In skill based syllabus, the content of the language
teaching involves a collection of particular skills that
may play a role in using language.
Writing
Listening
Speaking
Reading

89. 89
● Differences between spoken and written
language
● Language Learning is factor-oriented and
teacher-directed
● Students errors are just like sins, must be
eliminated

90. 90
Guessing vocabulary from context
More work on affixes
More inference
Critical reading skill
Summarizing Readings
Dictionary work
More statement
Using context clues
E
X
A
M
P
L
E
S

91. 91
More Examples:

92. 92
ADVANTAGES
● Skill-based content is one of the most
useful syllabuses when considering to
master specific types of language uses.
● It is easier to predict what kind of
materials should be studied
● Relevance on students - felt needs or
wants.

93. 93
DISADVANTAGES
● The relationship between skill instruction
and general language proficiency. Some
believe that SBS will be helpful because
sb learns language specifically, however
others beleieve that he SBS will limit sb’s
general language proficiency

94. References:
http://www.viviancook.uk/SLA/Krashen.htm
Larsen Freeman, Approaches ELT
Richards and Rodgers, Approaches ELT
https://prezi.com/ds2intrpgb2c/product-and-process-
oriented-syllabus/
https://www.teachingenglish.org.uk/article/process-
oriented-syllabus
94

95. References:
http://www.natureshape.com/design/advantages.html
POINT A2 EDUNOVA
95

96. Thanks!
Any questions?
96
😉