What is syllabus and 6 types of syllabuses are discusses here. By this ppt you be able to understand how many kinds of syllabuses are there and how they are performed in the classroom for learning L2 languages. Syllabus design is very much essential for foreign language learning in terms of different strategies. In this PowerPoint presentation the definition and examples are discusses very well so that acquisition will easy for learners.

1. Syllabus and
Types of syllabus
Asif Afridy Riadh
Dept. of English
Comilla University
Bangladesh

2. What is a syllabus?
2

3. Richards (2001)defines syllabus as,
“A specification of the content of a course of
instruction [which] lists what will be taught and
tested”
Definition:
According to Wilkins (1981),
"syllabuses are specification of the content of
language teaching which have been submitted to
some degree of structuring or ordering with the
aim of making teaching and learning a more
effective process".
Yalden (1987, p. 87) also refers,
syllabus as a "summary of the content to which
learners will be exposed".

4. BASIS FOR COMPARISON SYLLABUS CURRICULUM
Meaning
Syllabus is the document that
contains all the portion of the
concepts covered in a subject.
Curriculum is the overall
content, taught in an
educational system or a course.
Set for A subject A course
Nature Descriptive Prescriptive
Scope Narrow Wide
Set out Exam board
Government or the
administration of school, college
or institute.
Term
For a fixed term, normally a
year.
Till the course lasts
Differences between syllabus and curriculum

5. Outcomes and activities Teaching Strategy
Product
Process
Synthetic
Analytic

6. Nunan (1988) explains that, “the focus is on the knowledge and
skills which learners should gain as a result of instruction (the
product or the end)".
● It focuses on outcomes
(what is learnt at the end of learning session)
● Focuses on things learnt at the end of a learning process.
(things that are instructed by teachers/instructions)
1. Product oriented syllabus,

7. ❑ A process oriented syllabus focuses on the skills and
processes involved in learning language.
❑ It focuses on the process of learning.
❑ Process oriented syllabuses are developed in a
sense of enhance communicative language skills.
2. Process oriented syllabus,

8. ➢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 the parts until the whole structure of the
language has been built up(p.2).
➢The analytical syllabus is a semantic and meaning-based
syllabus, which aims at developing the learners’
communicative competence.
According to Wilkins (1976),

9. Product-oriented Process-oriented
Grammatical syllabus Task-based syllabus
Situational syllabus Procedural syllabus
Lexical syllabus Content-based syllabus
Notional-Functional syllabus The natural Approach syllabus
Skill-based syllabus
Types of Syllabus

10. Grammatical Syllabus
Functional Notional Syllabus
1
6
Types of Syllabus
Situational Syllabus
Task-based Syllabus
Content-based Syllabus
2
3
4
5
Skill-based Syllabus

11. 1. Grammatical Syllabus
verb
punctuation
clause
present
past
negative
E
nglish
g
rammar
noun
pronoun
adverb
tense
adjective
preposition
structure
completing

12. Definition:
“a list of grammatical items selected and graded in
terms of simplicity and complexity.” (Nunan, 1988).
Wilkins (1976:2) defined this kind of syllabus as synthetic.
“Language rules are learned in a linear fashion and
learners should demonstrate complete mastery of one rule
before moving on to the next.” (Nunan, 2001).
“Grammar is a liberating force” ( Cullen, 2008: 222)

13. ❑Students move from simpler to
more complex structures
❑They may learn the structures
more easily by this syllabus.
13
Content

14. Shortcomings of the structural/
grammatical syllabus:
1. Meaning of words are taught
separately from context. They are
taught in a list of isolated lexicon.
2. As grammar is taught in rules, there is
no teaching of the way in which
grammar is used in an utterance to
express a social context.
3. Teaching grammar is overemphasized
through drilling exercises.
4. Structural syllabus may make
students feel bored or demotivated.
Advantage of the structural/
grammatical syllabus:
1. Structures and vocabulary are the
two most important elements of a
language. Without good command
of these sectors, no one can
conceive of performing in a
language successfully.
2. There is teaching facility as there
are available materials, textbooks,
etc.
3. Sequencing and selection is not so
difficult as it is with semantic and
functional syllabuses.

15. 2. Situational Syllabus
“A syllabus in which the contents are organized according to situations in which
certain language is likely to be employed.” (Richards, et al, 1985:260)
The situational model will comprise units indicating specific situations, as
'At the Post Office’,
'Buying an Airline Ticket', or
'The Job Interview’.
According to Johnson(2002) there are 3 types of situational syllabus
differentiated by their informational and linguistic content.
1. Limbo
2. Concrete
3. Mythical

16. 16
❑Dialogue:
❑Role plays:
❑DiPietro't scenarios: (in a particular dramatic situation). The
situation is provided to the learner without dialogue or language,
and the learners, usually in a group, write or prepare the language
and perform the scenario.
❑Realistic language use:
❑Real language use:
Different types of situations (cont.) are based on this syllabus:

17. 17
➢giving personal information ➢ asking directions
➢shopping in a supermarket
➢ ordering a meal

18. 18
3. Functional notional Syllabus
“Functions” may be described as the communicative for
which we use language.
While “Notions” are the conceptual meanings
expressed through language. (objects, entities, state of
affairs, logical relationships)

19. Therefore a notional functional
syllabus is a kind of communicative
syllabus who is organized units with
the foundation of some functions
like:
❑apologizing
❑arguing
❑persuading
❑thanking
19
apologizing arguing
persuading thanking

20. 20
4. Skill-based Syllabus
Skill based syllabus is organized
around the different underlying abilities
that are involved in using a language
for purposes. Such as:

21. Reading skills
❑skimming and scanning
Writing skills
❑writing specific topic sentences or writing memos, reports
Speaking skills
❑giving instructions
❑personal information
❑asking for emergency help over the telephone
Listening skills
❑getting specific information
❑listening to foreign radio for news
❑talking orders in a restaurant

22. Positive characteristics of Skill-based syllabus
❑ Skill-based content is most useful when
learners need to master specific types of
language uses.
❑ It is possible to predict at least what material
that students really need.
❑ Relevance on student-felt needs or wants .

23. 5. Task-based Syllabus
... a piece of work undertaken for oneself or for others, freely or for some reward.
(Long 1985: 89)
What is Task?
A Task is a piece of classroom work which involves learners in comprehending,
manipulating, producing, or interacting in the target language which their attention
is particularly focuses on meaning rather than form. (Nunan. 1989:10)
What is Syllabus?
Syllabus is refers to the selecting and grading of content. (Nunan. 1989: 14)

24. ❑Real-world or target task
❑Pedagogical tasks
❑Rehearsal task
❑Activation task
❑Enabling skills
❑Language exercise
❑Communication activity
This type of syllabus is appropriate for both young and adult learners.
So, task-based syllabuses are constructed with varieties of
tasks as the basic blocks, focusing on using the target language in
real world rather than drilling on the isolate grammatical items.

25. Tasks for Beginning learners
❑Beginners need short tasks that draw on information they already
posses and call for more comprehension than production.
❑Beginners should not have to perform, for example, critical or evaluative
tasks if they are not ready for them.
Tasks for Advanced learners
More advanced learners may be ready to handle tasks that:
❑Extend over several days or weeks
❑Call for a great deal of new or unknown information
❑Require complex processing such as evaluation, comparison,
integration, and presentation.

26. Disadvantages
❑No guidance on how to combine the
grammatical items with the
communicative skills.
❑ No guidance provided on the selection
of tasks and how tasks might be related
to the real-world language needs of the
learners
❑ Difficult to degree tasks
❑ Teacher-training courses
Advantages and Disadvantages of
Task-Based Syllabus
Advantages
❑ Goals
❑ Input
❑ Activities
❑ Teacher role
❑ Learner role
❑ Settings

27. 6. Content-based Syllabus
Content based syllabus is an effective syllabus that combines language and
content learning together. (Reilly)
❑ This kind of syllabus focuses on a kind of instruction in which the primary
purpose is to teach some content or information using the language that
is student learning in this kind of syllabus.
❑ The subject matter is primary and the language incidentally through the
content learning.
This might be other subjects in a school curriculum such as science or
social studies, or specialist subject matter relating to an academic or
technical field such as mechanical engineering, medicine, or computing.

28. Characteristics
It helps students to learn the
language through the study of a
series of relevant topics.
It gives learners a lot of exposure
to the language.
Communicative language
teaching.
Students learn the language as a
by-product of learning about real-
world content.

29. Advantages
❑It allows the integration of the four skills
and the use of authentic material
❑It motivates students since they are
exposed to different and interesting
topics.
❑It facilitates the comprehension of the
language by studying different content
which serves as the basis for teaching
the language skills.
Disadvantages
❑Teacher's lack of knowledge about the
topic.
❑Limited time for students to achieve
adequate academic level.
❑Little material available in the market
to teach the different topics in the
specific language.
❑Teachers need to learn how to
integrate academic language and
content better in their classrooms.

30. Thank You