A syllabus outlines the structure and content of a course. It typically includes information such as course objectives, topics to be covered, assignments, projects, required materials, assessment criteria, and policies. This document discusses different types of language syllabi such as grammatical, lexical, situational, and functional-notional. It also examines considerations for designing each type and discusses how teachers use syllabi. Standards from organizations like Common Core, states like California, and NCTE provide guidelines for curriculum and assessment.

1. What is a Syllabus?
Ur, P. (1999). A Course in Language Teaching: Trainee
Book. 1st ed. Cambridge University Press (pp. 75-78)

2. Etymology
 syllabus (n.) 1650s, "table of contents of a
series of lectures, etc.," from Late
Latin syllabus "list," a misreading of
Greek sittybos (plural of sittyba "parchment
label, table of contents," of unknown origin) in a
1470s edition of Cicero's "Ad Atticum" iv.5 and
8. The proper plural would be syllabi.

3. Types of Syllabus
1. Grammatical
2. Lexical
3. Grammatical–lexical
4. Situational
5. Topic-based
6. Notional
7. Functional–notional
8. Mixed or „multi-strand‟
9. Procedural
10. Process

4. Discussion
 Which type of syllabus is most prevalent?
 What are some considerations in designing each
of the types?
 Can you think of other innovative types?

5. Discussion 2
 In Box 12.2 five teachers describe how they use
their syllabuses. Consider on your own or
discuss with other participants: with whom do
you identify most closely?

6. A Case Study
 3-2-1 Vocabulary: Learning Filmmaking
Vocabulary by Making Films
 http://www.readwritethink.org/classroom-
resources/lesson-plans/vocabulary-learning-
filmmaking-vocabulary-30683.html?tab=1#tabs

7. Standards
 Common Core Standards
 State Standards
 NCTE/IRA National Standards

8. Common Core Standards
 “The Common Core State Standards provide a
consistent, clear understanding of what students
are expected to learn, so teachers and parents
know what they need to do to help them. The
standards are designed to be robust and relevant
to the real world, reflecting the knowledge and
skills that our young people need for success in
college and careers. With American students
fully prepared for the future, our communities
will be best positioned to compete successfully in
the global economy.”

9.  Led by the Council of Chief State School Officers
(CCSSO) and the National Governors
Association (NGA)
 As specified by CCSSO and NGA, the Standards
are (1) research and evidence based, (2) aligned
with college and work expectations, (3)
rigorous, and (4) internationally benchmarked.
 E.g. http://www.corestandards.org/ELA-
Literacy/RI/7

10. State Standards (CA)
 http://www.cde.ca.gov/be/st/ss/
 http://www.cde.ca.gov/be/st/ss/documents/ela
contentstnds.pdf (p. 42 – Grade 7)

11. NCTE Standards
 http://www.ncte.org/standards
 http://www.ncte.org/library/NCTEFiles/Resour
ces/Books/Sample/StandardsDoc.pdf

12. 영어과 교육과정
 영어과 교육과정
 영어과 교육과정의 구조 및 내용을 살펴봅시다.
(각각의 교과과정에 공통으로 들어가 있는 요소
파악)