Syllabuses and Syllabuses and CoursebooksCoursebooks

Chapter 21, Jeremy Harmer Chapter 21, Jeremy Harmer (2001(2001)”The Practice of ELT”.)”The Practice of ELT”.

Practice II, Prof. Braun (2010)Practice II, Prof. Braun (2010)

COURSE DESIGNERSCOURSE DESIGNERS They have a clear idea about how They have a clear idea about how theories and beliefs theories and beliefs

about language learning will affect the process.about language learning will affect the process.

These beliefs will be translated into These beliefs will be translated into ACTIVITIES.ACTIVITIES.

The The ACTIVITIES ACTIVITIES will be embedded into will be embedded into TOPICS.TOPICS.

TOPICSTOPICS will have to be engaging ( will have to be engaging (KOW; VAKOGKOW; VAKOG).).

CULTURECULTURE will be considered so as to present an will be considered so as to present an appropriate balance in terms of : gender, different groups appropriate balance in terms of : gender, different groups in society, racial, ethnic and socioeconomic issues.in society, racial, ethnic and socioeconomic issues.

, ,

Authenticity Authenticity Course designers will have to decide Course designers will have to decide

which which LANGUAGELANGUAGE VARIETIESVARIETIES they they would like to include and would like to include and how how AUTHENTIC language should be AUTHENTIC language should be especially at beginner levels.especially at beginner levels.

After taking these decisions After taking these decisions

Syllabus and Curriculum Syllabus and Curriculum

David Nunan (1988):David Nunan (1988): SyllabusSyllabus concerns the selection of items concerns the selection of items

to be learnt and the to be learnt and the grading grading of those items of those items into an appropriate into an appropriate sequence.sequence.

Curriculum design Curriculum design is also about the is also about the planning, implementation, evaluation, planning, implementation, evaluation, management and administration of management and administration of education programmes.education programmes.

SYLLABUS DESIGN CRITERIASYLLABUS DESIGN CRITERIA Learnability:Learnability: Some structural or lexical aspects are easier Some structural or lexical aspects are easier

for students to learn than others. Am/is/are; for students to learn than others. Am/is/are; Was/Were and not the 3rd type of conditional.Was/Were and not the 3rd type of conditional.

Frequency:Frequency: Include the items which are more frequent in Include the items which are more frequent in

the language, and not the ones that are only the language, and not the ones that are only used occasionally by native speakers. E.g.: used occasionally by native speakers. E.g.: “Oh, I see” is more common than “I “Oh, I see” is more common than “I understand”. Or Use of the subjunctive by understand”. Or Use of the subjunctive by American speakers.American speakers.

Coverage:Coverage:

Some words and structures have greater Some words and structures have greater coverage (scope for use) than other items. coverage (scope for use) than other items. E.g. : GOING TO / WILL.E.g. : GOING TO / WILL.

Usefulness:Usefulness: We concentrate a lot on classroom We concentrate a lot on classroom

vocabulary; What about situations for vocabulary; What about situations for everyday life?We should think of usefulness everyday life?We should think of usefulness in terms of what stuents are linguistically in terms of what stuents are linguistically able to talk about. (Adults: parts of the able to talk about. (Adults: parts of the house: reading and writing ads, telephone house: reading and writing ads, telephone conversation in order to rent a flat).conversation in order to rent a flat).

DIFFERENT SYLLABUSESDIFFERENT SYLLABUSES The Grammar Syllabus:The Grammar Syllabus:

Grammar is the organizing principle Grammar is the organizing principle for the syllabus.for the syllabus.

The Lexical Syllabus:The Lexical Syllabus: Based on vocabulary/lexis. CORPORA: Based on vocabulary/lexis. CORPORA:

Birmingham University. COBUILD Birmingham University. COBUILD textbooks.textbooks.

Problem: relationship between lexis and Problem: relationship between lexis and grammar and length of such a syllabus.grammar and length of such a syllabus.

The Functional Syllabus:The Functional Syllabus:

David Wilkins (1976). Language organized David Wilkins (1976). Language organized according to language functions such as:according to language functions such as:

• RequestingRequesting• OfferingOffering• InvitingInviting

• Agreeing/DisagreeingAgreeing/Disagreeing The syllabus designer has to choose a The syllabus designer has to choose a

wide spectrum of exponents for each wide spectrum of exponents for each function. The teaching and learning of function. The teaching and learning of functions is an important part of a wider functions is an important part of a wider syllabus.syllabus.

The Situational Syllabus:The Situational Syllabus:

Selecting and sequencing different Selecting and sequencing different real-life situations:real-life situations:

• At the bank.At the bank.• At an airport.At an airport.• At the supermarket.At the supermarket.• At a travel agency.(Survival English course)At a travel agency.(Survival English course)

The Topic-based Syllabus:The Topic-based Syllabus:

Topics provide a welcome organizing Topics provide a welcome organizing principle because they are based on principle because they are based on what students will be interested in. what students will be interested in.

• The weather.The weather.• Sports.Sports.• Music.Music.

Practical: Practical: Following examples and materials Following examples and materials provided,design a provided,design a syllabus for Grades 5syllabus for Grades 5thth or 6 or 6thth Primary School.Primary School.

The Task-based Syllabus:The Task-based Syllabus:

Prahbu, Bangalore, India: also called Prahbu, Bangalore, India: also called “procedural syllabus“procedural syllabus”.”.

Willis provides six main task types: Willis provides six main task types: • LISTING.LISTING.• ORDERING.ORDERING.• COMPARING.COMPARING.• PROBLEM SOLVING.PROBLEM SOLVING.• SHARING PERSONAL EXPERIENCE.SHARING PERSONAL EXPERIENCE.• CREATIVE TASKS.CREATIVE TASKS.

The Multi-functional Syllabus:The Multi-functional Syllabus:

This is the approach which is most This is the approach which is most often used. “Map of the book”. often used. “Map of the book”. Grammar, Vocabulary and Grammar, Vocabulary and Pronunciation, Functions, Pronunciation, Functions, Macroskills.Macroskills.

None of the elements predominates. None of the elements predominates. All have to shift to accommodate to All have to shift to accommodate to others.others.