Welcome to class PG9Welcome to class PG9

Group 1Group 1: :

Phan Thi OanhPhan Thi OanhNguyen Thi Thu HangNguyen Thi Thu HangNguyen Thu HongNguyen Thu HongNguyen Hong LeNguyen Hong LeLe Vu Kieu LinhLe Vu Kieu Linh

Different Approaches Different Approaches To Syllabus DesignTo Syllabus Design

OUTLINEOUTLINE

I.I. Definition of syllabusDefinition of syllabus

II.II. Different approaches to syllabus designDifferent approaches to syllabus design

III.III. Syllabus design for a reading courseSyllabus design for a reading course

IV.IV. Syllabus design for a speaking courseSyllabus design for a speaking course

V.V. Syllabus design for a writing courseSyllabus design for a writing course

I.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.

Product-orientedProduct-oriented Process-orientedProcess-oriented

Grammatical syllabus Task-Based syllabus

Functional syllabus Learner-led syllabus

Situational syllabus The Proportional syllabus

Lexical syllabus

Topical syllabus

II. Different approaches to syllabus design

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.

2. Functional syllabus

The chief emphasis is upon the communicative purpose

and conceptual meaning of language.

A function syllabus might look like this:

1. Requesting

2. Offering

3. Inviting

4. Agreeing and disagreeing

etc.

The functional/notional syllabus seeks for ‘what is a

learner communicates through language’.

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:1. At the bank2. At the supermarket3. At the travel agency4. At the restaurantetc

Some problems:

- Less appropriate for students of general English largely.

- Difficult to choose the “key” situations for a general class.

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.

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

Process- Oriented Process- Oriented ApproachApproach

Process-oriented syllabusProcess-oriented syllabus

Process-Oriented Syllabuses emphasize a Process-Oriented Syllabuses emphasize a process rather than a product.process rather than a product.The focus is on the specification of The focus is on the specification of learning activities that learners will learning activities that learners will undertake during the course. undertake during the course. 3 main types:3 main types:

Task-based syllabusTask-based syllabus Learner-Led syllabusLearner-Led syllabus Proportional syllabusProportional syllabus

Task-based ApproachTask-based Approach

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

Learner-Led SyllabusesLearner-Led Syllabuses

It is an approach basing on learners’ It is an approach basing on learners’ personalities and their own experience.personalities and their own experience.

The emphasis lays with the learner, who The emphasis lays with the learner, who is hoped to be involved in the is hoped to be involved in the implementation of the syllabus design as implementation of the syllabus design as far as possible. far as possible.

The Proportional ApproachThe Proportional Approach

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

A Possible Approach to Syllabus A Possible Approach to Syllabus Design for a Reading CourseDesign for a Reading Course

TOPICAL orTOPICAL or

CONTENT-BASEDCONTENT-BASED

SYLLABUSSYLLABUS

What is the Content-Based (C-B) What is the Content-Based (C-B) Approach?Approach?

1.1. C-B syllabus is organized around…C-B syllabus is organized around…

A. themes/topicsA. themes/topics

B. situationsB. situations

C. tasksC. tasks

2. … is the starting point in its design.2. … is the starting point in its design.

A. grammarA. grammar

B. functionB. function

C. contentC. content

What is the Content-Based (C-B) What is the Content-Based (C-B) Approach?Approach?

3. In a C-B syllabus, content…3. In a C-B syllabus, content…

A. is incidental + the vehicle to practice A. is incidental + the vehicle to practice language structures, functions or skillslanguage structures, functions or skills

B. is chosen to show how a structure is used B. is chosen to show how a structure is used + provide a context for practicing it+ provide a context for practicing it

C. provides the vehicle for the presentation C. provides the vehicle for the presentation of languageof language

Reasons for choosing the Reasons for choosing the ApproachApproach

Addressing students’ needs Addressing students’ needs

Motivating learnersMotivating learners

Reasons for choosing the Reasons for choosing the ApproachApproach

Allowing for the use of authentic materialsAllowing for the use of authentic materials

Facilitating comprehensionFacilitating comprehension

Making linguistic form more meaningfulMaking linguistic form more meaningful

Reasons for choosing the Reasons for choosing the ApproachApproach

Serving as the best basis for teaching the Serving as the best basis for teaching the skill areasskill areas

Allowing for integration of the four skillsAllowing for integration of the four skills

Limitations of the ApproachLimitations of the Approach

Unpracticed Grammatical forms + Unpracticed Grammatical forms + Practical situationsPractical situations

Unresolved questions of appropriateness:Unresolved questions of appropriateness:

(i) how to choose the content(i) how to choose the content

(ii) how to achieve the balance (ii) how to achieve the balance between content and grammarbetween content and grammar

What is situational syllabus?What is situational syllabus?

Three types of situational syllabus.Three types of situational syllabus.

Five elements in a situational syllabus.Five elements in a situational syllabus.

Reasons for choosing situational Reasons for choosing situational syllabus for speaking course.syllabus for speaking course.

Limits of situational syllabusLimits of situational syllabus..

1.What is situational syllabus ?1.What is situational syllabus ? - To teach the language that occurs in - To teach the language that occurs in

the situations.the situations.

- The content are real or imaginary - The content are real or imaginary situations.situations.

- The language involves functions, - The language involves functions, combined into a plausible part of combined into a plausible part of availableavailable discourse. discourse.

- - Learners will apply these situations.Learners will apply these situations.

2. Three types of situational 2. Three types of situational syllabus.syllabus.

1. 1. ConcreteConcrete: Situations are acted out to : Situations are acted out to specific setting using specific patternsspecific setting using specific patterns..

22.. MythicalMythical:Situations depend on fictional :Situations depend on fictional chararters in a fictional place.chararters in a fictional place.

33.. LimboLimbo:Specific setting of the situation :Specific setting of the situation is of little or no importantis of little or no important..

3. Five elements in a situational 3. Five elements in a situational syllabus.syllabus.

The physical context.The physical context.

The channel of communication.The channel of communication.

The language activity.The language activity.

The number and the character of The number and the character of participants.participants.

The relationship between the The relationship between the participants and the type of activityparticipants and the type of activity..

4.4. Reasons for choosing Reasons for choosing situational syllabus for speaking situational syllabus for speaking

coursecourse..

Explicit attention is paid to the influence of Explicit attention is paid to the influence of social factors on language choice.social factors on language choice.

It’s quite easy to identify situations in which It’s quite easy to identify situations in which speaking skill is used.speaking skill is used.

It may motivate learners,meet theirIt may motivate learners,meet their most most pressing everyday communication needspressing everyday communication needs..

An example of situational An example of situational syllabus for a speaking course syllabus for a speaking course

for housemaid for housemaid

At the airportAt the airport

In a taxiIn a taxi

At the working centreAt the working centre

At At the host’s housethe host’s house

At supermarket At supermarket

V Limits of V Limits of situational syllabussituational syllabus..

- Language in the classroom and language as Language in the classroom and language as spoken in the real world will somtimes have spoken in the real world will somtimes have little in common.little in common.

- Limited for students whose needs aren’t - Limited for students whose needs aren’t encompassed by the situations in the encompassed by the situations in the syllabus.syllabus.

- For short-term special-purpose- For short-term special-purpose..

Task-based syllabusTask-based syllabusforfor

Writing CourseWriting Course

1. What is T-B syllabus?1. What is T-B syllabus?

2.2. Different types of tasksDifferent types of tasks

3.3. Example of T-B syllabus for writing Example of T-B syllabus for writing coursecourse

4. Reasons for choosing T-B syllabus for 4. Reasons for choosing T-B syllabus for writing coursewriting course

5. Limits of T-B syllabus5. Limits of T-B syllabus

1. What is task-based syllabus1. What is task-based syllabus

The content is a series of complex.............The content is a series of complex.............

Students use different language forms, Students use different language forms,

functions and skills in completing..............functions and skills in completing..............

tasks

tasks

2. Different types of tasks2. Different types of tasks

Brainstorm all questions that you can use Brainstorm all questions that you can use to ask about direction.to ask about direction.

Ask your partner about the way to Hang Ask your partner about the way to Hang Bong street.Bong street.

2. Different types of tasks2. Different types of tasks

Pedagogical tasks:Pedagogical tasks:

are designed to trigger language are designed to trigger language learning processes and strategies.learning processes and strategies.

Real-world tasks:Real-world tasks:

are designed to practice useful are designed to practice useful activities in the real world.activities in the real world.

2. Different types of tasks2. Different types of tasks

Write a letter to apply for the Write a letter to apply for the following post. following post.

Put the following sentences in Put the following sentences in the correct order.the correct order.

Example of T-B syllabus for a Example of T-B syllabus for a writing coursewriting course

I.I. Write notes and memosWrite notes and memos

II.II. Write reportsWrite reports

III.III. Write agendasWrite agendas

IV.IV. Write letters to companiesWrite letters to companies

V.V. Write replied lettersWrite replied letters

Write letters to companiesWrite letters to companiesBrainstorm types of letters.Brainstorm types of letters.

Analyze situations to choose correct types Analyze situations to choose correct types of letters.of letters.

Brainstorm and order ideas Brainstorm and order ideas

Match the headings with correct parts of Match the headings with correct parts of the letters.the letters.

Order words to complete useful Order words to complete useful expressions.expressions.

3. Reasons for choosing T-B syllabus for 3. Reasons for choosing T-B syllabus for writing coursewriting course

It is suitable for learners of all ages and It is suitable for learners of all ages and backgrounds. backgrounds.

Learners are striving to express what they Learners are striving to express what they want to write.want to write.

Learners are exposed to a whole range of Learners are exposed to a whole range of lexical phrases, collocations and language lexical phrases, collocations and language forms.forms.

3. Reasons for choosing task-based 3. Reasons for choosing task-based syllabus for writing coursesyllabus for writing course

Tasks encourage students to plan the Tasks encourage students to plan the language before writing.language before writing.

It provides cooperative support.It provides cooperative support.

4. Limits of task-based syllabus4. Limits of task-based syllabus

Definitions of tasks are so broad.Definitions of tasks are so broad.

Procedures for the design of tasks remain Procedures for the design of tasks remain unclear.unclear.

There is a risk for learners to achieve There is a risk for learners to achieve fluency at the expense of accuracy.fluency at the expense of accuracy.

5. Limits of task-based syllabus5. Limits of task-based syllabus

Some weak learners let others supply the Some weak learners let others supply the more challenging language they need.more challenging language they need.

It requires a high level of creativity on the It requires a high level of creativity on the part of the teacher. part of the teacher.

SOLUTIONSOLUTION

Mixed or integrated syllabusMixed or integrated syllabus

Mix two or more types of syllabuses Mix two or more types of syllabuses together.together.

Syllabus design is less rigid, more Syllabus design is less rigid, more flexible, and responsive to various flexible, and responsive to various student needs.student needs.

Do you find our Do you find our

presentation useful?presentation useful?

WE HOPE THAT YOU DO!WE HOPE THAT YOU DO!

Thank you for Thank you for your attention !your attention !