Tieng anh

Le Thi Hien
Phan Thi Van Anh
Le Thi Kieu Oanh
Vo Thi Thuan
Pham Thi Hang
GROUP 3
Types of syllabus for material development: multi-syllabus
OUTLINE
I. Syllabus
Definition
Characteristics
II. Types of syllabuses
Grammatical
Lexical
Grammatical-lexical
Situational
5. Topic-based
6. Notional
7. Functional-notional
8. Mixed or ‘multi-strand’
9. Procedural
10. Process
III. Using syllabus
IV. Multi-syllabus
I. SYLLABUS
I. Syllabus
1. Definition:
- An instrument in a course outlines the goals and objectives of a course, the evaluation scheme, materials, topics, schedule, and bibliography
http://www.asu.edu/cfa/wwwcourses/art/SOACore/syllabus_definition.htm

- Syllabus refers to the subpart of curriculum which is concerned with a specification of what unit will be taught.
(Alen 1984; 61)
- An outline or a summary of the main points of a text, lecture, or course of study.


http://www.thefreedictionary.com/syllabus
Syllabus versus methodology

syllabus
methodology
Concerned with the selection and grading of content
Concerned with the selection of learning tasks and activities
Concerned with the “WHAT”
Concerned with the “HOW”
Syllabus versus curriculum

syllabus
Subpart of curriculum which is concerned with a specification of what unit will be taught.
A general concepts involving consideration of the whole complex, social and administrative factors.
The outline of a single course.
A complete course of study offered by a school.
curriculum
Example:
List A
Students will learn to:
Ask and give names; say hello; ask and tell where people are from
Say hello formally and informally; ask about and give personal information
Describe people; tell the time
Describe places; give compliments; express uncertainty
List B
Students will learn to talk about:
Home: furniture; addresses; telephones.
Food and drinks; shopping
jobs ; age
Colors; parts of body; clothing
Family relationships
COURSE TOPICS
The course will cover the following topics:
Lettering; Symbols
Drafting Geometry and Single-View Drawing
Orthographic Projection
Dimensions
Auxiliary Views
Sectional Views
Pictorial Drawing (isometric and perspective drawing)
Threads
Weldments
Developments
Introduction to Descriptive Geometry
Introduction to Computer Drafting
Architectural Working Drawings (plans, sections, and elevations)
Equipment and Basic Drafting Procedures
2. Characteristics
Consists of a comprehensive list of:
- content items (words, structure, topics)
process items (tasks, method)


Cambridge University Press 1995
Is ordered (easier, more essential, items first)
Has explicit objectives (usually expressed in the introduction)
Is a public document

Cambridge University Press 1995
May indicate in time schedule
May indicate a preferred methodology or approach.
May recommend materials.

Cambridge University Press 1995


II. TYPES OF SYLLABUSES
1. Grammatical Syllabus
A Grammatical Syllabus (also known as, Structural Syllabus Formal Syllabus, Traditional Syllabus, Synthetic Syllabus) is one in which grammatical structures form the central organizing feature.
Major Characteristics
The syllabus input is selected and graded according to grammatical notions of simplicity and complexity
the content of the syllabus is determined by giving top priority to teaching the grammar or structure of the language.

Advantages of grammatical syllabus
The learner moves from simpler to more complex grammatical structures and may grasp the grammatical system more easily.
It is very much helpful to develop writing skills.
It enriches student’s basic vocabulary.

Disadvantages of grammatical syllabus

it over-emphasizes language structure and neglects communicative competence.

It makes students become less creative,
Example of grammatical syllabus
List A
Be: present affirmative
Subject pronouns
Have, there, this, that, these, those, my, your
Indefinite article
Definite article
List B
Be: negative, interrogative
Question words
Subject, objective pronouns
There is (are)
2. Lexical syllabus
A lexical syllabus can be derived from a detailed analysis (normally these days done mainly by computer) of a carefully selected corpus of language
Main Characteristics


Firmly based on real language.
Use of the commonest words and phrases and their meanings
Learning the patterns of language
Language is carefully selected for the learner to analyze by themselves.
3. Grammatical-lexical syllabus
A grammatical-lexical syllabus is one where the principle objective is for the learners to acquire the grammatical structures and vocabulary of the language they are learning
Benefits of grammatical-lexical syllabus

If learners are also doing grammatical analysis it may fit in well with what they are discovering about the language.
Disadvantage of the grammatical-lexical syllabus
It does not address the immediate communication needs of the learner who is learning a language within the context of a community where the language is spoken
Steps to design a structural-lexical syllabus
1.Decide on a set of structures to be learned and arrange them in increasing complexity
2.Decide on categories of vocabulary to be learned
3.Sequence the vocabulary categories.
4.Fit the sets of structures and vocabulary together into sets of learning objectives
4. Situational syllabus
The content of language teaching is a collection of real or imaginary situations in which language occurs or is used
Situational syllabus often takes the form of dialogues and conversations.
Examples of such probable situations include:
At school
At the post office,
In a restaurant,
At the airport,
At the hotel, so on

Advantages of situational syllabus
It provides practical needs rather than abstract analysis
It is a learner-centered syllabus
It enables the learners to behave appropriately in various social contexts.
It pays more attention to learners’ speaking ability in contrast to the Grammatical Syllabus
Disadvantages of Situational syllabus
It tries to teach language in the context of some specific linguistic situations, not all the situations

Grammar is dealt with incidentally, so the Situational Syllabus may result in gaps in learners’ grammatical knowledge.
5. Topic-based syllabus
using tasks and activities to encourage learners to utilize the language communicatively so as to achieve a purpose.
The content of the teaching is a series of focused tasks
Language is developed through interaction and practice.
Task must be relevant to the real world
By way of example, let us suppose that our topic is ‘Animals around us`.
We might begin by naming some common animals, such as monkeys, snakes, spiders, and frogs.
We show a large-size cut-out of the each animal to elicit what pupils already know, for example:
Monkeys have fur and long tails, they live in the jungle.
The teacher may ‘feed in’ some new words or ideas: ‘troop’, ‘chatter’, ‘naughty’, etc. Then pupils discuss the size, food, covering and habitat of the other animals.
identify each animal by name, size, color, (‘This is. . .’/‘That’s a. . .’, It’s big/small,/ fat… It’s brown/green…)
Making comparisons: (‘The monkey has ears. The mouse-deer has ears.
Both have ears.’/‘The frog does not have wings
Follow-up tasks may be any of the following:

On a large picture poster, find the four animals; name them, using labels.
In pairs, talk about each animal.
Listen to and sing the animal song. (on cassette)
In groups play the game—Do you know this animal?
Shared Reading from a Big Book about animals, e.g. ‘Have you ever seen. . .?’
Group writing: Write five sentences about any one of the animals.
6. Notional syllabus
Notions are the conceptual meanings that language can express
Notions may include: number, time, place or specific notions look more like vocabulary items
For an introduction to the topic of notional syllabuses ( Wilkins 1979):

Modality
Argument
suasion
Rational enquiry and exposition
Personal emotions
Emotional relations

7.Functional – notional syllabus
Function are things you can do with language or may be described as the communicative purposes that we use language.
( examples are “ denying”, “promising”, identifying”….)
Notions are concepts you can express through language
( object, entities, states of affairs, logical relationships…).
Functional- notional syllabuses are combination between functions and notions
Advantages of functional-notional syllabus
Set realistic learning tasks
Provide for the teaching of everyday, real-world language
Lead us to emphasize receptive activities before rushing learners into premature performance
The speakers have a real purpose for speaking and something to talk about
Allow for the development of flexible, modular courses
Disadvantages of the functional-notional syllabus:
The design of syllabuses based on functional-notional criteria, the selection and grading of items become more complex.

Functions and notion do not necessarily reflect the way languages are learned any more than grammatical points and lexical items.
Task: Which items in the following lists are functions and which are notions ?
Identifying
Time
Offering
Denying
Size
Greeting
Cause
Advising
Warning
Equality
Answers:
Functions
Greeting
Advising
Warning
Identifying


Notions
Cause
Equality
Size
Time
The following lists of functional (List A) and notional components (list B) have been taken from The Cambridge English Course, Book 1

List A
Students will learn to:
Ask and give names; say hello; ask and tell where people are from
Say hello formally and informally; ask about and give personal information
Describe people; tell the time
Describe places; give compliments; express uncertainty
List B
Students will learn to talk about:
Home: furniture; addresses; telephones.
Food and drinks; shopping
jobs ; age
Colors; parts of body; clothing
Family relationships
8. Mixed or multi-strand syllabus
Mixed syllabuses are combining different aspects in order to be maximally comprehensive and helpful to teacher and learners
We can find specification of topics, tasks, functions and notions, as well as grammar and vocabulary
9. Procedural syllabus
A syllabus is organized around tasks rather than in terms of grammar or vocabulary.
Procedural and task- based syllabuses are very similar: they share a concern with the classroom process which stimulate learning.
Advantages of the procedural syllabus:
Provide a degree of coherence of goal statements

Enable the syllabus planner to link classroom tasks t the real-world uses to which learners might wish to put their second language skill
Disadvantages of the procedural syllabus:

Impossible to derive communicative goals from learners’ purposes
Because the learners have no purposes beyond, perhaps, passing a public examination
For example the procedural syllabus may suggest a variety of different kinds of tasks which learners carry out in the language:
Using the telephone to obtain information
Drawing maps based on oral instructions
Giving orders and instructions to others
Story - writing
10. Process syllabus
This is the only syllabus which is not pre-set.
The content of the course is negotiated with learners at the beginning of the course and during it.
Example:
A process-writing syllabus would focus on the processes writers use to complete their tasks, such as collecting information, organizing ideas, drafting and revising.
III. USING THE SYLLABUS





1. Using it all the time and could not do without it.
 Combine and schedule the selected components.

2. Keeping it carefully, consulting it regularly.
Possessing the syllabus, and look at it occasionally.
Sometimes - a retrospective checklist – make sure.
3. The syllabus may be non-existent or ignored.
unique, exciting and satisfying teaching/learning experiences.
The target language is used predominantly outside the classroom.

4. Using the syllabus as an unknown luxury.
 As a source of information and reassurance for teachers.
MULTI-SYLLABUS
What is multi – syllabus ?
A number of different syllabus strands, such as :
grammar linked to skills and texts,
tasks linked to topics and functions,
or skills linked to topics and texts”
(Richards, 2001:164, italics original).
Therefore, the integrated syllabus came into being, which is also called the multi-syllabus.


How many ways to design multi – syllabus?
Benefits
avoiding the limitations of the other types of syllabuses.
to allow for a two – pronged approach
Disadvantages
- Taking more planning time and "book-keeping".
- Being harder to sequence than a structural-lexical syllabus.
Steps to develop a multi - syllabus
- Make a list of structures and arrange them in increasing complexity.
- Make a list of categories of vocabulary.
- Make a list of communication functions.
- Make a list of the communication situations and order them from .
- Make a list of topics you want to be able to discuss, and the associated categories of vocabulary.
- Decide how you will combine the various elements of your syllabus into units.


QUESTIONS
1. syllabus and curriculum is always similar?
True or false?
FALSE
2. A Grammatical Syllabus is also known as…..
A. Structural
B. Cultural
C. Lexical
A


3. Grammatical Syllabus put the……. in the top priority organizing feature
A. lexis
B. grammatical structures
C. language situation
B

4. Which type of syllabus often takes the form of dialogues and conversations
A. lexical syllabus
B. topic-based syllabus
C. situational syllabus
C
5. Which type of syllabus is more learner-centered?
A. grammatical syllabus
B. situational syllabus
C. notional/ functional syllabus
D. lexical syllabus
B
6. In the syllabus, the items are….., usually having components of the lists that are considered easier or more essential earlier etc.
ORDERED
7. How many items does a multi-syllabus include?
3
4
5
6
C
CONCLUSION
REFERENCE
David Nunan, Syllabus Design, 1988, Oxford University Press.
http://tanvirdhaka.blogspot.com/2009/11/structural-syllabus.html
http://www.sil.org/lingualinks/languagelearning/mangngyrlngglrnngprgrm/HowToDesignAStructuralLexicalS.htm
http://tanvirdhaka.blogspot.com/2010/02/situational-syllabus.html
http://203.72.145.166/ELT/files/60-3-8.pdf
Thanks for your attention!