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Introduction The purpose of this work is to make a summary explaining the Syllabus design. First of all let’s note that there are several theories on how should a syllabus be designed. So there are different types of syllabuses. In this summative task we will study six (06) of them. Let’s also note that the syllabuses could be put in two groups in the following way: Product-Oriented syllabus and Process-Oriented syllabus. After defining and giving the different syllabuses, we’ll finish by giving the functions of a syllabus and an example of a group syllabus of fifteen (15) lessons. 1. Definition A syllabus is a fundamental document used by both teachers and students. It contains the different lessons, the content of each lesson and the resources used for that class. Indeed, it plays a significant role in engaging and motivating both students and teacher. As it exist several syllabuses, the choice of a syllabus is very important in language teaching. So, to design a syllabus is to decide what to teach and in what order. 2. Type of Syllabus. 2a. The Situational Syllabus The situational syllabus is based on situational needs, not on grammar. So the content of language teaching will use real or imaginary situations. That involves to have several participants. That syllabus would be used in situations such as “checking in a hotel”, “complaining at the restaurant”, “check in when traveling at the airport”. 2b. The functional Syllabus Also called Notional Syllabus, this syllabus is focused on the communicative purpose. So the content of the language teaching should be on the functions when language is used or the notions that express the language. As examples when “agreeing” or “informing” we are in a function use. But when learning about “colors” or “size”, it’s talking about notions. 2c. The Structural Syllabus. This is the most recurrent syllabus. Here we should be focused on grammatical terms. So the content would be about grammar forms and structures of the language. E.g.: when studying “adjectives, pronouns, verbs, etc…” 2d. Skill-Based Syllabus Here the content is focused on skills that are things that the students must be able to do to be competent in a language. That kind of syllabus work on different skills at the same time, such as pronunciation, grammar, vocabulary and discourse. So we’ll be studying all skills, listening-speaking-reading-writing. 2e. Task-Based Syllabus Also called “Procedural Syllabus”, here the content of the teaching is focused on tasks. Those tasks are generally complex and allow students to go over the language learning and develop another language ability. There will be activities such as “have a phone conversation”, “have an interview”, etc. 2f. Learner-Led syllabus This syllabus is focused on the learner. Here how the student learn the language is the most important. 3. Functions of syllabus Syllabuses have many functions. A syllabus is important for both students and teachers. First it is a point of connection between the Teacher and the Students. Second, it gives what the students will see. It also says which materials will be needed and help the teacher on how to organize groups in his classroom. To conclude, the syllabus is one of the first materials the teacher and the students need. 4. Example of a 15 hours class contract syllabus (Intermediate level, group of journalists) Syllabus Group “El Toro Rojo” Monday/Wednesday/Friday 6:30 to 7:30 AM Meetings Room Lesson Content Resources 1 Introducing, getting to know each other, and Course introduction and explanation. Game (Guess who) 2 Simple present and simple past tenses. Coursebook pp 10-11 3 Present perfect and past perfect tenses. Coursebook pp 12-13 4 Talk about news, announce a piece of news that has happened recently, share life experience (Identify the lead paragraph of an article, use quotation marks to report what other people say or said, write the lead paragraph of a short article providing a clear and concise overview of the main points). Coursebook pp 14 and 17 5 Past modals and Relative clauses Coursebook pp 18-19 6 Identify the thesis statement in an essay, use of sequence connectors such as first of all, second of all, in summary, to organize the ideas of a text. Coursebook pp 21-23 7 Phrasal verbs, Gerunds and infinitives. Coursebook pp 26-28 8 Passive voice. Coursebook pp 29-30 9 Scan a text to identify specific information, write a comparison and contrast essay, and use of That’s for sure or No doubt about it to express agreement. Coursebook pp 31-33 10 Tag questions and Reported speech. Coursebook pp 35-36 11 Use of so and such to place emphasis on descriptions and say that again to ask for repetition. Coursebook pp 36-38 12 First, Second and Third Conditionals, and use of Wish. Coursebook pp 40-44 13 Used to, Compound adjectives. Coursebook pp 45-48 14 Identify and differentiate stated and inferred information. Coursebook pp 49-51 15 Progress Test. Printed test from teacher’s book
