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Grammar/Structural, Situational, Skill-based, Task-Based and Content-Based…
Grammar/Structural, Situational, Skill-based, Task-Based and Content-Based Curricula/Syllabi
syllabus
A syllabus usually, is being prepared for a particular
group of learners (Dubin and Olshtain, 1986). Furthermore, the syllabus specifies the content of the lessons used to lead the learners to achieve the goals (Krahnke 1987).
A task-based syllabus is based on task-based learning where learners carry out tasks such as solving a problem or planning an activity
Grammal-Structural syllabus
Forms and structures, usually grammatical, of the language being taught.
Nouns, verbs, adjectives, statements, questions, complex sentences, subordinate clauses, past tense, pronunciation, or morphology.
Skill-based syllabus
Such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, taking language tests, reading texts for main ideas or supporting details, and so on
Collection of specific abilities that may play a part in using language (pronunciation, vocabulary, grammar, sociolinguistic, and discourse)
Situational syllabus
The content of language teaching is a collection of real or imaginary situations in which language occurs or is used.
The primary purpose is to teach the language that occurs in situations.
Task-Based syllabus
Series of complex and purposeful tasks that the students want or need to perform with the language they are learning.
The performance of the tasks is approached in a way that is intended to develop second/foreign language ability.
Task-based language teaching is concerned with communicative and cognitive processes
Content-Based Curricula/Syllabi
The primary purpose of the instruction is to teach some content or information using the language that the students are also learning.
Content-based language teaching is concerned with information using the language that the students are also learning
