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Types of Syllabus and Examples, E.g. A grammatical syllabus may start with…
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- E.g. A grammatical syllabus may start with the present simple, then the present continuous, then the past simple, and so on. Learners are not usually exposed to more difficult structures than the ones they are learning.
- According to WILLIS (1990), the 700 most frequent words of English account for around 70% of all English text. that is to say, around 70% of the English we speak and hear, read and write is made up of the 700 most common words in the language.
- it seeks to analyze the concept of communicative competence into its defferent components on the assumption that mastery of individual function will result in overall communicative ability.
- E.g. they reflect a more comprehensive view of language than grammar syllabuses and focus on the use of language rather than linguistic form.
- E.g. organized textbook on english for travel is passport (buckingham and whitney, 1995)
- E.g. in a theme-based course, a high-interest topic such as "culture shock" could serve as the organizing principle for a 2-week integrated skills course, with the linguistic focus of the instruction determined by the students' needs, their proficiency level, and (last but not least) the degree to which the content "maps" onto the course objectives.
- E.g. the work-skills curriculum
- Yalden (1983) provides the following example of a skill syllabus for the teaching of study skills,
- basic reference skills: understanding the use of
Graphic presentation
Index and table of contents
Cross-referencing
Card catalog
Phonetic transcription
Bibliography
Dictionaries
- Skimming to obtain
The gist of the text
A general impression of the text
- Scanning to locate specifically required information on
A single point
More than one point
A whole point
- Transcoding information presented in the diagrammatic display, involving
Completing a diagram
Constructing one or more diagram
- Note-taking skills
Completing note-frames
Deletions
Use of diagrams
- E.g. A teacher uses a series of projects on British culture as a syllabus for teenage learners on a summer course in the UK, and applies the task-based approach to the work the learners do. learners can see a model of the activity they are to do first, prepare a report of how they completed a task, or a project, and the teacher can record this report and analyse it for further work.