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The Different Structures of Syllabi

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Brizeida Gonzalez

on 8 October 2014

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Transcript of The Different Structures of Syllabi

The Different Structures of Syllabuses
The Linear Format
The modular format
Best fits with situational language content
Maximum flexibility
Matrix Format
Table of contents
Situational content

What's the difference?
something that makes up the point from which something else comes;
the basis of something; a rectangular arrangement of symbols.

an arrangement of words, numbers, or signs displaying a set of facts in a compact form
Practical Applications

What elements of language content are specified?
What course outcomes or objectives in terms of specific achievements are stated?
What processes are suggested for actual classroom activities?
Find other examples of syllabus shapes.
Ask questions!
Ask yourself:
Cyclical Syllabi
Unit 1
Major communicative theme: About myself
Lesson 1: Numbers 0-1,000; alphabet/name spelling; age; present of 'be' 1st & 2nd person.
Major communicative theme: About other people
Lesson 2: Whole of the verb 'be', especially the 3rd person.
Major communicative theme: Requests, etc.
Lesson 3: Please + imperative; 'can/can't': natural and learned ability; degree of skill.

Unit 2
Major communicative theme: Where?
Lesson 1: go to a function, a place; be at a function, a place; systematic question & answer.
5 M
ajor communicative theme: When?
Lesson 2: telling the time; days, months, dates, ordinal numbers; at + time; on + day/date.
6 M
ajor communicative theme: Describe it
Lesson 3: What does he do? What's this in English?

Unit 3
Major communicative theme: I like/I don't like
Lesson 1: The verb 'like' + countable/uncountable nouns.
Major communicative theme: I want/I don't want
Lesson 2: The verbs 'want' and 'have got' + countable/uncountable nouns.
Major communicative theme: Doing things
Lesson 3: The present progressive for actions occurring now: 'doing' and 'happening'.
Story-line Format
Traditional format and discrete element content especially in grammar or structures.
Linguistical and pedagogical principles determine the order in which the items will be presented.
after sequencing , internal grading of each unit and among units follows from it, resulting in an organization which must be mainteined in its original format.

According to Johnson (1982) . He stated that a strict linear shape does not work well when the categories of a language content are notional or functional since there is no inherit sequence or order in them
The story-line format is basically a narrative, it's a different type of syllabus to those observed before. Furthermore, it can be used in conjunction with any of them.
UNIT 1 Let me show you the way
UNIT 2 You haven't changed a bit
UNIT 3 Meet my roommate
UNIT 4 Get a place of your own
UNIT 5 We'll be working together
UNIT 6 It's not my fault
UNIT 7 You're terrific
UNIT 8 Read before you sign
UNIT 9 You're right
UNIT 10 I know exactly where I am
Suzanne Griffin,
Follow me to San Francisco
1981, BBC English by Radio and Television
The issue of maintaining coherence in a syllabus built on notions and functions was brought up by Wilkins.
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