1. Explain each syllabus type in your own words and provide examples of each syllabus.
A. Structural Syllabuses
- They focus on grammatical forms and have been organized in terms of phonological and grammatical structures. The sequencing of structures is based on the idea of starting with easy to more difficult ones or with the most frequently occurring ones to less frequently ones
- Chapter 1 Verb tenses, 1-1 The simple tenses…Chapter 2 Modal auxiliaries…
B. Situational Syllabuses
- They are based on the idea that language is found in different contexts, or situations. Thus the organization in a situational syllabus will be based on common situations and the selection is usually based the likelihood that the students will encounter. The sequencing moves from situation to situation on chronology or the relative likelihood above.
- At a party, At the beach…
C. Topical Syllabuses
- They are organized by topics or themes and the topics are selected by the textbook author on the basis of his or her sense of the importance to the lives of the students for whom the text is designed. The topics are sequenced on the basis of their perceived importance or the relative difficulty of the reading passages involved.
- Sports, Family, Food…
D. Functional Syllabuses
- They focus on semantic uses, or meaning packets, called functions and sequence them on the basis of some idea of chronology, frequency, or hierarchy of usefulness of the functions.
- Greeting people, Introducing someone…
E. Notional Syllabuses
- They are organized around abstract conceptual categories called general notions such as distance, duration, quantity, quality, location, size, and so on. The author selects general notions based on their perceived utility, and then sequences them according to chronology, frequency, or the utility of the notions involved.
- Properties and Shapes, Location, Structure…
F. Skills-Based Syllabuses
- They are organized by materials around the language or academic skills that the author thinks the students will most need in order to use and continue to learn the language. The sequencing is usually based on some sense of the chronology, frequency, or relative usefulness of the skills.
- Scanning, Skimming…
G. Task-Based Syllabuses
- They are organized by materials around different types of tasks that the students might be required to perform in the language and are typically based on their perceived usefulness to the students.
- Writing notes and memos, Writing personal letters…
2. Choose one syllabus and make a mini-example material for the syllabus.
A. Task-Based Syllabuses for Six Graders
B. Lesson 1. Lyrics Maze Using a Pop Song
- Objectives : By the end of the lesson, students should be able to
1) learn the vocabulary about songs.
2) speak what they feel about the song.
3) say the meaning of the song.
- Warm up(5minutes)
1) play a pop song
2) say personal experience about the song they just listened to
3) give students information about the song and singer
* Materials : pop song, PPT about the song and singer
- Presentation and Development(30minutes)
1) go to website
2) enjoy the song
3) say the feelings
4) while listening to the song, choose the right word
5) check the answers
6) sing a song together
7) listen to the song once more
8) while listening to the song, follow the word that they hear
9) Count how many words they can found
10) Match the lyrics of the song
11) Teacher explain the meaning of the song
* Materials : a pop song, worksheet 1, 2 and 3
- Wrap up(5minutes)
1) review some important words
2) translate lyrics into Korean
3) sing a song all together
* Materials : pop song, PPT about the lyrics and important words
Lesson 2. Betting Game Using a Movie
Lesson 3. Drawing Cartoons Using a Book
Lesson 4. Making a Picture Dictionary Using UCC
Lesson 5. Making an Advertisement Using Newspaper
Lesson 6. Making a Story Using Pictures
…….
3. Conclusion
Unfortunately, as a public school teacher, I don’t have enough time to teach, deal with lots of official documents, write lesson plans, prepare materials, assess their achievement not to mention organizing syllabuses with limited amount of time and authority. However, through this course, I expect that at least I will have an eye for analyzing syllabuses around my educational surroundings for the successful language teaching.
Mr. Han,
Good examples. In terms of your 'conclusion' part, what I expect from my graduate studennt is 'professionalism.' As long as you are under my wings, your goal should be the 'specialist' in English edudation because that is the goal of this TESOL program. You are doing excellently now. Please aim high and accomplish it. :-)
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