Book contents
- Frontmatter
- Contents
- List of figures
- List of abbreviations
- Acknowledgements
- List of contributors
- Introduction
- Chapter 1 Listening
- Chapter 2 Speaking
- Chapter 3 Reading
- Chapter 4 Writing
- Chapter 5 Grammar
- Chapter 6 Vocabulary
- Chapter 7 Discourse
- Chapter 8 Pronunciation
- Chapter 9 Materials development
- Chapter 10 Second language teacher education
- Chapter 11 Psycholinguistics
- Chapter 12 Second language acquisition
- Chapter 13 Bilingualism
- Chapter 14 Sociolinguistics
- Chapter 15 Computer-assisted language learning
- Chapter 16 Observation
- Chapter 17 Classroom interaction
- Chapter 18 English for academic purposes
- Chapter 19 English for specific purposes
- Chapter 20 Assessment
- Chapter 21 Evaluation
- Chapter 22 Syllabus design
- Chapter 23 Language awareness
- Chapter 24 Language learning strategies
- Chapter 25 Task-based language learning
- Chapter 26 Literature in the language classroom
- Chapter 27 Genre
- Chapter 28 Programme management
- Chapter 29 Intercultural communication
- Chapter 30 On-line communication
- Postscript: The ideology of TESOL
- Glossary
- References
- Index
Chapter 22 - Syllabus design
Published online by Cambridge University Press: 07 September 2010
- Frontmatter
- Contents
- List of figures
- List of abbreviations
- Acknowledgements
- List of contributors
- Introduction
- Chapter 1 Listening
- Chapter 2 Speaking
- Chapter 3 Reading
- Chapter 4 Writing
- Chapter 5 Grammar
- Chapter 6 Vocabulary
- Chapter 7 Discourse
- Chapter 8 Pronunciation
- Chapter 9 Materials development
- Chapter 10 Second language teacher education
- Chapter 11 Psycholinguistics
- Chapter 12 Second language acquisition
- Chapter 13 Bilingualism
- Chapter 14 Sociolinguistics
- Chapter 15 Computer-assisted language learning
- Chapter 16 Observation
- Chapter 17 Classroom interaction
- Chapter 18 English for academic purposes
- Chapter 19 English for specific purposes
- Chapter 20 Assessment
- Chapter 21 Evaluation
- Chapter 22 Syllabus design
- Chapter 23 Language awareness
- Chapter 24 Language learning strategies
- Chapter 25 Task-based language learning
- Chapter 26 Literature in the language classroom
- Chapter 27 Genre
- Chapter 28 Programme management
- Chapter 29 Intercultural communication
- Chapter 30 On-line communication
- Postscript: The ideology of TESOL
- Glossary
- References
- Index
Summary
Introduction
Any syllabus is a plan of what is to be achieved through teaching and learning. It is part of an overall language curriculum or course which is made up of four elements: aims, content, methodology and evaluation. The syllabus identifies what will be worked upon by the teacher and students in terms of content selected to be appropriate to overall aims. Methodology refers to how teachers and learners work upon the content, whilst evaluation is the process of assessing outcomes from the learning and judging the appropriateness of other elements of the curriculum.
A syllabus may be formally documented, as in the aims and content of a national or institutional syllabus for particular groups of learners or (less explicitly perhaps) in the content material of published textbooks. Every teacher follows a syllabus, but it may vary from being a pre-designed document to a day-to-day choice of content which the teacher regards as serving a course's particular aims. In the latter case, the syllabus unfolds as lessons progress.
Any syllabus ideally should provide:
a clear framework of knowledge and capabilities selected to be appropriate to overall aims;
continuity and a sense of direction in classroom work for teacher and students;
a record for other teachers of what has been covered in the course;
a basis for evaluating students' progress;
a basis for evaluating the appropriateness of the course in relation to overall aims and student needs identified both before and during the course;
content appropriate to the broader language curriculum, the particular class of learners, and the educational situation and wider society in which the course is located.
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- Publisher: Cambridge University PressPrint publication year: 2001
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