Syllabus
syllabus词根词缀解析
syllabus词根词缀解析一syllabus词根的含义和来源syllabus词根来源于古希腊语，意为“课程提纲”或“大纲”。
在现代英语中，syllabus已经成为一个专门的词汇，用来指代一份详细说明课程安排、内容和要求的文档。
二、syllabus词缀的含义和功能syllabus词缀通常用于构成与课程相关的词汇，如“syllabus”、“syllabi”等。
这些词缀具有明确的意义和功能，使得词汇的含义更加具体和准确。
例如，“-syllabi”后缀用于表示“课程提纲”或“教学大纲”的复数形式。
三、syllabus词根和词缀的组合规则和变化规律syllabus词根和词缀的组合具有一定的规则和变化规律。
一般来说，词根可以与其他前缀或后缀结合形成新的词汇。
例如，“syllabi”就是由“syllabus”加上后缀“-i”构成的。
同时，词缀的添加也会引起词性的变化，如“syllabus”是名词，而“syllabi”则是名词的复数形式。
四、syllabus词汇的语义和语用特点syllabus词汇的语义通常与课程安排、内容和要求相关。
在语用方面，Syllabus 词汇通常用于描述课程的具体安排、内容和要求，为教师和学生提供明确的指导。
同时，Syllabus词汇也具有一定的专业性和正式性，通常出现在教育领域的正式文档中。
五、syllabus词汇与其他相关词汇的辨析和区分在英语中，与syllabus相似的词汇还有许多，如“outline”、“course description”等。
这些词汇的含义和用法都有所不同，因此在使用时需要仔细区分。
例如，“outline”通常用于描述一个项目或计划的框架或结构，而“course description”则用于详细描述一门课程的内容和要求。
因此，在使用这些词汇时需要根据具体的语境和需求进行选择和使用。
Linguistic and Syllabus
Multi-syllabus
They can design a multisyllabus ,incorporating[ɪn'kɔːpəreɪtɪŋ] features of popular syllabuses They can choose to adopt a different type for the diifferent stages of the program.
Components of syllabus
Aims Objectives Non-language outcomes Learning strategies ['strætədʒi],thinking skills,interpersonal skills Implementation Assessment
The communicative syllabus
7.the skills involved in the knitting together of discourse 8.the variety or varieties of the target language that will be needed. 9.the grammatical content that will be needed. 10.the lexical content that will be needed.
linguistics and Syllabus Design
141413321 潘玉亮
Syllabus['sɪləbəs]
Syllabus and Curriculum Theoretical Views behind Syllabus Design Types of Syllabus Components of Syllabus Current trends in Syllabus Design
1 - Introduction - Syllabus
To insure we don’t let them down:
• we should work together as a single unit, united like a sports team; we should aide everyone in this class to accomplish their goals. • we should utilize our time together; not to waste your time, the university’s time, or your classmates time. • we should never loose sight of your goal; to graduate from this university with the best job in the International Market you can obtain!
But my friends call me Lori –
(pronounced Low-ree)
You may call me Lori…
• Welcome again to the first International Business Class in English. • This class is an historic moment for this department and university. • I am the first English Native Speaking & Educated Professor to teach in your department.
Welcome to the First
International Business Class in English
Syllabus
SyllabusCourse Meeting TimesNo regular class schedule; students meet in teams.BackgroundTeamwork is a critical business competency, regardless of industry or organization. Start-up companies are basically small teams of highly motivated people, often with little prior business experience. Team skills are essential to coordinate individuals and adapt the organization to the unpredictable demands of the new economy. Even huge established companies are restructuring into teams around projects, product lines, customers, new kinds of partnerships, etc. New technologies and competitive pressures are breaking up hierarchies; lower levels of the organization have more responsibility, act more flexibly. Command-and-control has given way tonetwork-and-negotiate.For all the above reasons and many more, the Sloan Master's Core contains significant team experiences. We know from practical experience that teams are meaningful only if there is something riding on the team performance, such as a common goal with real consequences. In the Team Project, which is part of the Organizational Processes course (15.311), everyone on the team matters, every relationship influences the team performance, and every conflict is a potential learning opportunity. "In the modern organization we manage as if everyone is a volunteer." You have to learn to work together, to maintain purpose and commitment, and to develop as team members and leaders.GoalsThe Team Project has the goals of (1. developing teamwork and leadership skills and (2. learning from the analysis of a change initiative in a real-world company using concepts from Organizational Processes (OP) and other core courses.StructureThe Team Project has no regular class schedule or weekly readings. Almost everything is oriented around your team and your project, with only a few deadlines. You design your own structure for accomplishing the task and meeting your personal and team goals. Each team is responsible for analyzing a recent, ongoing, or anticipated initiative at a real company. Examples might be a strategic reorientation, organizational restructuring, introduction of a new technology, or worker participation program. The initiative should be important to the company, represent a change, and have organizational implications.Your team will have met during Orientation and begun to work on various Core courses. The Team Project is introduced in the second OP class. A brief update report is required during Team Day. Although Team Day is primarily about helping youunderstand your own team better, it is also an opportunity to begin setting goals and planning the Team Project.Each team has a faculty advisor/coach who will be the main contact person for the teams and responsible for grading the written team reports. Prof. Carroll is the advisor for about one-half of the teams; the OP instructors and other OP faculty act as advisors for the other teams. We have a TA for all the teams regarding the Team Projects (there are separate OP TAs for each section). Teams are required to meet at least twice with their faculty advisor (for approximately one hour in late September/early October and again in November), but they may request additional meetings. One day prior to each of these required meetings, the teams must send to their faculty advisor a 2-page team self-reflection reporting on how the project is going and how the team is functioning as a project team.Teams will present what they have learned in an oral presentation in their Communication section near the end of the semester (see Communication syllabus in MIT course 15.280). These presentations will be aimed at the company as audience, not the OP professor or faculty advisor. See the Communication assignment for further detail.ReadingsSince the class is closely related to Organizational Processes, all readings are assigned through that course. In Communication for Managers, there are readings that may also be of use in the Team Project.ScheduleThe Team Project consists of three phases: entry, data collection, and report.First, teams identify and negotiate entry to an organization and determine the initiative they will study and the scope of their project in terms of the unit(s) of the organization, deliverables, etc.Teams must draft a Letter of Agreement to the organization describing the expectations around the Team Project. The assignment is due Oct. 9 and must be sent to the Team Project faculty advisor. The Communication faculty will also receive a copy, but they will not grade it. The Letter of Agreement should include a statement to the effect that the company liaison will be asked to fill out a brief evaluation form at the end of the project to be sent to the Faculty Advisor (the form is on the class server).The teams must have a meeting with the Team Project faculty advisor by October. One day prior to this meeting, each team must submit a 2-page team self-reflection reporting on how the project is going and how the team is functioning as a project team.Each team must submit a brief statement by October 9 describing the organization they are working with and the initiative they will be analyzing. This statement shouldalso be given to the Communication faculty, for their reference but not for a grade. A standard form for this statement is on the class server.Second, teams collect data from the organization. This typically involves obtaining documents, searching the internet and other public information, interviewing organization members, directly observing meetings or other aspects of the organization, etc.There is a required second team meeting (usually one hour) with the Team Project faculty advisor in November. At this point, the teams should have collected much of their data and be thinking about what they have found. It is a good moment to discuss with the advisor what the report should contain, what additional data you may need, and any other questions. One day prior to this meeting, each team must submit a 2-page team self-reflection reporting on how the project is going and how the team is functioning as a project team.Third, teams analyze their observations and prepare their oral presentation for Communication and their written report for the faculty advisor.During the week of December 3 the teams present an oral report in the Communication course (15.280). These presentations will be aimed at the company as audience, and will be a good opportunity for the team to practice for an actual oral report-back to the company. The Communication faculty will grade the presentations as part of the Communication course. When possible, the Team Project faculty advisor will also listen to the reports, but because the OP sections are divided into smaller groups for the Communication course, it will not be physically possible for the advisors to hear all reports.The teams present a written report aimed at the faculty advisor, who grades the report.There is usually a deliverable to the organization, such as a written report or oral presentation. This is negotiated with the organization, but the advisor and the Communication faculty can help create a practical and useful product. Remember, the company liaison will be asked to return an evaluation form to the Faculty Advisor at the end of the project. This must be returned by December 17. If there is further contact with the company, such as an additional report or presentation in January, the company liaison can always send an updated evaluation form if they wish.GradingThe Team Project is graded as part of the OP course. The 6 units of OP and 3 units of Team Project are treated as a single 9-unit course, with the two grades "locked" together. Team members receive the same team grade for the written team project report but receive individual grades for the OP assignments.SupportThe Team Project is a relatively unstructured assignment that is challenging for some teams. However, there are many sources of help:1.The Team Project faculty advisor2.The Team Project TA3.The OP faculty and TAs4.The Communication faculty and TAs5.The Cohort advisors6.The Master's office7.The Career Development Office (which sometimes helps find organizations)8.Second year students (Pilots, etc.) who have been through the Team Project9.The Team Project website on the class server (15.3210.which has FAQs, etc.11.The Team Project handbook12.In case of conflict within teams or outside the team, the MIT Ombuds Office。
curriculum近义词以及辨析
curriculum近义词以及辨析
curriculum的近义词有syllabus和program。
curriculum近义词以及辨析如下所示：
1.curriculum的意思是课程，是指一个学校或教育机构规划和安排的
全部学习计划，包括所有教学内容、课程目标、评估方法等。
它涵盖了课程的整体设计和组织。
curriculum的意思更加全面，是针对整个教育体系或学校的总体规划。
2.syllabus的意思是教学大纲，通常是指一门具体课程的详细计划，
包括课程内容、教学方法、学习目标、考核方式等。
它更加具体，针对特定的课程或单元。
syllabus更加具体，是针对单个课程或单元的详细计划。
3.program 可以指一个学科的整个学习计划，也可以用来描述一个
特定的学习项目或课程。
它的范围可以更广泛，可以包括各种类型的学习活动，不仅限于课堂教学，可以用来描述学校、学科、特定学习项目等的整体规划。
Teaching Syllabus视听教学大纲
Teaching SyllabusFor English Viewing and Listening Course《英语视听》教学大纲Course number: 0403472 0403482Periods：68 periodsI Characteristic, Objective and Requirement1. Characteristics:This is the basic course in the cultivation program for the four-year college students majoring in foreign-related police affairs.2. Teaching objective and requirementThe course aims at laying a profound foundation of listening via a systematic training, to promote students listening ability, and cultivate students ability in communication of English.Students, by learning the course, cana.understand the teachers lectures in English and everyday English conversations from English speaking countries;b.understand the English news (tops being familiar) from home TV and broadcasting with a speed of 120 words; understand the news and certain cultural programs in VOA (special English );c.briefly understand the lectures, reports, etc. (under the premises of familiar topics), given by people from English speaking countries and take notes3. The relationship between the course and other corresponding coursesThe course falls into two terms in the first school year, each containing 34 periods, two periods a week. The course is delivered accompanying other two English courses—Comprehensive English, Oral English Course for Police. English Viewing and Listening, together with the other two English courses, will set up a foundation stone of comprehensive English for undergraduates.II Teaching Arrangement, Key points and the Time NeededFirst SemesterUnit 1 With Alzheimer’s, you meet a lot of new people. 4 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing good and poor memory; expressing sympathy; resuming interrupted speechKey-point:1.listening to people describing good and poor memory;2.listening to people expressing sympathy; resuming interrupted speech;Contents:Short conversations; long conversations; passages; short video shows; newsUnit 2 This is going to be a great semester! 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people expressing various aspects f school life; making and replying to suggestions; using exaggerationsKey-point:1.listening to people talk about various aspects of school life;2.listening to people making and replying to suggestions; using exaggerations;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 3 Single parent, double trouble! 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people talking about marriage and family; life; making comparison; expressing disagreementKey-point:1.listening to people talking about marriage and family life;2.listening to people making comparison; expressing disagreement;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 4 The devil finds work for idle hands 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people handling resumes and preparing for job interviews; giving advice; describing requirementsKey-point:1.listening to people handling resumes and preparing for job interviews;2.listening to people giving advice; describing requirements;Contents:Short conversations; long conversations; passages; short video shows; newsUnit 5 These are businesses for the brave. 4 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people talking about business activities; expressing certainty; expressing reservationKey-point:1.listening to people talking about business activities;2.listening to people expressing certainty; expressing reservation;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 6 Here is a darker side of society. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people discussing different kinds of social problems; providing solutions and suggestions; making concessionsKey-point:1.listening to people discussing different kinds of social problem;s2.listening to people providing solutions and suggestions; making concessions;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 7 Our globe is in danger! 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people discussing environmental problems; resuming serious talk and asking in retortKey-point:1.listening to people discussing environmental problems;2.listening to people resuming serious talk and asking in retort;Contents:Short conversations; long conversations; passages; short video shows; newsUnit 8 Flying there is not half the fun. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people booking a flight or a hotel room, describing a process; complainingKey-point:1.listening to people booking a flight or a hotel room;2.listening to people describing a process; complaining;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 9 Here are the seasons to be jolly. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing holidays and festivals in different countries;Key-point:1.listening to people describing holidays and festivals in different countries;2.listening to people describing details and asking for clarification3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 10 Buy low and sell high on the stock market. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing the rise and fall of stocks; analyzing a difficult situation; asking for and giving opinionsKey-point:1.listening to people describing the rise and fall of stocks;2.listening to people analyzing a difficult situation; asking for and giving opinions;Contents:Short conversations; long conversations; passages; short video shows; newsSecond SemesterUnit 1 Enjoy your feelings! 4 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing anger, sadness and happiness; making and accepting suggestions; promising and refusing to helpKey-point:1.listening to people describing anger, sadness and happiness;2.listening to people making and accepting suggestions; promising and refusing to help;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 2 Beauty can be bought. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing plastic surgery; expressing surprise, annoyance and determination; declining and accepting an invitationKey-point:1.listening to people describing plastic surgery;2.listening to people expressing surprise, annoyance and determination; declining and accepting an invitation;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 3 Watch out when nature strikes back. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing nature disasters; describing fear; inverting for emphasis; speaking with uncertaintyKey-point:1.listening to people describing nature disasters;2.listening to people describing fear; inverting for emphasis; speaking with uncertainty;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 4 Is work just another four-letter word? 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing leaving and taking a message; making and postponing an appointment; expressing thanksKey-point:1.listening to people describing nature disasters;2.listening to people expressing making and postponing an appointment; expressing thanks;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 5 Distant pastures are always greener. 4 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people dismissing an employee; describing job-hopping; asking for and giving reasons; expressing regretKey-point:1.listening to people dismissing an employee;2.listening to people describing job-hopping; asking for and giving reasons; expressing regret;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 6 The truth can be stranger than fiction. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people describing superstitions; arguing for a possibility; adding informationKey-point:1.listening to people describing superstitions;2.listening to people arguing for a possibility; adding information;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 7 What shall we do when there’s nothing to do? 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people making suggestions; expressing likes and dislikes; expressing agreementKey-point:1.listening to people making suggestions;2.listening to people expressing likes and dislikes; expressing agreement;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 8 Is biotechnology our friend or enemy? 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people talking about GM Food, cloning and the genetic map; expressing doubts and understanding; conceding a pointKey-point:1.listening to people talking about GM Food cloning and the genetic map ;2.listening to people expressing doubts and understanding; conceding a point;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsUnit 9 You can learn how to ride the business cycle. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people asking for confirmation; describing increases and decreases; offering a different opinionKey-point:1.listening to people asking for confirmation;2.listening to people describing increases and decreases; offering a different opinionContents:Short conversations; long conversations; passages; short video shows; newsUnit 10 Culture makes me what I am. 3 periods Teaching Objective and Requirement:1.raise the students overall ability in listening;2.get students to understand people inviting questions; asking for reasons; describing hard workKey-point:1.listening to people inviting questions;2.listening to people asking for reasons; describing hard work;3.some extensive listeningContents:Short conversations; long conversations; passages; short video shows; newsExamination: 2 periods III Teaching Approaches1.student-oriented; teacher-dominant; computer-aided;2.in-class training accompanied by after-class learning;3.viewing and listening trainings going together with other training exercises such as follow-up reading; imitating; answering questions; debating as well as written exercises;4.encouraging students in self-learning: listening to English radio programs; watching TV English programs; English films, etcIV GradingTotal score is made up by class papers 30%, course paper 70%.V ReferenceCourse book recommended:New Horizon College English—Viewing, Listening & Speaking Book 3-4 By Wang Da-wei Foreign Language Teaching and Research Press 2006Reference:1. Step By Step By Zhang Min-lun Shanghai Foreign Language Education Press 20042. College English Listening By Yu Su-mei Shanghai Foreign LanguageEducation Press 20033. Extensive Listening of College English By Shi gao-yu & Li Xiao-xiang Foreign Language Teaching & Research Press 2002Written by ：HanxuVerified by：zhu an chun。
syllabus
“理解公共政策”通识课程大纲Course Materials：Textbooks：《理解公共政策》（第十二版）托马斯•R•戴依《公共政策分析导论》（第二版）威廉•N•邓恩《公共政策制定》（第五版）詹姆斯•安德森《公共政策分析：概念、视角与途径》李金珊、叶托Course Description：现代社会公共生活领域问题层出不穷。
然而人们对于用来解决公共问题的公共政策却难保持一致认同。
原因在于，不论是政治家、权威人士、学者还是公民自己提出的解决公共问题的方案的价值偏向，往往不可能与全社会成员保持统一。
理解公共问题的本质以及它们是如何解决的，对于清醒地参与政治讨论，尤其是需要进行投票选择时，至关重要。
“理解公共政策”这门通识课程的开设将会使学生对于“什么是公共问题”、“公共政策如何形成来解决公共问题”以及“公共政策可能造成的影响是什么”有个基本的了解，鼓励学生养成公共政策分析的独立思考习惯，帮助学生对政府是制定公共政策的过程有深入地了解。
Course Objectives：学生将要掌握：• Know what public policy problems are, some theoretical explanations for w hy they happen, and how we solve them through political processes.了解什么是公共政策问题，对于它们为什么会发生的一些理论性解释，以及人们是如何通过政治过程解决它们的。
• Know about public policy problems of current importance and a few perspectives on what to do about them.理解公共政策问题在当下的重要性以及一些如何处理它们的重要观点。
• Compare and criticize postulated solutions to policy problems from the perspective of various approaches to policy analysis.从花样繁多的解决方法观点和政策分析中，学会比较和批判基于假设的对政策问题的解决方法。
教学大纲(Syllabus)
教学大纲（Syllabus）1．课程引言及背景介绍Background and Introduction1.1破题1.2背景及重要性1.3经典渗流基本概念REV孔隙率Darcy定律及适用条件1.4经典渗流理论控制方程及定解条件多相的概念及相渗曲线经典理论的不足1.5微尺度渗流关键科学问题讨论Discussion on key scientific problems1.6多尺度问题及挑战Fundamentals and challenges in multiscale modeling科学问题的多尺度实验需求的多尺度模拟需求的多尺度2．数字岩心及孔隙重构2.1 数字岩心基本概念及层次划分2.2 数字重构（基本结构及多尺度结构）2.3 前沿及最新进展（孔隙网络模型）3．单相渗流基础及微纳单相渗流前沿Single phase flows2.1 单相渗流基础知识介绍Fundamentals2.2 气体微纳渗流gas flows2.3 液体微纳渗流liquid flows2.4 电渗流electrokinetic flows2.5 非牛顿流non-Newtonian fluid flows4．多相渗流基础及微纳多相渗流前沿Multiphase flows3.1 多相渗流及驱替基础知识介绍Fundamentals3.2 混相及不混相渗流基础Miscible and immiscible multiphase flows3.3 强化驱替的最新进展Replacement enhancement3.4 碳埋存中的多相渗流Multiphase flow in carbon storage5．微孔介质材料中的传热Heat transfer4.1 导热机制及性能评估Conduction and performance of microporous media4.2 对流和辐射Convection and radiation6．微孔介质中的传质Mass Transfer5.1扩散基本问题Fundamentals in Diffusion扩散系数气体扩散问题离子扩散问题5.2复杂扩散问题：耦合对流及吸附解吸附等Complex diffusion 7．流固耦合问题（变形、断裂、运动）8．多尺度模拟前沿及总结Multiscale modeling: frontier and summary8.1 多尺度模拟的方法论Methodology8.2 多尺度模拟的未来Perspective。
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1 A brief introduction of syllabus
2
Types of syllabuses
3
Current trends in syllabus design
A Brief Introduction of Syllabus
Origination Definition Theoretical assumptions
A product-oriented syllabus focuses on learning outcomes rather than the process itself.
Process-Oriented Syllabuses
Process-Oriented Syllabuses, or the analytical approach, developed as a result of a sense of failure in productoriented courses to enhance communicative language skills. It is a process rather than a product. It focus on students’ learning and teachers’ teaching.
Provides great flexibility
Advantages
Reformulates the notion of syllabus from a plan for future action to an account of participants' negotiated actions Provides for both formative and summative evaluation
Long tradition of use
Widespread
Relatively easy to use, particularly by inexperienced (EFL) teachers
Advantages
Long tradition of discrete point testing associated with structural syllabuses
Theoretical assumptions
Views on the nature of language Views on the process of language learning Views on language education
what is language
how to learn language
Innovation
Advantages
Focus on meaning: students learn linguistic forms through communication. No pre-selection of linguistic items
Naturalness
No needs analysis to guide selection of content
Disadvantages
The grading of functional items becomes more complex The lists of functions and notions do not reflect the way languages are learned
Situational Syllabus
how to teach
Components of a Syllabus
Aim/Goal
Objectives
Non-language outcomes
Learning contents Implementation Evaluation
Functions of a Syllabus
These important functions include: (a) serving as a contract (b) serving as a permanent record (c) serving as a learning tool.
The ambiguity about the meaning of the term does not seem to have dissipated in the subsequent centuries.
What is Syllabus？
A syllabus is an instrument to be used to coordinate all the aspects of language teaching, such as the content, the setting standards, and classroom interaction, etc.
impossibility of all predictions
Disadvantages
lacking of versatility unnaturalness
Procedrual
Procedural syllabus is said to be a learning-centered approach in comparison to its earlier counterparts (Structural-Oral-Situational) in India which were more teaching-oriented.
Language that is presented is often stilted and unnatural Focus on usage not use Lack of one to one relationship between function and form in language presentation Demotivating aspects of synthetic syllabuses Not grounded in current SLA theory
other-directed
determined by auhority
Grammatical/Structural Syllabus
A structural syllabus is a kind of syllabus in which the content of language teaching is a collection of the forms and structures, usually grammatical elements such as verbs, nouns, past tense and so on.
Nunan
syllabus
product-oriented syllabus
process-oriented syllabus
syllabus Wilkins synthetic syllabus analytic syllabus
syllabus White Type A Type B
Product-oriented syllabus
analytic syllabus
Presenting language in an integration part
It is intended to lead to communicative competence in a broader sense, rather than to linguistic competence alone.
‘natural growth’ approach which ‘aims to immerse learner in real life communication without any artificial preselection or arrangement of items’
Learner-centered or learning-centered
Type A
What to be learned Interventionist Someone preselects and predigests external to the learner
Type B
How to learn Noninterventionist no artificial preselection or arrangement internal to the learner self-directed negotiated between learners and teacher
Disadvantages
No evaluation of effectiveness of Breen and Candlin's proposals Lack of needs analysis Unclear what theoretical basis of SLA is appealed to
The content of language teaching is a collection of real or imaginary situations in which language occurs or is used.
Advantages
motivating learners improving communicative competence
Synthetic Syllabus
Synthetic syllabuses segment the target language into discrete linguistic items for presentation one at a time: Different parts of language are taught separately and step by step so that acquisition is a process of gradual accumulation of parts until the whole structure of language has been built up