Syllabuses and Coursebook

Tedy NurmansyahAulia Novi HapsariAsty Asmarani Putri

Anggita NurhandayaniVevi Wulansari Gugum Gumilar

Syllabuses DesignSyllabus design concerns the selection of items to be learnt and the grading of

those items into an appropriate sequence. The designer is concerned not just with

lists of what will be taught and in what order, but also with the planning,

implementation, evaluation, management and administration of education programs.

whatever type it is, every syllabus needs to be developed on the basis of certain

criteria, such as ‘learnability’ and ‘frequency which can inform decisions about

selection and ordering.

Syllabus design criteria

• Learnability

• Frequency

• Coverage

• Usefulness

Syllabus design criteria• Learnability

Some structural or lexical items are easier for students to learn there

others.

Frequency

It would make sense especially at beginning levels, include items which

are more frequent in the language, than ones that are only used

occasionally by native speakers.

Syllabus design criteria• Coverage

Some words and structures have greater coverage (scope for use)

than others.

• Usefulness

The reason that words like book an pen figure so highly in

classroom (even though the might not be that frequent in real

language use)

DIFFERENT SYLLABUSES

• The Grammar Syllabus

• The Lexical Syllabus

• The Functional Syllabus

• The Situational Syllabus

• The Topic-Based Syllabus

• The Task-Based Syllabus

DIFFERENT SYLLABUSES

• The Grammar Syllabus

This is the commonest type of syllabus, both traditionally and currently.

• The Lexical Syllabus

It is possible to organize a syllabus on the basis of vocabulary and lexis

to create a lexical syllabus.

• The Functional Syllabus

It was included categories of communicative function. These language

function are events which do thing such as inviting, promoising and

offering.

DIFFERENT SYLLABUSES

• The Situational Syllabus

It is offers the possibility of selecting and sequencing different real-life

situations rather than different grammatical items, vocabulary topics.

• The Topic-Based Syllabus

Another framework around which to organize language is that of different

topics.

• The Task-Based Syllabus

It list a series of task, and may later list some or all of the language to be used

in those task.

The Multi-syllabus syllabus

A common solution to the competing claims of the different syllabus types. Instead of a program based exclusively on grammatical or lexical categories, for example, the syllabus now shows any combination gof items from grammar, lexis, language function, situation, topics, task, different language skill task or pronunciation issue.

Making Plan

Exemplifies how a teacher proceed from pre-planning to a final plan.• Pre-planning background

Some of the facts that feed into pre-planning decisions.• Pre-planning decisions

as a result of the background information listed above the teacher takes.• The Plan

It should be emphasized that the following list are not examples of any planning formal.