THE FORM OF THE SYLLABUS

The syllabus serves as…

• The initial chance for faculty to motivate and guide students in taking charge of their own learning.

• The belief that learners should have a personal learning process and develop their own strategies.

The syllabus is made up of these four elements:

• Participant, Interaction, Instrumentality and previous knowledge

• Aims, content, methodology and evaluation

• Purposive Domain, Instrumentality, Communicative key and Target level

This type of syllabus use negotiation to define, purposes, content, and ways of working as a meaningful part of the lessons

• Process syllabus

• Task-based syllabus

• Content-based syllabus

Teacher-centered syllabus helps students understand what they need to achieve course objectives and the processes that support their success

• True

• False

Any syllabus, ideally should provide:

Select all the correct options

• A clear framework of knowledge

• A basis to evaluate Ss' progress

• A record for other teachers of what has been covered in gthe course

• Content appropriate for the language curriculum and educational situation

This type of syllabus is motivated by the argument that language learning can be built around a growing repertoire of vocabulary that is relevant fro the learnear

• Learning- centered syllabus

• Lexical syllabus

In this part of the syllabus, you prepare students for effective lifelong learning, educators must carefully consider course content, structure, and teaching methods.

• Teaching philosophy

• Expectations and Responsibilities

• Preparing students

The main goal of Task-based syllabus designers is became the provision of suitable tasks to encourage interaction and negotiation for meaning

• False

• True

There are four main trends in current syllabus design:

• Communication, social cultural, learning how to learn, language and cultural awareness and general kwnowledge

• Acknowledge of context, learning and teaching, setting a framework for knowledge