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Syllabuses and Coursebook

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Syllabuses and Coursebook

  1. 1. Syllabuses and Coursebook Tedy Nurmansyah Aulia Novi Hapsari Asty Asmarani Putri Anggita Nurhandayani Vevi Wulansari Gugum Gumilar
  2. 2. Syllabuses Design Syllabus 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.
  3. 3. Syllabus design criteria • Learnability • Frequency • Coverage • Usefulness
  4. 4. 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.
  5. 5. 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)
  6. 6. DIFFERENT SYLLABUSES • The Grammar Syllabus • The Lexical Syllabus • The Functional Syllabus • The Situational Syllabus • The Topic-Based Syllabus • The Task-Based Syllabus
  7. 7. 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.
  8. 8. 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.
  9. 9. 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.
  10. 10. 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.

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