1.

The process
- Thinking about what you want your students to learn in the course, given who
they are, their needs, and the purpose of the course,
- Making decisions about what to include and emphasize and what to drop,
- Organizing the content in a way that will help you to see the relationship
among various elements so that you can make decisions about objectives,
materials, sequence and evaluation.
2. The product
- A kind of syllabus: what you will teach
- Form: mind map, grid, list, flow-chart
- Degree of complexity: Flexible (either for you only or other teacher)
3. Definition
Conceptualizing content: a matter of articulating what you will explicitly teach or
explicitly focus on in the course and knowing why you have made those choices. It
also involves choosing the organizing principle or principles that will help to tie the
content together.
4. Categories for conceptualizing content
- Focus on language

LINGUISTIC SKILLS SITUATIONS COMMUNICATIVE

- The sound system - Situations: the contents in FUNCTIONS
(phonology) of the which one uses language
language/pronunciation - places where one transacts
- The grammar of the business (the supermarket,
language the travel, agency, etc)
- The lexicon or vocabulary - places where one interacts
of the language with others (a party, a
=> STRUCTURAL meeting, etc)
SYLLABUS/ FORMAL => SITUATIONAL
SYLLABUS SYLLABUS

TOPICS/THEMES TASKS GENRE

- Tasks: Interactions whose - Genre: communicative
purpose is to gel events or “whole”
something done texts which
- Tasks = way to promote accomplish certain
classroom learning that purposes within a
focused on the processes social context.
of using language rather - Text range: academic
than language products, paper, presentation, a
and on meaning as supermarket flyer,
opposed to form (Nunan phone message,
1988). individual traffic
=>TASK-BASED signs, etc.
SYLLABUS - A syllabus involve
learners in
 understanding,
analyzing, producing
texts on a number of
levels including the
lexico-grammatical
level, the discourse
level, the sociocultural
level

COMPETENCIES 4 SKILLS

- Competencies unite speaking

situations, linguistic skills, reading
and functions. listening
- Elements can be specified writing
and their achievement can
be measured - The four skills: macro skills
=> COMPETENCY- - The channels or modes for using and understanding the
BASED SYLLABUS language
=> SKILLS-BASED SYLLABUS
CONTENT

- Content: subject matter

-> A syllabus in which
student leam other subjects
through/by/with L2
=> CONTENT-BASED
SYLLABUS

- Focus on learning and learners

AFFECTIVE GOALS INTERPERSONAL LEARNING STRATEGIES

SKILLS

Attitudes toward learning, How one interacts with How one learns
language and culture others to promote learning Eg: self-monitoring, memory
Eg: developing confidence, Eg: learning to work techniques
learning from one’s mistakes effectively in groups

- Focus on Social Context

1. SOCIOLINGUISTIC SKILLS
- Sociolinguistic skills: choosing, using the appropriate
language and extralinguistic behavior for the setting, the
purpose, the role and relationship
- These skills include:
+ knowing the level of politeness (register) to use,
eg using more informal speech with peers or
 children, more formal speech with strangers,
exhibiting appropriate extralinguistic behaviour,
eg. how close to be and appropriate body
language
+ using appropriate spoken or written formulaic
phrases for certain situations.
- Sociolinguistic skills context dependent, learned
through and alongside situations, the four skills, or
specific content.
2. SOCIOCULTURAL SKILLS
- Sociocultural skills: understanding cultural aspects of
identity, values, norms, and customs (those underlying
kinship relationships, expectations of men and women,
or gift-giving etc.) interpret explicit and implicit
messages => behave and speak in a culturally
appropriate way.
- Rooted in intercultural understanding in the sense that
one must understand one's own cultural identity, values,
norms, and customs, in order to know how and how
much one can adapt to the target culture.
3. SOCIOPOLITICAL SKILLS
- Sociopolitical skills: involve learning to think, critically
and take action for effective change in order to
participate effectively in one’s community.
- These skills include learning how to:
+ navigate systems such as medical, school, and
employees systems
+ know one's rights and responsibilities within
them
+ take action to make positive changes
- Critical language awareness: learning to be critically
aware of how spoken, written language are used to help
or hinder a given social group