Curriculum and Material Development

Assignment about Syllabus

Group 3
Members:
1. Salfiyaningsih 202012500776
2. Nurul Rizka Cahyaningrum 202012500594
3. Suwendri Putra 202012500972
Kinds of syllabus:

1. A structural syllabus is an approach to language teaching that focuses on the

grammatical structures of a language. This approach assumes that learners need to
master the underlying rules and patterns of the language to communicate effectively.

Here is an example of a structural syllabus for teaching English:

Level: Beginner
Unit 1: The Simple Present Tense

Form: Subject + Verb (base form) + Object

Use: Present habits, routines, general truths
Example activities: Fill-in-the-blank exercises, role-playing conversations, writing
short paragraphs about daily routines.

Unit 2: Questions with the Verb 'To Be'

Form: Verb 'to be' + Subject + Complement
Use: Asking and answering personal information questions
Example activities: Interviewing classmates, completing personal information surveys,
writing a short biography about oneself.

Unit 3: Present Continuous Tense

Form: Subject + 'to be' (present) + Verb (present participle) + Object
Use: Describing actions in progress now
Example activities: Describing pictures, acting out actions, writing sentences about
what's happening in a picture.

2. A situational syllabus is a type of syllabus that focuses on teaching language based on

real-life situations and contexts. The content of the syllabus is determined by the
communicative needs of the learners, rather than a predetermined set of grammatical
rules or vocabulary. This approach emphasizes the use of language in practical
situations and helps learners to develop their communication skills in a more natural
and meaningful way.

Example of a situational syllabus:

Course Title: Everyday English for Beginners

Course Duration: 12 weeks
 Week 1: Introducing Yourself

Greetings and introductions

Asking and answering basic personal questions
Talking about your family and friends

Week 2: Shopping
Vocabulary related to shopping.
Asking for and giving directions to shops
Buying and returning items

Week 3: Ordering Food and Drinks

Ordering food and drinks in a café or restaurant
Asking for the bill and paying
Making simple requests and complaints

Review of language learned in previous weeks.

Consolidation of communication skills in different situations
Revision for final assessment.

3. A functional-notional syllabus is an approach to language teaching that emphasizes

the functions (or communicative purposes) and notions (or concepts) that learners need
to express in the target language. This approach organizes language instruction around
the communicative needs of the learners rather than the grammatical or lexical
structures of the language.

An example of a functional-notional syllabus might be a course that focuses on the

language needed for travel. In this course, the syllabus would be organized around
functional categories such as greetings and introductions, making reservations, ordering
food, asking for directions, and making small talk. The syllabus might also include
notions such as time, distance, and money.

Here is an example of a lesson plan based on a functional-notional syllabus for a travel

course:

Lesson Title: Making Reservations

Function: Making a reservation over the phone

Notion: Time and date

Objectives:

Students will be able to understand and use language for making reservations over the
phone.
Students will be able to ask and answer questions about dates and times.
Language Focus:

Vocabulary: reservation, availability, date, time, confirmation

Structures: Can I reserve a table for two? What dates are available? What time would
you like to reserve for?
Activities:
 Warm-up: Review of vocabulary related to travel and making reservations.
Presentation: Teacher models a phone conversation for making a reservation and
highlights useful language.
Practice: Students work in pairs to role-play making a reservation over the phone.
Feedback: Teacher provides feedback on students' language use and offers suggestions
for improvement.
Production: Students work in groups to create their own phone conversation for making
a reservation.
Evaluation: Students evaluate their own performance and set goals for improvement.

4. A skill-based syllabus is a curriculum that focuses on teaching specific skills and

competencies rather than just content knowledge. It emphasizes the development of
skills that students need to succeed in the real world. Here's an example of a skill-based
syllabus for a public speaking class:

Course Title: Public Speaking

Course Description: This course focuses on developing the skills necessary to deliver
effective speeches and presentations in a variety of settings. Students will learn how to
research and organize information, develop arguments, and deliver compelling
speeches.

Learning Outcomes:

Students will be able to develop a clear and concise thesis statement.

Students will be able to research and organize information effectively.
Students will be able to develop strong arguments with supporting evidence.
Students will be able to use rhetorical devices to engage and persuade their audience.
Students will be able to deliver a speech with confidence and clarity.
Example Lesson Plan:

Lesson Title: Developing a Thesis Statement

Objective: Students will be able to develop a clear and concise thesis statement for a
persuasive speech.

Activities:

Introduction to thesis statements and their purpose.

Examples of effective thesis statements.
Brainstorming session to develop potential thesis statements.
Group discussion and feedback on potential thesis statements.
Individual practice developing a final thesis statement.
Assessment:
Students will be assessed on the clarity and effectiveness of their final thesis statement.

This is just one example of a skill-based syllabus. Other examples might include a
writing course that focuses on developing specific writing skills, a coding course that
emphasizes problem-solving and coding practices, or a language course that
emphasizes communication and conversation skills. The key is to identify the specific
 skills that students need to learn and design a curriculum that emphasizes their
development.

5. A process syllabus is a type of syllabus that focuses on the learning process itself rather
than just the content to be learned. The goal is to help students develop skills, attitudes,
and habits of mind that will serve them well beyond the immediate context of the
course.

Here's an example of a process syllabus for a writing course:

Course Title: Writing for Impact

Course Description: This course is designed to help you develop your writing skills to
make a difference in the world. Through a series of writing assignments and exercises,
you will learn how to write with clarity, coherence, and persuasiveness. You will also
learn how to use writing as a tool for social change.

Course Objectives: By the end of this course, you will be able to:

Write clear and concise prose.

Develop a coherent argument.
Use evidence to support your claims.
Write persuasively.
Use writing as a tool for social change.
Course Materials:

A Writer's Reference by Diana Hacker

Selected readings on social issues
Course Assignments:

Personal Reflection Essay (1-2 pages)

Writing for social media (2-3 posts)
Letter to the Editor (1-2 pages)
Op-Ed Essay (2-3 pages)
Final Project: Advocacy Campaign (5-7 pages)
Course Policies:

Attendance is mandatory.
Late assignments will be penalized.
Plagiarism will not be tolerated.
Collaboration is encouraged, but final work must be individual.
As you can see, this syllabus is focused on the skills and attitudes that students will
develop over the course of the semester, rather than just the content they will cover.
The assignments are designed to give students opportunities to practice and refine their
writing skills, while also using writing as a tool for social change.

6. A task-based syllabus is a teaching approach that focuses on real-world tasks, rather

than isolated language skills. The goal is to prepare learners to use language in
meaningful situations they might encounter outside the classroom. In a task-based
syllabus, the focus is on what the learner can do with the language they are learning,
rather than on what they know about the language.
 Here's an example of a task-based syllabus for a beginner-level English course:

Unit 1: Introducing Yourself

Task: Introduce yourself to a partner
Language focus: Simple present tense, personal pronouns, basic vocabulary for
describing oneself.

Unit 2: Ordering Food in a Restaurant

Task: Order food and drink in a restaurant
Language focus: Food and drink vocabulary, polite requests, numbers, basic present
continuous tense

Unit 3: Giving Directions

Task: Give and follow directions to a location in town
Language focus: Prepositions of place, imperatives, basic vocabulary for giving
directions.

Each unit includes a communicative task that requires the learners to use the language
in context. The language focus is integrated into the task, rather than being taught in
isolation. The tasks are designed to be relevant and engaging for the learners, and to
provide opportunities for authentic communication.

7. A synthetic syllabus is a curriculum design approach that focuses on integrating

different language skills, such as reading, writing, listening, and speaking, around a
central theme or topic. This approach encourages learners to develop their language
abilities in a more natural and holistic way, using the language to communicate about
topics that are relevant and interesting to them.

Here is an example of a synthetic syllabus for an intermediate-level English class:

Theme: Travel and Culture

Week 1: Introducing Travel

Discussing travel experiences and preferences
Reading and analysing travel brochures and websites
Writing a short paragraph describing a dream trip

Week 2: Planning a Trip

Listening to and taking notes on travel podcasts and videos
Learning vocabulary related to travel and tourism.
Researching and planning a trip itinerary

Week 3: Culture Shock

Discussing cultural differences and how they can lead to misunderstandings.
Reading and analysing articles about culture shock
Writing a short essay on personal experiences with culture shock

Overall, this synthetic syllabus integrates different language skills and activities around
the central theme of travel and culture, allowing learners to develop their language
abilities in a meaningful and engaging way.
8. Analytic Syllabus:

Course Title: Introduction to Data Science

Course Description: This course is designed to introduce students to the fundamental

concepts and techniques of data science. Students will learn how to extract, manipulate,
and analyse data using various tools and programming languages. They will also
develop skills in data visualization and communication.

Course Goals and Objectives:

To provide students with a foundational understanding of data science.

To teach students how to clean and pre-process data.
To introduce students to statistical methods for data analysis.
To teach students how to use programming languages like Python for data analysis.
To teach students how to visualize data using tools like matplotlib and seaborn.
To develop students' skills in communicating insights from data to various
stakeholders.
Assessment:

Homework assignments to assess students' understanding of the material covered in

class.
In-class quizzes to assess students' knowledge of statistical concepts and programming
languages.
A midterm exam to evaluate students' overall comprehension of the course material.
A final project where students will use real-world data to develop a data-driven solution
to a business problem.
Example:

Week 1: Introduction to Data Science

What is data science?
The data science process
The role of data science in business
Tools for data science (Python, Jupiter Notebook)

Week 2: Data Cleaning and Pre-processing

Data cleaning and data types
Handling missing data
Data normalization and standardization
Data transformation

Week 3: Statistical Methods for Data Analysis

Descriptive statistics
Probability distributions
Hypothesis testing
Regression analysis