Republic of the Philippines
BESTLINK COLLEGE OF THE PHILIPPINES
National Capital Region
1071 Brgy. Kaligayahan, Quirino Highway, Novaliches, Quezon City
I. Objectives
At the end of this lesson, the students will be able to:
a. classify and differentiate the methods of syllabus designing and types of
English language syllabus,
b. explain the significance of choosing an appropriate syllabus for meeting
the diverse needs of learners; and
c. evaluate and compare effectiveness of different syllabus types in
language teaching.
II. Subject Matter
A. Topic: Methods of Syllabus Designing and Types of English Language
Syllabus
B. Materials: Laptop, Projector, Marker
C. Reference: Preparation of Language Learning Materials Lesson Proper
Week 7 [Link]
III. Learning Tasks
Daily Routine:
Prayer (The student/s will lead the prayer)
Greetings (The students will greet the teacher and their classmates)
Check the cleanliness and orderliness of the surroundings (The
students will pick up the pieces of paper)
Check the attendance of the students (The teacher will check the
attendance of the students)
Review of past lesson
Motivation: “Gimme 5 Battle of the Brains”
Instructions:
1. The class will be divided into three groups
2. Each group will have one representative for rock-paper-scissors
3. The group will choose a category
4. The group must give five correct answers that are on the board
5. The group with the highest points will move on to the next round.
A. Activity 1: “Concept Mapping”
Directions: Think about words or ideas that come to your mind when
you think of a syllabus. These could include components, purposes,
uses, or any important related terms.
SYLLABUS
B. Analysis
1. Based on the words we gathered; how can you define syllabus?
2. Why is a syllabus important in teaching and learning?
3. How does a syllabus help both teachers and students achieve their
goals?
C. Abstraction/Discussion
Six types of English Language Syllabus
1. A structural (formal) syllabus
- This syllabus focuses on the grammatical and forms of the
language being thought.
2. A notional/functional syllabus
- This syllabus centers around the functions of language and
the concepts (notions) they represent.
3. A situational syllabus
- This syllabus presents language learning through real or
imagined situations.
4. A skill-based syllabus
- This syllabus focuses on teaching specific language abilities
that students need to be competent in a language.
5. A task-based syllabus
- This syllabus uses complex, purposeful tasks that students
want or need to perform with the language they are
performing.
6. A content-based-syllabus
- This syllabus prioritizes teaching specific subject matter
content using language that the students are also learning.
The focus in on the content itself, with language learning
integrated as a natural part of the learning process.
D. Application
Activity 2: “Teaching in Action”
Instructions: The class will be divided into 6 groups; each group
will prepare a 1-3 minutes role-play where they act as teachers
conducting a lesson that reflects their assigned syllabus type.
Rubrics:
Accuracy of Syllabus Type 40%
Engagement and Interaction 30%
Creativity and Clarity 20%
Classroom Management 10%
Total 100%
IV. Evaluation
Activity 3: “Think-Pair-Share”
Instructions: Reflect on the different types of syllabus we have
discussed. Individually, think about which type you found most
effective for language teaching and why? Pair up with a classmate
and share your thoughts, comparing your preferences. After
discussing in pairs, you will share your insight with the class.
V. Assignment
Choose two types of syllabi and write a comparative analysis.
Checked and reviewed
by:
Ferdinand C. Caparic,
LPT
Instructor