SYLLABUS DESIGN Required reading: Ur, P. 1996. A Course in Language teaching. C.U.P. Further reading: Hubbard et al. 1993.

A Training Course for TEFL. C.U.P. Nunan, D. 1988. Syllabus Design. O.U.P. White, R. 1988. The ELT curriculum. Blackwell. Mare, J. Gavora, P. 1999. Pedagogick slovnk. Portl. - Syllabus (sylabus, uebn osnovy, program studia) - Curriculum (kurikulum, vzdlvac program-ir vznam, uebn osnovy-u vznam). Syllabus is a public document which consists of a list. The components: either reflect content items, e.g. words, structure, topics or process items, e.g. tasks, methods The components are ordered, have explicit objectives, may indicate a time schedule, preferred methodology or approach, may recommend materials. Bases for language syllabuses: content, skills, methods, . Types of language syllabuses: (see handouts 1 and 2) 1. Product-oriented, i.e. WHAT is to be learned 2. Process oriented, i.e. HOW it is to be learned Other types: Which criteria? Analytical vs. Synthetic Task-based1 vs. Topic-based Grammatical (Structural) Lexical2 Functional-notional3 Communicative4 Mixed (Multi-strand) How does the syllabus type reflect the approach to learning / teaching? See: Trinity College London, Syllabus and Requirements for the Licentiate Diploma for Teachers of English to Speakers of Other Languages Task: Bring examples of current syllabuses for TEFL in CR to discuss.

M.Long (1985), P.Skehan (1993) COBUILD research team lead by Professor John Sinclair, University of Birmingham: 700 most frequented words represent 70% of all English text The BBC English Dictionary (1992), Collins COBUILD English Course Dave Willis: 3 levels (2500 words). Wilkins (1976) Developed by the Council of Europe (Van Ek, 1976)

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