Syllabus Design

Krahnke (1987) proposes six types of language teaching syllabus, except:

• a structural (or formal) syllabus

• informal syllabus

• a notional/functional syllabus

• a situational syllabus

One of the example of structures include:

• informing

• seeing the dentist

• adjectives

• applying for a job

One of the example of function is ....

• adjectives

• informing

• seeing the dentist

• reading

One of the example of situations include...

• adjectives

• seeing the dentist

• informing

• writing

One of which the content of language teaching is a collection of the forms and structures of the language being taught is the definition of ....

• a structural (or formal) syllabus

• a notional/functional syllabus

• a situational syllabus

• a skill-based syllabus

One in which the content of language teaching is a collection of real or imaginary situations in which language occurs or is used is the definition of ...

• a structural (or formal) syllabus

• a notional/functional syllabus

• a situational syllabus

• a skill-based syllabus

The primary purpose of the instruction is to teach some content or information using the language that the students are also learning. This is the purpose of using ....

• a structural (or formal) syllabus

• a task-based syllabus

• a content-based syllabus

• a skill-based syllabus

In a skill-based syllabus, the example of skill which becomes the focus of teaching language is....

• writing

• pronunciation

• grammar

• vocabulary

One example of a task in a task-based syllabus is ....

• adjectives

• writing

• informing

• applying for a job

Content-based language teaching is concerned with ....

• communicative processes

• cognitive processes

• information

• communicative and cognitive processes