ENG-655 SYLLABUS DESIGN AND TESTING

BS English [semester 7th]

Instructor: Saleem Safi

Kinds of ELT Syllabus

o Describe the different types of ELT syllabi (Structural, Situational, Notional-Functional,
Task-Based, Content-Based). Give an example of how each syllabus is used in a language
learning classroom.
o Compare and contrast a Structural Syllabus and a Task-Based Syllabus. What are the main
differences in their approach to language teaching, and how might each type impact
learners' language development?
o Explain the main features of each type of ELT syllabus. How do they help students learn
English? Provide examples for each type to show how they work in real lessons.

An English Language Teaching (ELT) syllabus outlines the goals, content, sequence, and
assessment methods for a language course. Different types of syllabi focus on various aspects of
language learning, emphasizing specific learning outcomes, skills, and instructional strategies.
Below are the main types of ELT syllabi, along with detailed explanations and relevant examples.

1. Structural Syllabus
A structural syllabus (also known as a grammatical syllabus) organizes language learning around
the structures and grammar rules of the language. This type of syllabus presents language in
incremental grammatical patterns, progressing from simple to more complex forms.
Key Features:
• Focus on teaching grammar rules systematically.
• Content is arranged by linguistic structures (e.g., present simple, past continuous, etc.).
• Language is often taught through drills and pattern practice.
Example:
• Beginner Level Course: The syllabus might start with basic sentence structure (Subject-
Verb-Object) and progress to verb tenses like present simple ("I go to school"), then to the
present continuous ("I am going to school"), and so on.
• Lesson Plan: A lesson might focus on the past simple tense, where learners practice
forming sentences like "She played football" or "They visited the museum."
Advantage:
• Clear, logical sequence of grammatical forms.
Disadvantage:
• May not focus sufficiently on communicative competence, as it emphasizes accuracy over
fluency.

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2. Situational Syllabus
A situational syllabus is organized around real-life situations that learners may encounter,
teaching the language needed to handle those situations. The focus is not just on grammar, but
on the practical use of language.
Key Features:
• Language learning is contextualized within everyday situations.
• Common settings such as shopping, traveling, meeting people, or eating at a restaurant
are used as the basis for lessons.
Example:
• Beginner Level Course: The syllabus might introduce the vocabulary and expressions
needed for a "grocery shopping" scenario, where students learn to say, "How much does
this cost?" or "I need two kilos of apples."
• Lesson Plan: A lesson may cover "At the Restaurant," where students learn how to order
food, ask for the bill, and express preferences (e.g., "I’d like a steak" or "Can I have the
check, please?").
Advantage:
• Provides learners with functional language that can be immediately applied in real-life
settings.
Disadvantage:
• May neglect systematic grammar instruction, as it is more focused on situational language
use.

3. Notional-Functional Syllabus
A notional-functional syllabus organizes language learning based on notions (concepts like time,
frequency, quantity) and functions (what the language is used for, like requesting, apologizing,
suggesting). This approach emphasizes the communicative purpose of language.
Key Features:
• Focus on what learners need to do with language, such as asking for directions or
expressing opinions.
• The syllabus is structured around functions (greeting, inviting, etc.) and notions (time,
quantity, location, etc.).
Example:
• Beginner Level Course: A lesson might focus on the function of "making requests," where
learners practice expressions like "Could you help me?" or "Can I borrow your book?"
• Intermediate Course: A syllabus might include lessons on functions like "expressing
disagreement" (e.g., "I don’t think that’s right") or "making suggestions" (e.g., "Why don’t
we go out for dinner?").
Advantage:
• Emphasizes communicative competence, making the language immediately practical and
useful for learners.

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Disadvantage:
• It can be difficult to cover grammar systematically, as the focus is more on communicative
functions.

4. Task-Based Syllabus
A task-based syllabus is built around tasks that learners must complete, with the language being
introduced as it is needed to accomplish these tasks. The focus is on the completion of real-world
tasks using the target language.
Key Features:
• Learners engage in tasks such as solving a problem, planning a trip, or conducting a survey.
• Language is seen as a tool to complete meaningful tasks rather than the primary focus.
Example:
• Intermediate Course: The syllabus might include a task where students must plan a trip,
requiring them to use language related to transportation, accommodation, and
budgeting. The focus would be on negotiating arrangements, making inquiries, and
confirming reservations.
• Lesson Plan: A lesson might involve a role-play task like "Planning a weekend event,"
where students must decide on a location, budget, and activities, practicing expressions
like "We should book a venue" or "How about inviting a guest speaker?"
Advantage:
• Encourages the use of language in meaningful contexts and enhances problem-solving
skills.
Disadvantage:
• May not provide structured grammar instruction, leading to gaps in learners’
understanding of language rules.

5. Content-Based Syllabus
A content-based syllabus focuses on teaching language through subject matter content, such as
science, history, or literature. The goal is to learn both the language and the subject content
simultaneously.
Key Features:
• Learners develop language skills by focusing on academic or real-world content.
• Often used in English for Specific Purposes (ESP) contexts or Content and Language
Integrated Learning (CLIL).
Example:
• ESP Course for Medical Professionals: The syllabus might include content like "Reading
Medical Journals" or "Discussing Patient Symptoms," where learners practice specific
vocabulary (e.g., "diagnosis," "symptoms") and structures (e.g., passive voice) while
studying medical topics.

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 • Lesson Plan: A lesson could involve reading an article about climate change, followed by
a discussion that teaches related vocabulary (e.g., "global warming," "carbon emissions")
and language structures like comparatives ("is more severe than").
Advantage:
• Provides learners with real-world knowledge and language skills simultaneously, which
can be highly motivating.
Disadvantage:
• May not be suitable for learners with very low language proficiency, as the content can be
challenging.

6. Skills-Based Syllabus
A skills-based syllabus is organized around the four language skills (listening, speaking, reading,
and writing). The focus is on developing these skills in a balanced way.
Key Features:
• Each lesson targets one or more of the language skills (e.g., reading comprehension or
speaking fluency).
• Skills are often taught through integrated tasks that mimic real-life language use.
Example:
• Intermediate Course: A lesson might focus on improving listening skills, with students
listening to a podcast or an audio clip and answering comprehension questions. Another
lesson might focus on writing skills, with students learning how to write formal emails or
reports.
• Lesson Plan: A lesson might involve "Developing Speaking Skills," where students practice
giving a presentation on a familiar topic, using expressions for organizing ideas ("Firstly, I
will discuss…") and supporting their opinions.
Advantage:
• Provides balanced development across all four language skills, ensuring learners are
competent in multiple areas.
Disadvantage:
• Skills may be taught in isolation, making it difficult for learners to integrate them
effectively in real-life communication.

7. Lexical Syllabus
A lexical syllabus focuses on teaching vocabulary as the core component of language learning.
Grammar and other language features are taught as they arise through the study of vocabulary.
Key Features:
• Emphasis on learning high-frequency words and word combinations (collocations).
• Grammar is taught incidentally, as part of vocabulary learning.

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Example:
• Beginner Course: A syllabus might introduce the 500 most common English words and
phrases, with lessons focusing on how these words are used in different contexts (e.g.,
"go," "make," "get").
• Lesson Plan: A lesson on collocations could focus on common verb-noun combinations
(e.g., "take a cup of tea," "make a decision") and how they are used in everyday
conversations.
Advantage:
• Focuses on practical, high-frequency vocabulary that learners are likely to encounter in
real life.
Disadvantage:
• May neglect systematic grammar teaching, which could lead to grammatical inaccuracies.

8. Genre-Based Syllabus
A genre-based syllabus focuses on teaching the language needed for particular types of texts or
communication genres, such as academic writing, business reports, or social media posts.
Key Features:
• Language instruction is organized around specific genres and the conventions they follow.
• Focus on both the language and the communicative purpose of the genre.
Example:
• Business English Course: The syllabus might include lessons on writing formal emails, with
a focus on structure (e.g., salutation, body, closing), tone, and specific vocabulary.
• Lesson Plan: A lesson might involve analyzing examples of formal reports and then
teaching students how to structure their own reports using appropriate vocabulary and
language structures.
Advantage:
• Prepares learners for specific types of communication they will need in real-world
contexts.
Disadvantage:
• The focus on genres may limit exposure to other language forms and functions.

Conclusion:
Each type of ELT syllabus serves a specific purpose and caters to different learning needs. Some
syllabi focus more on grammar and structure, while others emphasize communicative
competence or real-world tasks. The choice of syllabus often depends on the learners’ goals,
proficiency levels, and the context in which English is being taught. A combination of syllabi types
may be used to provide a well-rounded approach to language teaching.

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