During our discussion ,we first looked over the issue of Syllabus Design from a historical point of view and after taking a glance at a couple of syllabus maps provided by the group members we decided to base our evaluation on 2 samples whose details are as follows:
SYLLABUS TYPE: We all came to a conclusion that these two syllabi are of Type A. One of them is a kind of Notional syllabus and the other is Situational(Functional).
1-Notional syllabus
-starts with some topics (notions) and goes toward some functions
-speaking and fluency in language use are emphasized from the beginning
2-Situational (Functional):
-starts with grammar/functions and moves toward a topic/notion
-grammar and accuracy in language use are emphasized from the beginning ,though the focus is put on enhancing speaking and listening
GRADING/SEQUENCING:
1-Notional syllabus
-sequencing is based on the Complexity of Tasks to Do and Language use
-students’ level of knowledge is a determining factor for sequencing the tasks and activities
2-Situational (Functional):
-complexity of grammatical and lexical items determines the sequence of instruction i.e from simple structures and vocabulary items towards more complex ones
-a fixed order is to be followed and the items should be taught step by step
Elements of Negotiation:
Although the two examples were Type A , they were somewhat in the way that in
1-Notional:
-the syllabus is more flexible and the teacher has some more freedom to decide on and follow the sequence of the materials(tasks to do) in an active way
-students needs and interests besides their linguistic knowledge can be taken into account while in
2-Situational (Functional):
-the teacher has to follow a fixed pre-determined order of presenting materials.No deviation from the norm is allowed.
-Students’ needs are less regarded.They should follow a fixed route
Multiple Strands or Separate Skills:
-In both of them speaking is to be given priority,but we may see multiple strands in the A/M syllabuses
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