· Consider the type of syllabus
We all agree syllabus1 is a Type A syllabus. It’s a classic Type A. The contents of it are all content-based and teacher oriented way to teach students. i.e. The instruction “Listen and say after your teacher” is described in this syllabus. No discussion or activities for students in Type A. As for syllabus 2, our group members argued that this syllabus is not a pure Type B syllabus. Both characteristics of Type A and B are combined in the syllabus 2. Some of the elements in the syllabus are Type A, yet, there are also some characteristics for Type B. According to the elements in syllabus 2, there are discussions and activities for students. It is a learner-led syllabus and the teaching materials can be adapted afterwards. Therefore, though syllabus 2 contains some characteristic of Type A, it is more like a Type B syllabus.
· Explore elements of grading/sequencing
For Type A and B syllabus, we all agree that the grading and sequencing are almost the same for both syllabuses. Teach students from the easier part to the more complex part. Teach nouns to adjectives. Teach them from concrete and basic materials to abstract and complicated elements. Both syllabuses consider the learnability of the students. In our group, we also further discuss the age of the students is the important factor to affect the design of the syllabus as
well as the textbook and examination.
· Look for elements of negotiation
There is no negotiation in Type A syllabus. However, we can see that there is a negotiation in the Type B syllabus from the discussion and activity part.
· Consider whether or nnot there are multiple strands or sparate skills
Type A: separate skillsàlistening, speaking, reading, and writing skills are all separate.
Type B: combined skillsà i.e. reading + listening + speaking in the activities.
We all agree syllabus1 is a Type A syllabus. It’s a classic Type A. The contents of it are all content-based and teacher oriented way to teach students. i.e. The instruction “Listen and say after your teacher” is described in this syllabus. No discussion or activities for students in Type A. As for syllabus 2, our group members argued that this syllabus is not a pure Type B syllabus. Both characteristics of Type A and B are combined in the syllabus 2. Some of the elements in the syllabus are Type A, yet, there are also some characteristics for Type B. According to the elements in syllabus 2, there are discussions and activities for students. It is a learner-led syllabus and the teaching materials can be adapted afterwards. Therefore, though syllabus 2 contains some characteristic of Type A, it is more like a Type B syllabus.
· Explore elements of grading/sequencing
For Type A and B syllabus, we all agree that the grading and sequencing are almost the same for both syllabuses. Teach students from the easier part to the more complex part. Teach nouns to adjectives. Teach them from concrete and basic materials to abstract and complicated elements. Both syllabuses consider the learnability of the students. In our group, we also further discuss the age of the students is the important factor to affect the design of the syllabus as
well as the textbook and examination.
· Look for elements of negotiation
There is no negotiation in Type A syllabus. However, we can see that there is a negotiation in the Type B syllabus from the discussion and activity part.
· Consider whether or nnot there are multiple strands or sparate skills
Type A: separate skillsàlistening, speaking, reading, and writing skills are all separate.
Type B: combined skillsà i.e. reading + listening + speaking in the activities.
Group member: Deman, Evelyn, Hara, Janet, Kate, Noora, Uzma, Yiota
Secretary: Evelyn
Secretary: Evelyn
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