1. Dr. Desmond Thomas, International Academy, University of Essex
English Language Learning &Teaching 1: From Syllabus Design to Lesson Planning
Dr. Desmond Thomas,
International Academy,
University of Essex

2. Syllabus Types (based on different organizing principles)
Structural (grammar)
Situational
Notional-functional
Lexical (vocabulary)
Phonological (pronunciation etc)
Skills-based
Topic-based
Task-based

3. And we can also have different modes of syllabus design
Product-oriented (reflecting classical humanist emphasis on knowledge acquisition)
Process-oriented (with the emphasis on developing skills to reach a goal rather than the end product)
Learner-centred (with focus on the learner)
Retrospective (with focus on revision)
Negotiated (with focus on flexibility)

4. In reality .....
Most modern language learning curricula contain a mix of different syllabi (grammar, vocabulary, skills etc)
It is rare to find a very strong emphasis just in one particular area as used to be the case. (Example: “Strategies” series)

5. How does a syllabus convert into teaching methods and procedures?
Grammar-translation lessons
PPP (Presentation, Practice, Production) lessons
ESA (Engage, Study, Activate) lessons
Task-based lessons
(Harmer, J. 2007, The Practice of ELT, Longman – Chapter 4)

6. The three stages of teaching
Implementing
Reflecting
Planning

7. Elements of Lesson Planning
Main focus or aim of the lesson?
Subsidiary aims?
Syllabus or timetable fit?
Learner fit? (levels, interests etc)
Stages?
Activities?
Materials?
Procedures?

8. Alternative views on planning!