A document that communicates information about an academic course or class and defines expectations and responsibilities., syllabus, syllabi, curriculum, lesson plan, file, A syllabus should help students become more effective learners in the course. To do this, a syllabus should include the following, except:, Conceptual structure used to organize the course,, Estimate of student workload, Relevance and importance of the course to students, Instructor's philosophy about the course content, teaching, and learning, Hints for how to school success, The content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught. Examples include nouns, verbs, adjectives, statements, questions, subordinate clauses, and so on., structural syllabus, skill-based syllabus, task-based syllabus, notional & functional syllabus, The content of the language teaching is a collection of the functions that are performed when language is used, or of the notions that language is used to express. Examples of functions include: informing, agreeing, apologizing, requesting; examples of notions include size, age, color, comparison, time, and so on., notional & functional syllabus, skill-based syllabus, situational syllabus, structural syllabus, The content of language teaching is a collection of real or imaginary situations in which language occurs or is used. A situation usually involves several participants who are engaged in some activity in a specific setting. The language occurring in the situation involves a number of functions, combined into a plausible segment of discourse. The primary purpose of a situational language teaching syllabus is to teach the language that occurs in the situations. Examples of situations include: seeing the dentist, complaining to the landlord, buying a book at the book store, meeting a new student, and so on., situational syllabus, notional & functional syllabus, skill-based syllabus, structural syllabus, The content of the language teaching is a collection of specific abilities that may play a part in using language. Skills are things that people must be able to do to be competent in a language, relatively independently of the situation or setting in which the language use can occur. While situational syllabi group functions together into specific settings of language use, skill-based syllabi group linguistic competencies (pronunciation, vocabulary, grammar, and discourse) together into generalized types of behavior, such as listening to spoken language for the main idea, writing well-formed paragraphs, giving effective oral presentations, and so on. The primary purpose of skill-based instruction is to learn the specific language skill., skill-based syllabus, content-based syllabus, cultural-based syllabus, task-based syllabus, The content of the teaching is a series of complex and purposeful tasks that the students want or need to perform with the language they are learning. The tasks are defined as activities with a purpose other than language learning, but, as in a content-based syllabus, the performance of the tasks is approached in a way that is intended to develop second language ability. Language learning is subordinate to task performance, and language teaching occurs only as the need arises during the performance of a given task., task-based syllabus, skill-based syllabus, situational syllabus, structural syllabus, functional syllabus

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