a synthetic syllabus - Assumption: learners will be able to take the individual parts of language (systems) and put them together to make sense of the whole., an analytic syllabus - Assumption: Learners will be able to organise language (the whole) into parts (systems) if they are thrown in at the deep end and exposed to largely ungraded, yet comprehensible language., a procedural syllabus - Assumption: learners will acquire language through the negotiation of meaning in interactive tasks where there is a communicative goal. , a notional syllabus - Assumption: It is most useful to organise your syllabus by labelling and presenting language according to the linguistic meaning of structural forms e.g. comparing things., a functional syllabus - Assumption: It is most useful to organise your syllabus by presenting language according to the speech acts it performs e.g. asking for advice / requesting information etc. , a lexical syllabus - Assumption: It is most useful to organise your syllabus by presenting topics such as such as food and drink, shopping, crime and punishment etc., a skills / communicative syllabus - Assumption: It is most useful to organise your syllabus around proficiency in a skill and teach language and lexis related to that., a learner training syllabus - Assumption: It is most useful to NOT focus on any particular language items or communicative skills, rather to put learners in a position to decide for themselves what they need to learn and how best to go about it., a multi-layered syllabus - Assumption: It is most useful to pick and choose aspects from all types of syllabus because they all have something to offer. ,

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