CONTINUATION.. ..

d.) The TEACHER Syllabus

d.) The TEACHER Syllabusthe SECOND STAGE OF

INTERPRETATION comes through the teacher

the GREAT MAJORITY of STUDENTS LEARN LANGUAGE through the MEDIATION of a teacher

the TEACHER can INFLUENCE the CLARITY, INTENSITY and FREQUENCY of any item

they affect the image that the learners receive

Stevick (1984) recounts how an inexperienced teacher would finish in two minutes an activity that he would spend twenty minutes on.

e.) The CLASSROOM Syllabus

what is PLANNED and what actually HAPPENS in a lesson are two DIFFERENT things

(Allwright, 1984b)

A LESSON is a communicative event(created by INTERACTION)

The LESSON PLAN is like the PLANNED ROUTE (but like a planned route it can be affected by all sorts of conditions along the way)

o the unexpected traffic jam

o the slow-moving vehicle that you get stuck behind

o the diversion because of road works

o the new one-way system that you get lost in

but the journey might also be helped along by the -

new stretch of motorwaythe company of traveling

companionsfine weather, etc.

CLASSROOM too creates conditions which will affect the nature of a PLANNED LESSON.

` (these might be EXTRANEOUS FACTORS:)

noise from the outside hot weather interruptions to deal with an

administrative matter (a visitor)

(or they might come from the LEARNERS as a Group:)

tired after a long day excitable after an incident in the break

(or from the LEARNERS as Individual students:)

asking questions distracting the attention of the class

putting an interesting question

telling an amusing anecdote

The CLASSROOM then, is not simply a neutral channel for the passage of information from the teacher to learner.

It is a DYNAMIC, INTERACTIVE ENVIRONMENT which affects the nature both of what is taught and what is learnt.

f.) TheLEARNE

RSyllabu

s

The EVALUATION Syllabus

The ORGANIZATIONAL Syllabus

The MATERIALS Syllabus

The TEACHER Syllabus

The CLASSROOM Syllabus- external to the learner

The LEARNER Syllabus -internal syllabus

-The NETWORK of KNOWLEDGE

develops in the learner’s brain

enables the learner to comprehend

and store the later information

It is a RETROSPECTIVE record of what HAS BEEN LEARNT rather than a PROSPECTIVE plan of WHAT WILL BE LEARNT.

(Candlin, 1984)

Importance of LEARNER SYLLABUS:

It is through this filter of this syllabus that the learner view the

other syllabuses.(IN OTHER WORDS, will have a crucial influence on whether and how future knowledge is learnt.)

CONCLUSION:There is NOT JUST ONE Syllabus,

but SEVERAL,and the TEACHING-LEARNING

PROCESS involves the INTERACTION of THEM ALL.

‘I have taught the syllabus.

Therefore the students,have learnt what is in

the syllabus.’