Situational syllabus.ppt

Situational syllabus Presenter: Wu Qiong Group member: Hu Xiaohui, Tao Tao, Liu Zhiping Sept. 23th, 2008 Brief introduction Definition: Situational syllabus is often defined as one which the contents are organized according to situations in which certain language is likely to be employed. (Richards, et al, 1985:260; Ur, 2000: 178) Development: structural syllabus situational syllabus Situational syllabus came into being when structural syllabus fell into disfavor. It is now on the decline, but it used to thrive in the 1950s. key idea situation The fundamental principle for the organization of contents is to make a list of situations, real or imagery, which reflects the way language is used in everyday life. So the designer of a situational syllabus tries to predict situations that the learners are likely to encounter in daily life, such as “at the airport”, “at the restaurant”, “at the post office”… each lesson deals with the language associated with a different situation. Theoretical assumption Compared with structural syllabus, language in situational syllabus, was viewed as a purposeful activity related to goals and situations in the real world. (J.C.Richards, 2000: 35) J.R.Firth’s important notion of “context of situation” served as the base of the situational syllabus. He believed that the meaning of utterances is determined by the social setting in which they occur. (Johnson, 2002:179) Main components Aims: enable Ss to communicate effectively in specific situation in real world as well as to learn the language associated with the situation Objectives: accuracy in both pronunciation and grammar; basic structures and sentence patterns; four skills… Non-language outcomes: Ss a