International TEFL InstituteCreating a TEFL Syllabus & Timetable
There are essentially two types of TEFL syllabus: Synthetic and Analytic.
A Synthetic syllabus segments the target language into discrete linguistic items for presentation one at a time. These are: – structural
– lexical
– notional
– functional
An Analytical syllabus presents the target language in whole chunks at a time, without linguistic interference or control. A syllabus lists the content of the course and places the separate items into order. In most English
In language schools, the syllabus is simply the coursebook. In other schools (Primary / Secondary) however, it may be a more detailed requirement and the syllabus is often interpreted into a series of lessons known as a Scheme of Work. A syllabus may be a mixture of skills and systems work whereas others describe course content in terms of topics.
The decisions about how to interpret a TEFL syllabus into a series of lessons are, to a great extent, the teacher’s job. The teacher will typically look at the school syllabus or coursebook contents page and try to determine or map out how to cover the content in the available time. A timetable involves selecting items from the syllabus or coursebook and writing them into appropriate spaces on a plan. This should give others a clear impression of what work is planned for a particular class during a lesson or week.
Creating a Timetable from a Course Book
When timetabling from a coursebook, the teacher must consider the need to provide variety and balance of:
– skills
– input versus output
– teacher-centred versus learner-centred
– presentation and revision
– activities
Furthermore, consideration should be given to the need to make the timetable a coherent whole (some books help with this: e.g. themes, characters, grammar link). In addition, there should be a link between past and future learning.
Suggested Procedure
1. Examine the coursebook.
What language input is there (structure/functions/vocabulary/pronunciation)?
What listening/reading materials?
Are they authentic or scripted?
What speaking/writing materials?
What activities look most appropriate for students?
2. Look at the input and skills work
Is the input appropriate for your group?
How much time will you need to spend on different areas?
What are the priorities, and what might you need to reject or defer?
Skills work: will the activities and materials appeal to your group? Is there a balance of materials that consolidate, and materials that aim to help the skills?
Other activities: will they be appropriate? If so, use them. Do you need to adapt them? e.g. turn them into an information gap / make an exercise into a quiz etc. Do you need to devise your own practice materials if there isn’t enough? Look at other books!
3. Having examined content and material, begin to fill in your timetable.
Suggestion: Start with the language content, and put a bit in each slot. But don’t overload.
One or two slots might have a skills aim and language practice subsidiary.
Fill in the ‘bare bones’.
4. Final check – is the timetable balanced over the period that you are planning for?
5. Fill in practice materials and activities.
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