Syllabus design

 The syllabus identifies what will be worked upon by the teacher and students in terms of content selected to be appropriate to overall aims. Methodology refers to how teachers and learners work upon the content , whilst evaluation is the process of assessing out comes from the learning and judging the appropriateness of other elements of the curriculum.
A syllabus may be formally documented , as in the aims and content of a national or institutional syllabus for particular groups of learners of ( less explicitly perhaps) in the content material of published textbooks.
any syllabus ideally should provide :
- a clear frame work of knowledge and capabilities selected to be appropriate to overall aims;
-  countinuity and a sense of direction in classroom work for teacher and students ;
- a record for other teachers of what has been covered in the course;
-  a basis for evaluating students' progress;
- a basis for evaluating the appropriateness of the course in relation to overall aims and students needs identified both before and during the course;
-  content appropriate to the broader language curriculum , the particular class of learners , and the educational situation and wider society in which the course is located.
two main task types are identified in task syllabus may be constituted of
(1) communicative or target like tasks
(2) metacommunicative or learning tasks.

language syllabus
culture syllabus
communicative activities syllabus
genral language education syllabus