Module teaching and integrating language skills lesson 1

Using the syllabus
How teachers use the syllabus varies very widely between different countries and institutions, and depends on financial resources as well as on teaching approach.
Where there is no lack of resources to invest in the drawing-up of very detailed syllabuses and the purchase of a wide variety of teaching materials teachers may find it most effective to work mainly from the syllabus as the basis of their programme, drawing on specific materials as they need them, as Anna does.

In other relatively affluent settings there may be a policy of allowing teachers complete freedom in designing their teaching programme; in such a case the syllabus may be non-existent or ignored, and teachers like Joseph may develop new, independent programmes, based mainly on the teacher’s preferences and learners’ needs. With a competent and creative teacher working with mature learners, this kind of situation can also generate a unique, exciting and satisfying teaching/learning experience. However, in most contexts the disadvantages outweigh the advantages: apart from a possibly prohibitive amount of work for the teacher, the abandonment of a carefully pre-planned syllabus may result in significant gaps in the language content taught. This may not matter so much in a situation where the target language is used predominantly outside the classroom (if the class is composed of immigrants learning English in Australia, for example); in other situations, however, it may seriously impair learning.