Náležitosti

6.1.2 Short Term Planning 
The next product within the planning stage was a syllabus, see appendix No.11. 
Its format differs from the format of the course plan in several ways. Firstly, the format 
of the syllabus is more structured, as it is divided into more parts and columns. The 
format is described from the left to the right.
The first column on the left concerns the topics of the whole unit in a particular 
month, and also the number of weeks available in the month. The second column 
contains information about teaching aids needed for various types of activities. The 
third column describes the planned range of vocabulary for the whole month. As seen, 
although the choice of vocabulary is very basic, when put into context it both provided 
space for simple dialogues and learning English in meaningful context by giving the 
children the feeling of speaking a lot of English from the very beginning of the course. 
The fourth column from the left focuses on the basic grammar issues. Grammar rules 
were mostly not explained, as the structures were very simple and children memorized 
them easily when practising them in regularly repeated activities. The next part of the 
syllabus concerns the topic of developing pronunciation and is further divided into two 
sub-columns, one describing pronunciation element or elements on the segmental and 
supra-segmental level. The other column describes the reasons for putting the elements 
into focus. These two columns were used deliberately to stress what pronunciation 

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issues were covered either in the group of vocabulary, grammar structures or planned 
activities. The last column was created to make the teacher not forget to provide 
feedback. 
It was decided not to structure the syllabus more, as there was one syllabus 
created for each month. In other words, there were eight syllabuses covering the whole 
eight-month course.