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 !"#$!
%%# &"&!
!# &

‡ versus the "'()&")%%#

‡ concerned with developing the ability to do
something with language (language functions)
such as to narrate, to argue, etc.
‡ ³the change in our  !!#)%!%!#$! on
the nature of language and language acquisition
« calls for a reexamination of the #! of our
language teaching materials.´
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Ë |iscuss the conceptual and operational guidelines in

designing communicative syllabuses in English for Filipino
learner
Ë Identify and describe the components of a communicative
syllabus
Ë |ifferentiate the communicative syllabus to other kinds of
language syllabuses
Ë Highlight the importance of adopting an ï
ï   

  to syllabus design in order to address the

communication needs of students
 (

 *



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‡ ³Language teachers should be
cautioned against adopting the +)!
 that the teaching of the functions
of language is incompatible with the
teaching of forms.´
‡ ³The kind of instructional materials«
should reflect our !, !!#)
&  as well as ,!))(!) !'
%#%)!!' !"#")
%%# .´
‡ ³A strong argument exists, therefore, in
support of the stand to ! some of
our !-#!))!"'()&")!)
instead of substituting them with hastily
conceived or ill-designed syllabuses.´
  




‡ #)
))" . based on a carefully sequenced
presentation of structures or grammatical items
‡ )
))" ± the language items are selected on the basis
of concepts, ideas or emotions which the learner may need to
express
‡ "#$!+"#))" ± language items are selected
on the basis of communicative tasks such as description and
explanation of process, reporting of information« etc.
Ë /)). !'))"( it focuses on the
four skills of reading, writing, listening,
speaking and breaks each skill down in to its
component micro skills
Ë+"#)))"( this is organized
according to the functions the learner should
be able to carry out, such as expressing
likes, dislikes
 
   
 
  

Ë The nature of communicative competence underlies the

nature of our "#)0!#$! and )!&
#$!
Ë It is impossible to teach language function without
reference to form.
Ë Organize language teaching in terms of the purpose of
communication rather than form.
1. Establish an inventory of functions.
2. |etermine the linguistic forms which are used to
realize the function.
 |!!& !)+ !
&"&!&
Ë M
  




 

 







ï

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ï

ïï
ï
ï

 ï

))&"))#
( the role of English is more narrow with
the expansion of the role of the Filipino
national language
( English should be mainly taught as a
means of access to scientific
knowledge.
- Filipino is the language of literature,
humanities and social sciences.
")&"#)0!#$!'
 &!&!
Ë !&! ")'!&1!'##'& !%"%!
+#"# ! +
-%)!+)!0!#$!i to describe processes or actions, to state
generalization, to draw conclusions, to compare, to state cause and effect
relationships
Ë  !#"#$!))""#)!)!&!
 !!# &++"#' !!# &++
³In order to perform varied speech roles he (the learner) needs to have
command of the grammar and phonology which makes the realization in
speech.´ (Widdowson, 1978)
Ë -%)!+)!,  !!&++'+"#
"# Viving definitions
i Using the sentence pattern Noun + Linking Verb + Noun + relative
clause
")& !%#
!2"!#!
Ë The ##!% which constitute the underlying meaning
of the communicative functions are derived from the subject matter
of the discipline.
Ë For example college English materials for agriculture correspond to
the sub-areas of the agricultural curriculumi Soils, Agronomy,
Animal Husbandry«

ËAnalysis of !-/, ))"

of the #!"0!# and
questionnaires or interviews of
teachers in the content areas will
certainly provide the best
information on the conceptual
categories of the communicative
syllabus
 %!+
+|#"! "#$!
))"
Ë In a communicative syllabus, linguistic 3 "#)0!#$!
items to be taught will consequently not 4 #!%")#!&!5%#
be limited to syntax but will also include  !! !'#%)!6
'#"!&.
Ë áhetorical coherence and grammatical 7  !#)+"#
cohesion is being developed. 8 '!-

ËThe use of # !$!'!$#! is 9 |#"!#)"'&

# !$!'!$#!
explicitly taught.

0!#$! %#  !#) #") |#"!

"#
"#"!



 

 |escription Vocabulary:  




   of a process
  

   
  


  

 

 

  Structure:

  
   


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 &1'
!2"!#&+
!&!
Ë  !#)+"#'##!%")
#!&! that likely to co-occur are
grouped together in the syllabus
Ë This gives the learner knowledge of how a
particular linguistic item is used to express
different functions or how one function is
realized by different linguistic structures
Ë áhetorical functions maybe sequenced
)&#)) or on the basis of '++#").
Examplei description precedes
classification
%)!!& !
))"
Ë Each lesson based on the communicative
syllabus is organized around a  !#)
+"# with an "'!)&##!% which
the learner is expected to handle in the
specific '#%)! in which the language is
to be used.
Ë The skills of listening, speaking, reading,
and writing are !&!' in each lesson.
Ë The reading text serves as a presentation
material for the discourse structure while
providing the learner with skills in
recognizing and producing structures,
vocabulary and cohesive signals associated
with the discourse.
 !# '"#"#")"
‡ ³adresses the communication needs« of students by
adopting a communicative, interactive, collaborative
approach to learning as well as reflection and
introspection with the aim in view of developing
autonomous language learners aware of and able to
cope with global trends«´