Requires the teacher to explore the needs of the students and explore the tasks

Requires the teacher to explore the needs of the

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Requires the teacher to explore the needs of the students and explore the tasks, interaction and communicative activities. Notions such as socialization, how to ask and answer questions, how to find a way among others should be designed and programmed in the notional syllabus. The above weaknesses can be solved when the teachers explore the needs of the learners roundly and encourage full interactions among the learners through discussions to improve on the communicative abilities and competence of the learners.
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3. A situational/topical/Content syllabus. Wilkins (1979:16) says the content of the language teaching is a collection of imaginary situations, topics, themes where the language is used. Thus the content is simulated. The situational syllabus views language as a vehicle for communicating about something else and not a subject in its own right. Mohan (1986) cited in Nunan argues that content based syllabus facilitate learning not merely through language but with language. Therefore the following steps should be followed when designing the content syllabus; Strengths. Students learn how to use the target language in an authentic communication. It is good for learners who are preparing to go to a country where the language is being learned. Situational teaching has the goal of teaching specific language content that occurs in the situation. It is clear from this point that situational needs are more important than grammatical needs in this syllabus. Weaknesses. A list of communicative situations that students face should be made. A list of topics, grammatical forms, vocabulary should be made and sequenced. The topics, forms and structures should be fitted with communicative situations.
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The above weakness can be solved when the teachers dwell much on communication situations that exist in the communities and societies. Therefore, the teacher should then formulate those communicative situations in form of topics so that the learners will grasp the content accurately.
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  • Fall '19
  • Manana George

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