González Lara, DeliaRangel Agámez, María JoséPernett Velásquez, Jéssica Paola2020-06-032020-06-032020-06-03https://repositorio.unicordoba.edu.co/handle/ucordoba/2752When it comes to designing a syllabus, English teachers endeavour to seek for the most suitable strategies, techniques and approaches that help to meet students’ needs and make language learning a relevant experience to their learners. Games, for instance, are a clear sample of that search since a great number of studies has shown how games may act as a trigger to promote interaction and language practice in EFL. On the other hand, conversation activities are necessary by many teachers and students in the English classes; however, lessons planned on grammar and vocabulary prevail more often than activities in which students hold conversations. In view of this, the present study aimed to propose a topic-based-functional syllabus using outdoor games to promote students’ conversation established in the CEFR (2018), companion volume. To conduct this study, a questionnaire, semi-structured interviews, and observations were selected to gather the data. After analyzing the information gathered, we determined and explained in depth the aspects needed to design a topic-based-functional syllabus for promoting learners’ conversations in 8th grade.1. Introduction .............................................................................................................. 12. Theoretical Framework ............................................................................................ 52.1 Conceptual Framework ............................................................................................. 52.2 Literature Review ................................................................................................... 133. Methodology ............................................................................................................... 183.1 Type of Study ......................................................................................................... 183.2 Context and Participants ......................................................................................... 193.3 Data collection Procedures ..................................................................................... 193.4 Data Analysis ......................................................................................................... 214. Findings ...................................................................................................................... 224.1 Needs Analysis ....................................................................................................... 224.2 Approach to Syllabus Design .................................................................................. 354.3 Methodology of the Syllabus .................................................................................. 354.4 Implementation of the Syllabus .............................................................................. 384.5 The Structure of the Syllabus .................................................................................. 394.6 The CEFR and the Bilingualism Programs .............................................................. 414.7 Assessment ............................................................................................................. 425. Discussion ................................................................................................................... 486. Conclusions ................................................................................................................. 527. References ................................................................................................................... 548. Appendixes ................................................................................................................. 59application/pdfengCopyright Universidad de Córdoba, 2020Trabajo de grado - Pregradoinfo:eu-repo/semantics/restrictedAccessAtribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)Programa funcional basado en temasJuegos al aire libre y aprendizaje basado en juegosConversaciónTopic-based-functional syllabusOutdoor games and game-based learningConversation