In this criterion, situational needs are taken as the starting point in constructing a syllabus. The argument for the situational syllabus is that language is always used in a social context and cannot be fully understood without reference to the contextual settings. Such a syllabus is constructed on analyses of situations and behaviors. Situational analysis can enable the syllabus designers to predict in what situations learners are likely to use the language and teach accordingly. Materials often take the form of dialogues and conversations. Learners are expected to practice the dialogues and memorize useful expressions and patterns. Richards & Rodgers (2001:143) state that “the selection of situations depends very much on intuition for the probability that the students will encounter the situations.” The sequencing of situations is founded on a chronological order of situations like arriving, staying then departing, or on similarity of situations.