SYLLABUS DESIGN

EDU 402

2. BASIS FOR CURRICULUM AND SYLLABUS DESIGN

A. ESTABLISHING REALISTIC GOALSB. SURVEYING EXISTING PROGRAMS

A. ESTABLISHING REALISTIC GOALS

A. ESTABLISHING REALISTIC GOALS

EFL SETTING : “The purpose of introducing and additional language into our educational system is to allow communication with the rest of the world”

“The main objective in learning an additional language is to allow for personal growth and achievement”

WHAT’S THE EMPHASIS?

COMMUNICATIVE PURPOSE – a utilitarian-oriented that encourages the development of communicative-type teaching materials

“The student finishing this program will be able to converse effectively with a native speaker on topics of interest, will be able to read authentic materials for pleasure or professional needs, and will be able to correspond with friends, colleagues or business associates in the target language”

ESTABLISHING REALISTIC GOALS

ESL SETTING – target language plays a more crucial role. Learners are expected to eventually use the language as “near” native speakers.

Goals must account for both academic and social-survival skills – language and general learning skills, acculturation and socialization in the new community

ESTABLISHING REALISTIC GOALS

PLANNING FOR COURSES OUTSIDE SCHOOL SYSTEM – ESP courses (management English)

Goals – a. to negotiate in English with clients,b. To correspond with foreign companiesc. To lead business meeting in Englishd. To develop richer business vocabularyObjectives usually represent the company’s

request as well as individual needs

ESTABLISHING REALISTIC GOALS

LANGUAGE USE or LANGUAGE ANALYSIS AS COURSE GOALS – influenced by current trends

LANGUAGE USE – utilization of the target language for actual communication

LANGUAGE ANALYSIS – emphasis is on grammatical analysis and on language philosophy

B. SURVEYING EXISTING PROGRAMS

1. EXISTING SYLLABUS2. MATERIALS IN USE3. TEACHERS4. LEARNERS5. THE RESOURCES

SURVEYING EXISTING PROGRAMS

1. EXISTING SYLLABUSwhat the learners are expected to know at

the end of the courseWhat is to be taughtWhen it is to be taught, rate of progress,

levels, stages, time constraintsHow it is to be taughtHow it is to be evaluated

SURVEYING EXISTING PROGRAMS

1. EXISTING SYLLABUSPossible shortcomingsFails to supply necessary information, too

general, lack of cohesiveness in materials and examinations used

Elaborately detailed, unrealisticOutdated, unsuitable to learners’ needs,

current thinking, societal needs

SURVEYING EXISTING PROGRAMS

2. MATERIALS IN USEWhom and where were the materials

developed?Are they compatible with the syllabus?Do they provide alternatives to teachers and

learners?Which language skills do they cover? Well

integrated?How authentic are they? How teachers and learners feel about them?

SURVEYING EXISTING PROGRAMS

3. THE TEACHERSAttitudes and abilities of teachersTeachers’ command of the TLTeacher training, background, level of

education, exposure to ideasTeaching experience

SURVEYING EXISTING PROGRAMS

4. THE LEARNERSActive or passive?Dependent or independent?Decision making abilityEvaluating own progressLearning how to learn?

SURVEYING EXISTING PROGRAMS

5. THE RESOURCESTimeClassroom settingEquipmentLearning/teaching aid

SUMMARY

WHEN DESIGNING CURRICULUM AND SYLLABUS :

Establish realistic goalsExamine existing programs

DISCUSSION QUESTIONS

Do you think PREP001 English course needs to be improved?

Does it meet learners’ needs?Does the existing course prepare students in

their studies?How would you improve it? What changes

would you make?