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?