SECTION 3APPLICATIONS

Third group

THE SYLLABUS

What do we mean by the syllabus

the syllabus is a document which says what will be learnt. This stems from the fact that the statement of what will be learnt through several different stages before it reaches its destination the main of the learner.

The evaluation syllabusThis syllabus states what the

successful learner will know by the end of the course. In effect, it puts on record the basis on which success or failure will be evaluated.

The organizational syllabus• As well as listing what should

be learnt, a syllabus can also state the order in which it is to be learnt. We can make list consider to factors which depend upon a view of how people learnt,

The material syllabusAdditional assumptions about the

nature of language in terms of :- Contexts of language;- Relative weightings and integration

of skills;- Number and type of exercises- Degree of recycling or revision will

be decided by the author.

The teacher syllabus• Teacher influence the clarity,

intensity, and frequency of any item, and thereby affect the image that the learners receive.

Classroom syllabus• Is a planned lesson done by

the teacher• Although it is well planned by

the teacher, it can be affected by all sorts of unexpected conditions while conducting the lesson.

Learner syllabus• Also known as the internal

syllabus.• The network of knowledge

that develops in the learner’s brain , enables learner to comprehend and store the later information.

Why should we have a syllabus

• Language is complex entity• In addition to its practical benefits• Particular importance when there are

commercial sponsors involved• Returning to our analogy of learning as a

journey• A syllabus is an implicit statement of views of

nature language and learning• A syllabus provide a set of criteria for material

selection and or writing• Is one way in which standardization is archived

On what criteria can a syllabus be organized ?

• Topic syllabus like the rig, fishing jobs, natural flow, etc• Structural syllabus• Functional syllabus like a properties location and shapes• Skills syllabus like an organizing our studies, taking

notes, improving our reading• Situational syllabus like a sales report, a memo, a

journey etc• Task-based syllabus like a making arrangement,

attending meeting etc• Discourse syllabus• Skill and strategies

See page 92

What role should a syllabus play in the course design

process?• A language-centered approach

• A skills-centered approach

• A learning-centered approach

• The post hoc approach

MATERIALS EVALUATION

Why evaluate materials?

• Because evaluation is a matter of judging the fitness of something for a particular purpose.• Evaluation is, then, concerned with relative

merit. There is no absolute good or bad – only degrees of fitness for the required purposes.• The evaluation of existing materials can

provide a good source of ideas (of what to avoid as well as what to do) and techniques.

How do we evaluate the materials?

We can divide the process into four major steps :• Defining criteria• Subjective analysis• Objective analysis• Matching-see figure 26

MATERIAL DESIGN

Defining objectives

• Materials provide a stimulus to learning• Materials help to organize the

teaching-learning process, by providing a path through the complex mass of the language to be learnt.• Materials embody a view of

the nature of language and learning.

How to writing materials

• Use existing materials as a source for ideas• It’s better to work in a team, if only to retain your

sanity• Don’t set out to write the perfect materials on the first

draft. Materials always can be improved. Use what you learn from experience to revise and expand the materials.

• Don’t underestimate the time needed for materials writing.

• Pay careful attention to the appearance of your materials. If they look boring and scruffy, they will be treated as such.

• Good luck!

METHODOLOGY

Model Lessons

• In this chapter we shall present three model lessons to illustrate the practical implications of these ideas for the classroom;

First lesson modelWorksheet : strip cartoon and bubbles

blanked out

• We can make students into several groups and tell them to matching the second worksheet to the blanked bubbles.• In this way students should build up

enough facts to be able to predict what the dialogue is about. Ask the students who the people are ; what the man is trying to do etc.

Second lesson modelWorksheet : 1,2, 3

Audience : Business and Secretarial students

• We can tell the groups to read their worksheets and make notes about the details, in particular writing down any information which answer the questions:

1. Are any people mentioned? Who do you think they are?

2. What is the communication about?3. Etc. (see page 133)

Third lesson modelMaterials : worksheet 1, cut into strips and cassette

recording of dialogue in worksheet 1

• We can play just the first line of the dialogue, then ask the students to predict what the conversations is going to be about, what people in the dialogue might talk about. Then play the tape right through and let students listen and check their predictions.• After that we can ask if there are any

vocabulary difficulties and play the tape again.

EVALUATION

Learner Assessment

In ESP there are three basic types of assessment:

1. Placement tests2. Achievement tests3. Proficiency tests

All the three types may be used as diagnostic tests, that is , tests to

determine the areas of weakness a particular learner might have

Course Evaluation

• There are four main aspects of ESP course evaluation to be considered (Alderson and Waters, 1983) :

a) What should be evaluated?b) How can ESP courses be evaluated?c) Who should be involved in the

evaluation?d) When (and how often) should

evaluation take place?

Thank You