This document discusses different types of syllabi including the evaluation syllabus, organizational syllabus, material syllabus, teacher syllabus, classroom syllabus, and learner syllabus. It also discusses criteria for organizing a syllabus including topic, structure, function, skills, situation, task, and discourse. Finally, it discusses the role a syllabus should play in course design including language-centered, skills-centered, and learning-centered approaches.

1. SECTION 3
APPLICATIONS
Third group

3. THE SYLLABUS

4. 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.

5. The evaluation syllabus
This 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.

6. 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,

7. The material syllabus
Additional 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.

8. The teacher syllabus
• Teacher influence the clarity,
intensity, and frequency of any
item, and thereby affect the
image that the learners receive.

9. 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.

10. 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.

11. 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

12. 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

13. What role should a syllabus play in
the course design process?
• A language-centered approach

14. • A skills-centered approach

15. • A learning-centered approach

16. • The post hoc approach

17. MATERIALS EVALUATION

18. 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

19. 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

21. MATERIAL DESIGN

22. 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

23. 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

24. METHODOLOGY

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

26. First lesson model
Worksheet : strip cartoon and bubbles blanked out

27. • 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

28. Second lesson model
Worksheet : 1,2, 3
Audience : Business and Secretarial students

29. • 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?

30. Third lesson modelMaterials : worksheet 1, cut into strips and cassette recording
of dialogue in worksheet 1

31. • 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

32. EVALUATION

33. Learner Assessment
In ESP there are three basic
types of assessment:
1. Placement tests
2. Achievement tests
3. 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

34. 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