A powerpoint presentation based on Chapter 4 of "Course Design" by Fraida Dubin & Elite Olshtain

2. Gita Miranti
2010 12501032
Nur Sidiq
2010 12501132
Nur Rochimah Husnul Khotimah
2010 1250 1100

3. HOW GOALS BECOME
REALIZED THROUGH
INSTRUCTIONAL PLANS

4. Translating general goals into syllabus objectives
&
Language content, process, and product in syllabus
Our presentation contains…..

5. Translating General Goals
into Syllabus Objectives
A Curriculum  deals with abstract (general goals)
A syllabus  the instructional plans
guide teachers and learners in everyday concern
Curriculum provides
A statement of policy
The
nature of
Language
The
nature of
Language
Learning
Educational
cultural
philosophy
L2
Curriculum

6. General goals
Language
content
Process/
Means
Product/
Outcome
Syllabus objectives
The
nature of
Language
The
nature of
Language
Learning
Educational
cultural
philosophy
L2
Curriculum
The link between goals
and objectives
Theoretical and philosophical views

7. The Link Between Goals and objectives
Course Designers key question about the Language content
:
1. What are the contents?
2. In what order or sequence?
3. What are the criteria?
Course planner key question about the Process Dimension:
1. How should language be presented?
2. What should be the roles of teachers and learners?
3. How should the material contribute?
Course designers question about the product:
1. What knowledge is the learner expected?
2. What specific language skills do the learners need?
3. What techniques of evaluation?

8. Syllabuses without a curriculum
Course outline without the general goals is not part of the
public educational system

9. Language content, process
and product in syllabus
designs
a. Language content, or the specific
matter to be included.
b. Process, or the matter in which
language content learned.
c. Product, or outcomes such as the
language skills learners are
expected to master.

10. The process dimension
Process results from three major areas:
1. The organization
2. The role of the teacher
3. The role of the learner
The language content dimension
Content
• Thematic content
• Situational content

11. Process in the syllabus is highly
affected
 View of language learning
 Educational concept in general

12. ORGANIZATION
*Organization can be viewed in two ways*:
1. As it relates to an overall program
2. As it concerns presentations of new topic

13. The role of the teacher
The teacher’s assignment was to be a
faithful implementer by explaining its
contents
The role of learner
Learners are expected to internalize linguistic
rules which in turn will help them use the
language on their own

14. THE PRODUCT DIMENSION
Product in syllabus design refers to the
specification of the expected outcomes of a
course of study.

17. Thank You…