this ppt is about English for Specific Purposes curriculum. it talks about how ESP are being applied in the curriculum

1. English for Specific
Purpose CURRICULUM

2. ESP CURRICULUM
ESP curriculum is rather different than the one in
General English. In ESP curriculum, the objective or
goal is more to the practical aspect: applying the
language in a job-specific-related-situation.
Corresponding to this goal, ESP requires a curriculum
which facilitates the use of English language in a job-
related-situation.

3. This curriculum contains the following aspects
(beside the other core aspects of curriculum such as
goal and syllabus):
Specific task, vocabulary, and language in context
(Higgins in Swales, 1988),
The starting point based on the learners’ background
knowledge,
Operational, communicative, and notional syllabus,
Learner centered.

4. In the first aspect, the specific task, vocabulary and
language in context need to be taught because ESP
learners aim to use the language in their own field. If
the ESP students get other aspects of language
learning instead of the specific task, vocabulary, and
language in context, they will firstly spend too much
time in learning English (whereas usually ESP courses
are held in ‘urgency’ basis—for specific purpose and
limited time) yet inefficiently.

5. Where do you start the lesson in ESP? What is the
benchmark? The starting point for the ESP lesson is
based on the learners’ background knowledge (how
much they have already known English and to what
practical extent: speaking, reading, listening, writing).

6. Operational, communicative, and notional syllabus is
the kind of syllabus fitting the ESP setting. The
students of ESP usually have more realistic
expectation in learning the language (e.g. to be able
to read a manual book of a new machine which has
just arrived) compared to their fellow university
students who learn English for academic reason.

7. ESP curriculum and its syllabus have to be learner-
centered, which means all the teaching learning
activities are focused on the learners’ need and
progress. The ESP teachers are true ‘facilitators’ or
the resource-people who are expected to facilitate
learning and not only lecturing.

8. Course/Syllabus Design

9. : A Course might be taken to mean a real series of
lessons, while a “syllabus” can be taken to be something
rather more abstract, with fewer details of the blow by
blow conduct of individual lessons.
: To design a syllabus is to decide what gets taught and
in what order.
COURSE/Syllabus Design

10. For Munby (1984), syllabus design is seen as “a mater of
specifying the content that needs to be taught and then
organizing it into a teaching syllabus of appropriate learning
units.” According to Webb (1976), syllabus design is
understood as the organization of the selected contents into
an ordered and practical sequence for teaching purposes.
His criteria for syllabus design are as follows:
Progress from known to unknown matter
Appropriate size of teaching units
A proper variety of activity
Teachability
Creating a sense of purpose for the student.

11. It can be concluded that syllabus design involves a
logical sequence of three main stages, that is,
i) needs analysis,
ii) content specification, and
iii) syllabus organization.

12. This follows very closely the general model
advocate by Taba (1962) which gave the following
steps:
i. Need analysis
ii. Formulation of objectives
iii. Selection of content
iv. Organization of content
v. Selection of learning activities
vi. Organization of learning activities
vii. decisions about what needs evaluating and how
to evaluate.

14. Course Design is concerned precisely with how much
design should go into a particular course, that is, how
much should be negotiated with the learners, how
much predetermined by the teacher, and how much left
to chance and the mood of the participants on the day.
This notion is bound up with the idea of the “focus on
the learner”.
Curriculum Design is more general as it includes all
processes in which the designers should look into the
needs of the learners, develop aims, determine an
appropriate syllabus, and evaluate it.

15. THANK YOU FOR LISTENING