The document discusses course design and syllabus for English for Specific Purposes. It describes language-centered, skill-centered, and learning-centered approaches to course design. The types and purposes of different syllabi are outlined. A syllabus plays an important role in organizing content and sequencing lessons according to the chosen approach to course design, whether it is language-centered, skill-centered, learning-centered, or learner-centered. Criteria for organizing a syllabus include focusing on key materials, selecting and subdividing topics, and deciding on sequencing.
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
English for Specific Purposes by Tony Dudley EvansParth Bhatt
English for specific purposes (ESP) has for about 30 years been a separate branch of English
Language Teaching. It has developed its own approaches, materials and methodology and is
generally seen as a very active, even 'feisty' movement that has had considerable influence over the
more general activities of TESOL and applied linguistics.
ESP has always seen itself as materials-driven and as a classroom-based activity concerned
with practical outcomes. Most w riting about ESP is concerned with aspects of teaching, materials
production and text analysis rather than with the development of a theory of ESP.
This tackles what are the issues, tasks, and challenges by a language teacher/ ESP teacher and think of some ways on how can it be resolved in the future. :)
This is a sample syllabus for English for Specific Purposes which focuses on English for Secretaries. This syllabus aims to develop the students/ language skills in English, while at the same time focusing on the central need of the secretary— to receive and to transmit information precisely and efficiently. It also aims to equip the students with the English language skills needed to perform secretaries’ communicative tasks at the workplace.
This tackles what are the issues, tasks, and challenges by a language teacher/ ESP teacher and think of some ways on how can it be resolved in the future. :)
This is a sample syllabus for English for Specific Purposes which focuses on English for Secretaries. This syllabus aims to develop the students/ language skills in English, while at the same time focusing on the central need of the secretary— to receive and to transmit information precisely and efficiently. It also aims to equip the students with the English language skills needed to perform secretaries’ communicative tasks at the workplace.
This is a relatively straightforward presentation that I put together for a certificate course in instructional design. The presentation takes students through the five steps of the ADDIE model (Analysis, Design, Development, Implementation and Evaluation) and references the steps to a learning site that I developed at The University of Auckland (https://www.fmhshub.auckland.ac.nz/).
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
3. COURSE DESIGN
What is a course design?
•interpretation on learning needs data to
produce an integrated series of
teaching- learning experience.
What is the aim of course design?
•Lead learner to a particular state of
knowledge
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5. Language-Centered
Course Design
Simplest kind
•Drawing connection between analysis
of target situation and the content of
ESP courses
•Seems logical
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6. Language-Centered
Course Design (2)
• Weaknesses :
– Not learner centered approach
– Static and inflexible
– Appears to be systematic
– No acknowledgment to data analysis.
– Only at the surface level of learning
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8. Skill-Centered Course
Design
•SCA are founded on two principles
- Theoretical
- Pragmatic
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9. Theoretical Principle:
Iceberg theory
- Underlying any language are skills and
strategies used by learners to produce
or understand discourse
- Thus, SCA will combine the
performance and competence when
presenting its learning objective
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10. • Pragmatic Principle :
Based on goal oriented and process
oriented course ( Widdowson, 1981)
Problem :
- Time : Not enough time to master
intended subject
- Experience : 1st year student
have little
experience
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11. SCA in General :
• SCA is not about achieving set of goals.
• It lets the learners achieve what they can
with own experience and time constraint
• It is a (continuum process) which means
there is no cut of point of success and failure.
• Learner will simultaneously learn and develop
degree of proficiency
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12. SCA: Conclusion
•Take more of learners into account than LCA
•Still take the learner as the user of language
instead of a learner
•Still concern with the process of language use not
of language learning
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14. Comparison of Learner- and Learning-centered approaches
•(Other factors)
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15. LEARNING-CENTRED
APPROACH
• Focuses on students’ learning.
• Determined by the learner.
• Builds on prior knowledge and skills.
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16. Diagram 1 : Learning-centered approach to
course design
Theoretical Analyse Analyse Theoretical
Views of Learning Target views of
Learning Situation Situation language
Identify attitudes/ wants/
potential of learners Identify skills and
knowledge needed
Identify needs/ potential/ to function in the
constraints of learning/ target situation
teaching situation
Write syllabus/ materials
to exploit the potential of
Evaluatio the learning situation in Evaluation
n the acquisition of the skills
and knowledge required
by the target situation
17. 5 practices that need to be changed
to achieve learning-centered
approach (Weimer, 2002) :
The functions of content
The role of the teacher
The responsibility for learning
The processes and purposes of evaluation
The balance of power
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19. SYLLABUS: DEFINITION
• An expression of opinion on the
nature of language and learning
• Acts as a guide for teachers and
learners by providing goals to be
attained
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20. TYPES OF SYLLABUS:
• Evaluation syllabus
• Organizational syllabus
• Materials syllabus
• The Teacher syllabus
• The Classroom syllabus
• The Learner syllabus
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21. EVALUATION SYLLABUS
• To put on record the basis on which
success or failure will be evaluated.
• To reflect an official assumption as to
the nature of language and linguistic
performance.
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22. ORGANIZATIONAL
SYLLABUS
• A list of what should be learnt will be
organized
• Factors which depend upon a view of
how people learn will be considered in
order to determine the order of terms.
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23. MATERIALS SYLLABUS
• Additional assumptions about the nature of
language in terms of :
i. Contexts of language
ii. Relative weightings and integration of skills
iii.Number and type of exercises
iv.Degree of recycling or revision will be
decided by the author.
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24. THE TEACHER SYLLABUS
• Teacher influence the clarity, intensity
and frequency of any item, and
thereby affect the image that the
learners receive
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25. THE 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.
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26. THE 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.
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27. QUESTIONS REGARDING
SYLLABUS
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28. WHY IS A SYLLABUS
REQUIRED?
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29. Why is a syllabus required?
According to Parkes and Harris(2002);
• As a contract
• As a permanent record
• As a learning tool
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30. Why is a syllabus required? (2)
According to Hutchinson and
Waters(1987);
• Better management of study time,
assessments, and reading materials
• Provides moral support
• Reassures sponsors and students
• Acts as a road maps
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31. Why is a syllabus required? (3)
• Emphasizes the most important
aspect of language
• A set of criteria in selecting and
producing materials
• Assures uniformity
• Basis for evaluating students
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32. ON WHAT CRITERIA
SHOULD A SYLLABUS BE
ORGANIZED?
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33. Criteria of organising syllabus
• Focus
- To identify which and what materials to be
focused on
• Select
- To select materials to be taught
• Subdivide
- To puts things into subtopics
• Sequence
- To decide which comes first and what comes
next
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34. TYPES OF SYLLABUS
• Topic/theme syllabus (e.g. health/pollution)
• Notional/functional syllabus (e.g. notional:
time/space; functional: request/apology)
• A situational syllabus (e.g. classroom/post
office/night market)
• A skill-based syllabus (e.g. negotiation/being
interviewed/interviewing)
• A task-based syllabus (e.g. organizing an
event/writing a report)
• A content-based syllabus (e.g. English for air traffic
control/ english for banking)
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35. WHAT ROLE SHOULD A
SYLLABUS PLAY IN THE
APPROACHES TO
COURSE DESIGN?
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36. Approaches to course design
• A Language-centred approach
• A Skills-centred approach
• A Learning-centred approach
• A Learner-centred approach
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37. A LANGUAGE-CENTRED
APPROACH
- Generates teaching materials
1. analyse target situation
2. write syllabus
3. write/select texts to illustrate items in syllabus
4. write exercises to practise items in syllabus
5. devise tests for assessing knowledge of terms in
syllabus
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38. SKILLS-CENTRED
APPROACH (Holmes, 1981)
- Presents opportunities for students to
practise and evaluate skills and
strategies
1. analyze target needs
2. select interesting and representative texts
3. devise a hierarchy of skills to exploit the
texts
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39. SKILLS-CENTRED APPROACH
(Holmes, 1981) (2)
4. order and adapt the texts as necessary to
enable a focus on the required skills
5. devise activities/techniques to teach those
skills
6. devise a system to assess the acquisition
of the skills
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40. A LEARNING-CENTRED
APPROACH
- Focus on learning process
- instead of a linear approach, divides
the design process into two levels
L1. analysis –
a)actual learning situation,
b)target situation
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41. A LEARNING-CENTRED
APPROACH (2)
L2. generation of :
c) language syllabus based on (a)
d) skills syllabus based on (b)
e) complement results of each analysis
to form new syllabus
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42. A LEARNER-CENTRED
APPROACH
- Focus on the learners
1. identify the purpose of the course
2. develop learner-centered objectives
3. structure course according to objectives -
course outline
4. structure course according to goals - build
lessons
5. calendar
6. support pieces
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43. QUESTIONS AND
ANSWERS
1. What is course design?
2. What is a syllabus?
3. In your opinion, which one is the best
approach in the course design
mentioned previously?
4. Briefly describe the criteria of how a
syllabus should be organized in
general.
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