Syllabs design-1

Syllabus Design

Professor: Ahour (Ph.D)By: Rahimeh Eskandarzadeh

Date: Feb, 2015

The Scope of Syllabus Design Introduction

Task 1 : ‘Syllabus’ and ‘curriculum’ Language curriculum specialists have tended to focus on only part of the total picture ;

A. Syllabus DesignB. MethodologyC. Assessment and Evaluation

Evaluation

Chapter 1

MethodologySyllabus design

Assessment

The Scope of Syllabus Design Curricula are concerned with making general statements about language learning, learning purpose and experience, evaluation, and the role relationships of teachers and learners. Candlin (1984)

Syllabuses are more localized and are based on accounts and records of what actually happens at the classroom level as teachers and learners apply a given curriculum to their own situation.

Candlin (1984)

The Scope of Syllabus Design A general curriculum model: Task 2 Example about planning tasks and ordering of it: monitoring and assessing student progress selecting suitable materials stating the objectives of the course evaluating the course listing grammatical and functional components

designing learning activities and tasks instructing students identifying topics, themes, and situations

The Scope of Syllabus Design Perspectives about ‘the curriculum’ of an

educational institution:1.Planning or decision making2.‘in action’ the classroom itself3.Assessment and evaluation4.Management of the teaching

institution All elements be integrated, so that decisions made at one level are not in conflict with those made at another.

The Scope of Syllabus Design Defining ‘syllabus’: Tasks 3 - 4

narrow view: syllabus design and

methodology

Syllabus design is related to the

selection and grading content, while

methodology is concerned with the

selection of learning tasks and

activities.

The Scope of Syllabus Design Broad view: Separation of syllabus design and methodology is questioned, with the advent of communicative language teaching the distinction between content and tasks is difficult to sustain. Syllabus design related to what of a language programme methodology related to how

The Scope of Syllabus Design Threshold level English:1.the situations including the

topics dealt with2.the language activities3.the language functions4.what the learner do with respect

to each topic5.the general notions6. the specific (topic-related)

notions7. the language forms8. the degree of skill

The Scope of Syllabus Design The role of the classroom teacher : Tasks

5-6 Bell (1983) claims that actually teachers are consumers of other people’s syllabuses, to implement the plans of applied linguists, government agencies, and so on. While some teachers have a free hand in designing the syllabuses on which their teaching programmes are based.

The Scope of Syllabus Design Task 5: list of planning tasks Scale 0 (no responsibility) to 5 (total responsibility): identifying learners’ communicative needs

selecting and grading syllabus content

grouping learners into different classes

selecting/creating materials and activities

monitoring and assessing learner progress

course evaluation

The Scope of Syllabus DesignTask 6: Advantages and/or disadvantages of

teachers in designing their own syllabuses In 1, traditionally syllabus design has been seen as a subsidiary component of curriculum design. ‘Curriculum’ is concerned with the planning, implementation, evaluation, management, and administration of education programmes. ‘Syllabus’ focuses more narrowly on the selection and grading of content.

The Scope of Syllabus Design Conclusion: Task 7: Revised definitions In 1, traditionally syllabus design has been seen as a subsidiary component of curriculum design. In 2, we shall look at techniques for obtaining information from and about learners for use in syllabus design. In 3 and 4, we shall look at the distinction between product-oriented and process-oriented approaches o syllabus design.

The Scope of Syllabus Design

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