1. Module 17
Course Design

2. What’s Inside
Approaches to course design
Parameters of course design
Balancing parameters
Case studies

3. Approaches to course design
Language-centered course design
Skills-centered course design
A learning-centered approach

4. Language-centered course design
Select theoretical views of language
Identify learner’s target situation
Identify linguistic features of target situation
Create Syllabus
Design materials to exemplify syllabus items
Establish evaluation procedures tp test acquisition of syllabus items

5. Skills-centered course design
Theoretical views of language
Establish evaluation procedures which require the use skills/strategies in syllabus
Select texts and write exercises to focus on skills/strategies in syllabus
Analyse skills/ strategies required to cope in target situation
Identify Target situation
Write Syllabus
Theoretical views of learning

6. A learning-centered approach
Identify target situation
A Language-centered approach
considers the learner to here
Analyse target situation
A skilled-centered approach
Analyse learning situation
considers the learner to here
Write Syllabus
Write Materials
Teach Materials
Evaluate learner achievement
A Learning-centered approach
Must consider the learner at every stage

7. Parameters of course design
Intensive or extensive
Assessed or non-assessed
Immediate or delayed needs
Provider or facilitator of activities
Broad or narrow focus

8. Pre-study or pre-experience or run parallel with that study or experience.
Common-core or specific
Homogenous or heterogeneous
Worked out by the language teacher or be subject to a process of negotiation with the learners

9. Module 18
Course Design

10. What’s Inside
Approaches to course design
Parameters of course design
Balancing parameters
Case studies

11. Balancing the parameters:
In planning a course, ESP teachers should first be aware of the options and of the limitations arising from institutional and learner expectations

12. Therefore, it is generally important that the ESP teacher has a good deal of experience in both teaching, and materials provision and writing. It is also important to have a range of materials available.

13. Case study 1:
Residential intensive non-assessed EOP Course – GEC Management College, Dunchurch

14. Case study 2:
An extensive, repeated assessed EAP course for students at the Jordanian University of science and technology (JUST), Irbid, Jordan

15. Case study 3
Extensive EAP specific course for students studying international banking and finance at MBA level, University of Birmingham (non-assessed)

16. Case study 4:
An intensive one-off EOP course for research scientists, India

17. Module 19
Course Design

18. What’s Inside
Approaches to course design
Parameters of course design
Balancing parameters
Case studies

19. Balancing the parameters:
In planning a course, ESP teachers should first be aware of the options and of the limitations arising from institutional and learner expectations

20. Therefore, it is generally important that the ESP teacher has a good deal of experience in both teaching, and materials provision and writing. It is also important to have a range of materials available.

21. Case study 1:
Residential intensive non-assessed EOP Course – GEC Management College, Dunchurch

22. Case study 2:
An extensive, repeated assessed EAP course for students at the Jordanian University of science and technology (JUST), Irbid, Jordan

23. Case study 3
Extensive EAP specific course for students studying international banking and finance at MBA level, University of Birmingham (non-assessed)

24. Case study 4:
An intensive one-off EOP course for research scientists, India