1. SYLLABUS DESIGN
EDU 402

2. GOALS AND INSTRUCTIONAL PLANS
TRANSLATING GOALS INTO SYLLABUS OBJECTIVES
LANGUAGE CONTENT, PROCESS, AND PRODUCT SYLLABUS DESIGNS
SELECTING THE SHAPE OF THE SYLLABUS
PLACE OF METHOD

3. TRANSLATING GOALS INTO OBJECTIVES
L2 curriculum
The nature of language
The nature of language learning
GENERAL GOALS
Educational-cultural philosophy

4. FROM GOALS TO OBJECTIVES
LANGUAGE CONTENT
PROCESS/MEANS
GENERAL GOALS
PRODUCT/OUTCOMES

5. FROM GOALS TO OBJECTIVES
LANGUAGE CONTENT
WHAT SHOULD BE SELECTED?
WHAT ORDER/SEQUENCE?
WHAT IS THE CRITERIA FOR SELECTING THE ORDER?
PROCESS
HOW SHOULD LANGUAGE BE PRESENTED?
WHAT ARE THE ROLES OF TEACHERS AND LEARNERS?
HOW SHOULD MATERIALS CONTRIBUTE TO THE PROCESS OF LANGUAGE LEARNING?
PRODUCT
WHAT KNOWLEDGE IS THE LEARNER EXPECTED TO ATTAIN?
WHAT SPECIFIC LANGUAGE SKILLS DO THEY NEED?
WHAT TECHNIQUES OF EVALUATION?

6. STRUCTURE/GRAMMATICAL FORM
LANGUAGE CONTENT
STRUCTURE/GRAMMATICAL FORM
THEMATIC
LANGUAGE CONTENT
SITUATIONAL

7. LANGUAGE CONTENT THEMATIC CONTENT Topics of interest
Areas of subject knowledge
SITUATIONAL CONTENT
Contexts in which theme and linguistic topics are presented
Structures and vocabulary will be selected

8. PROCESS DIMENSION ORGANIZATION
Depends on educational and linguistics assumptions
Viewed in 2 ways :
Relates to overall program – system of organization
Relates to presentation of new learning items – inductive or deductive?
ROLES OF TEACHERS AND LEARNERS
Teachers’ roles depend on current trends and perceptions according to the approach
Learners’ roles have taken different dimensions during various periods.
TYPES OF ACTIVITIES
An outcome resulting from the degree of control by teacher and textbooks

9. PRODUCT DIMENSION Specification of the expected outcomes
Linked to learners’ needs
Outcomes can be divided into :
Knowledge oriented
Skill oriented

10. PRODUCT DIMENSION CONTENT/KNOWLEDGE ORIENTED :
1. The statement of outcomes will answer what are the learners expected to know
Content can be specified as reading selections, linguistic structures, vocabulary, linguistic functions
Associated with accuracy
Learners are expected to become proficient in linguistic forms

11. PRODUCT DIMENSION SKILL ORIENTED
Related to actual use of the new language
Eg: If the student plan to use the target language to read academic or technical material, the statement should reflect the specific reading skills they need to be proficient in – skimming, scanning, speed reading, etc.

12. SHAPE OF SYLLABUS THE LINEAR FORMAT THE MODULAR FORMAT
THE CYCLICAL FORMAT
THE MATRIX FORMAT
THE STORY LINE FORMAT

13. SHAPE OF SYLLABUS 1. THE LINEAR FORMAT (pg 52)
For grammar and structures
Linguistic and pedagogical principles determine the order
Sequencing and grading are important
Teachers cannot change the order of units or skip any – careful grading will be affected

14. SHAPE OF SYLLABUS 2. THE MODULAR FORMAT (pg 53)
Integrates thematic with skills orientation
Objectives are flexible

15. SHAPE OF SYLLABUS 3. THE CYCLICAL FORMAT (pg 56)
Enables teachers and students to work with the same topic more than once
Level of difficulty/complexity increases
New subject matter should not be introduced then forgotten
New subject matter should be reintroduced

16. SHAPE OF SYLLABUS 4. THE MATRIX FORMAT (pgs 58,59,60)
Gives users maximum flexibility to select topics from a table of contents
Suited to situational content

17. SHAPE OF SYLLABUS 5. THE STORY-LINE FORMAT WILKINS (1976)
“have the effect of ensuring thematic continuity and of helping resolve questions of the ordering of categories in relation to one another”
a. Maintaining coherence for notional/functional syllabus

18. THE PLACE OF METHOD Where is the place of method?
A particular method as a focal element?
Techniques vs. Methods

19. IN SUMMARY TRANSLATING GENERAL GOALS TO SPECIFIC OBJECTIVES
LANGUAGE CONTENT, PROCESS AND PRODUCT
SHAPE OF SYLLABUS
PLACE OF METHOD