|
1
|
2
|
3
|
4
|
5
|
6
|
7-8
|
|
|
Hours per week (total in a semester)
|
|
|
I
|
Language courses
|
1
|
Listening and Speaking
|
|
2 (40)
|
2 (40)
|
2 (40)
|
2 (40)
|
|
|
|
2
|
Reading
|
|
2 (40)
|
2 (40)
|
2 (40)
|
2 (40)
|
2 (40)
|
|
|
3
|
Writing
|
|
2 (40)
|
2 (40)
|
2 (40)
|
2 (40)
|
2 (40)
|
2 (40)
|
1 (16)
|
4
|
Integrated skills
|
|
2 (40)
|
2 (40)
|
2 (40)
|
2 (40)
|
|
|
|
5
|
Grammar in context
|
|
4 (80)
|
4 (80)
|
|
|
|
|
|
6
|
Vocabulary
|
|
2 (40)
|
2 (40)
|
2 (40)
|
2 (40)
|
|
|
|
7
|
Discourse analysis
|
|
|
|
2 (40)
|
2 (40)
|
|
|
|
8
|
English as an international language
|
|
|
|
|
|
|
1 (20)
|
|
9
|
Independent Study Skills
|
|
2 (40)
|
|
|
|
|
|
|
10
|
Classroom language
|
|
|
|
|
|
|
1 (20)
|
|
|
Total:
|
|
16
|
14
|
12
|
12
|
4
|
4
|
1
|
II
|
Methodology courses
|
1
|
Language learning
|
|
|
|
2 (40)
|
|
|
|
|
2
|
Approaches to language teaching
|
|
|
|
|
2 40)
|
|
|
|
3
|
Teaching and integrating language skills
|
|
|
|
|
|
1 (20)
|
2 (40)
|
|
4
|
Teaching language systems for communication
|
|
|
|
|
2(40)
|
|
|
|
5
|
Language Testing and Assessment
|
|
|
|
|
|
2 (40)
|
|
2 (40)
|
6
|
Materials evaluation and design
|
|
|
|
|
|
|
2 (40)
|
|
7
|
English for Specific Purposes
|
|
|
|
|
|
|
|
1 (16)
|
8
|
Planning for teaching and learning
|
|
|
|
|
|
|
1 (20)
|
|
9
|
Classroom Investigation
|
|
|
|
|
|
|
1 (20)
|
1 (16)
|
10
|
Developing intercultural competence
|
|
|
|
|
|
2 (32)
|
|
|
11
|
Teaching Different Age Groups
|
|
|
|
|
|
|
2 (32)
|
|
|
Total:
|
|
0
|
0
|
2
|
4
|
5
|
8
|
4
|
|
Overall:
|
|
16
|
14
|
14
|
16
|
9
|
12
|
5
|
|
Number of weeks
|
|
20
|
20
|
20
|
20
|
20
|
20
|
16
|
|
Teaching Practice
|
|
|
|
|
|
|
|
6h * 8 weeks
|
Syllabus (sample)
MATERIALS DESIGN AND EVALUATION
Introduction
Compulsory for English Majors, 40 hours in semester 6
Aim
By the end of the course students will be able to evaluate and adapt existing, materials and design their own teaching materials for a given context.
Objectives
By the end of the course, students will
know how to critically evaluate existing learning and teaching materials, including materials from websites;
know how to adapt, make informed choices, and supplement materials for different teaching contexts;
have developed a principled approach to materials design;
know how to compensate for lack of materials in certain teaching contexts;
know how to exploit authentic source materials.
Indicative Content
Teaching Materials as tools for representing aims, values, and methods in teaching a foreign language
The relation between syllabus, coursebook, and materials
Materials evaluation including all relevant materials e.g., Student’s books, Teacher’s book, CDs, self-study books
Selecting & analysing coursebooks
Adapting learning and teaching materials
The Internet as a resource for language learning/teaching
Choosing and exploiting authentic materials
Materials design with specific reference to tasks
Designing visual aids
Teacher-made worksheets and workcards
Ethical issues in material e.g. gender issues, minorities’ rights, etc
Addressing students and teachers through materials
Approaches to teaching and learning
Task-based sessions (analysis of materials from language learning websites, evaluation of sample teaching materials, materials design in pairs and in small groups);
Discussions;
Mini lectures in key areas;
Textbook reviews;
Self study.
Learning outcomes
By the end of the course students will have
developed criteria for evaluating coursebooks/textbooks and applied them in selecting coursebooks for their own teaching contexts;
tried out and evaluated various ways of adapting and supplementing teaching materials;
developed and tried out teaching materials for a specific context.
Assessment profile
Semester 6:
Continuous Assessment
Analysing and evaluating teaching materials (e.g. an English textbook/unit)
Participation
|
40%
30%
10%
|
Mid-course Assessment
|
30%
|
Final Assessment
|
30%
|
A syllabus may consist of an independent publication - a book or booklet - if it is intended to cover all the courses in a particular context regardless of the actual materials used: a country’s national syllabus for schools, for example, or the syllabus of a group of language colleges. However, a textbook that is designed to cover an entire course should also provide its own syllabus through the introduction and contents page or index. This unit relates mostly to the first kind: an ‘official’ and comprehensive document that usually includes the word ‘syllabus’ in its title.
CHARACTERISTICS OF A SYLLABUS
Consists of a comprehensive list of:
content items (words, structures, topics);
process items (tasks, methods).
Is ordered (easier, more essential items first).
Has explicit objectives (usually expressed in the introduction).
Is a public document.
May indicate a time schedule.
May indicate a preferred methodology or approach.
May recommend materials.
Types of syllabuses
Grammatical
A list of grammatical structures, such as the present tense, comparison of adjectives, relative clauses, usually divided into sections graded according to difficulty and/or importance.
Lexical
A list of lexical items (girl, boy, go away ...) with associated collocations and idioms, usually divided into graded sections. One such syllabus, based on a corpus (a computerized collection of samples of authentic language) is described in Willis, 1990.
Grammatical-lexical
A very common kind of syllabus: both structures and lexis are specified: either together, in sections that correspond to the units of a course, or in two separate lists.
Situational
These syllabuses take the real-life contexts of language uses as their basis: sections would be headed by names of situations or locations such as ‘Eating a meal’ or ‘In the street’.
Topic-based
This is rather like the situational syllabus, except that the headings are broadly topic-based, including things like ‘Food’ or ‘The family’; these usually indicate a fairly clear set of vocabulary items, which may be specified.
Notional
‘Notions’ are concepts that language can express. General notions may include ‘number’, for example, or ‘time’, ‘place’, ‘colour’; specific notions look more like vocabulary items: ‘man’, ‘woman’, ‘afternoon’. For an introduction to the topic of notional syllabuses see Wilkins, 1976.
Functional-notional
Functions are things you can do with language, as distinct from notions you can express: examples are ‘identifying’, ‘denying’, ‘promising’. Purely functional syllabuses are rare: usually both functions and notions are combined, as for example in Van Ek, 1990.
Mixed or 'multi-strand'
Increasingly, modern syllabuses are combining different aspects in order to be maximally comprehensive and helpful to teachers and learners; in these you may find specification of topics, tasks, functions and notions, as well as grammar and vocabulary.
Procedural
These syllabuses specify the learning tasks to be done rather than the language itself or even its meanings. Examples of tasks might be: map reading, doing scientific experiments, story-writing. The most well-known procedural syllabus is that associated with the Bangalore Project (Prabhu, 1987).
Process
This is the only syllabus which is not pre-set. The content of the course is negotiated with the learners at the beginning of the course and during it, and actually listed only retrospectively (Candlin, 1984; Clarke, 1991).
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