Lecture 6

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Lecture 6
Dr. Hameed Al-ZubeiryESP
- Syllabus
- Materials
- Methodology
- Evaluation Procedures
Application of ESP course Design

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How do you use
a course design?
Syllabus
design
Materials
evaluation
Materials
design
Methodology
Evaluation
What is the role
of ESP Teacher?
ResourcesOrientation
SECTION 3:
APPLICATION
SECTION 4:
The ROLE OF
THE ESP TEACHER

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How do you use
a course design?
Syllabus
design
Materials
evaluation
Materials
design
Methodology
Evaluation
Application of ESP course Design
-concerned with the detailed implementation of the design into:
Syllabus-materials- a methodology- evaluation procedures
SECTION 3:
APPLICATION

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The Syllabus
1) What do we mean by syllabus?
2) Why should we have a syllabus?
3) On what criteria can a syllabus be organized?
4) What role should a syllabus play in the course design
process?

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1) What do we mean by syllabus?
- A document stating what will/should be learnt.
Different ways of defining the term “syllabus

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a) Evaluation Syllabus: This syllabus states what the
successful learner will know by the end of the course. In
effect, it puts on record the basis on which success or
failure will be evaluated.
b) The Organizational Syllabus: As well as listing what
should be learnt, a syllabus can also state the order in
which it is to be learnt. It carries the assumptions about the
nature of learning and language. It pays attention to factors
which depend upon a view of how people learn.

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c) The Materials Syllabus: Additional assumptions about the
nature of language in terms of :
-Contexts of language; relative weightings and integration of
skills; number and type of exercises; degree of recycling or
revision will be decided by the author.
d) The Teacher Syllabus: Teacher can influence the clarity,
intensity, and frequency of any item, and thereby affect the
image that the learners receive.

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e) The Classroom Syllabus: It 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.
e) The Learner Syllabus: It is 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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2) Why should we have a syllabus
 provides a practical basis for the division of assessment, textbooks and
learning time;
 gives moral support to the teacher and learner as it makes the language
learning task appear manageable;
 shows some commercial importance for the benefit of the sponsors and
learners in being involved in the programme;
 points the projected routes where the teacher and learners are going
and how they get there;
 gives an implicit statement of views on the nature of language and
learning;
 provides criteria for materials selection and/or writing;
 is one way in which standardisation is achieved;
 provides a visible basis for testing.

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3) What criteria can a syllabus be organized?
Different criteria used for breaking down the syllabus in ESP
Courses:
a)Topic syllabus:(like, The Rig-Fishing Jobs-Traps and Geology, etc.)
b)Structural/Situational syllabus: (like, The Hotel and Staff-verb to
be& wh-questions and prepositions);
c)Skills and strategies: (like, exercises in: personal evaluation,
examining your job needs, using want ads. ); an organizing our studies,
taking notes, improving our reading;

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4) What role should a syllabus play in the course
design process?
This question can be considered in terms of the approaches
Course design discussed earlier:
a)A Language-centred Approach:

b) A skills-centered Approach
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c) A Learning-centered Approach

c) A Post hoc Approach
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Materials Evaluation
a) Materials evaluation: select from existing materials;
b) Materials development: write your own materials;
c) Materials adaptation: modify existing materials.

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Why evaluate materials?
Evaluation is a matter of judging the fitness of something
for a particular purpose.
Evaluation is concerned with relative merit- no absolute
good or bad – only degrees of fitness for the required
purposes.
The evaluation of existing materials can provide a good
source of ideas (of what to avoid as well as what to do) and
techniques.

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How do we evaluate the materials?
We can divide the process into four major steps :
Defining criteria
Subjective analysis
Objective analysis
Matching

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Materials Design
Some techniques for producing useful and creative ESP materials:
1) Defining objectives:
- Materials provide a stimulus to learning;
-Materials help to organize the teaching-learning process, by
providing a path through the complex mass of the language to be
learnt;
-Materials embody a view of the nature of language and learning;
- Materials reflect the nature of the learning task;
- Materials can have a very useful function in broadening the basis
of teacher training, by introducing teachers to new techniques;
-Materials provide models of correct and appropriate language use.

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2) A materials design model: how to write materials
- The model consists of four elements:
- A text-dialogue-video-recording-diagram,
or any piece of communication data- Focuses on conveying
information and feelings about
something.
- Focuses on having the Ls to
take lg to pieces, study how it
works, and practise putting it
back together again.
- Focuses on involving Ls in
communicative tasks in which
they use content and language
obtained through the units

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3) A materials design model: sample materials
Review model materials on pages 110-117
* Using the Models: A case study page, 120

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Methodology
- Three model lessons illustrating the practical implications of the
ideas discussed before.
: Worksheet : strip cartoon and bubbles blanked out

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Evaluation
Two levels of evaluation: A Learner Assessment & Course Evaluation
1) A Learner Assessment:
NOTE: All the three types may be used as diagnostic tests, that is ,
tests to determine the areas of weakness a particular learner might
have

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2) Course Evaluation
-Evaluating an ESP course helps to establish whether it is meeting
its aims.
-Course evaluation also plays a useful social role, by showing the
various parties involved (teachers, learners, sponsors, etc.) that
their views are important.

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Dr. Hameed Al-Zubeiry
- Hutchinson, T., & Waters, A. (1987). English for specific purposes:
a learning-centred approach. Cambridge: Cambridge University
Press.
-Munby, J. (1978). Communicative syllabus design.
Cambridge: Cambridge University Press.
Swales, J. (1988). Episodes in ESP. Prentice Hall.
Reading materials:
ESP

Lecture 6

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Lecture 6