CCF20110611033

IV. Who needs a syllabus:

1.    Learners

a)    select a course

b)    evaluate their learning

c)    supplement a course

2.    Teachers:

a)    plan lessons

b)    organise their time

c)    evaluate their teaching and their Ss' progress

3.    Administrators:

a)    achieve uniformity of their courses and methods

b)    describe their courses

c)    select materials

d)    place Ss in courses

How do you design a syllabus?

Factors to consider:

a)    (professional and linguistic): gathering infoprmation

about learners and about communication tasks for use in syllabus design

b) fjn-toaes) d	łona	/Cu2q^ awd kxxcJu '-rd
c)	1 0	(time, resources, exams, phys'/cal constraints)

2.

3.

.4.

5.

Syllabus design:    :/~r7r-../V    Ol-/*”**'

[hMołrOnCU - r>^iOnx2x    LaitrnLUiid..Jzw

pmaiynuA -

^ohx,'^On._    _

onf-    dmę>pL

ho

VI.

1.

2.

3.

4.

Who designs a syllabus:

Ministries, administrators, exam writers

Textbook writers

Teachers

Teachers and learners(negotiated syllabus):    duirfnhcn 0( Hig

i6    ad ćnn tyyuT; aJ ti, meookuMjń

ferTmeo n ań kxjilxeC    “ _    -

VII. Product vs Process-oriented syllabuses

1. Processsyllabus:    rti) łlnp wenfPi lu    W\p (/'irwrM^yoJhoi

aami ioe .O- Opć/O.icCio )	UAXJAXI._1 rWlIfl OM) 0
Product syllabus: lr>L	nr\ OjdtfjWM (ppA	prości o
ku prv>(>n9rio ( jUat .r>ł	oy^mmor nftvdure/)		jiifl f>l
^7Tl 1 T ^L 0		nąpp	0'