syllabus review assignment (syllabus and material design)

8/13/2019 SYLLABUS REVIEW ASSIGNMENT (Syllabus and Material Design)

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MPB 1323

Syllabus and Materials Design

Syllabus Review

Prepared By:

RAJENDRAN A/L GOVINDASAMY (MP101052)


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SYLLABUS REVIEW ( 1stMAPPING)

A. DESIGN PRINCIPLE

Language is a mighty weapon in attaining the paramount goals that a person

aspires to achieve in life. Hence, the acquisition of a language is increasingly important

for everybody. More importantly, the business man or business woman who wishes toexcel in their business world must be able to speak a particular language with relative

ease.

Learning is a cognitive process. The process of learning may occur within oroutside the formal environment. elf!monitoring and memory techniques are essential in

making the learning process a success.

" learner#s positive attitude toward learning, language and culture is indeed

crucial to ensure his or her success in acquiring a particular language. " learner shoulddevelop confidence and should learn something through mistakes. $n order to develop

one#s interpersonal skills he or she must learn to work in a group.

%onsidering the social context for this mapping, the sociolinguistic skills and

sociocultural skills caught my attention. Levels of politeness, body language andunderstanding cultural norms as well as their relation to one#s own are playing the

integral part in handling a business presumably.

B. TYPES OF SYLLABUS

The appropriate syllabuses for this particular map which is crafted for businessstudents would be &otional!functional and task based syllabuses.

C. CONTENTS: ORGANIZATION, RATIONALE FOR SELECTION AND

SEQUENCING CRITERIA.

ince the notional!functional syllabuses has been incorporated in this course, we

can find that there are many functions and situations are given importance . The examples

of situations in this map would be meeting a new people, solving problems by phone,dealing with complaints and so on. 'esides that, there are also functions under each

situation like introducing yourself and others starting a conversation, making promises

and so on. (n the other hand, the themes in this mapping do play their role too. Themeslike places, Travel arrangements and other appropriate themes have proved the rationality

for the inclusion.

"nother notable thing is that the grammatical items of )nglish language have

taken root in this mapping. Tenses like past tense, present tense and other grammaticalitems like articles were considered important to deliver the lesson. "part from that this

mapping entails the essential skills of a language like listening, speaking, reading and

writing. The application of task based syllabuses would never end without theincorporation of these four skills. *riting clear and concise commercial letters, replying

to a telephone message and other relevant tasks in this mapping would certainly enable

the business students to function effectively in a real world.(ther than that, the communicative skills have been given substance in this

course. "t the same time, the course stresses on the accuracy and fluency. "nother

important characteristic of this course would be the higher order learning. Higher order


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thinking skills can be infused into learning process through authentic tasks like dealing

with problems, solving problems by phone and so on.

D.CONTETS

The target learners of this course would be the business students. The

communicative skills play the vital role in order to disseminate the worthwhileknowledge pertaining to business students. Honestly looked, the )+)&-L$H (/

+)%$$% +0/+()1 course would be suitable for such students.

E.T!E GOALS "OB#ECTIVES (SEE, FOR EAMPLE, BREEN$S MA#OR

GOALS FOR INTEGRATED SYLLABUS)

"ccording to this mapping, the ma2or goal would be achieving the proficiency.uch goal could be achieved through language syllabus and communicative activity

syllabus.

F. DESIGN PROCESSES"STEPS INVOLVED (YOUR SPECULATION NEEDED)

There are steps to be followed in order to design such course. 'efore designing acourse, the course designer might have collected the biographical information such as

age, first language background, reasons for learning the language, other languages

spoken, time available for learning and so on.

G. GENERAL COMMENTS

! U%&'%ss !The mapping is indeed understandable.! St*%+ts! The strengths of this mapping would be the incorporation of

task!based syllabuses and notional and functional syllabuses

! The authentic tasks for each syllabus would surely enable a teacherto deliver a meaningful lesson.

! W-%sss! The duration of the course was not stated.

! There was no information about classroomimplementation, methodology,teacher#s role and resources.

!. !OW WOULD YOU DESIGN IT DIFFERENTLY/

$f $ am given the chance to design it, $ would give importance to fluency ratherthan accuracy. $f we focus on both accuracy and fluency, students might get difficulty in

communicating with others. *e must let the students to make mistakes and this would

help them to rectify their mistakes gradually. urthermore, students would be able toreduce their affective filters and would think cognitively in presenting their views

creatively. econdly, $ would allow the peer evaluation session. uch activity will give

the students the self! confidence and help them to use a language appropriately. "partfrom that, $ would state the methodology that $ am going to use in achieving my goals

clearly. More importantly, $ would mention the duration of the course.


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SYLLABUS REVIEW (M-00&%+ 2* U00* s32%4-*5 st4%ts) (FORM 6)

A. DESIGN PRINCIPLE

Language is a bridge that bridges the gap between two individuals by enabling

them to converse with other people and fulfill their needs. Therefore, language is defined

as a means of getting things done. $t is also rule governed because there are rules to befollowed which have been standardi3ed and acknowledged by everybody.

Learning is a conscious process. " meaningful learning will ensure a person#s

acquisition of knowledge and skills. Hence, it is wise to be said that learning should takeplace for its own sake and for utility.

Learners construct new knowledge through authentic activities. " learner

broadens his or her knowledge to function in every aspect of the society effectively.

Learners would be able to stretch their potential if equal chance is given to everybody.$f we think about the social context, we would feel that choosing and using

appropriate language are indeed important. The acquisition of communicative

competence which entails grammatical competence, strategic competence and social

competence is a must in order to use a language with relative ease.

B. TYPES OF SYLLABUS

The mapping for upper secondary school students is crafted to prepare the

learners for functioning presumably in a 0niversity setting. Therefore, process syllabus

and integrated syllabus have been chosen for the inclusion.

C. CONTENTS: ORGANIZATION, RATIONALE FOR SELECTION AND

SEQUENCING CRITERIA.

$t is evident that this course is specifically designed for learners to enable them to

take part in everyday communicative events. There are themes such as no place likehome, making it big and so on to suite the communicative events. )ach function is

divided under various skills like reading, listening, speaking and writing. More

importantly, the essential grammatical items have been infused into this syllabus underthe respective themes. urthermore, much emphasis has been put on communicative

skills. $t is followed by the higher order learning which is indeed crucial to excel in

whatever field that one may choose in future. The emergence of 'loom#s taxonomy gave

substance to higher order thinking skills and such skills are mirrored in this mapping suchas describing your dreams, discussing about favorite T4 programs and so on. (ther than

that, the designer of this course has focused on the social context and included the topics

pertaining to sociopolitical skills and sociolinguistic skills. $n order to instillsociopolitical skills conspiracy theories are selected for the exchanging of the information

regarding the topic. "t the same time, activities which force the students to reali3e the

importance of politeness are also included in this course. (ne of them would be thetelephone conversation. "part from that, students are also exposed to different types of

tasks such as writing emails, report writing and other relevant tasks.


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syllabus review assignment (syllabus and material design)

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