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A powerpoint presentation based on Chapter 4 of "Course Design" by Fraida Dubin & Elite Olshtain
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Gita Miranti2010
12501032 Nur Sidiq2010 12501132
Nur Rochimah Husnul Khotimah
2010 1250 1100
HOW GOALS BECOME REALIZED THROUGH
INSTRUCTIONAL PLANS
Lecturer: YB. Unggul Djatmika, S. Pd
Translating general goals into syllabus objectives
&
Language content, process, and product in syllabus
Our presentation contains…..
Translating General Goals into Syllabus Objectives
A Curriculum deals with abstract (general goals)
A syllabus the instructional plans
guide teachers and learners in everyday
concern
Curriculum providesA statement of policy
The nature of Language
The nature of Language Learning
Educational cultural
philosophy
L2Curriculum
General goals
Language
content
Process/ Means
Product/ Outcome
Syllabus objectives
The nature of Language
The nature of Language Learning
Educational cultural
philosophy
L2Curriculum
The link between goals and objectives
Theoretical and philosophical views
The Link Between Goals and objectives
Course Designers key question about the Language content :
1. What are the contents?
2. In what order or sequence?
3. What are the criteria?
Course planner key question about the Process Dimension:1. How should language be presented?
2. What should be the roles of teachers and learners?
3. How should the material contribute?
Course designers question about the product:1. What knowledge is the learner expected?
2. What specific language skills do the learners need?
3. What techniques of evaluation?
Syllabuses without a curriculum
Course outline without the general goals is not part of the public educational system
Language content, process and product in syllabus designs
a. Language content, or the specific matter to be included.
b. Process, or the matter in which language content learned.
c. Product, or outcomes such as the language skills learners are expected to master.
The process dimensionProcess results from three major areas:1. The organization 2. The role of the teacher 3. The role of the learner
The language content dimension
Content
• Thematic content
• Situational content
Process in the syllabus is highly affected
View of language learning
Educational concept in general
ORGANIZATION
*Organization can be viewed in two ways*:
1. As it relates to an overall program
2. As it concerns presentations of new topic
The role of the teacher
The teacher’s assignment was to be a faithful implementer by explaining its
contents
The role of learner
Learners are expected to internalize linguistic rules which in turn will help them use the language on
their own
THE PRODUCT DIMENSION
Product in syllabus design refers to the specification of the
expected outcomes of a course of study.
Thank You…