Академический Документы
Профессиональный Документы
Культура Документы
questions:
1. What do we mean by a 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?
1. What do we mean by a syllabus?
In general, a syllabus is a document which says what will (or at least what
should) be learnt.
But, in fact, there are several ways in which a syllabus can be defined.
A. The Evaluation Syllabus
This kind of syllabus is familiar as the document that is handed down by
the ministries or other regulating bodies. It states what the successful
learner will know by the end of the course. It puts on record the basis on
which success or failure will be evaluated.
B. The Organizational Syllabus
The organizational syllabus differs from the Evaluation Syllabus in that it carries
assumptions about the nature of learning as well as language. In other words, the
organizational syllabus is an implicit statement about the nature of language and
learning.
The most important thing from the elaboration above is that there
is no direct relationship between the starting point of the
Evaluation Syllabus and the end point of the Learner Syllabus.
2. Why should we have a syllabus?
There are acknowledged and hidden reasons for having a syllabus.
A. Language is a complex entity.
B. It gives moral support to the teacher and learner because it makes
language learning task appear manageable.
C. The syllabus can be seen as a statement of project routes, the teacher
and learner not only have an idea of where are they going, but also how
they might get there.
D. A syllabus is an implicit statement of views on the nature of
language and learning.
E. A syllabus provides a set of criteria for materials selection and/or
writing.
F. A syllabus is one way in which standardization is achieved.
G. A syllabus provides a visible basis for testing.
3. On what criteria can a syllabus be organized?
Some criteria below can be used in ESP courses:
a. Topic Syllabus
b. Structural/situational syllabus
c. Skills and strategies
The real issue is how to integrate 8 elements syllabuses (functional, notional,
situational, topic, phonological, lexical, structural, skills) into a sensible
teaching programme.
4. What role should a syllabus play in the course design
process?
The approaches:
a. A language-centered approach
Analyses target situation > write syllabus > write or select texts to illustrate
items > write exercises to practice items > Devise tests for assessing
knowledge
b. A skills-centered approach
Analyze target needs > select interesting and representative texts > devise a
hierarchy of skills to exploit the texts > order and adapt the texts > devise
activities/techniques > devise a system to assess the acquisition of the skills
c. A learning-centered approach
A general syllabus outlining the topic areas and the communicative task
of the target situation is all that is required at the beginning.
d. The post hoc approach
Write materials on undefined criteria > write cosmetic syllabus to satisfy
sponsors, teachers students
SILABUS
SATUAN PENDIDIKAN : SMK NEGERI 2 SUBANG
PROG. KEAHLIAN : PEMESINAN
MATA PELAJARAN : BAHASA INGGRIS
KELAS/SEMESTER : XII/5 & 6
KOMPETENSI INTI :
1. SMKN 2 SUBANG, NAUTICAL & TECHNICAL MERCHANT SHIP MAJORS, MARITIME ENGLISH
SYLLABUS
2. SUTAATMADJA ENGLISH COURSE, LEVEL 5 CHILDREN SYLLABUS
CONCLUSION
A syllabus is not an exact instruction.
It is a working document that should be used
flexibly and appropriately to maximize the aims
and process of learning.