How goals become realized through

Instructional plans

• VA L D O VA RE L L EO Z U L L A
• M A H D I H A S BU L L O H
• I PA N
3.1 Translating general goals into syllabus
objectives

3.2 Language Content, Process , and

Product in Syllabus Design

3.3 Selecting the shape of the Syllabus

3.4 The place of method

 3.1 Translating general goals into syllabus objectives

Translating general goals into syllabus objectives here is the

most important job for us Course Designers that is to convert an
abstract curriculum goals into concrete in the syllabus, or you may
think that it is a job which merges a curriculum and a syllabus into
one entity
 There are 3 sub subjects in this subject

3.1.1 3.1.2 The 3.1.3

Curriculum link between Syllabuses
provides a
statement of goals and without a
policy objectives curriculum
 3.1.1 A curriculum provides a statement of policy

A curriculum provides a statement of policy here means that a curriculum

can be used as a viewpoint or a paradigm for us to formulate our Course Goals,
For Example: course of study serves as a curriculum and The following preface
to an adult level ESL
 3.1.2 The Link between goals and objectives

The Link between these two is a proof in the impact which

goals have on 3 concerns of a syllabus: the dimensions of language
content, processes or means, and products or outcomes. Normally,
curriculum goals tend to place emphasis on one or another of some
dimensions.
 These are the dimensions/situations

 A particular theory that is used as the

Foundation/basic to write a curriculum
 A strong influence of education philosophy in
shaping the course goals
 The dominant role of general goals specified
achievement in shaping the curriculum
 3.1.3 Syllabuses without a curriculum

Syllabuses without a curriculum here is that the possible goals

which have never been realized by the professionals, and why is
that ?

Because there are many holes or weakness in this syllabuses ,such

as :
 An absence of specify policy can lead to a misunderstanding and
misuse of energies in working on our course objectives
 On the other hand it’d established if the general goals are
expository writing and advanced library research skills
 3.2 Language Content ,process, and product in syllabus design

Language content, process and product in syllabus design are

the things that have played a role in History of Language teaching
3.2.1 The Language content dimension