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ENGL585 Syllabus Planning & Materials Design

StatusCompulsory

Level of Study5

Hours42

Credits3

Design Length1 semester

Mode of Aement100% Continuous Coursework

Role and Purpose

The subject provides structured opportunities for participants to reflect on their roles and responsibilities with respect to the planning of teaching and the provision of appropriate instructional materials.It helps learners to develop increased capacity for reflection, critical thinking, and teacher autonomy.Learning Objectives

On succefully completing the subjects, learners will be able to:

 understand the concepts of syllabus and – in reference to English language

teaching-the relationship between syllabus, methods and materials

 understand different approaches to language syllabus design and the

consequences of these differences for teaching methods, instructional materials and learner aement

 critically evaluate, in the light of their reading and subject inputs, the

syllabuses with which they are familiar

 critically evaluate materials in use in their teaching contexts, and select from,adapt or supplement these as appropriate

 reflect on the planning and delivery of teaching programmes in their own

institutions

 have developed strategies to work autonomously and collaboratively

Indicative Content

1.Concepts of syllabus

2.Approaches and methods with respect to syllabus design and materials writing

3.Types of English language syllabus

4.Syllabus evaluation and design

5.From syllabus to materials: materials evaluation for selection

6.Materials design, with specific reference to tasks

7.Materials adaptation

8.Supplementation: the choice and exploitation of authentic materials;the

Internet as a resource for language learning

Forms of Teaching and Learning

Interactive lectures and seminars and online learning take the learner deeper into the concepts, ideas and techniques in syllabus planning and materials design.All aignments are designed to provide students with tasks that require the evaluation, synthesis and application of all relevant concepts, methods and approaches to the learners’ own teaching contexts.Subject Aement The subject is aeed entirely through coursework: two written and one spoken aignments.Students are aeed in terms of both subject knowledge and generic skills, especially in the areas of critical and creative thinking.Each aignment requires the critical application of the subject knowledge to a real-life context of teaching and learning.Reading List Cunningsworth, Alan.1995.Choosing Your Coursebook.Oxford: Heinemann.Dubin, Fraida.1986.Course Design: Developing Programs and Materials for Language Learning.Cambridge [England];New York: Cambridge University Pre.Grant, Neville.1987.Making the Most of Your Textbook.London: Longman.Hutchinson, Tom and Waters, Alan.1987.English for Specific Purposes: A Learning-centred Approach.Cambridge: Cambridge University Pre.Johnson, Keith.2003.Designing Language Teaching Tasks.New York: Palgrave Macmillan.McDonough, Jo and Shaw, Christopher.2003.Materials and Methods in ELT: a teacher’s guide.Malden, MA;Oxford: Blackwell.McGrath, Ian.2002.Materials Evaluation and Design for Language Teaching.Edinburgh: Edinburgh University Pre.Morris, Paul.1998.(2nd ed.)The Hong Kong School Curriculum: Development, Iues and Politics.Hong Kong: Hong Kong University Pre.Nunan, David.1996.Syllabus Design.Oxford: Oxford University Pre.Richards, Jack C.2000.Curriculum Development in Language Teaching.Cambridge:Cambridge University Pre.Richards, Jack and Rodgers, Theodore S.2001(2nd ed.).Approaches and Methods inLanguage Teaching: A Description and Analysis.Cambridge: Cambridge University Pre.Sheldon, Leslie E.(ed.)1987.ELT Textbooks and Materials: Problems in Evaluation and Development.ELT Documents: 126.London: Modern English Publications.van den Branden, Kris.(Ed.).2006.Task-based Language Education: From Theory toPractice.Cambridge, UK;New York : Cambridge University Pre.White, Ron.1988.The ELT Curriculum: Design, Innovation and Management.Oxford: Blackwell.Willis, Dave.2007.Doing Task-based Teaching.Oxford [England]: Oxford University Pre.Woodward, Tea.2001.Planning Leons and Courses: Designing Sequences of Work for Language Claroom.Cambridge;New York : Cambridge University Pre.Prepared by:Prof Winnie Cheng Date:23 August 2007