Course Planning/Syllabus Design

 

Nama/NIM	John Doe 2088203101
Topic	Course planning and syllabus design
Date	November 25, 2021
Sources/Links	Hewings, M., and T. Dudley-Evans. 1996. Evaluation and course design in EAR Hertfordshire, UK: Prentice Hall Macmillan.
Learned vocabularies, pronunciation & part of speech, definition, and in context (e.g., in a sentence)	1.  course = /kôrs/ Part of speech: Noun Indonesian:  kursus Definition: the route or direction followed by a ship, aircraft, road, or river. e.g., "the road adopts a tortuous course along the coast” Synonyms: route, way, track, direction.   2. Sequence = /ˈsēkwəns/ Part of speech: noun Indonesian: urutan Definition: a particular order in which related events, movements, or things follow each other. e.g., “the content of the program should follow a logical sequence” Synonyms: succession, order, course.   3. Chronology  = /krəˈnäləjē/ Part of speech: Noun Indonesian: kronologi Definition: the arrangement of events or dates in the order of their occurrence. e.g., “the novel abandons the conventions of normal chronology" Synonyms: incident, event
Study strategies	Before I followed my learning-to-read first the material that will be studied today in the book " Hewings, M., and T. Dudley-Evans. 1996. Evaluation and course design in EAR Hertfordshire, UK: Prentice Hall Macmillan.”  then when the class started I listened to my friend who was presenting and Mrs. Dwi explained through Zoom, then we discussed about the material learned.

Synopsis

According to (Feez 1998, 85-86) A text-based syllabus is a type of integrated syllabus because it combines elements of different types of syllabuses. Appendix 7 gives an example of the processes involved in developing a text-based syllabus.

According to  (Richards and Sandy 1998), In planning an upper-intermediate-level course with a topical organization of units and an integrated syllabus.

Reflection

Once a course has been planned and organized, it can be described. One form in which it can be described is as a scope and sequence plan. This might consist of a listing of the module or units and their contents and an indication of how much teaching time each block in the course will require. In the case of a textbook it usually consists of a unit-by-unit description of the course cross-referenced to the syllabus items included. Appendix 9 gives part of a scope and sequence plan for New Interchange 1 (Richards, Proctor, and Hull 1997). Having considered the different processes involved in planning and developing a language program, we can now turn to issues that arise in creating conditions for effective teaching of the course