Esp Repport
SUMMARY
ENGLISH FOR SPECIFIC PURPOSES
Wijayanto Hidayat, S.Pd., M.Pd
Oleh :
Syahidul Haq
41032122 11 1011
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
FAKULTAS KEGURUAN DAN ILMU PENDIDKAN
UNIVERSITAS ISLMA NUSANTARA BANDUNG
Chapter 7
Approaches to Course Design
The course design must be suitable with the learners need, what the learners want and the facilities or time that we have. Many different approaches the ESP course design as there are course designers, there are three types of approaches ESP course design: 1. Language –centred course design 2. Skill- centred course design 3. A learning –centred approach
Chapter 8
The syllabus
Syllabus is a specific theme, include standard competence, basic competence, material principal, learning activity, attainment indicator, assesment, time allocation and learn resources. * The evaluation syllabus
It puts on record the basis on which success or failure will be evaluated. * The organisational syllabus
The organisational syllabus is different with evaluation syllabus and carries the assumption that the nature of learning as well as language considered depend point of view of how people learn. * The materials syllabus
In writing materials, the author adds yet more assumptions about the nature of language, language learning and language use. The author decides the contexts in which the language will appear, the relative weightings and imtegration of skills, the number and type of of exercises to be spent on any aspect language, the degree of recycling or revision. * The teacher syllabus
The teacher can influance the clarity, intensity and frequency of any item, and thereby effect the image that the learners receive. * The classroom syllabus
It is a dynamic, interactive environment, which affects the nature both of what is taught and what is learnt. The classroom thus generates its own syllabus. * The learner syllabus
The learner have to participate in their
ENGLISH FOR SPECIFIC PURPOSES
Wijayanto Hidayat, S.Pd., M.Pd
Oleh :
Syahidul Haq
41032122 11 1011
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
FAKULTAS KEGURUAN DAN ILMU PENDIDKAN
UNIVERSITAS ISLMA NUSANTARA BANDUNG
Chapter 7
Approaches to Course Design
The course design must be suitable with the learners need, what the learners want and the facilities or time that we have. Many different approaches the ESP course design as there are course designers, there are three types of approaches ESP course design: 1. Language –centred course design 2. Skill- centred course design 3. A learning –centred approach
Chapter 8
The syllabus
Syllabus is a specific theme, include standard competence, basic competence, material principal, learning activity, attainment indicator, assesment, time allocation and learn resources. * The evaluation syllabus
It puts on record the basis on which success or failure will be evaluated. * The organisational syllabus
The organisational syllabus is different with evaluation syllabus and carries the assumption that the nature of learning as well as language considered depend point of view of how people learn. * The materials syllabus
In writing materials, the author adds yet more assumptions about the nature of language, language learning and language use. The author decides the contexts in which the language will appear, the relative weightings and imtegration of skills, the number and type of of exercises to be spent on any aspect language, the degree of recycling or revision. * The teacher syllabus
The teacher can influance the clarity, intensity and frequency of any item, and thereby effect the image that the learners receive. * The classroom syllabus
It is a dynamic, interactive environment, which affects the nature both of what is taught and what is learnt. The classroom thus generates its own syllabus. * The learner syllabus
The learner have to participate in their