DESIGNING

AN ESP
SYLLABUS
Sequencing of teaching and learning points in
a syllabus
A syllabus requires that the target objectives and language that the learner
will be expected to master be broken down into an optionally sequenced
series of teaching and learning points (Mackay and Bosquet 1981:16).
This is a concrete way of focusing the program goals, of proving the
plausibility of the program and of realizing the values held for the
program (Rodgers 1980).
 A syllabus lists projected activities and skills
to be developed
• The syllabus contains (list) a number of (projected activities involving) written reports and
exercises characteristic of the scientific and technical field.
• Example:
• Description of an apparatus
• Description of a system
• The interpretation of graphic material
• The Observation report.
• The Experiment report
• The Abstract
• The Technical report
• Further broken down, the writing of the technical report requires the
following (among others)skills:
• Summarizing
• Abstract writing
• Explaining a process
• Narrating
• Organizing information
• Going down the line, teaching students how to write a summary
requires teaching skills Some of them are listed below:
• Identifying the main point or important information in apiece of discourse.
• Indicating the main point or important information in a piece of discourse...
• Distinguishing the main idea from supporting details
• Extracting salient points to summarize
• Transcoding information in writing to diagrammatic dis-play
 Things to consider in designing a syllabus
(Practical Considerations in Syllabus Designing)

A. The students
• Profile of students
• How old are they?
• How long have they been studying the language?
• What is their level of competence in the language?
• What are their personal goals in studying the language?
• How long do they expect to be studying the language?
• What are their interests?
• What contributions do they make to the course?
 Things to consider in designing a syllabus
(Practical Considerations in Syllabus Designing)

B. The Task
• Description of task
• What specific communication tasks will the students be performing at what point of time?
• What language skills are involved in the performance of these tasks?

C. The text
• Projected text and other instructional materials
• What is the nature of the texts(oral and written) that the students have to read? listen to? write
and speak?
 Things to consider in designing a syllabus
(Practical Considerations in Syllabus Designing)

D. External constraints
• Some external constraints
• How much time do you have for teaching?
• What resources are available in school and the community?
• Are there terminal exams that the students have to take?
• What expectations does society have of the students? The teachers?
• the programs?
 Things to consider in designing a syllabus
(Practical Considerations in Syllabus Designing)

E. Format of syllabus • Teaching/learning strategies

• these explain how you intend to carry out your
• Syllabus format objectives
• Goals and objective • Requirements/expectations
• stated in achievable and measurable terms. • specify the kind of contribution the students will

• Topics/activities/skills have to make in order for the objectives to be met

• these are the content of the syllabus • Materials

• textbooks. reference materials, etc. that will be
• Time frame
needed to carry out the objectives
• indicate how much time(in number of hours) it
• Grading system
will take to achieve an objective