PLANNING AND
CONCEPTUALIZING AN ESP
PROGRAM
I. G. A. OKA CAHYA DEWI (1201305054)
I. G. A. TRIANA RAKANITA (1201305055)
A. ...
Conceptualizing
THE PROCESS OF
WHICH INVOLVE :

CONCEPTUALIZING

IS

MULTIFACETED,



Thinking about what your students t...
PLANNING AN
ESP
PROGRAMS

Analysis of Learners
Needs
Syllabus and
Course Design
Giving Feedback on
Learners Progress
Analysis of Learners Needs
 Process of getting information on learners ‘language

needs’, which will help in drawing up a...
Syllabus and Course Design
Type of Syllabus :
 A grammar or structural syllabus.
The content of the language teaching is ...
 A situational (topical) syllabus.

The content of the language teaching is a collection of
imaginary situations where th...
 A content-based syllabus.

The primary purpose of instruction is to teach subject
matter of the content course or inform...
Type of Course Design :
Course Design

 Language – centered
Drawing connection between analysis of
target situation and t...
Giving Feedback on Learners Progress
 Suggest follow – up work and references
 Suggest specific ways to improve the assi...
Planning and conceptualizing an esp program
Nächste SlideShare
Wird geladen in …5
×

Planning and conceptualizing an esp program

677 Aufrufe

Veröffentlicht am

Veröffentlicht in: Technologie, Bildung
0 Kommentare
0 Gefällt mir
Statistik
Notizen
  • Als Erste(r) kommentieren

  • Gehören Sie zu den Ersten, denen das gefällt!

Keine Downloads
Aufrufe
Aufrufe insgesamt
677
Auf SlideShare
0
Aus Einbettungen
0
Anzahl an Einbettungen
6
Aktionen
Geteilt
0
Downloads
22
Kommentare
0
Gefällt mir
0
Einbettungen 0
Keine Einbettungen

Keine Notizen für die Folie

Planning and conceptualizing an esp program

  1. 1. PLANNING AND CONCEPTUALIZING AN ESP PROGRAM I. G. A. OKA CAHYA DEWI (1201305054) I. G. A. TRIANA RAKANITA (1201305055) A. A. PUTU RINA DEWI (1201305056)
  2. 2. Conceptualizing THE PROCESS OF WHICH INVOLVE : CONCEPTUALIZING IS MULTIFACETED,  Thinking about what your students to learn, given who they are, their needs and the purpose of the course.  Making decisions about what to include and emphasize.  Organizing the content in a way that will help you to see the relationship among various elements, so that you can make decisions about objectives, materials, sequence and evaluation.
  3. 3. PLANNING AN ESP PROGRAMS Analysis of Learners Needs Syllabus and Course Design Giving Feedback on Learners Progress
  4. 4. Analysis of Learners Needs  Process of getting information on learners ‘language needs’, which will help in drawing up a profile to establish coherent objectives, and take subsequent decisions on course content because learners is at the heart of any teaching program.
  5. 5. Syllabus and Course Design Type of Syllabus :  A grammar or structural syllabus. The content of the language teaching is a collection of the forms and structures of the language being taught.  A notional or functional syllabus. The content of the language teaching is a collection of the functions or the notions that are performed when the language is used.
  6. 6.  A situational (topical) syllabus. The content of the language teaching is a collection of imaginary situations where the language is used.  A skill-based syllabus. The content of the language teaching is a collection of specific skills in using the target language.  A task-based syllabus. The content of the language teaching includes a series of purposeful tasks that language learners need to perform
  7. 7.  A content-based syllabus. The primary purpose of instruction is to teach subject matter of the content course or information using the target language. The subject is primary and language learning occurs automatically while language learners are studying the subject.
  8. 8. Type of Course Design : Course Design  Language – centered Drawing connection between analysis of target situation and the content of ESP courses  Skill – centered Founded on two principles. Theoretical and Pragmatics.  Learning – centered Focuses on students’ learning. Determined by the learner. Builds on prior knowledge and skills.
  9. 9. Giving Feedback on Learners Progress  Suggest follow – up work and references  Suggest specific ways to improve the assignment  Balance negative with positive comments  Offer the opportunity to discuss the assignment and your comments

×