NAME : THERESIA SELVINDA WEA (1601542001)

PUTU DEVA ANANDA ISWARI (1601542018)

INDRA MARIONI MBADHO (1601542009)
1. What is the meaning of course design
Course design is the process by which the raw data
about a learning need is interepted in order to produce an
integrated series of teaching-learning.
2. The aim of course design
To lead the learners to a particular state of
knowledge.This entails the use of the theoretical and
empirical information available to produce a syllabus to
develop a methodology for teaching those materials and
establish evaluation procedures by which progress towards
the specified goals will be measured
 Some of the position are pre-determined by circumstances the client,the
environment.others are determined by the course designer.

3.1 Should the course be intensive or extensive?

The meaning is in an intensive course the learners’time is totally commited to that
course.In contrast,an extensive course occupies only a small part of a student’s time
table or professional person’s work schedule.
o Advantages of intensive courses is the students are totally focused on their purpose
for learning English and,if the course is residential,they can be immersed in an
English-langauge environment,even outside the actual class sessions.
o Disadvantage of intensive courses.Without reinforcement ,what is learnt on the
intensive course may lie dormant.
o Advantages of extensive courses is the course can run in parallel with the subject
course or the professional activity and can relate to it ,adapted to it as the
learners’experience or needs change,and generally remain flexible.
o Disadvantage of extensive courses is the potential lack of continuity between
classes,particularly if the classes infrequent.
 Assessed course
(a)It raises the status of the
subject.
(b)It is taken seriously by both
students and the
department.
(c)It brings responsibilities.
Non-assessed course
(a)Different groups are taught
by different teachers but take
the same test.
(b) Teachers lost their freedom
in the choice of topics and
material used on the course.
(c) Teachers coordinate to
ensure that the testing is valid
and fair.
 By immediate need, refer to those needs that students have at the time of the course,
while delayed needs refer to those that will become more significant later.
3.5 Teacher as provider or as facilitator/consultant
 Teacher as provider of input
Teacher in this cases is expected to control the class, to provide information about
skills and language, to control activities, possible moving into pair or group work.

 Teacher as facilitator or consultant:

(a) The ESP teacher manages rather than controls.
(b) S/he may not make decisions but will negotiate
with the learners.
 Development:
(a) Teacher knows relatively little about the content.
(b) Proceeds by pulling together and organizing the
information.
 Broad focus Narrow focus
the concentrated on a range of target Concentrate on a few target events,
events, such as study or professional for example just the listening skill,
skills or variety of genres. or just one or two genre.
 By pre-experience we mean that learners do not have experience of the target
situation at the time of the ESP course
 By parallel with experience we mean that the English course runs concurrently
with the study course or professional activity.
3.7 Common-core or specific material
 By common-core material we mean material that uses carrier content which is
either of a general academic nature or of a general professional nature.
 By specific material we mean that the material uses carrier content that is drawn
directly from the learners’ academic or professional area.
3.8 Homogeneous or heterogeneous groups and motivation
 Homogeneous: It is possible to undertake more specific work.
The main question here is that of the motivation of learners.
 Heterogeneous: It is difficult to introduce much specific work, It is more
appropriate to look for topics and activities that are common to the various
interests in the group.
The homogeneous/ heterogeneous question is the language level of the
students.
 A fixed course design is laid down in advance of the course and is rarely deviated from.
 A flexible and negotiated course design allows room for change based on feedback
from learners.
(Nunan , 1988)
4. Balancing the parameters
In planning a course, ESP teachers should first be aware of the options and of
the limitations arising from institutional and learner expectations.
Initial revisions may be major, but therefore the details may only need fine
tuning.
5. Case studies
We will now look at four case studies which illustrate the implementation of the
parameters described in this chapter.
 Background : A British and a French company
merged,adopting English as the company language.
 Need analysis procedure : The client provided a briefe of their
aims for English and a management college made three draft
course design base on different features of the briefe.This was a
team taught,one week residential course to simultaneously
develop management skills and English language for
conducting effective meetings and discussions in English.
 Course framework :The course was designed to be team
taughtand experiental.There are two tutors,the first tutor a
human resource development expert who leads the
interpersonal skills work ;the other,a language expert leads the
language work.Ther role is to facilitate learning throught.
Original components in language
 Use of notes
 Language guidelines relevant to first meetings
 Conventions and expression for saying `yes’ or`no’
 Language for discussing change,that is dealing with data-based
facts and figure
 Guide self study
New aspects oraspects convered
 Language introducing visual aids
 Language for structuring a presentation
 Daily vocabulary development work
 Intensive listening practice based on video extracts of meetings
 Input and practice in questioning techiniques
 Specific practice of summarising
 Most of the language feedback s combined with the skills
feedback
 Background :Arabic is the main language in Jordan; English is a
foreign language. At JUST (Jordanian University of Science and
Technology), English is the official medium of course.There is a
compulsory undergraduate course in English which all students
must pass. The purpose is to raise their level of English language
and to try and ensure that no student fails their subject studies.

 Need analysis procedure : An initial Target Situation Analysis

(TSA) was conducted using questionnaires with students and
staff, plus structured interviews with subject lecturers.Formative
evaluation during the next years refined the needs and provided
valuable feedback on materials and method.

 Lesson record sheets, focus groups with students, staff

discussions, questionnaires, test results and observation were all
used for evaluation.
Course 1: Course 2

-Compulsory for all new -Compulsory before graduating.

undergraduates. - Duration 12 weeks, total length 36
-Duration 12 weeks, total length 36 hours.
hours. -The first units: cover skills for
- Units 1~5 Strategies for reading: gathering information.
topic sentences, -The second block: deals with
paragraph organization, paragraph organization, language and
development, skills for the written version.
dealing with unknown words, -The third group of units: looks at
finding information editing for meaning,
quickly. coherence and accuracy.
-Units 6~7 Writing laboratory -While the last three units cover oral
reports. presentations.
-Units 8~12 Explorations in reading,
listening and
writing.
6.Develop a course outline
With the range of ESP courses that have been taught around the world and the materials published,
even for a new course, we should not have to start from scratch – to invent a wheel.
As with needs analysis, an important part of the process is to learn from what else we and others have
done. Evolution rather than revolution or invention may be the route for innovation.

6.1Ordering: criteria for prioritizing

(a) Beginning with target events and rhetorical awareness:
- Our starting point is the macro-level- the target events in which the
learners want to operate successfully and the necessary rhetorical awareness.
-One criterion is according to when the target events are needed by the learners.
-A second key criterion is that using or learning certain language or skill is dependent on others.
(b) From target events and rhetorical awareness to skill areas to:
-At the course design stage these skill areas also have to be ordered and the same criteria apply: what
is needed first, what is a building block, what increases confidence?

6.2 The role of materials

We stressed in the chapter on needs analysis the process of discovering, through reading, analyzing
texts, observing interactions, and asking questions of experts.Looking at existing materials, we can learn
about skill areas and associated language from materials.The final choice of some features to be taught
and the order they are taught in will come from the materials we select.
The final order (the timetable) was also influenced by
practical learning issues such as:
(a) varying the kind of activities throughout the day
(b) not having heavy input sessions at the end of the day
(c) having interactive rather than “passive”immediately after lunch.
6.6 The role of assessment and
evaluation
Grading is achieved not through the course order / outline but through
the materials and methodology. When the language learning will be
difficult, the carrier content needs to be easy (but interesting and not
trivial).The more difficult an area of language, the more guidance and
support a learner needs in exercises and tasks as well as more practice.
We have in this unit looked at the parameters for course,
design,ilustrating these with four case studies from
experience.We have also looked at the questions of
ordering and garding.In our final remarks we will restric
ourself to two points.The first is to emphasise the
importance in course design of looking at other
examples from other situation.The second point is about
what we have not included in this chapter : We have not
described in detail either the theory or practice of the various
approaches to syllabus design such as
function/national,tasks-based,lexical.