'Designing a Syllabus\r'

'From the theories given to a higher place, we argue that when blueprint a syllabus, raceway of remove, domesticate military deputation and students needs should be outletn in consideration in redact to compass tuition objectives. As stated by the Ministry of Education, Science and Technology of Kosova (MESTK) â€Å"In order to achieve the targeted aims and objectives of feature graduation face lecture curriculum and to cover the local case of busy grade syllabus, instructors should select and use heartys of purloin take from text(s) and other sources (online magazines and newspapers, TV, video, Internet).\r\nThese materials should be primarily dedicated to teenagers and puppylike adults. It remains in the teachers cranial orbit to select teaching materials that whitethorn be type and visibleness appropriate, which (s)he may use any as alternative or as subsidiary material in the position talking to program.Although it is estimated that at botto m a check year, approximately 8 content atomic number 18as should be covered, it is the teachers responsibility to devise the number of topical aras (units) and the patch of it, in accordance with the congeries amount of hours dedicated to English in different types of vocational schools.\r\nIn addition, teachers may intend an amount of 20 †30% of over all teaching materials, which (s)he may use with a contingent compose of learners in order to cover specific master needs and meet the requirements of powericular vocational schools. These could be a selection of specific texts/materials satisfactory for the particular type/profile of vocational schools (e.g. texts in aesculapian field, technical field, business, catering…).\r\n unconnected from this, teachers may use supplementary materials to suit the learners needs, that is, their background experience (or lack of it), their interests and motivation. Supplementary materials (video tapes, accusative films, drama activities, projects, contests and quizzes, and similar), may be used either within regular English classes, or within superfluous activities plan by the vocational school curriculum (choice subjects, extra-curricular activities, and similar).” The above inverted comma can be effectuate on the website of MESTK under the plane section of vocational schools curriculum.\r\nHowever, the difference amongst general schools and vocational schools curriculum is made only by the part cited in this paper. I.e. English delivery taught in nonrecreational schools despite different study humans, is non treated as ESP program exactly the burden falls on the teacher who, besides the units that are envisaged to be included in the program, is obliged to select additional materials which are profile appropriate. Scholars as Dudley-Evans and ST John (1998) describe the teacher as the material selector, researcher, and an evaluator as well as syllabus designer.\r\nThey continue their statement emphasizing that these procedures cannot be carry out if the learners needs are not analyzed beforehand. ESP teachers harbor to complete all the social functions mentioned above in order to achieve the harmony in the midst of, students needs, study domain and the curriculum designed by the Ministry of Education. 2.5 Using schoolbooks in the lesson Textbooks confine an essential role in nomenclature classrooms in all types of educational situations. It is a grade of media used by twain students and teachers.\r\nWhen using a textbook teacher is assured that everyone in the class is getting the jeering amount of knowledge and that they are equally evaluated and tested. Course books stand a diversity of knowledge resources since they make a differentiate of workbooks, cassette tapes, or CD-ROMs, and a teachers guide. Richards (2010) claims that there are also few disadvantages in using textbooks; for example, they may not reflect students needs.\r\n to e ach one textbook aims to occupy the global market and so it is futile to serve everyones needs. There are innumerous textbooks which are designed for teaching-learning process but not all of them are categorize as good textbooks. As the result, before choosing a textbook, teachers should very understand about needs, interests, abilities, and level of the students.\r\nSimilarly, Harmer (2007) declares that the most important part of the use of textbook is to strike the needs of the students. Bertin (2003) proclaims that it is a excess skill that teachers should boast in order to choose the textbook that suits language level, content, activity and the licit order of the textbook.\r\nIn English for foreign learners (EFL) classes, a course book is the key to language teaching, language learning as well as it is a window to particular language culture. Nevertheless as Dickins (1994) clarifies, that the resources military rank literature tends to focus suddenly on the analysis o f the product. This content that teachers themselves carry out the military rating of textbooks in order to conclude which materials best suit their purposes, schools mission and students needs.\r\nDespite its special importance, regarding features mentioned above, a textbook should be selected and evaluated guardedly before used in the class. Cunningsworth (1995) proposes four criteria for analyzing textbooks:o â€Å"Coursebooks should correspond to students needs. o They should match learners uses (present or future).\r\nSelected textbooks should equip learners with the knowledge that leave alone effectively serve them for their purposes.o They should take in consideration students needs and facilitate their learning process.o They should have a key role as a sustention to learning. Their role is similar to teachers. They negotiate between the target language and the student.”\r\n'