Final Curriculum Design – Essay Example

Download full paperFile format: .doc, available for editing

The course teacher will issue questionnaires to students intending to join the class to understand their needs. Additionally, the teacher will continuously evaluate the students to determine the area they are wanting as not all learners understand their needs. As cited by Richards (2001), needs analysis determines whether the course meets the potential needs of the students and therefore influences this course design. Using questionnaires would be critical in imparting the necessary writing and reading and grammar and vocabulary skills on learners in the business context. Furthermore, by engaging the students in the course of learning, the teacher assesses the listening and speaking abilities of the students.

These approaches play a critical role in providing the teacher with an opportunity to understand the needs of the students and appropriately customise the lessons to meet such needs. 2. Syllabus The predominant syllabus in this course is the product-oriented syllabus which has what the learner acquires at the end of the session of instruction as its focus (Katsara, 2008; Lavadenz, 2011). It encompasses grammatical structure, lexical, situational, competency and functional skills. In grammatical syllabus, the learners acquire knowledge of grammatical linguistic items sequentially.

The lexical syllabus employs vocabulary as its building blocks with teaching largely concerning high frequency phrases and vocabulary so as to build up areas in vocabulary (Bernado & Gonzales, 2009; Graves, 2000). Since this syllabus does not target impacting on the process in which the learner acquires the skills as propagated by a process-oriented syllabus but rather on how the skills acquired benefits the learner in practical situation, a product-oriented syllabus best fits this syllabus. It will also encompass situational syllabus where learners will be taught how to communicate in a given context, in this particular case, the business context.

Closely related to this would be the competency based syllabus that will equip learners with skills for successful completion of activities in the business context. Finally, the functional syllabus gives knowledge on the communicative skills such as conversing, inviting, warning, suggesting and asking needed for activities in business communication including placing orders, speaking on the telephone, networking and problem solving. Combining these syllabi making this product-oriented syllabus an integrated syllabus justifies the fact that various priorities could be covered by a single syllabus (Rahimpour, 2010).

Reference

to first person

Places

W: Write letter of introduction

S: Give introduction of oneself

Tue

Second and third person reference

People’s titles

W: Take notes on people’s profiles

L: Listen to information on others

S: Introduce the other people

Unit 2: Learning business vocabulary

Sat

Past, continuous and future tense used to describe processes

Terminologies for internal business processes

W: Give a summary of a day’s internal business processes

S: Explain a day’s internal business processes

Tue

Terminologies for external business processes

W: Give a summary of a day’s external business processes

S: Explain a day’s external business processes

Unit 3: Answering and making business calls

Sat

Words exhibiting courtesy

W: Take down details from caller

L: Listen to caller’s instructions

Tue

Time and location

R: Read out the intended instructions

S: Give out instructions courteously

Week 4

Sat

Review of units 1, 2 and 3

Tue

Test 1 (duration 90 minutes)

Unit 4: Placing orders

Sat

Direct and indirect questions

R: Find out from directory the possible suppliers

W: Write email to inquire on orders

L: Listen to the call receiver

S: Ask for and reserve orders

Tue

Use of would + infinitive to make requests

Nouns and pronouns

W: Describe the goods/service received

S: Describe business location

Unit 5: Handling irate customers, employee concerns and dishonest suppliers

Sat

L: Listen to customer concerns

S: Talk and calm down the customer

Tue

Modal verbs

Weak forms of would and could

W: Write complaint letter to dishonest suppliers

L: Listen to staff complaints

S: Talk to dissatisfied employees

Unit 6: Oral communication

Sat

R: Read customer feedback

S: Share customer feedback with employees

Tue

R: Read business articles

L: Listen to external reports on the business

S: Talk to media and shareholders on company’s position

Week 7

Sat

Review of units 4, 5 and 6

Tue

Test 2 (duration 90 minutes)

Unit 7: Making transaction texts

Sat

R: Read instructions from customers

W: Write back to reply

L: Listen to instructions from customer

Tue

R: Read request from employee

W: Compose a short message to an employee

Unit 8: Company

Sat

L: Listen to reports on other companies

S: Share out with desk-mate details gathered

Tue

Sequences

R: Read the history of the business

W: Write a summary of its profile

Unit 9: Describing business environment

Sat

Positive and negative description

New words extracted from advertisements

Nouns of related business products

R: Read various advertisements of the business’ products

L: Listen to feedback on the products of the business

S: Describe the products on sale in the business

Tue

W: Write down the key features in the business environment

S: Explain to potential investors the environment in which the business operates

Week 12

Sat

Review of units 7, 8 and 9

Tue

Final Test (duration 90 minutes)

Appendix III: Activities (Adopted from Knight, G., O’Neil, M. & Hayden, B. (2004). Business Goals 2).

Unit 8

1) Reading

2) Language activity

3) Listening/Speaking activity

4) Writing activity

Using the information gathered from 3) listening/speaking activity above, write the company profile.

Download full paperFile format: .doc, available for editing
Contact Us