“A good syllabus serves a variety of purposes that go well beyond the confines of a specific course. A good syllabus is a road map or even a guidebook. It lays out our itinerary for the semester, and is a student's first reference if (s)he gets lost. It is also a map of the general subject and perhaps even of the field you are teaching, and should give students a clear sense of the disciplinary lay of the land. A good syllabus is a resource for students. It should, at the very least, offer suggestions to assist students in pursuing topics that interest them, but it can also serve as a reference, a field outline to which they can refer long after they have finished our course.”
What's in a syllabus? Too often, way too little. How often have we seen a syllabus that gives little more than the course title, number, class period, a cryptic list of reading assignments, and exam dates? So what should a syllabus do? It should:
- Offer students a clear and concise statement of what our course is about;
- Tell them how we are going to teach the material to them and why;
- Provide all the logistical information they need to engage we and the course materials easily;
- Explain to them exactly what is required of them, when and why; and
- Lay out for them the key elements of the social contract that we and they are entering into.
Any syllabus is primarily a plan of what is to be achieved through teaching and learning. Such a plan, most typically, maps out that body of knowledge. The work of teacher and learners in a particular situation for which the syllabus should be designed. The plan aspects of target language or its use in social situation for a Rang of its use in social purposes.
There are six requirements upon a syllabus which will influence design decisions.
Any syllabus ideally should provide:
1) Clean flame work of knowledge should provide clear flame on which teacher and learners work wills do, and selected to be appears to overall aims.
2) Continuity and a sense of Director: Syllabus could provide continuity for its users, It can provide it in classroom work for students.
3) Good explanation for other teacher. Syllabus should have a record for other teacher or what has been covered in the course.
4) Capability of Evaluating: A basic for evaluating the appropriateness of the courses in relation do overall aims and student needs identified both before and during the course.
5)Harmonies with three contexts: Content appropriate to the broader language curriculum, and particular class of learners in which the course is locate.
-Language curriculum
-Classroom group
-An educational – Social Situation
* Virtually all syllabuses are constructed on the basis of four main organizing principles. The designer will
1) Focus upon
2) Select
3) Subdivide and
4) Sequence.
1)Knowledge and capabilities focused upon: A syllabus may give priority to linguistic and under communicate knowledge and focus upon on all four skills –L.S.R.W. or more broadly problem solving or negotiation capabilities.
2)Select as appropriate content: Giving a specific focus, a syllabus will cover the second principle for teaching and learning work such as particular structures, Sets of function or range of communication events.
3)Subdivided: So that it can be dealt with in manageable units. In other words what is selected or constituent part for ease of teaching and learning in real time.
4)Sequence: A Syllabus may adopt step-by-step progression from use to more complex knowledge and capabilities or it may be cyclic; where clear knowledge made capabilities and defined at later points.
*Two Type of Syllabus Like
1) Pre- determine syllabus and
2) Emergent syllabus.
1) Pre- Determine syllabus
The term pre- determine syllabus, is a syllabus where the content or write of categorization is planned first before the classroom interaction across. There are main four type of pre- determine syllabus.
A) The structural or grammatical syllabus
B) The Functional syllabus
C) The Situational syllabus
D) The Lexical syllabus.
A) The structural or grammatical syllabus: It is also known as a grammatical or linguistic type of syllabus become in the central the is a grammatical item, the basic of English language such as articles, verbs, tenses, vocabulary etc. In the structural syllabus language content is defined in manifesting the system of English. It was develop at a time when linguists conceived of language in term of the distribution properties of surface from.
B) The Functional syllabus: A list of functions is made and graded in term of its usefulness to the learners and the language necessary for performing there functions is the provide to dearer such examples are as under:
-Agreeing and disagreeing
-Expressing likes and dislike
-Giving and refusing permissions
-Responding to compliment
-Introducing oneself etc.
C) The Situational syllabus: The Syllabus identifies such situation where the learners are likely to use the language and give them the language, they need. For example, Situation of ‘A Shopping’ Daily many people go for shopping and interact with shopkeeper on many items which are necessary to perform those functions.
This type of syllabus is especially useful for those students, who use language in limited situations and for specific purposes. The learner will be motivated to their need on their needs.
C) The Lexical syllabus: In this type of syllabus the word frequency determines the contents.
Sample of natural languge is analyzed on a large scale by using computers and the comments words in the language along with the commonest patterns are identified. The learners are exposed to the different ways in which these words are used in their most natural environment.
2) Emergent syllabus.
The emergent syllabus is concerned with issues that decisions made while teaching. The emphasis is on the process of learning. The emergence syllabus is not product oriented but process oriented. It means according the student’s level a teacher can chance his/her syllabus. This called flexible syllabus and a teacher can produce effective result.
Evaluation:
Grades are based on writing assignments, an individual project, a group project, and class participation. Unless otherwise indicated, assignments are to be composed for web viewing (HTML).
A. Writing Assignments, 40%
1. Writing assignments
There will be three writing assignments. All assignments must be turned in as a live web page; your account on Homer is the logical place to house these.
Possible writing assignments include creating a "how-to" document; editing/repurposing existing print content for on-screen display; writing an effective promotional e-mail; writing a news story; or responding to a web log entry. Writing assignments will be finalized after our initial session as students identify genres of interest.
Syllabus of B.com
First Year B.com
“Developing English skill” edited by P.K. Thaker, S.D.Desai, T.J.Purani.
The following Units to be Prescribed:
Unit 2 : Letter
Unit 4 : Environment
Unit 7 :Interviews
Unit 8 :Advertising
Unit 9 :Women
Unit10: Struggle for freedom
Aims: This course is aimed at raising the learners awareness by providing then with skill in English language. For practical work on almost all the sim modules.
Objectives: To develop the skill of Independent reading with comprehension.
2 To develop the skill of writing various kind of Business letter.
Second Year B.com
Dr.Jekyll and Mr. Hyde – R.L.Stevenson, Madhuban Abridged classics.
Aims: This course aims at helping the course participants understands the problems faced in the communication skill of English language.
Objectives: To equip the students with the language proficiency and skill necessary for Business Communication.
To develop the skill of independent reading with comprehension.
To develop the skill of writing various kind of business letter.
Third Year B.com
The English Teacher-R.K.Narayan. Indian Thought Publications.
1) Modern Commercial Correspondence by Ronald and Fry.
2) English Grammar and composition by Fink and Thomas.
3)A First Bank in Comprehension by L.G.Alexander.
4) Modern Business letter by Gartside.
Aims: This course is aimed helping the learning awareness provide them Modern Business Communication.
Objectives: To Equip students with language proficiency necessary for Business communication.
To develop the skill of independent reading with comprehension.
To develop the skill of writing communication of different forms.
Evaluation: Learners will be assessed and evaluated throughout the academic year on a continues basis. The weighting of the total course work required will be of 100 marks will be set aside for Internal Evaluation and To marks for the University Examination at the end of the academic year.
Internal Evaluation will be based on classroom participation one internal test of 50 marks per term, 5 of the best of the total number of individual seminar, presentation, a practical work as approved by the teacher concerted, and presentation.
Reference:
Nots of Lecture in Class room Teaching. Paper-7 unite- 2 Syllabus.
Bibliography:
http://www.si.umich.edu/rieh/syllabi/ess04.html
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http://taproject.rutgers.edu/services_tips/workshops/syllabus.txt
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http://taproject.rutgers.edu/services_tips/workshops/WhatSyll.pdf
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http://www.artsci.wustl.edu/~gssw/2004/day1/evaluating_sites.htm
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http://courses.washington.edu/dmedia/2005b/syllabus_evaluation.html
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