Designing a Syllabus

From the theories given above, we conclude that when designing a syllabus, platform, schooldays mission and students need should be taken in consideration in company to achieve learning objectives. As stated by the Ministry of Education, knowledge and Technology of Kosova (MESTK) In order to achieve the targeted aims and objectives of event ordain side of meat linguistic process course and to cover the topical content of particular grade syllabus, teachers should select and use materials of appropriate level from textual matter(s) and other sources (online magazines and newspapers, TV, video, Internet).These materials should be to begin with dedicated to teenagers and young adults. It remains in the teachers field of honor to select didactics materials that whitethorn be type and profile appropriate, which (s)he may use either as alternative or as supplementary material in the English diction program.Although it is estimated that within a school year, approximately 8 content areas should be covered, it is the teachers responsibility to plan the number of topical areas (units) and the report of it, in accordance with the total pith of hours dedicated to English in different types of vocational schools.In addition, teachers may plan an amount of 20 30% of over alone teaching materials, which (s)he may use with a particular profile of learners in order to cover specific professional need and meet the requirements of particular vocational schools. These could be a selection of specific texts/materials exampleable for the particular type/profile of vocational schools (e.g. texts in medical checkup field, technical field, business, catering).Apart from this, teachers may use supplementary materials to suit the learners needs, that is, their background knowledge (or lack of it), their interests and motivation. Supplementary materials (video tapes, documentary films, drama activities, projects, contests and quizzes, and similar), may be apply ei ther within regular English classes, or within additional activities planned by the vocational school curriculum (choice subjects, extra-curricular activities, and similar). The above citation can be found on the website of MESTK under(a) the section of vocational schools curriculum.However, the difference in the midst of general schools and vocational schools curriculum is made only by the part cited in this paper. I.e. English language taught in professional schools despite different study domain, is non inured as ESP program but the burden falls on the teacher who, besides the units that are envisaged to be included in the program, is stimulate to select additional materials which are profile appropriate. Scholars as Dudley-Evans and ST John (1998) make the teacher as the material selector, researcher, and an evaluator as well as syllabus designer.They continue their argument emphasizing that these roles cannot be fulfilled if the learners needs are not analyzed beforehand. ESP teachers have to complete all the roles mentioned above in order to achieve the harmony between, students needs, study domain and the curriculum knowing by the Ministry of Education. 2.5 Using textbooks in the lesson Textbooks have an inherent role in language classrooms in all types of educational situations. It is a kind of media used by both students and teachers.When using a textbook teacher is assured that everyone in the class is getting the same amount of knowledge and that they are equally evaluated and tested. Course books provide a regeneration of learning resources since they make a set of workbooks, cassette tapes, or CD-ROMs, and a teachers guide. Richards (2010) claims that on that point are also some disadvantages in using textbooks for example, they may not reflect students needs.Each textbook aims to occupy the global market and so it is unable to serve everyones needs. There are innumerous textbooks which are designed for teaching-learning process but not all of them are categorized as good textbooks. As the result, before choosing a textbook, teachers should really understand well-nigh needs, interests, abilities, and level of the students.Similarly, Harmer (2007) declares that the most important part of the use of textbook is to comply the needs of the students. Bertin (2003) proclaims that it is a special skill that teachers should have in order to choose the textbook that suits language level, content, activity and the logical order of the textbook.In English for foreign learners (EFL) classes, a course book is the draw to language teaching, language learning as well as it is a window to particular language culture. Nevertheless as Dickins (1994) clarifies, that the resources evaluation literature tends to point absolutely on the analysis of the product. This means that teachers themselves carry out the evaluation of textbooks in order to conclude which materials best suit their purposes, schools mission and students needs. scorn its special importance, regarding features mentioned above, a textbook should be selected and evaluated carefully before used in the class. Cunningsworth (1995) proposes four criteria for analyzing textbookso Coursebooks should correspond to students needs. o They should match learners uses (present or future).Selected textbooks should equip learners with the knowledge that will 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.