Make a detailed evaluation of a language teaching syllabus with which you are familiar. Evaluate the suitability of the syllabus in an institutional context with which you are familiar, taking into account a full range of external and internal factors.

Subject：TESOL（Teachers of English to Speakers of Other Languages）
Question and Requirement：
Make a detailed evaluation of a language teaching syllabus with which you are familiar.
Evaluate the suitability of the syllabus in an institutional context with which you are familiar, taking into account a full range of external and internal factors. You should consider not only the design, but also the implementation of the syllabus. Internal factors include teachers and learners and may also include institution-specific factors. External factors include societal factors, and matters such as the broader educational system, and levels of educational resourcing and culture.
You should identify:
• The teaching situation.
• Scope of the syllabus: broad or narrow in terms of design, implementation and evaluation.
• Points of departure (views of language, the learner, the nature of learning and/or language learning).
• The type of syllabus (e.g. type A or B, or a mixed type: see e.g. White 1988).
• How well the syllabus addresses learners’ needs.
• How outcomes are stated.
• Clarity, coherence, and comprehensiveness.
• How the syllabus relates to the overall curriculum (if appropriate).

Please include a copy of the syllabus in an appendix at the end of your essay (not to be included as part of the 4,000 word limit).
Bibliography
Syllabus
Johnson, K. 1982. Communicative Syllabus Design and Methodology. London: Pergamon
Johnson, R. K (ed). 1989 The Second Language Curriculum. Cambridge: CambridgeUniversity Press
Lewis, M. 1993. The Lexical Approach. Hove: Language Teaching Publications
Lewis, M. 1997. Implementing The Lexical Approach. Hove: Language Teaching Publications
Munby, J. 1978. Communicative Syllabus Design. Cambridge: CambridgeUniversity Press
Nunan, D. 1988a. Syllabus Design. Oxford: OxfordUniversity Press.
Richards, J. 2001. Curriculum Development in Language Teaching. Cambridge: CambridgeUniversity Press
Richards, J & Rogers, T. 1986. Approaches and Methods in Language Teaching. Cambridge: CambridgeUniversity Press
White, R. (1988). The ELT Curriculum: Design, Innovation and Management.Oxford; Blackwell.
Willis, D. 1990. The Lexical Syllabus. Glasgow: Collins Cobuild
Wilkins, D. 1976. Notional Syllabuses. Harlow: Longman
Willis, J & Willis, D. (eds) 1996. Challenge and Change in Language Teaching. Oxford: Heinemann
Yaldin, J. 1987. Principles of Course Design. Cambridge: CambridgeUniversity Press
Materials Design
Alan, M. 1985. Teaching English with Video. London: Longman
Ellis, R. 2003. Task-based Language Learning and Teaching. Oxford: OxfordUniversity Press.
Gains, R & Redman, S. 1990. Working with Words. Cambridge: CambridgeUniversity Press
Hall, D. & Hewings, A. (eds) 2001. Innovation in Language Teaching: A Reader. London: Routledge
Harmer’ J. 2007 (4th Edition). The Practice of English Language Teaching. London: Longman
Hedge, T. 2000. Teaching and Learning in the Language Classroom.Oxford: OxfordUniversity Press.
McDonough J. & Shaw, C. 1993. Materials and Methods in ELT. Oxford: Blackwell
McGrath, I. 2006. Materials Evaluation and Design for Language Teaching. Edinburgh: EdinburghUniversity Press
Nunan, D. 1988b. The Learner Centred Curriculum. Cambridge: CambridgeUniversity Press.
Prahbu, N. S. 1987. Second Language Pedagogy. Oxford: OxfordUniversity Press
Tomlinson, B. 2005. Developing Materials for Language Teaching. London: Continuum
Willis, D. 2003. Rules, Patterns and Words: Grammar and Lexis in English language Teaching. Cambridge: CambridgeUniversity Press
Willis, J. 1996. A Framework for Task-Based Learning. Harlow: Longman
Willis, J & Willis, D. 2007. Doing Task-based Teaching.Oxford: OxfordUniversity Press