Running Head: ET3A – SYLLABUS AND EVALUATION 1

English for Teens Level 3A – The Syllabus Design and Evaluation

1. Context of the syllabus

This syllabus is designed for a general English course for a language center in

Ho Chi Minh City. The course aims at students, usually teenagers, who wants to

improve their English level in general and those who are preparing for the Cambridge

Key English Test (KET). The length of the course is twelve weeks with two 2-hour

sessions per weeks, which means twenty four slots. All of the lessons will take place in

the evenings and at weekends due to the time available of the students who have to go

to school on either morning or afternoon. This course mainly focus on giving students

knowledge in general topics of life together with providing them techniques to better

know and prepare for the test. Although the course’s focus is not strictly limited to the

KET test only, the contents of all four skills are based on the test format so only students

at A2 level can apply. Therefore, new students are required to take a placement test at

the beginning of the course and old students have to pass the previous course – English

for Teens (ET) level 2 – in order to attend the ET3A course.

2. Syllabus design

The detailed syllabus is attached in Appendix A.

3. Evaluation of the designed syllabus

Teaching and learning in general, especially teaching and learning English need

to be based on a well-designed curriculum which is a guide for teachers to follow in

their teaching and a basis for students to depend on when they study. “Curriculum

design” was defined by Richards (2001) as the process of making decision on what

“knowledge, skills and values” should be involved in a program as well as how this
ET3A – SYLLABUS AND EVALUATION 2

learning should occur in terms of planning, measuring, and evaluating (p. 2). To design

an effective curriculum, there are many steps that should be taken into account. Nation

and Macalister (2010) said that “In the curriculum design process these factors are

considered in three sub-processes, environment analysis, needs analysis and the

application of principles.” (p. 1). Nation and Macalister (2010) also gave a model of the

curriculum design (Figure 1), including different components arranged in different

positions.

Figure 1: A model of the parts of the curriculum design process (Nation & Macalister,

2010, p. 3)

As can be seen in the figure, principles, needs, and environment are three features

which are organized in the outer circle. The inner circle contain goals at the center.

Goals are then covered by other parts including content and sequencing, format and

presentation, monitoring and assessment. “In the model, both the outer circles and the

inner circle make up the curriculum. The inner circle represents the syllabus.” (Nation
ET3A – SYLLABUS AND EVALUATION 3

& Maccalister, 2010, p. 2). In order to evaluate whether the syllabus is well-designed

and effectively address the needs of students, teachers and the community, these factors

need to be taken into consideration.

3.1. Environment analysis

Tessmer (1990) defined environment analysis as a process which involves taking

three factors: the teacher, the learner and the teaching and learning situation, all of

which effect strongly on decisions about the goals of the course, what to include in the

course, and how to teach and assess it, into careful consideration. This general English

course takes into account the needs of lower and upper-high school students, who are

learning English as a major subject at schools and they need to enhance their language

skills and abilities to get high score at the entrance exams to some well-known schools

or universities. Aside from the schools’ requirements, students who wish to study

abroad must reach the B1 level or above to meets the VISA requirements. This course

can help them broaden their knowledge on general topics of life as well as reinforce

their language skills to better prepare for the KET tests, one of the Cambridge tests that

aims at testing students’ level of English skills and abilities. Even if students do not

want to take the KET test in the future, they can absolutely join this course to study and

improve their general English. Each unit in the course includes space for students to

practice both receptive and productive skills together with an extra lesson on culture,

science, or geography, which are necessary for young learners to develop not only their

English but also other aspects of life. Once students know more topics of life in general,

it is obvious that they can become skillful citizens in the future, which is also the hope

of their parents and the community.

ET3A – SYLLABUS AND EVALUATION 4

3.2. Needs analysis

Needs analysis is defined as the process applied in collecting information about

learners’ needs (Richards, 2001, 51). Nation and Macalister (2010) said that needs

analysis is a noteworthy curriculum element “directed mainly at the goals and content

of a course. It examines what the learners know already and what they need to know.

Needs analysis makes sure that the course will contain relevant and useful things to

learn.”(p. 24). Hutchinson and Waters (1987) divided needs into target needs and

learning needs. When taking students’ target needs into the analyzing procedure,

curriculum designers can take closer look into students’ necessities, lacks and wants. In

other words, they need to know the level of students in terms of present knowledge to

clarify what students is lacking, then find out what students need to learn to reach the

goals, and examine what students wish to learn from the course. This ET3A course

satisfy not only students’ needs but also their demands: lessons to reinforce their

English skills and abilities and strategies to approach KET test to get expected results

little by little. Most of the students enroll in this course are in the middle of their English

learning process and they do not know about KET test really well, so this course

provides what they lack: knowledge about the test (e.g. test format, requirements,

language functions and topics included in the test). Furthermore, by looking at the result

of the placement test done by new students, we can identify where the students is right

now, what students is lacking to put them in the suitable level as well as make

appropriate adjustments in the way teachers conduct the lessons. As a consequence, the

content and goals of the course are designed based on what students need, lack and wish

to learn. In addition, particular subjective needs of students for example what activities
ET3A – SYLLABUS AND EVALUATION 5

they would love to participate in in class, other additional language focuses, and their

preferred learning style are also taken into careful consideration in the course.

3.3. Goals and Objectives:

A course goal relates to the expectation in the development of learners such as

what they wish to learn, what teachers aim to achieve throughout the course (Nunan,

1988). The goals in this course are the expectations of students’ improvement in their

receptive and productive skills together with their development in some essential 21st

century skills as critical thinking, creativity and collaboration. While some of the skills,

such as reading comprehension, writing skills and basic math knowledge are always

valuable; many of the content specific facts, which are scattered throughout a student’s

educational career, are overly specialized. With advancements in technology-based

literacy, owning inert facts is not as important as it used to be (Adams & Carfagna,

2006). These 21st century skills can be enhanced through meaningful activities and

projects provided in the course. These goals are broken into more specific objectives in

each unit to help monitoring and assessment easier to proceed (Nation & Macalister,

2010, p.71)

3.4. Content and sequencing

In the content and sequencing process, curriculum designers create a list of the

items to teach in the order of the teaching process. According to Nation and Macalister

(2010), “Content and sequencing must take account of the environment in which the

course will be used, the needs of the learners, and principles of teaching and learning.”

(p. 70). In the environmental factor, ideas, content and sequencing of the content should

be considered. Firstly, the ideas in the course should facilitate learning in the classroom.
ET3A – SYLLABUS AND EVALUATION 6

According to content and sequencing guidelines (Nation & Macalister, 2010, 70) and

the list of criteria used to guide and evaluate the choice of ideas in the language course

(Nation & Macalister, 2010, 79), the ideas in my ET3A course can inspire learning in

the classroom because they satisfy learners’ interest and facilitate their learning with

the support from the course book. The ideas content in the course book is updated and

interesting with a variety of topics from the common ones like holiday, home, and

school to some strange ones such as time capsules, and treasures. Instead, the course

also includes lessons on geography, culture, and science with meaningful projects that

are interesting. Secondly, the ideas in this course are suitable to the age of the learners

as they are secondary and high school students and they are willing to learn from

different aspects of life. The sequencing of the course requires learners to attend all of

the lessons because each session covers a unit with information and tips for the KET

test. In terms of instructors, the language in the course are instructed by the teacher and

followed the course book. Teacher still has freedom in choosing teaching methods and

activities as long as they are suitable with the lesson and they can help students to reach

final learning goals.

Regarding needs factor, since the course content focus on providing students

with lessons in general English with some practices in the format of the KET test, it

serves the necessities of students: reinforce their language skills and abilities, and

prepare for the KET test. The placement test to identify students’ current English level

also ensures that the content of the course suit the proficiency level of learners. In terms

of principles in content and sequencing, this course has strategies and autonomy

principle because the teacher provides homework for students to better practice at home.
ET3A – SYLLABUS AND EVALUATION 7

As for learning burden and interference, the course helps learners make the most

effective use of what they have learnt by letting them apply the vocabulary in the unit

in the speaking and writing exercises.

3.5. Format and presentation:

“Principles in the curriculum design process is to decide how learning can be

encourage” (Nation & Macalister, 2010, 37). Principles of format and presentation in

the twenty principles of language teaching (Nation & Macalister, 2010, 39) are utilized

as criteria to evaluate the format and presentation of this course (Appendix B). Since

the content and activities available in this course are highly relevant to their needs and

wants, learners should feel eager to participate in learning in classes. Students have

chance to improve their receptive and productive skills in each unit by learning about a

specific topic. They also do the grammar references sections to practice using grammar

structure correctly. As this course is mainly task-based, students spend most of their

time dealing with tasks of all four skills, projects sections to get used to the format of

the KET test. The course also provides students with some classes focus on four skills

of the test in which students have chance to practice those skills through sample test,

which allow students to have a clearer understanding of the test format. Also, students

must demonstrate critical thinking and apply the language items they have learned

through projects did in class. Moreover, the course provides students with a variety and

flexibility of activities and online materials that suit their various learning styles.

3.6. Monitoring and assessment:

The monitoring and assessment of this course focuses on the ongoing needs and

environment analysis. The selection of assessment tasks should be based on the

ET3A – SYLLABUS AND EVALUATION 8

consideration of the learners and their needs, the teaching conditions, and the time

available of the course (Nation & Macalister, 2010). As this is a general English course

which aims at helping students improve their language skills and ability, both formative

and summative assessment are employed to assess students’ learning. Formative

assessment through progress tests helps both teachers and students quickly identify any

problems students have during the course, especially vocabulary and grammar, two

aspects of language that young learners usually face lots of difficulties. The summative

assessment done by mid-term exam and final exam evaluates the study process of

students and provides the result of study via scores. It is also important that students’

attitudes and effort towards learning is assessed through the homework check section,

which partly shows whether students are aware of the importance of self-practice or

not. Their study skills development is reflected through the completion of homework.

Feedback is also essential to help learners improve their language use. Feedback is

provided throughout the course in each lesson, especially after each KET test practice

so that students are more aware of their current problems in order to pay more attention

in their learning process.

4. Conclusion

To design a course syllabus, environment, needs and principles to meet the goals,

content and sequencing, format and presentation, monitoring and assessment

components should be taken into careful consideration. These components are

correlated and when carefully designed, they can benefits the stakeholders of the

curriculum, the learners, the teachers and the teaching institutions.

ET3A – SYLLABUS AND EVALUATION 9

Appendix A

ENGLISH FOR TEENS LEVEL 3A (ET3A) COURSE SYLLABUS

I. COURSE RETIONALE

This English for Teens level 3A (ET3A) course is a part of a 7-level courses

series at an English center in Ho Chi Minh city from beginner level to upper-

intermediate level (A1 to B2 according to the Common European Framework of

Reference(CEFR)). The purpose of the 7 courses is providing students with general

English knowledge and helping students improve their language abilities and skills for

their future learning and working. ET3A course focuses on getting students used to the

Cambridge Key English Test (KET) while giving them general knowledge of English

in daily life context. In this course, students are provided help to improve and develop

both receptive skills (reading and listening) and productive skills (speaking and writing)

in the format of a KET test. All the relevant vocabulary and grammar will also be

provided carefully in each lesson, together with a science or geography project after

each unit to help students build up their essential 21st century skills such as critical

thinking, creativity, and collaboration. The online session of the course including

videos, games and practices are also available to reinforce students’ language skills and

abilities.

II. PARTICIPANTS

The course aims at lower and upper secondary schools student whose English

level belongs to the A2 level of the CEFR, especially students who are preparing for

the Cambridge KET test. As a consequence, placement test is provided to every new

students in order to make sure that they can catch up the knowledge without any gaps.
ET3A – SYLLABUS AND EVALUATION 10

For current students, they must pass the previous course on level 2 to participate in the

ET3A course.

III. SCHOOLS / ORGANIZATION

This course is designed for a language center and students can register to study

the course freely if they either want to develop their general English skills and abilities

or they wish to take the KET test in the future.

IV. AIMS AND OBJECTIVES

1. Aims

The course aims to assist students to:

- Knowledge: improve English knowledge in daily life contexts and gain basic idea

about Cambridge KET test.

- Skill: enhance both receptive and productive skills as well as 21st century skills:

critical thinking, creativity and collaboration.

- Attitude: develop positive attitude and confident to produce English in their learning

process and daily life.

2. Objectives

By the end of each unit, students will be able to:

Unit 1:

- Speaking: Say which activities they would like to try

- Listening: Listen to a teacher talks about a school challenge and identify specific

information in the recording

- Reading: Understand passage about a student’s letter about themselves

- Vocabulary: Memorize and recall adjectives describing personality

ET3A – SYLLABUS AND EVALUATION 11

- Grammar: Distinguish and differentiate when to use present simple and present

continuous

- Writing: Apply adjectives learnt in the unit to write a paragraph about yourself

Unit 2:

- Speaking: Employ new words in the unit to describe the geography and weather

of a country

- Listening: Listen to a description of the UK and identify specific information in

the recording

- Reading: Understand passage about The Earth: A changing planet

- Vocabulary: Memorize and recall words describing geography features

- Grammar: Distinguish verbs that cannot be used in continuous tenses

- Pronunciation: Recognize and identify the sound “th”

Unit 3:

- Speaking: Talk about an adventure you would like to have

- Reading: Understand passage about the story of Amelia Earhart

- Vocabulary: Memorize and recall words about travel and adventure

- Grammar: Recognize and define the use of past simple.

- Writing: Apply words and information in the unit to write a paragraph about

Amelia Earhart’s time on the island

- Pronunciation: Recognize and identify the silent letters

Unit 4:

- Speaking: Talk about an adventure you would like to have

- Reading: Understand passage about Our worst holiday ever!

ET3A – SYLLABUS AND EVALUATION 12

- Vocabulary: Memorize and recall words about holidays and home

- Grammar: Distinguish and differentiate when to use past continuous and past

simple

- Pronunciation: Recognize and identify the /ɪ/, /i:/ sounds

Unit 5:

- Speaking: Prepare and practice to give a 30-second talk

- Reading: Understand passage about how to give a good talk

- Vocabulary: Memorize and recall words about school and school subjects

- Grammar: Distinguish and differentiate where to use comparative and

superlative in adverbs

Unit 6:

- Speaking: Describe your family’s belongings

- Listening: Get used to and practice Key listening part 2

- Reading: Understand passage about a student’s letter about themselves

- Vocabulary: Memorize and recall adjectives and materials

- Grammar: Recognize and define the use of possession – determiners and

pronouns

- Writing: Apply adjectives learnt in the unit to write about your family’s

belongings

- Pronunciation: Recognize and identify weak forms: a and of

Unit 7:

- Speaking: Practice making plans for an adventure week

- Listening: Get used to and practice Key listening part 5

ET3A – SYLLABUS AND EVALUATION 13

- Reading: Understand passage about a student’s letter about themselves

- Vocabulary: Memorize and recall words describing holiday activities an

expressions with get

- Grammar: Recognize and define the use of present continuous for future

- Pronunciation: Recognize and identify words that sound familiar

Unit 8:

- Speaking: Discuss predictions about future

- Listening: Listen to an interview about homes of the future and identify specific

information in the recording

- Vocabulary: Memorize and recall words related to home

- Grammar: Recognize and define the use of future with will

- Writing: Write a letter to predict about the future

- Pronunciation: Recognize and identify will and won’t

Unit 9:

- Speaking: Talk about what you do to keep fit

- Listening: Get used to and practice Key listening part 3

- Reading: Understand passage about mind sports

- Vocabulary: Memorize and recall words related to sport and games

- Grammar: Distinguish and differentiate when to use must, mustn’t, have to, don’t

have to

- Pronunciation: Recognize and identify must and mustn’t

Unit 10:

- Speaking: Listen to each other’s problems and give advice

ET3A – SYLLABUS AND EVALUATION 14

- Listening: Listen to Dr. Mandy gives advice to three teenagers and identify

specific information in the recording

- Reading: Understand passage about teen troubles, a problem website

- Vocabulary: Memorize and recall words related to people and the Internet

- Grammar: Distinguish and differentiate when to use gerunds and infinitives

V. COURSE MATREIALS

Course book: Prepare level 3, Cambridge University Press

Throughout the course, student book, workbook, audios / videos, and

supplementary materials form teacher will be employed. The course will focus on the

first half of the course book (ten units). The rest of the course book will be taught in the

following course.

VI. COURSE LENGTH

ET3A is a 12-week course in which students spend two hours a day, two days a

week in class. Classes are available only in the evening from 5:45pm and weekends due

to the time available of students who have to go to school on weekdays.

VII. COURSE OUTLINE

Week 1st Hour 2nd Hour Homework

Unit 1 – It’s a challenge! Unit 1

SB – pages 12/13 WB – pp. 4-7
Break-the-ice Activities
Grammar reference – Unit 1:
1 Unit 1 – It’s a challenge!
Present simple and Present
SB – pages 10/11
continuous
SB – page 147
ET3A – SYLLABUS AND EVALUATION 15

Unit 2 – The natural world Unit 2

SB – pages 16/17 WB – pp. 8-11
Unit 2 – The natural world Grammar reference – Unit 2:
SB – pages 14/15 Verbs we don’t use in the
continuous
SB – page 148

Culture – The USA Project 1 Assignment

SB – pages 18/19 Make a presentation on a state
Get Talking! – Units 1 and 2 of the USA or a part of your
SB – page 130 country

2 Unit 3 – Travel: then and now Unit 3

SB – pages 22/23 WB – pp.12-15
Unit 3 – Travel: then and now
Grammar reference – Unit 3:
SB – pages 20/21
past simple
SB – page 149

Progress Test 1
Unit 1-2 Assessment KET: SPEAKING (7.1S)
Video Practice & Correction
Unit 3: Adventures!

3
Unit 4 - My place Unit 4
SB – pages 26/27 WB – pp. 16-19
Unit 4 - My place
Grammar reference – Unit 4:
SB – pages 24/25
Past continuous and Past simple
SB – page 150

Geography - Rivers Project 2 Assignment

4
SB – pages 28/29 Make a poster about a river
ET3A – SYLLABUS AND EVALUATION 16

Get Talking! – Units 3 and 4

SB – page 130

Progress Test 2
Review 1 Unit 3-4 Assessment
SB – page 30/31 Video
Unit 4: Homes

Unit 5 - School Unit 5

SB – pages 34/35 WB – pp. 20-13
Unit 5 – School Grammar reference – Unit 5:
SB – pages 32/33 Comparative and Superlative
adverbs
SB – page 151
5

Unit 6 - It's very special Unit 6

SB – pages 38/39 WB – pp. 24-27
Unit 6 - It's very special
Grammar reference – Unit 6:
SB – pages 36/37
Possessions
SB – page 152

KET: LISTENING (7.1L)

Mid-term Review
Practice & Correction

6
MID-TERM EXAM
MID-TERM EXAM
LISTENING, READING &
SPEAKING
WRITING

Culture – Secondary school in

Project 3 Assignment
7 the UK
Make a school webpage
SB – pages 40/41
ET3A – SYLLABUS AND EVALUATION 17

Get Talking! – Units 5 and

6SB – page 131

Progress Test 3
Unit 5-6 Assessment KET: READING (7.1R)
Video Practice & Correction
Unit 5: School subjects

Unit 7 – Travel and holidays Unit 7

SB – pages 44/45 WB – pp. 28-31
Unit 7 – Travel and holidays
Grammar reference – Unit 7:
SB – pages 42/43
Present continuous for future
SB – page 153
8
Unit 8 – Life in the future Unit 8
SB – pages 48/49 WB – 32-35
Unit 8 – Life in the future
Grammar reference – Unit 8:
SB – pages 46/47
Future with “will”
SB – page 154

Science: The birth and death

of stars
SB – pages 50/51 Project 4 Assignment
Get Talking! – Units 7 and 8 Research black holes
SB – page 131
9

Progress Test 4
Review 2 Unit 7-8 Assessment
SB - page 52/53 Video
Unit 8: The time capsule
ET3A – SYLLABUS AND EVALUATION 18

Unit 9 – Sports and games Unit 9

SB – pages 56/57 WB – pp. 36-39
Unit 9 – Sports and games Grammar reference – Unit 9:
SB – pages 54/55 must, mustn’t, have to, don’t
have to
SB – page 155
10
Unit 10 – Useful websites Unit 10
SB – pages 60/61 WB – pp. 40-43
Unit 10 – Useful websites Grammar reference – Unit 10:
SB – pages 58/59 Verb patterns: gerunds and
infinitives
SB – page 156

Culture – Football (The

beautiful game)
SB – pages 62/63 Final Review
Get Talking! – Units 9 and 10
11 SB – page 132

FINAL EXAM
FINAL EXAM
READING, LISTENING,
SPEAKING
WRITING

KET: Writing (7.1W)

Test result and corrections
Practice & Correction

Progress Test 5
12
Unit 9-10 Assessment
Video Final oral quiz
Unit 9: Games (with
Worksheets)
 ET3A – SYLLABUS AND EVALUATION 19

VIII. COURSE REQUIREMENT

To pass the course and move on to the next course level, students must:

- Attend and complete Mid-term and Final-term exams with at least 60/100 scores.

- Finish at least 80% of the total required progress tests which taken place after every

two units.

IX. ASSESSMENT

The assessment tasks used for this course are formative and summative

assessment, including:

Percentage of
Assessment Content
final grade

In the middle and at the end of the 80% (mid-term

course, mid-term and final exams are exam 20%, final

organized in order to test students’ exam: 40%)

Mid-term and final exams
knowledge and abilities throughout the

course. The tests includes both

receptive and productive skills.

The learning process is reflected 10%

through the progress tests after every

two units. The progress test will focus

Progress tests
on checking students’ learning

progress through vocabulary and

grammar exercises
ET3A – SYLLABUS AND EVALUATION 20

Students’ homework will be checked 10%

by Teaching Assistant in every lesson

Homework to make sure that students spend time

and effort to practice and revise what

they have learnt at home.

ET3A – SYLLABUS AND EVALUATION 21

Appendix B

Twenty Principles of Language Teaching (Nation & Macalister, 2010)

Content and Sequencing

1. Frequency: A language course should provide the best possible coverage of

language in use through the inclusion of items that occur frequently in the

language, so that learners get the best return for their learning effort.

2. Strategies and autonomy: A language course should train learners in how

to learn a language and how to monitor and be aware of their learning, so that

they can become effective and independent language learners.

3. Spaced retrieval: Learners should have increasingly spaced, repeated

opportunities to retrieve and give attention to wanted items in a variety of

contexts.

4. Language system: The language focus of a course needs to be on the

generalizable features of the language.

5. Keep moving forward: A language course should progressively cover

useful language items, skills and strategies.

6. Teach-ability: The teaching of language items should take account of the

most favourable sequencing of these items and should take account of

when the learners are the readiest to learn them.

7. Learning burden: The course should help learners make the most effective

use of previous knowledge.

8. Interference: The items in a language course should be sequenced so that

items which are learned together have a positive effect on each other for
ET3A – SYLLABUS AND EVALUATION 22

learning and so that interference effects are avoided.

Format and Presentation

1. Motivation: As much as possible, the learners should be interested

and excited about learning the language and they should come to value

this learning.

2. Four strands: A course should include a roughly even balance of

meaning- focused input, language-focused learning, meaning-focused

output and fluency activities.

3. Comprehensible input: There should be substantial quantities of

interesting comprehensible receptive activity in both listening and reading.

4. Fluency: A language course should provide activities aimed at increasing

the fluency with which learners can use the language they already know,

both receptively and productively.

5. Output: The learners should be pushed to produce the language in

both speaking and writing over a range of discourse types.

6. Deliberate learning: The course should include language-focused

learning on the sound system, spelling, vocabulary, grammar and

discourse areas.

7. Time on task: As much time as possible should be spent using and focusing

on the second language.

8. Depth of processing: Learners should process the items to be learned

as deeply and as thoughtfully as possible.

9. Integrative motivation: A course should be presented so that the learners

ET3A – SYLLABUS AND EVALUATION 23

have the most favorable attitudes to the language, to users of the language,

to the teacher’s skill in teaching the language, and to their chance of success

in learning the language.

10. Learning style: There should be opportunity for learners to work with the

learning material in ways that most suit their individual learning style.

Monitoring and Assessment

1. Ongoing needs and environment analysis: The selection, ordering,

presentation, and assessment of the material in a language course should

be based on a continuing careful consideration of the learners and their

needs, the teaching conditions, and the time and resources available.

2. Feedback: Learners should receive helpful feedback which will allow

them to improve the quality of their language use.

ET3A – SYLLABUS AND EVALUATION 24

References

Adams, J. M., & Carfagna, A. (2006). Coming of Age in a Globalized World: The Next

Generation. Bloomfield: Kumarian Press, Inc.

Hutchinson, T., & Waters, A. (1987). English for Specific Purposes. Cambridge:

Cambridge University Press.

Nation, I. S. P., & Macalister, J. (2010). Language curriculum design. London:

Routledge.

Nunan, D. (1988). Syllabus design. Oxford: Oxford University Press.

Richards, J. C. (2001). Curriculum development in language teaching. Cambridge:

Cambridge University Press.

Tessmer, M. (1990). Environment analysis: A neglected stage of instructional design.

Educational Technology Research and Development, 38(1), 55–64.