By the end of this subject students will:

 - Develop an understanding of the central concepts in SD.
- Be able to understand the process in designing a syllabus.
- Develop the necessary skills and knowledge in designing a syllabus.
- Be able to design a syllabus integrating all the skills required in the process.
- Be able to design ELT materials according to the type of syllabus chosen.
As a general objective in this subject we will aim at providing you with practical ideas in syllabus and materials design, we will visit some theory but most of the course will be targeted at practicing.
Renzo Márquez

Welcome to Teaching English to Young Learners.

 This course consists of 3 Units. It is not the typical course which consists of numerous tasks and forums for you to complete. It is rather a collection of information regarding the developmental, social and emotional needs of children divided in three age groups. It also has a collection of ideas regarding how to teach the four basic skills, some of which are probably well known to you but hopefully there will be some new ideas for you to try out in the classroom. Unit3  contains a discussion of today’s net generation (N-geners), as well as looking at technology and the digital child, and thinking about the implications this has for education in general, and how we might utilize this information in teaching young children English.

 We will have 4 Forums – which can best be defined as open ended in that it is primarily a forum where you - the participants - will discuss, and share information about any aspect of teaching young children that interest you, in addition to voicing your reaction to the content of the course. Your course material is not law; it consists of opinions of other educators, such as yourself, and researchers, which you could become. Perhaps, your experience tells you something quite different from the course materials, and the forum – will allow you to discuss your opinions.


We will have 1 final assignment – which will allow you to assimilate what you have read/discovered/learned during the course, as you design and implement a 5 hour lesson. See the assessment/final assignment page for details.

Hopefully, there is information in this package which will be helpful to you – you are at the end of the journey as far as studying for your BA, but as has been our desire from the start, we hope that you have become lifelong learners – always reflecting on what you do in the classroom, why you do it and planning how to do it better.

In 10 years time we want to see that you are a teacher of 10 year’s experience – having always uniquely responded to your Ss necessities and the situation of the moment, and not a teacher with 1 year experience multiplied 10 times, because you repeated everything over and over.



The Study Guide


This Study Guide is intended as one form of support for you on this BA course. It is your “Tutor” at a distance. I hope it will serve to guide you as you continue your experience of distance and online learning, and will be a source to consult as you go through this seminar. The activities herein are meant to help you focus on the important points brought up in the reading or sometimes in the package itself. Of course, as always, you should do the recommended reading where indicated.


Please go over the Guide carefully and make sure that you are clear on

all points.




You  will…..



Unit  1:          ESP


Define ESP


Read a brief history of ESP


Understand the difference between ESP and EGP


Name different types of ESP Courses


Describe an ESP teacher


Describe an ESP student


Be able to discuss some special issues regarding ESP



           Unit 2: ESP: In Practice


ü  Identify the steps in ESP course design

ü  Define a needs analysis

Be able to organize  a syllabus and set objectives


Be able to select appropriate materials


ü  Be able to select appropriate tasks


ü  Be able to choose appropriate assessments methods and know how to evaluate your course