What I Need In The Picture Below Check It Please

All What I Need In The Picture Down Below Check It Please And The Mo

All what i need in the picture down below :) check it please and the most important thing that i need to draft (first and second draft for the homework) i want to be 16 pages and i want it to be for that book in the picture (word english) and dont forget that i want the syllabul for students between 19 to 21 years old: It must have (cover page,table of the course,abstract,intrudction ,level of the audinece,age of the audinece ,purpise of learning , the skills,teaching method,instronactional tools, the type and shape of the syllabus,rational of the course(goals,relevence,error corection,overt instuction),objectives,the entry and exist points ,describtion of course content,syllabus disterbution,scop and sequence,course structure,evalution assment methods,course assessment and evalution,grading scale,roles of the teacher and learners,instunctional materials use in the course ,recourse needed for the course,lesson plane,appendix perposition-time.

Paper For Above instruction

This comprehensive syllabus design for an English language course tailored for students aged 19 to 21 requires meticulous planning and organization to ensure its effectiveness and relevance. The following paper delineates the essential components necessary for drafting a structured and detailed syllabus, incorporating theoretical considerations and practical applications to facilitate optimal language learning outcomes.

Introduction

The development of a syllabus for young adult learners necessitates clarity of purpose, an understanding of learner profiles, and alignment with educational goals. The target demographic, students aged 19-21, typically possess foundational language skills but require advanced instruction to enhance proficiency systematically. This age group often benefits from contextualized learning approaches that incorporate real-life scenarios, cultural relevance, and interactive methodologies.

Level of the Audience and Age

Participants are university-level students within the 19-21 age bracket. Their cognitive development contrasts with younger learners, enabling more abstract thinking, higher autonomy, and motivation for communicative competence. This understanding shapes content complexity, instructional strategies, and assessment methods suitable for their developmental stage.

Purpose of Learning and Course Objectives

The primary aim is to elevate learners’ overall English proficiency, focusing on speaking, listening, reading, and writing skills. Objectives include enabling students to communicate effectively in academic and social contexts, understand nuanced texts, and produce coherent written material. Additionally, fostering autonomous learning and critical thinking about language use enhances their communicative competence and cultural awareness.

Skills and Teaching Methods

The syllabus emphasizes integrated language skills through task-based learning, collaborative activities, and multimedia resources. Teaching methods encompass communicative language teaching (CLT), task-based language teaching (TBLT), and interactive pedagogies. This diverse approach encourages active participation, contextualized practice, and learner autonomy.

Instructional Tools and Materials

Utilization of multimedia resources, authentic texts, language labs, and digital platforms supports varied learning styles. Resources include audio-visual aids, online exercises, and realia, fostering engaging and meaningful learning experiences.

Type and Shape of the Syllabus, Rationale of the Course

The course adopts a communicative syllabus focusing on functional language use, integrating grammar, vocabulary, and pragmatic competence. The rationale emphasizes relevance to learners’ academic and social needs, error correction to promote accuracy, and overt instruction to clarify language rules.

Objectives and Entry/Exit Points

Clear entry and exit criteria define learners’ readiness and achieved competencies. Entry points involve assessed language levels, while exit points gauge mastery through assessments and_project outputs.

Description of Course Content and Syllabus Distribution

The content covers themes like education, culture, technology, and social issues, distributed across modules that progressively increase in complexity. Syllabus distribution ensures balanced coverage of skills, grammar, vocabulary, and pragmatic features in alignment with curriculum standards.

Scope and Sequence; Course Structure

Sequence prioritizes foundational skills progressing toward advanced communicative tasks. The course structure includes weekly themes, learning activities, assessments, and reflection sessions to facilitate continuous development.

Evaluation and Assessment Methods

Assessment strategies combine formative assessments (quizzes, class participation, assignments) and summative evaluations (midterm, final exams, project presentations). Evaluation aligns with objectives, providing feedback for learner progress and instructional adjustments.

Grading Scale and Roles

A transparent grading scale based on achievement levels, participation, and project work ensures fairness. The teacher’s role is to facilitate, guide, and mentor, while learners are active constructors of their knowledge through engagement and autonomous practice.

Instructional Materials and Resources Needed

Materials include textbooks (such as Word English), digital tools, language labs, and supplementary resources like dictionaries and grammar guides. Resources are selected to enhance interactivity and real-world applicability.

Lesson Plan and Appendix

Lesson plans organize weekly objectives, activities, materials, and timings. Appendices include supplementary exercises, pronunciation guidelines, and assessment rubrics to support instructional continuity and standardization.

Conclusion

This detailed syllabus framework ensures comprehensive coverage of language learning necessities for young adult learners, emphasizing practical skills, cultural awareness, and autonomous learning. Proper alignment of content, methods, and assessments will foster an engaging and effective educational environment.

References

• Celce-McGovern, M. (2001). Teaching English as a Second or Foreign Language. Heinle & Heinle.
• Richards, J. C., & Rodgers, T. S. (2014). Approaches and Methods in Language Teaching. Cambridge University Press.
• Harmer, J. (2015). The Practice of English Language Teaching (5th ed.). Pearson Education.
• Brown, H. D. (2007). Teaching by Principles: An Interactive Approach to Language Pedagogy. Pearson Education.
• Scrivener, J. (2011). Learning Teaching. Macmillan International Higher Education.
• Littlewood, W. (2004). Foreign and Second Language Learning: Language Acquisition or Language Forgetting? Language Teaching.
• Nunan, D. (2004). Task-Based Language Teaching. Cambridge University Press.
• Nation, I. S. P., & Macalister, J. (2010). Language Curriculum Design. Routledge.
• Tomlinson, B. (2012). Materials Development in Language Teaching. Cambridge University Press.
• Richards, J. C. (2001). Curriculum Development in Language Teaching. Cambridge University Press.