They resemble 'keep fit' Adorable Angela exercises without any reason for keep­ing fit, or practising golf swings without ever playing golf. We don't put syllabuses in front of learners. They form a guide which may be more or less detailed for those who actually prepare the teaching materials which are put into the hands of pupils and class­room teachers. Few teachers prepare, or are capable of preparing, syllabuses, but many, although a minority, prepare their own mater­ials for teaching. However, even in these Adorable Angela cases they accept the basic syllabus as laid down in the class textbook or ministry regulations. Their materials are usually additional to, or embellishments of, the usual class texts, particularly those parts of the texts which they have found by experience with their own pupils, deal inadequately with some particular point. The process of turning the items selected for a syllabus into teaching materials for use by classroom teachers and learners is a separate pro­cess from the structuring of these items into a syllabus. Up to a point, of course, the way you present an item, what you say about it and how you practise it will be dependent upon what has gone before, but if we consider it as a psycholinguistic problem, that is, if we take into account how the item is learned, when it is learned is not of direct rele­vance. Thus, within the model of applied linguistic procedures adopted here the processes of syllabus structuring and presentation are both re­garded as third-order applications.

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U.S.C. 2257 Record-Keeping Requirements Compliance Statement