KLTA 6: EST Syllabus Lesson Plan Chilukuri Bhuvaneswar KLLAS WEB 193 | Page EST SYLLABUS DESIGN FOR ARCHITECTURAL ENGINEERING 2: ILLUSTRATION OF A LESSON IN KLTA 1 Chilukuri Bhuvaneswar, University of Sebha, Sebha, Libya Abstract This is the second part of “EST Syllabus Design For Architectural Engineering 1: The Ka:rmik (Linguistic) Language Teaching Approach” (Bhuvaneswar 2012-13) in which a model lesson is given for illustration of the approach after “Illustration of a Lesson in KLTA” in page 194 of that paper. Owing to constraints of space, it is not included there but given as this separate paper. In this paper, an attempt has been made to extend the Ka:rmik Linguistic Theory to the teaching of languages and develop a new model of syllabus design in the Ka:rmik Language Teaching Approach (KLTA) to tackle the problem of providing an optimal teacher-learner-administration- material network for facilitating an enjoyable, quicker, and efficient learning of English and in fact any other second or foreign language. It is done by I-I-Iing the form-function-meaning (semantics)-discourse content of language in the syllabus with teaching-learning-administration network on the one hand and the knowledge-practice-traits of the learners in an integrated framework to bring in the va:sana (internalized habituation) of using the language in a systematic manner as and when the need arises. Key words: EST syllabus design; Lesson plan in KLTA, architectural engineering; Iinterconnected-interrelated-interdependent networking; integrated framework I. INTRODUCTION A Typical Lesson in a KLTA Syllabus consists of Three (dealing with learning) + Two (dealing with practice and evaluation) parts. Part I consists of five sections dealing with a. desire specification, leading to b. knowledge acquisition, leading to c. knowledge application and skill acquisition, leading to d. coordination of action (for the construction of dispositional reality), and e. dispositional reality construction leading to f. experience of action. (1) Desire Knowledge Acquisition Skill Acquisition Coordination of Action Experience Within Part I, knowledge acquisition consists of three sections dealing with a. form, b. function, and c. meaning; again, knowledge application and skill acquisition consists of two sections dealing with a. context specification and b. discourse construction. In Part II, different exercises are given for practice and establishing the concerned lingual habits for coordination of action. In this part, there will be guidelines and hints for practice. Part III is devoted for testing and evaluation without any guidelines or hints. The whole lesson is interconnected-interrelated-interdependent on each network-within-network in an atomic-wholistic functional framework. 1 This paper was written in 2008 when I was in the Faculty of Engineering and Technology, Brack and later revised in 2012.