1.
Syllabus design focuses on the detailed planning of a specific course
or subject. It involves determining the content, objectives, sequencing
of topics, assessment methods, and resources for a particular course.
- Scope: Syllabus design is narrower and specific, addressing the
structure and organization of individual courses within a curriculum.
- Components: Part of curriculum development
- It is a micro-level process that deals specifically with the organization
of instructional content.
- Curriculum development is a comprehensive process that involves
planning, creating, and enhancing an entire educational program or
system, often involving multiple courses and subjects across grade
levels. different degrees.
- Scope: A broader, comprehensive process that includes planning,
implementation, and evaluation of a language teaching program.
- Components: Includes syllabus design + other elements
- It is a macro-level process involving long-term educational planning
and decision-making.
2. Instruction needs to ensure that learners develop both a rich
repertoire of formulaic expressions and a rule-based competence.
- Instruction needs to ensure that learners focus predominantly on
meaning.
- Instruction needs to ensure that learners also focus on form.
- Instruction needs to be predominantly implicit
- Instruction needs to take into account the learner’s ‘built-in syllabus’.
- Successful instructed language learning requires extensive L2 input.
- Successful instructed language learning also requires opportunities for
output.
- The opportunity to interact in the L2 is central to developing L2
proficiency.
- Instruction needs to take account of individual differences in learners.
- In assessing learners’ L2 proficiency, it is important to examine free as
well as controlled production.
1. “To be” in the Present Simple (It 4. Yes/No questions and short
is...) answers using “Is it...?
" It is hot today." Is it cold outside? — No, it isn’t.
"It is sunny and warm". Is it raining now? — Yes, it is.
"It is cloudy this morning." 5. Use of adjectives for weather
2. “There is / There are” description
"There is a lot of rain in the "It's hot/cold/windy/foggy."
forecast." "It's sunny/cloudy/rainy/snowy."
"There are dark clouds in the sky." 6. Question Formation (Wh-
3. Use of “It’s + Verb-ing” to questions):
describe ongoing weather "What's the weather like
"It’s raining." today?"
"It’s snowing." "Where does it snow in winter?"
4. These characteristics are:
- Students' communication capacity is developed through linking
grammatical development with communication skills, often arising from
communication tasks and reflecting language characteristics during the
task process.
- The use of problem solving, information sharing, role-playing, technology,
and the Internet promotes meaningful communication, interaction, and
negotiation.
- They provide both inductive and deductive learning opportunities for
grammar.
- Content that connects to students' lives and interests.
- Students are to personalize learning by applying what they have learned
to their own lives.
5. A national or state curriculum is a centrally designed educational
framework that outlines what students are expected to learn and achieve at
different levels of the education system within a specific country or region.
The national or state curriculum includes:
- Details of the different subjects that will be taught, such as English,
science, and mathematics.
- A syllabus for each subject.
- Details of what levels of attainment are expected for each subject,
- The teaching methods that are recommended for teaching the curriculum.
- Information on how learning will be assessed
6. An institutional curriculum is a set of courses offered by educational
institutions to meet the needs of students. It reflects changes in student
numbers and serves as a basis for textbook selection, classroom material
development, and assessment methods.
- The curriculum can detail content and language skills, and can form the
basis for individual course syllabi. It is usually developed by experienced
teachers based on needs analysis.
7. The teacher’s curriculum or course outline refers to the detailed plan or
document developed by a teacher that outlines how a specific course will
be taught in the classroom. While it is derived from the broader institutional
or national curriculum, the teacher's curriculum is personalized to meet the
needs of the teacher's students, classroom context, and instructional
preferences.
8. Docking (1994) describes the nature of a curriculum as follows:
Traditional curriculum planning techniques involve concentrating on a
subject, selecting concepts, knowledge, and skills, and creating course
material around that subject. Despite their specificity, objectives frequently
play little part in instruction or evaluation. A single scale is commonly used
to grade students, guaranteeing a broad range of scores.
9. Needs analysis in language teaching is generally thought of as the
starting point in many cases of course design:
- To identify what learners already know and what they need to learn
- To help define course objectives and content
- To determine learner priorities and preferences
- To provide data for selecting or designing teaching materials
- To help shape teaching methods and classroom activities
- To identify learners’ communicative needs in real-life contexts
- To inform the assessment and evaluation criteria
- To align course design with institutional or professional goals
10. Practical Language Tasks for Tour Guides:
- Welcoming tourists at the airport
- Giving information about itineraries
- Describing places, culture, and history
- Taking tourists to restaurants
- Handling questions from tourists
- Providing safety instructions
- Dealing with complaints or problems
- Making announcements on the bus/microphone
- Giving recommendations
11. The principles used or suggested as a basis for developing grammar
textbooks are:
1. Determine which grammatical 7. Provide opportunities for
resources the learners need. meaningful communicative practice.
2. Educate students on the nature 8. Provide opportunities for students
of texts. to produce stretched output.
3. Acknowledge the distinctions 9. Make links between grammar and
between written and spoken
vocabulary.
language.
4. Use corpora to explore texts 10. Use student errors to inform
5. Make use of a range of instruction.
inductive and deductive teaching 11. Integrate grammar with the four
strategies. skills.
6. Offer guided noticing 12. Use the resources of the Internet
opportunities. and technology
12. The nature of needs is multi-dimensional, context-specific, and
evolving. Needs can refer to different, limited aspects such as wants,
desires, requirements, expectations, and motives. Needs are not just what
learners say they want, but also what they may not realize they need, and
what experts determine as necessary for success.
Analyzing internal links is important in understanding demand, because
different internal links may have different views of what the need is.
13. The end users of needs analysis to help revise the secondary school
English curriculum in a country is:
- Curriculum planners and designers, who are responsible for building or
modifying English programs at the national or local level
- Test and assessment designers, who design tests, periodic assessments or
national exams.
Ministry of Education officials, who may wish to use the information to
evaluate the adequacy of existing syllabuses, curricula, and materials
- Teachers who directly apply the program.
- Learners, who will be taught from the curriculum;
- Writers who are preparing new textbooks.
- School administrators and academic coordinators, who are interested in
knowing what the expected level of students exiting the schools will be and
what problems they face.
14. Needs analysis: This analysis helps choose vocabulary that is
relevant and helpful for students in their particular situation.
- Communicative competence: The goal of communicative competency
is to teach students language that is relevant to their needs and
appropriate for their communication. Words and expressions that
students are likely to come across and utilize in real-world conversation
should be given priority when choosing vocabulary.
- Learner-centered: takes into account the interests, preferences, and
learning styles of the students. In order to make sure that the
vocabulary selected is appealing and significant to students, vocabulary
curricula should include their motivation, experience, and educational
background.
- Authenticity: Rather than concentrating simply on manufactured or
fabricated language, vocabulary curricula should incorporate words and
expressions that are often used in real-world interactions.
15. The purpose of the restaurant employee needs analysis being conducted
is
- Identify English communication situations at work
- To determine how many employees need language training.
- To identify the restaurant owners' and management staff's perception of
language problems employees have on the job.
- Detect the gap between current skills and job requirements
- Analyze daily English usage
16. The purpose of a needs analysis for young learners and adolescents is
- To determine the students' current English skill level.
- To determine which parts of learning English, like reading, they like best and
least. watching videos and listening.
- To learn more about their prior language learning experiences.
- To ascertain their inclinations toward learning formats, including individual,
group, and whole-class instruction.
- To learn about their opinions on topics like the value of vocabulary,
grammar, error correction, fluency exercises, and group projects.
17. These requirements are:
- Delivered efficiently and in the - Self-access mode
minimum amount of time. - Context and situation-specific
- Access content and information. learning.
- Potential for delivery to large - Self-manage their own learning.
numbers of learners, both face - to - - Outcomes that are performance-
face and distant. based.
- Assessment linked to tasked to task
performance.
18. Examples of words that could fit each criterion:
1. Teachability: Words that are 4. Coverage: Words that cover a
relatively straightforward to explain wide range of concepts and
and understand contexts, providing a comprehensive
- Example: cat, dog, house, ball, understanding of the language.
run - Example: person, place, thing,
2. Similarity: Words that share action, adjective, adverb
common roots, prefixes, suffixes, or 5. Defining Power: Words that are
phonetic patterns, making them fundamental in expressing ideas or
easier to learn together. concepts, often serving as building
- Example: happy, unhappy, blocks for more complex language.
happiness, happier, unhappier - Example: to be, have, do, can,
3. Availability: Words that are will
commonly used and encountered in 6. Communicative Need: Words that
various contexts. are essential for effective
- Example: love, hate, happy, sad, communication in everyday
good, bad situations.
- Example: hello, goodbye, please,
thank you, sorry
