Chapter 8: Course Planning 2

Match the following

• Based on the words taught

• Functional Syllabus

• Based on 4 "macro-skills"

• Grammatical Syllabus

• Based on language as communication

• Skill Based Syllabus

• Based on language in specific instances

• Situational Syllabus

• Emphasizes role of sentence structure

• Vocabulary Syllabus

What are the 4 macro skills of language?

• listening, speaking, reading, and writing
• memory, attention, perception, reasoning
• grammar, vocabulary, pronunciation, comprehension
• syntax, semantics, pragmatics, phonetics

When course planning, if you want to focus on language needed in specific situations you would use​ (a)   .

• a situational syllabus
• a grammatical syllabus
• a vocabulary syllabus

Organize these options into the right categories

Groups:

(a) Positive attribute of syllabus

,

(b) Negative attribute of syllabus

• Functional syllabuses have a simplistic view of communication.

• Grammatical syllabuses easily go from simple to complex

• Skill based syllabuses focus on behavior and performance.

• Situational syllabuses are learner centered and practical.

• Vocabulary syllabuses enable students to learn a lot of new words.

• Functional syllabuses view language as communication.

• Grammatical syllabuses reflect a small portion of language.

• Vocabulary syllabuses might leave considerable gaps in knowledge.

• Situational syllabuses may not cover everything that can happen, leaving gaps.

• Skill based syllabuses do not reflect authentic language use.

What is the purpose of a situational syllabus?

• To teach vocabulary

• To focus on grammar

• To understand spoken language

• To develop functional language skills need in particular situations

If the course has this goal statement, which is the most likely type of syllabus used?

Goal: Students will be able to understand spoken passages on familiar matters, including current affairs and topics of personal interest.

• Situational Syllabus

• Vocabulary Syllabus

• Functional Syllabus

• Grammatical Syllabus

Match the following for determining scope and sequence:

• Repeated opportunities to learn

• Need

• Based on skills most likely to need

• Chronology

• Sequenced based on how events occur

• Prerequisite learning

• easier skills are taught before harder

• Spiral

• teaching what is necessary as foundation

• Simple to complex

When you consider the overall structure before considering the individual components you are planning ___.

• Part to whole

• Whole to part

• Simple to complex

• basic literary skills

Reorder the following from shortest unit of time to longest

• Lesson

• Unit

• Module

• Course

Poll (No Points)

How much autonomy do you have in planning your daily lessons.

• I can do whatever I want in may classroom, there is no outline and I am in charge of planning.

• As long as I hit the state standards, I can use district resources or come up with my own activities to fulfill teaching objectives.

• My district provides a curriculum I am expected to follow, but I can individualize occasionally to my class.

• I must follow a scripted curriculum and have little to no say in day to day activities.