1) Which of the following best describes what is meant by the term curriculum?
)a the total content taught across all of the school subjects.
2) In the U.S.A the terms curriculum and syllabus are interchangeable. TRUE
3)As a general rule, syllabus design concerns: Selection and grading of content
4) Which of the following teaching methods in foreign language teaching is typical of classical humanism?
Grammar-Translation method
5) Progressivism places emphasis on: Learner-centredness and autonomy
6)Richards suggests there are how many components of methodology? 2
7) Audiolingualism is a teaching approach that comes under: Reconstructionism
8) Within the educational spectrum, the terms objectives, goals, and aims are synonymous.
FALSE
9) Skilbeck claims that curriculum objectives concern teachers and students, not parents and the outside
community. FALSE
10)Tyler suggests that there are the following 4 ways of stating objectives. Please fill in the gap with the
appropriate verb.
WRITE the things that the teacher or the instructor is to do.
SPECIFY course content (topics, concepts, etc.)
CONSIDER generalised patterns of behaviour (e.g.to develop critical thinking).
DEBATE the kinds of behaviour which learners will be able to exhibit after instruction.
11) Objectives which specify what learners should so as a results of instruction are called: performance
objectives
12) A pedagogic objective describes a task which a learner may be required to carry out inside the classroom.
TRUE
13) Those objectives designed to develop the necessary skills of students to carry out a given activity are
called: Process objectives
14) Which of the following is an example of student behaviour? The repetition of native speakers on a tape/CD.
15) Which of the following is spelt correctly? Progressivism
16) Name the four fundamental areas of the curriculum.
•OBJECTIVES/ CONTENT/ METHODOLOGY/ EVALUATION
17) Name the three trends identified by Clark in Foreign Language Teaching.
•CLASSICAL HUMANISM
• RECONSTRUCTIONISM
• PROGRESSIVISM
18) Describe what a syllabus is.
- a plan of what is to be achieved through teaching and learning.
- Typically maps out the knowledge and capabilities regarded as worthwhile outcomes from the work of teachers and
students.
- Tendency to specify and select particular aspects of the target language and how it is used for a range of personal
and social purposes.
- details the objectives or selected outcomes of teaching and learning.
19) If a syllabus is described as having ‘thematic continuity’ and is exploited in order to maintain learner
interest, which of the following formats does it pertain to? Story-line format
20) Provide two functions of the syllabus.
1) To clarify knowledge and capabilities according to the general aims in mind.
2) To give a sense of direction and continuity to the teaching and learning process.
3) To act as a record / point of reference for other teachers who may substitute during a semester or academic year.
4) To act as a basis for the evaluation of students’ progress.
5) To act as a basis for evaluating the course in terms of whether the aims as well as the needs of learners have been
met.
21) Give three examples of functions and three examples of notions.
FUNCTIONS: IDENTIFYING, APPROVING, WARNING, APOLOGIZING…
NOTIONS : EXISTENCE, CAUSE, QUANTITY, TIME…
22) Give three characteristics of process plans (how it is to be learnt).
WHAT IS TO BE LEARNT (PROPOSITIONAL PLANS)
EXTERNAL TO THE LEARNER / DIRECTED BY OTHERS / DETERMINED BY AUTHORITY
TEACHER IS THE DECISION MAKER / CONTENT – WHAT THE SUBJECT IS TO THE EXPERT
CONTENT – A GIFT TO THE LEARNER FROM THE TEACHER / OBJECTIVES DEFINED IN ADVANCE
EMPHASIS IS ON THE SUBJECT / STUDENTS ARE ASSESSED BY ACHIEVEMENT / MASTERY
HOW IT IS TO BE LEARNT (PROCESS PLANS)
INTERNAL TO THE LEARNER / INNER DIRECTED OR SELF-FULFILLING
NEGOTIATION BETWEEN THE TEACHER AND LEARNERS / LEARNERS AND TEACHER MAKE JOINT DECISIONS / CONTENT –
WHAT THE SUBJECT IS TO THE LEARNER / CONTENT – WHAT THE LEARNER BRINGS TO LEARNING / OBJECTIVES DESCRIBED
AFTERWARDS / EMPHASIS IS ON THE PROCESS / STUDENTS ASSESED BY THEIR OWN CRITERIA
23) There are three levels of evaluation. One of them is Macro level and it involves evaluation of the state and
national programmes. Name the other two and describe them in one sentence.
- Local/Centre-level: evaluation will involve administrators and teachers.
- Micro-level: conducted at the classroom level and involves teachers and learners.
t.2
1) West (1994) refers to three types of needs analysis. Name them.
Deficiency analysis
Strategy analysis
