curriculum and syllabus concepts

From the reading " Syllabus and Curriculum design for Second Language Teaching by KATHLEEN GRAVES. How are the two perspectives how syllabus can bee seen?

• Process and product

• Theorical and practical

• Logical and sequencial

• Mtethodological and practical

Why has the grammatical syllabus been criticized?

• Because it has not been used enough by the educational community

• Because it lacks of a great amount of grammar practice.

• Because it focuses just in structures forgetting the language`s functions.

• Because it has lots of grammar points to be taught.

The_____________________ is the one that is organized around the communicative purposes.

• Grammatical syllabus.

• Task based syllabus.

• Notional -functional syllabus

• Lexical syllabus.

_________________ is the syllabus that is based on a mini-corpus of common, pragmatically useful language items and language patterns drawn from spoken and written language corpora.

• Skill based syllabus

• Lexical syllabus

• Project based syllabus

• Grammatical syllabus

________________________ applies to the program level, which subsumes courses, units, and lessons.

• Syllabus

• Methodology

• Curriculum

• All of them

A syllabus can be defined as a plan because...

• It is route you take to design your courses

• It needs to be carefully thought to guide your teaching decisions.

• It is a document that describes deeply what your course is about.

• It is a detailed proposal for doing or achieving something.

The____________________ assumes that language items can be canalized into the separate units and then they should be ordered and sequenced and presented to the students

• Lexical syllabus

• Grammatical syllabus

• Analytical syllabus

• Synthetic syllabus

Which of the following types of syllabi is considered as Analytic/Process-oriented.

• Grammatical syllabi.

• Situational syllabi

• Notional- functional syllabi

• Task based syllabi

How is the situational syllabus defined?

• It involves the structure and formal futures to the communicative purpose and conceptual meaning of language.

• It refers to the situations the students are currently living and the teacher brings them into classroom language teaching.

• It is a list of situations which reflects the way language and behavior are used every day outside the classroom.

• It the teaching of content or information in the language being learned with little or indirect or explicit effort to teach the language itself

In the article "Syllabus Design and Needs Analysis of Students in Educational System" by Bazyar et al. Lancaster school, which is represented by Candlin and Breen (1980). Syllabus can be...

• Fixed and structured

• Open and negotiable

• Planned and systematic

• All of them