To compare preferences of different teachers. Resources
A copy of the survey form \·ou used in the above task, modified so that it is applicable ro teachers (e.g. item 1 might now read 'I like ro get my students ro practice sounds and pronunciation').
Procedure
Get the language teachers (or a sample of teachers) to complete the form. If you think it desirable, share the results you obtain with your colleagues, and nOte their reactions.
Evaluation
\ilhat similarities or differences are there between the responses provided by the teachers'
How do you account for these similarities or differences? Were you surprised by any of the responses'
\"xlhat did you learn about your colleagues from this task ' D i d you share the results with your colleagues'
If so, what were their reactions?
Did any of your colleagues indicate that they might modify their practices or beliefs as a result of the exercise'
General principles 1 43
�
TAS K 1 2 7
To explore the possibility of developing more flexible grouping arrange ments.
Resources
A survey form such as the one used in Task 1 15, or one adapted from those presented in Sections One and Two.
Procedure
Administer the survey to a range of students in your own and colleagues' classes. .
Analyse the results and see whether the learners might be subdivided for parts of the teaching day according to their responses to the survey. Discuss the results with your colleagues.
Evaluation
How feasible would it be, in your institution, to subgroup learners according to their preferences, needs, and interests for different parts of the teaching day?
What would be the likely impediments to such an experiment? Are these chiefly pedagogical, ideological, or administrative?
�
TAS K 1 2 8
Aim
To explore the relationship between syllabus goals and the goals of language teachers.
Resources
Syllabus outlines, documents, and statements from your teaching institu tion.
The language goal survey form overleaf. Procedure
Study the syllabus outlines, documents, and statements from your institution, and assign a number from 1 (low) to 5 (high) to each of the goal statements on the form according to their perceived prominence in the syllabus documents.
Ask the teachers in your institution to indicate the importance of the goal statements by rating each from 1 to 5.
Evaluation
Are there any mismatches between the teachers' ratings and those you derived from the syllabus documents?
If there are mismatches, can you think of any ways in which these might be resolved?
1 44 Exploring syllabus design
Our language program has been designed to achieve the following
goals:
1 to contribute to the intellectual, personal, and vocational development of the individual
2 to acquire the competence to use English in real-lile situations for the development and maintenance of inrerpersonal
relationships, and to take part in interpersonal encounrets thtough the sharing of factual and attitudinal information
3 to develop and maintain a sense of confidence and self-worth 4 to develop the skills needed to acquire, record, and use
information from a variety of aural and written sources
5
to develop mastery over English as a wrirten system and tohave some knowledge of how it works at the levels 01
phonology, morphology, and syntax
6 to increase, through a common language, the possibility of understanding, friendship, and co-operation with people who speak English
7 to foster the developmenr of critical thinking skills, and skills in 'learning how to learn'
8 to develop the skills and attitades to use English for creative and imagina�ive purposes
9 to develop the English needed to get a job requiring the use of English
10.3
Syllabus products
�
TASK 1 2 9
Aim
To examine the selection and sequencing 01 grammatical elements in a syllabus you are currently using.
Resources
A detailed syllabus outline or list of conrenrs from a coursebook you are currently using for beginning students.
The list of conrenrs (opposite) from Contemporary English, Book 1. Procedure
Compare the list of contenrs with the syLlabus outline or coursebook you are �urrenrly using.
Evaluation
\'\'hat are the similarities and differences between the tWO sets 01 contents?
Unit
ONE
TWO
THREE
General principles 1 45
How would you account for these?
Are there any not�ble omissions in .your own syllabus? What are these? Is the sequencing appropriate? If not, could any of the items be
re-sequenced?
Verb Phrase Noun Phrase Prepositional Phrase Sentence
is: isn't (is nOl i a : an: the; it on: in: near: of What . . . ? I
that: this Where " , ?
singular nouns Is . . , ?
numerals
are: aren't they Are , . . ? 7
plurals and
can ( permission) very \vith: from be+N+adj? 1 3
adjectives How old , . . ?
(colours) What colour . , . ?
(nationality words, Who • . • ?
he: she
article+ profession
FIRST REVIEW AND COMPLEMENTAnoN UNIT I: you: we: these: those 1 9
FOUR am her: his; my: under so 2 3
your (poss. adj.) What • • . like?
I: you (months)
FIVE present progressive her: him: them: us to What . . . doing? 29
poslmodlfication al flhe moment)
with prep. phrase
SIX can: can't (ability) the time past; to What time . . • ? 3 5
How? but
SECOND REVIEW AND COMPLEMENTATION UNrr our: their: possessive pronouns 4 1
SEVEN Present Simple at (time) then 45
(3rd person by (transpon) Does . . . ?
singular)
EIGHT Present Simple Do . . . ? 5 1
(other persons, How much . . . ? (price,
NINE has: have no (as det., How much • . . ? 57
never each (quantity)
once/twice a week. How many . . • ?
etc. How often , • • ?
TEN stative verbs another on (day, 63
present simple other in (pan of day)
with frequency in (season,
words after: before
1 46 Exploring syllabus design