595 MIDTERM PART 1

a way of defining what and how the students need to learn

a way of organizing the course and materials

organized around grammatical or phonological structures-- sequenced from easy to difficult, or rerent to less frequent

• situations (e.g. "at the bank", "at the supermarket, "at a restaurant", etc.) form the organizing principles
• sequenced by how likely students will encounter them

• topics/themes form the organizing principle
• e.g. health, food, clothing, etc.

• functions are the organizing principle 
• e.g. identifying, reporting, correcting, describing, etc.

• organized around conceptual categories called notions
• e.g. duration, quantity, location, etc.
• may use structural and/r situational sequences in the background

organized around skills such as reading for the main idea, listening for inferences, reading for specific details, etc.

• tasks for activity-based categories serve as the basis for organization
• e.g. drawing maps, following directions, etc.

• more than one type of syllabi are combined and used in the classroom
• e.g. one lesson is built upon a topic and the next focus on a task

one syllabus is the main syllabus used, but others can be used in a subordinate position

• way in which we present the language
• category of teaching activities that seems to be relatively independent from approaches and syllabi. a given technique could be used with different syllabi or approaches
• teaching/presenting language to students, not practice

• ways to practice the language
• practice activities like group or pair work, on paper, or in a book, etc. to practice something that's been explained
• things that you can grade/assess are usually exercises

the practice of making informed choices among the available approaches, syllabi, techniques, and exercises in order to adapt to a particular group of students in particular situation for the purposes of most effectively and efficiently helping them to learn language