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

• gathering information to find out how much the Ss already know and what they still need to learn
• Once the needs are identified, we can use them to make goals and objectives in the class

• general statements concerning desirable and attainable program purposes and aims based on perceived language and situational needs based on the needs analysis
• statements of the program's purposes

• specific statements that describe the particular knowledge, behaviors, and/or skills that the learner will be expected to know or perform at the end of a course or program
• principle difference between goals and objectives is the level of specificity 

the systematic collection and analysis of all relevant information necessary to promote the improvement of the curriculum and to assess its effectiveness within the context of the particular institutions involved

the ongoing process of information gathering, analysis, and synthesis in order to improve the curriculum based on what is known about all of the elements separately and collectively

the process of modifying the curriculum in response to needs identified during ongoing program evaluation

• people involved in the needs analysis about whom information will ultimately be gathered
• usually the students in the program

• people involved in the needs analysis and are required to act  upon the analysis
• e.g. teachers, aides, program administrators, etc.

• information gathered in the needs analysis
• needs are seen as differences or discrepancies between a desired performance from the Ss and what they are actually doing

• information gathered in the needs analysis
• needs are defined as any changes that are desired by a majority of the group involved

• information gathered in the needs analysis
• needs are whatever the Ss will naturally learn next based on what is known about them and the learning process involved
• whatever is next in the developmental sequence or "hierarchy of language development"

• information gathered in the needs analysis
• needs are seen as anything that would be harmful if it was missing
• leads to the analysis of the language skills necessary in the TLU domain

• there needs to be a balance between the two
• situation needs: things impacting the program
• language needs: details about the circumstances in which the language will be used, students' reasons for studying the language, etc.

• objective needs: determined on the basis of clear-cut, observable data gathered about the situation, learners, the language they must eventually acquire, present ability levels, etc.
• subjective needs: wants, desires, and expectations

• linguistic content: specifying needs in terms of the linguistic content that students must learn
• analyzing needs from a language needs perspective and spelling them out in linguistic terms
• learning process: favors specifying needs from a situation needs perspective, with needs usually subjectively analyzed with the emphasis on the affective domain

consistency of measurement

does it measure what it claims to measure?

how practical is it?

• affective goals: goals that are related to feelings, emotions, degrees of acceptance, values, biases etc.address the process of learning rather than the language content
• cognitive/language goals: goals related to the language knowledge and language skills that Ss will be learning

• one of the 3 essential characteristics of objectives (Mager)
• important conditions under which the performance is expected to occur

• one of the 3 essential characteristics of objectives (Mager)
• what the learner will be able to do