CURRICULUM by Mai Phương

1. Determining the level of the course

pnmai20_ — 2025-08-09 23:01:52 UTC

1. Go online and look at the ACTFL Proficiency Guidelines 2012 for English (www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english/speaking), and read the descriptions for any level of one of the four macro-skills. Where would you place yourself on the scale for any foreign language you speak?

DISTINGUISHED - SUPERIOR - ADVANCED - INTERMEDIATE - NOVICE

2. Competency-based syllabus

pnmai20_ — 2025-08-09 23:03:31 UTC

5. You are developing a competency-based course for restaurant staff (waitpersons). How you identify the competencies they need to master in English? Give examples of what the competencies would look like

3. Choosing a syllabus framework

pnmai20_ — 2025-08-09 23:05:54 UTC

Question 2. How would you explain the notion of macro- and micro-level units of course organization to a novice teacher? Give examples from several different kinds of courses.

4. Task-based syllabus

pnmai20_ — 2025-08-09 23:08:30 UTC

6. Give an example of a pedagogic task and a real-world task that could be used in designing (a) a reading course and (b) a listening course.

7. In what circumstances do you think a task-based approach would be (a) most effective, (b) least effective?

5. Content-based syllabus and CLIL

pnmai20_ — 2025-08-09 23:09:05 UTC

3. You have been asked to plan a unit on climate change for an intermediate-level speaking class. What skills and grammar could you link to this topic?

4. Are CBI and CLIL identical? How do you understand their similarities and differences?

6. Text-based syllabus

pnmai20_ — 2025-08-09 23:10:38 UTC

8. Choose a group of learners that you are familiar with. What kinds of spoken and written texts do you think they most frequently encounter? What kinds of difficulties are these texts likely to pose for them?