Metodyka 2

18.    List 5 elements every syllabus should consist of: *comprehensive and ordered list of process and content items *preferred approach and methods *recommended materiał and requirements *time Schedule *explicit short & long time objectives

19.    Name 5 major differences in content between spoken & written Ig: *spoken Ig is morę informal than written *spoken can be ungrammatical *written is organized in one coherent eg. Paragraph *spoken unfinished & incomplete sentences with pauses *spoken Ig is faster to product but slower to understand whereas written takes twice to produce yet easier to understand

20.    What are functions in ELT? give an exampie. Functions are things you can do with the Ig eg. Denying.

21.    Define notions in ELT and give an example. notions are the concepts that Ig can express. They are divided into General: numbers, time and Specific : 'woman'

22.    ‘These syllabuses specify ....’(Ur, 1996: 178-179) TASK-BASED

23.    ‘This is the only syllabus... .'(Ur,1996:179) PROCESS

24.    List 3 modes of T development: *action-research *teacher training *profes$ional literaturę

25.    lndividualization in educałion means: aliowing Ss to choose how and what they want to learn at particular time

26.    Define Mixed/multi-strand/multi-syllabus a syllabus of this kind combines different approaches in order to be maximally comprehensive and helpful to Ss & T. There is specification of the topie, tasks, functions, notions as well as grammar & vocab.

27.    Name 1 feature of autonomous learner: high motivation which enables learner to organize his learning on his own

28.    According to harmer 2001 we may CHANGE sth in CB in 5 Ways: *Add *Rewrite *Replace activities *Re-order *Reduce

29.    Sampling means: selecting of individual observations to get some inf about a population. In testing case it would be testing a given group of people to make an average reference point.

30.    Predictive utiłity means

31. Testing reading & listening skills implies: that we are not checking the comprehension of the read or listened to passage but we assess what Ss understand or predict

32.    Synthetic approach to syllabus design: the materia! to be taught is broken into linguisticaliy graded models and taught one after another

33.    Analytic approach to syllabus design: materiał to be taught is not linguisticaliy graded, yet taught holistically, according to communicative purpose: structures of varied lv!s & difficulty appear during the lesson

34.    Issue ident, preliminary investigation, hypothesis, plan investigałion, outeome, reporting are the steps of: ACTION RESEARCH

35.3 steps the T takes to do the Aaction R: *identify a problem *design a solution *evaluate the results