English Language Curriculum Quiz

Situational syllabus focuses on teaching language in specific contexts or situations, such as asking for directions in a new town. This approach emphasizes the use of language in real-life situations and helps learners develop the necessary language skills to navigate and communicate effectively in different situations.

Understanding belongs to the lower-order thinking skills because it involves comprehending information and concepts. It requires the ability to interpret and explain ideas, facts, and details. Analyzing, creating, and synthesizing, on the other hand, are higher-order thinking skills that involve more complex cognitive processes such as evaluating, generating new ideas, and combining information to create something new.

The initial task of a curriculum designer is to identify an educational vision. This involves determining the overall goals and objectives of the curriculum, as well as the desired outcomes for students. By establishing a clear vision, the designer can then proceed to develop the curriculum, including evaluating existing curricula, planning teaching strategies, and implementing the planned strategies. The identification of an educational vision serves as the foundation for all subsequent curriculum design and development activities.

According to Benjamin Bloom, the major domains of educational objectives are cognitive, affective, and psychomotor. Social domain refers to the development of social skills, values, and attitudes. While important, it is not considered the major domain of educational objectives according to Bloom's taxonomy.

The need presented in this case is a necessity. Ais needs to have good English skills in order to effectively communicate with the hotel guests. It is essential for her job and to provide a satisfactory experience for the guests.

A curriculum planner should consider adequacy, suitability, and efficiency when designing an educational environment. Feasibility, on the other hand, refers to the practicality and possibility of implementing the curriculum plan. It involves assessing the available resources, such as time, budget, and facilities, to determine if the plan can be executed effectively. Therefore, feasibility is not a criterion that the curriculum planner should keep in mind, as it focuses more on the practical aspects rather than the quality and effectiveness of the educational environment.

Sociolinguistics is an example of content in a content-based syllabus because it focuses on the study of language in relation to society. It examines how language is used in different social contexts and how it reflects social norms, identities, and power dynamics. By including sociolinguistics in a syllabus, students can gain a deeper understanding of language variation, multilingualism, language policy, and language attitudes, which are all important aspects of language learning and communication in diverse social settings.

The identified need from the students based on the question is "wants." This suggests that the students have a desire or preference to learn more English, rather than it being a necessity, a lack, or part of their planning.

The given options are all components of curriculum design. However, strategies are not considered a major component of curriculum design. Aim, goals, and objectives are the foundation of curriculum design as they define the overall purpose and desired outcomes. Evaluation is crucial to assess the effectiveness of the curriculum. Learning experiences are the activities and methods used to facilitate learning. Strategies, on the other hand, refer to the specific approaches and techniques used to achieve the desired learning outcomes. While important, strategies are not considered a major component compared to the other options listed.

The correct answer is learning need because the question is asking for the purpose of the given question. In this case, the purpose is to identify the need for learning, which suggests that the question is designed to assess the knowledge or skills that the individual needs to acquire or improve upon. The other options (target situation, target need, strategy need) do not directly address the purpose of the question.

A skill-based syllabus focuses on the development of practical skills and abilities rather than just the theoretical understanding of a subject. It emphasizes the application and use of knowledge in real-life situations. This approach is often used in language learning where the emphasis is on the ability to communicate effectively rather than just learning grammatical rules. In this case, the syllabus emphasizes meaning rather than the form of language, suggesting that it prioritizes the practical use and understanding of language skills.