1. TASKS

2. Assessing needs (pp. 97-121) Typology of Needs Assessment
Present Information
Who the learners are
Learners’ level of language proficiency
Learners’ level of intercultural competence
Interests
Learning preferences
attitudes
Future Information
Learners’ goals and expectations
Target context
Types of communicative skills they need and tasks they will perform
Language modalities they will use

3. Activity 1
You are asked to teach a group of adults who want to specialize in writing research papers.
Write 4 types of information you want to gather for needs assessment (2 information for present needs and 2 information for future needs).
Write what type of data you would like to use to gather the information for each info.
Give reasons.
Present Information / Future Information
a) type of info:
type of data:
reason:

4. Syllabus Types and Conceptualizing Content (Focus) pp. 37-54
In general 3 conceptualization (focus) of the content:
Language
linguistic skills, topics/themes, competencies, content, situations, tasks, speaking, reading, listening, writing, communicative functions, genre
Learning and the learner
affective goals, interpersonal skills, learning strategies
Social context
Sociolinguistic skills, sociocultural skills, sociopolitical skills

5. May I take your order please?
Activity 2
Following is one unit of a course book. Explain the focus of this unit considering focus on “Language”, “Learning and the Learner” and “Social Context.”
Unit 13
May I take your order please?
Food and Restaurants
Functions:
Expressing likes and dislikes; agreeing and disagreeing; ordering a meal
Listening / Pronunciation:
Listening to people make dinner plans; listening to restaurant orders
Stress in responses
Grammar:
So, neither, too and either; modal verbs would and will for requests
Writing / Reading:
Writing a restaurant review
“To Tip or Not to Tip?”: Reading about tipping customs
Interchange Activity: (Role Play) “Are you ready to order?”: Ordering a meal in a restaurant

6. Unit Organization, pp. 123-148 Sequencing the units
a) building: step A prepares for step B; step B prepares for step C.
b) from the smallest unit to the bigger one
Organization of a unit
Cycle
Matrix
Combination of two

7. Activity 3
Following is the organization of the units and the contents of the units of a course book. How are the units organized? Explain. (15 pts)
UNIT 1
Fashion Matters
UNIT 2
What if?
Class Discussion
Vocabulary
Reading
Grammar
Writing a Report on Discussion
UNIT 3
Unexpected Events
UNIT 4
Sense and Sensitivity
Writing