Title: Syllabus design
Headings: 
A. Synthetic vs. Analytic syllabus types
B. Conceptual syllabus vs. conventional curriculum
C. Pedagogical values
D. Competence, proficiency, and performance
Assignment 1:

Content: what progress score we can promise students next semester; lower level: what types of classroom activities we should use to push students to higher scores on the standardized test scale; and finally the lowest level when students, teacher, and an activity interact in real time in class. Conceptual syllabus, being mostly analytic and Type B, offers clear differentiation between activities used to propel students' L2 learning (proficiency) and performance higher and ways of assessing this proficiency. It's based on FonF and ZPD construction. It's organized hierarchically from performance parameters all the way up to the proficiency test score. It blends well with the pursuit of relevant, realistic, and observable L2 education. C. Pedagogical values
The notion of pedagogical values becomes important on the second (syllabus) and third (classroom interaction) levels of planning. When making decisions about syllabus design, the teacher uses the principles of relevance of L2 education, its being realistic within given time and other constraints, and observability of learning outcomes.