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: Exercises, such as cloze or multiple choice may appear both in class and during the test. What the teacher does here is only tests students' memory and discipline of doing their homework on time. Students are to display their ability to memorize another portion of linguistic system and demonstrate good results on the test or quiz. Courses based on such curriculum are linear, WHAT-to-teach-based, chaotic, non-professional and ill-informed about L2 learning, teaching, and L2 in itself. The assumption here is that a certain trajectory of learning-teaching activities is better than others. Finally, there's no room for professional exchange, PD, and objective assessment of students' progress nor effectiveness of such course. Conversely, the proposed conceptual syllabus is an attempt to operationalize HOW the L2 is to be learned and taught. It's major unit of analysis is the task format or an activity type. There can be activities stimulating bottom-up processing or top-down task completion. There's room for imitation exercises, concept formation tasks, summary writing, speech act analysis and so on.