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: 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. Because the opinions about what makes L2 teaching "effective" vary widely, there's an acute need in a standardized gauge of measuring L2 learning. Once this scale is in place, both learners and teachers will know what values are prominent. What should we focus on when completing an activity? When should we correct students? How many times should we ask students to complete a certain activities.