Describes the new syllabus used for teaching English to secondary school students in Israel. (Author)

Summarizes proposals outlined in the British Schools Council Working Paper No. 28, published in 1970, which suggests sixth-form or post-O studies in modern languages. (DS)

Presents an analysis of the various concerns that must be addressed in modern language syllabus design. A questionnaire on students' communicative needs is included. An attempt is made to differentiate among different syllabus forms. (AM)

Outlines the goals and content of the syllabus aimed at developing reading and listening comprehension in a beginners' course in German. Types of written and spoken texts; language register used; language structure patterns desired; lexis and vocabulary; and language function are discussed as they are included in the syllabus. (CHK)

The A-level French syllabus is criticized for its emphasis on translation and its failure to teach the language as a contemporary medium of communication. A curriculum guide is presented based on the layout, development and history of Paris and French society. (CHK)

An alternative model for the 16+ examinations presently being tested by examining boards is suggested which would allow for differing levels of achievement for different student populations. (RM)

Examines extent to which teacher control of syllabus content, examination papers and examining techniques is practiced in the Yorkshire Regional Examinations Board's region. (RM)

A French course for sixth-formers of mixed ability who want to use the language in their careers is described. Groups are divided into A and B students, according to ability and aims. Goals, materials and lesson plans are outlined here. (CHK)

Reports on teacher reaction to a compromise proposal dealinq with the reform of A level and N level language syllabuses. (AM)

The advantages of a defined syllabus in second language teaching, especially in relation to public examinations, are discussed. The origin and development of the York defined syllabuses are described, and extracts are given from the introductory document and the French and Russian syllabuses. (RM)

A notional syllabus places the greatest emphasis on the use of the language, unlike most foreign language syllabuses, which emphasize its structural form. Each entry defines a type of purposeful communication. When the student has mastered the syllabus, he has thus acquired a communicative competence. (CFM)

Discusses the use of the York Group Graded Tests in French programs in English Comprehensive, Middle, and Secondary Schools. Commercial materials that can be used with the tests are indicated. (AM)

Proposes establishment of sixth-form commercial language courses. Level, course length, syllabus, examination, languages proposed (French and German), and teacher motivation are discussed. (CHK)

Describes the functional/notional approach to language instruction, discussing key features, misconceptions, and practical applications of the model. (AM)