Designing Syllabus in ELT – Principles, Types, Steps | 50 MCQs

Designing Syllabus in ELT – Principles, Types, Steps (MCQ)

1. The very first step in syllabus design is usually: (UGC NET 2018)

A) Writing tests

B) Needs analysis

C) Printing textbooks

D) Time-table preparation

Ans: B) Needs analysis

2. A syllabus that organises content according to grammatical structures is called: (PGTRB 2019)

A) Structural syllabus

B) Functional syllabus

C) Situational syllabus

D) Task-based syllabus

Ans: A) Structural syllabus

3. A syllabus that organises language around “inviting, apologising, requesting” is: (SET 2018)

A) Structural

B) Functional-notional

C) Content-based

D) Lexical

Ans: B) Functional-notional

4. When topics and subject matter (e.g., science, history) organise the syllabus, it is: (UGC NET 2020)

A) Situational syllabus

B) Content-based syllabus

C) Lexical syllabus

D) Structural syllabus

Ans: B) Content-based syllabus

5. A syllabus built around communicative tasks like problem-solving and projects is: (PGTRB 2020)

A) Structural

B) Lexical

C) Task-based syllabus

D) Audio-lingual syllabus

Ans: C) Task-based syllabus

6. “Situational syllabus” organises language around: (UGC NET 2017)

A) Situations like “at the bank, at the market”

B) Grammar items

C) Literary texts only

D) Pronunciation drills

Ans: A) Situations like “at the bank, at the market”

7. In syllabus design, “gradation” means: (SET 2019)

A) Selecting textbooks

B) Arranging items from simple to complex

C) Writing tests

D) Correcting homework

Ans: B) Arranging items from simple to complex

8. “Scope and sequence” of a syllabus mainly refer to: (UGC NET 2019)

A) Total content and order of presentation

B) Only grammar list

C) Only exam pattern

D) Only teacher’s notes

Ans: A) Total content and order of presentation

9. A competency-based syllabus is organised around: (PGTRB 2021)

A) Literary periods

B) Learners’ measurable competencies and skills

C) Alphabetical order

D) Teacher’s experience

Ans: B) Learners’ measurable competencies and skills

10. The main focus of a learner-centred syllabus is on: (UGC NET 2016)

A) Institution’s prestige

B) Learners’ needs, goals and contexts

C) Teacher’s convenience

D) Publisher’s marketing

Ans: B) Learners’ needs, goals and contexts

11. “Spiral syllabus” refers to: (SET 2020)

A) Introducing a topic only once

B) Revisiting important items at increasing levels of difficulty

C) Circular exams

D) Syllabus drawn in a spiral

Ans: B) Revisiting important items at increasing levels of difficulty

12. “Vertical alignment” in syllabus design means: (UGC NET 2020)

A) Content organised across grade levels progressively

B) Same topic repeated in same class

C) Only exam alignment

D) Matching textbook and guide

Ans: A) Content organised across grade levels progressively

13. “Horizontal alignment” in syllabus refers to: (PGTRB 2018)

A) Coordination of skills and subjects within the same level

B) Only grammar items

C) Only listening tasks

D) Time-table making

Ans: A) Coordination of skills and subjects within the same level

14. A “multi-syllabus” combines: (UGC NET 2017)

A) Only one type

B) Structural, functional, situational, task elements together

C) Only literature

D) Only phonetics

Ans: B) Structural, functional, situational, task elements together

15. “Feasibility” as a principle of syllabus design refers to: (SET 2019)

A) Beauty of layout

B) Whether syllabus can be completed with available time and resources

C) Only difficulty level

D) Exam difficulty

Ans: B) Whether syllabus can be completed with available time and resources

16. Which principle is violated if the syllabus is too heavy and cannot be finished? (PGTRB 2017)

A) Validity

B) Feasibility and practicality

C) Authenticity

D) Inclusivity

Ans: B) Feasibility and practicality

17. A “lexical syllabus” focuses mainly on: (UGC NET 2015)

A) Sounds

B) Punctuation

C) High-frequency words and chunks

D) Literary genres

Ans: C) High-frequency words and chunks

18. Which step comes after needs analysis in syllabus design? (SET 2017)

A) Evaluation

B) Goal and objective formulation

C) Printing books

D) Admission

Ans: B) Goal and objective formulation

19. “Constructive alignment” in curriculum and syllabus design links: (UGC NET 2019)

A) Aims, teaching activities and assessment

B) Exams and fees

C) Teachers’ salary

D) Library books

Ans: A) Aims, teaching activities and assessment

20. A syllabus that gives separate sections for LSRW skills follows: (PGTRB 2020)

A) Skill-based syllabus

B) Structural syllabus

C) Situational syllabus

D) Lexical syllabus

Ans: A) Skill-based syllabus

21. “Relevance” as a principle of syllabus design means: (UGC NET 2018)

A) Content must be fashionable

B) Content must connect with learners’ needs and future use

C) Content must be difficult

D) Content must be classical only

Ans: B) Content must connect with learners’ needs and future use

22. A major tool to design ESP syllabuses is: (SET 2020)

A) General dictionary

B) Target situation analysis

C) Novel reading

D) Proverbs list

Ans: B) Target situation analysis

23. A syllabus that integrates language with content of a discipline (e.g. Engineering) is: (UGC NET 2016)

A) Literary syllabus

B) ESP / content-based syllabus

C) Structural-only syllabus

D) Oral-only syllabus

Ans: B) ESP / content-based syllabus

24. “Backward design” in syllabus planning starts from: (UGC NET 2021)

A) Choosing textbooks

B) Final outcomes and assessments first

C) Daily lesson plans

D) Classroom seating

Ans: B) Final outcomes and assessments first

25. When curriculum is centrally decided but teachers can locally adapt the syllabus, it is called: (PGTRB 2019)

A) Fixed syllabus

B) Flexible, negotiated syllabus

C) Secret syllabus

D) Hidden curriculum

Ans: B) Flexible, negotiated syllabus

26. “Hidden curriculum” means: (UGC NET 2017)

A) Unwritten values and attitudes students learn in school

B) Secret exam papers

C) Extra coaching tuition

D) Library syllabus

Ans: A) Unwritten values and attitudes students learn in school

27. In a “process syllabus”, the emphasis is on: (SET 2018)

A) Fixed content list

B) Classroom negotiation and learning processes

C) Only exams

D) Only grammar topics

Ans: B) Classroom negotiation and learning processes

28. A “product syllabus” essentially lists: (UGC NET 2015)

A) Learning activities only

B) Outcomes / items to be learned

C) Teacher skills

D) Classroom rules

Ans: B) Outcomes / items to be learned

29. “Continuity” in syllabus design means: (PGTRB 2018)

A) Same content every year

B) Logical flow and progression of content

C) Only revision

D) Only exam practice

Ans: B) Logical flow and progression of content

30. A syllabus heavily driven by public examination pattern may neglect: (UGC NET 2020)

A) Examination needs

B) Broader communicative objectives

C) Marking schemes

D) Blueprint preparation

Ans: B) Broader communicative objectives

31. A syllabus that integrates language with projects, portfolios and real tasks aims at: (SET 2021)

A) Pure memorisation

B) Experiential, learner-centred learning

C) Only grammar accuracy

D) Only translation

Ans: B) Experiential, learner-centred learning

32. “Time allocation” in syllabus design must be decided based on: (UGC NET 2018)

A) Number of holidays

B) Credit hours and realistic pacing

C) Library size

D) Teacher’s age

Ans: B) Credit hours and realistic pacing

33. Syllabus evaluation should focus most on: (PGTRB 2021)

A) Paper quality

B) Whether objectives and learner needs are met

C) Number of pages

D) Price of books

Ans: B) Whether objectives and learner needs are met

34. A “remedial syllabus” is designed mainly to: (TNTET 2019)

A) Teach new subject

B) Address learners’ specific weaknesses

C) Replace core syllabus

D) Prepare only toppers

Ans: B) Address learners’ specific weaknesses

35. When designing syllabus for young learners, priority should be given to: (CTET 2020)

A) Long theoretical explanations

B) Activities, stories, play-based learning

C) Only grammar rules

D) Translation passages

Ans: B) Activities, stories, play-based learning

36. In ELT, “spiral progression” in syllabus is especially useful to: (B.Ed Exam)

A) Forget old topics

B) Reinforce and deepen earlier learning

C) Shorten curriculum

D) Avoid repetition

Ans: B) Reinforce and deepen earlier learning

37. Which of the following is most associated with communicative syllabus design? (UGC NET 2019)

A) Only sentence patterns

B) Functions, notions, discourse and tasks

C) Spelling lists only

D) Dictation drills

Ans: B) Functions, notions, discourse and tasks

38. Consulting stakeholders like teachers, students and employers in syllabus design ensures: (SET 2019)

A) Feasibility only

B) Shared ownership and relevance

C) Exam secrecy

D) Fewer textbooks

Ans: B) Shared ownership and relevance

39. A syllabus overfilled with topics but without time for practice neglects: (UGC NET 2020)

A) Exposure

B) Depth and skill development

C) Page numbering

D) Assessment variety

Ans: B) Depth and skill development

40. In inclusive classrooms, syllabus design must consider: (TNTET 2021)

A) Only toppers

B) Needs of diverse learners, including special needs

C) Only average students

D) Only exam rankers

Ans: B) Needs of diverse learners, including special needs

41. “Transparency” in syllabus means learners: (UGC NET 2022)

A) Do not know objectives

B) Clearly know objectives, content and assessment criteria

C) Only know textbook name

D) Only see marks

Ans: B) Clearly know objectives, content and assessment criteria

42. Syllabus overload can cause: (PGTRB 2020)

A) Deep learning

B) Superficial coverage and stress

C) Better revision

D) Efficient practice

Ans: B) Superficial coverage and stress

43. Aligning syllabus with national policy documents ensures: (UGC NET 2018)

A) Policy compliance and coherence

B) Extra cost

C) Teacher control

D) Fewer exams

Ans: A) Policy compliance and coherence

44. A syllabus that includes “life skills” and “values” aims at: (SET 2020)

A) Only language accuracy

B) Holistic education

C) Only test scores

D) Short-term learning

Ans: B) Holistic education

45. Which approach allows learners to choose some topics or tasks in the syllabus? (PGTRB 2021)

A) Teacher-proof syllabus

B) Negotiated syllabus

C) Fixed syllabus

D) Structural syllabus

Ans: B) Negotiated syllabus

46. In school education, syllabus is usually derived from: (B.Ed Exam)

A) Individual teacher opinion only

B) The broader curriculum framework

C) Library books

D) Students’ marks

Ans: B) The broader curriculum framework

47. Periodic review and revision of syllabus is essential to: (UGC NET 2019)

A) Maintain status quo

B) Keep content updated and relevant

C) Increase pages

D) Increase exams

Ans: B) Keep content updated and relevant

48. A syllabus that balances language form, meaning and use is said to be: (SET 2021)

A) Form-centred only

B) Function-centred only

C) Communicatively oriented

D) Test-centred

Ans: C) Communicatively oriented

49. When the syllabus promotes regular formative assessment, it supports: (CTET 2019)

A) Only summative evaluation

B) Continuous and comprehensive evaluation

C) Ranking only

D) Punitive testing

Ans: B) Continuous and comprehensive evaluation

50. The most important guiding question in syllabus design is: (UGC NET 2020)

A) How many chapters?

B) What should learners be able to do at the end?

C) Who will print the book?

D) How many exams?

Ans: B) What should learners be able to do at the end?