Cover
Half Title
Series Page
Title Page
Copyright Page
Brief Contents
Detailed Contents
Preface
1. Language Curriculum Design: An Overview
Parts of the Curriculum Design Process
Considering the Environment
Discovering Needs
Following Principles
Goals
Content and Sequencing
Finding a Format and Presenting Material
Monitoring and Assessing
Evaluating a Course
Tasks
Case Studies
2. Environment Analysis
An Example of Environment Analysis
Environment Constraints
Understanding the Constraints
The Constraint of Time
The Constraint of Learner Motivation
The Constraint of Teacher Availability
Steps in Environment Analysis
Tasks
Case Studies
3. Needs Analysis
The Various Focuses of Needs Analysis
Discovering Needs
Needs Analysis Tools
An Example of Needs Analysis
Needs Analysis and the Classroom Teacher
Evaluating Needs Analysis
Issues in Needs Analysis
Tasks
Case Studies
4. Principles
Methods and Principles
The Twenty Principles
Content and Sequencing
Format and Presentation
Monitoring and Assessment
Using the List of Principles
Tasks
Case Studies
5. Goals, Content, and Sequencing
Guidelines for Deciding or Checking the Content and Sequencing of a Course
Goals and Content
The Units of Progression in the Course
What Will the Progression Be Used for?
Vocabulary
Grammar
Functions
Discourse
Skills, Subskills, and Strategies
Ideas
Tasks
Sequencing the Content in a Course
Linear Approaches to Sequencing
A Modular Approach to Sequencing
Tasks
Case Studies
6. Format and Presentation
Format and Other Parts of the Curriculum Design Process
Guidelines for Deciding on a Format
Following a Set Format
Blocks and Threads
Techniques and Activities
Tasks and Presentation
Tasks
Case Studies
7. Monitoring and Assessment
Guidelines for Monitoring and Assessment
Types of Monitoring and Assessment
Placement Assessment
Observation of Learning
Short-Term Achievement Assessment
Diagnostic Assessment
Achievement Assessment
Proficiency Assessment
Good Assessment: Reliability, Validity, and Practicality
Tasks
Case Studies
8. Evaluation
What Is an Evaluation?
Steps in an Evaluation
Purpose and Audience of the Evaluation
The Type and Focus of the Evaluation
Gaining Support for the Evaluation
Gathering the Information
Formative Evaluation as a Part of a Course
The Results of an Evaluation
Evaluation and the Language Teacher
Tasks
Case Studies
9. Approaches to Curriculum Design
Models of Curriculum Design
Doing Curriculum Design
Starting Points
The Process of Curriculum Design
Deciding on an Approach
Tasks
Case Studies
10. Negotiated Syllabuses
Negotiated Syllabuses
An Example of a Negotiated Syllabus
A Negotiated Syllabus for Recent Immigrants
Syllabuses with Some Elements Negotiated
Negotiating Assessment
Disadvantages and Advantages of a Negotiated Syllabus
Tasks
Case Studies
11. Adopting and Adapting an Existing Course Book
The Course Book, the Learners, and the Teacher
Dividing the Parts of the Process
The Teacher and the Course Material
Evaluating a Course Book
Evaluating the Evaluation Forms
Presenting the Results
Tasks
Case Studies
12. Introducing Change
Steps in Introducing Change
Seeing the Need for Change
Deciding on the Size of the Change
Realistic Change
Teacher Beliefs
Using a Variety of Change Strategies
Innovation, Management, and Long-Term Support
Tasks
Case Studies
13. Planning an In-Service Course
Features of an Effective Workshop
Procedures and Activities for Reaching the Goals
Understanding and Remembering Ideas
Experiencing and Evaluating
Making Material
Planning Lessons and Units of Work
Problem Solving
Sequencing the Components of a Workshop
Evaluating Workshops
Tasks
Case Studies
14. Teaching and Curriculum Design
Environment Analysis
Needs Analysis
Principles
Goals
Content and Sequencing
Format and Presentation
Monitoring and Assessment
Evaluation
Curriculum Design and Learner Autonomy
Tasks
Appendices
References
Index 258ο»Ώ
Appendices
References
Index