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Syllabus design / David Nunan.

By: Material type: TextTextSeries: Language teaching, a scheme for teacher educationPublisher: Oxford : Oxford University Press, 1988Description: x, 165 pages ; 25 cmContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 0194371395
  • 9780194371391
Subject(s): DDC classification:
  • 428.0071
Contents:
Section One. Defining syllabus design -- 1. The scope of syllabus design: -- 1.1. Introduction: -- 1.2. A general curriculum model: -- 1.3. Defining 'syllabus': -- 1.4. The role of the classroom teacher: -- 1.5. Conclusion: -- 2. Points of departure: -- 2.1. Introduction: -- 2.2. Basic orientations: -- 2.3. Learning purpose: -- 2.4. Learning goals: -- 2.5. Conclusion: -- 3. Product-oriented syllabuses: -- 3.1. Introduction: -- 3.2. Analytic and synthetic syllabus planning: -- 3.3. Grammatical syllabuses: -- 3.4. Criticizing grammatical syllabuses: -- 3.5. Functional-notional syllabuses: -- 3.6. Criticizing functional-notional syllabuses: -- 3.7. Analytic syllabuses: -- 3.8. Conclusion: -- 4. Process-oriented syllabuses: -- 4.1. Introduction: -- 4.2. Procedural syllabuses: -- 4.3. Task-based syllabuses: -- 4.4. Content syllabuses: -- 4.5. The natural approach: -- 4.6. Syllabus design and methodology: -- 4.7. Grading tasks: -- 4.8. Conclusion: -- 5. Objectives: -- 5.1. Introduction: -- 5.2. Types of objective: -- 5.3. Performance objectives in language teaching: -- 5.4. Criticizing performance objectives: -- 5.5. Process and product objectives: -- 5.6. Conclusion: -- Section Two. Demonstrating syllabus design -- 6. Needs and goals: -- 6.1. Introduction: -- 6.2. Needs analysis: -- 6.3. From needs to goals: -- 6.4. Conclusion: -- 7. Selecting and grading content: -- 7.1. Introduction: -- 7.2. Selecting grammatical components: -- 7.3. Selecting functional and notional components: -- 7.4. Relating grammatical, functional, and notional components: -- 7.5. Grading content: -- 7.6. Conclusion: -- 8. Selecting and grading learning tasks: -- 8.1. Introduction: -- 8.2. Goals, objectives, and tasks: -- 8.3. Procedural syllabuses: -- 8.4. The natural approach: -- 8.5. Content-based syllabuses: -- 8.6. Levels of difficulty: -- 8.7. Teaching grammar as process: -- 8.8. Conclusion: -- 9. Selecting and grading objectives: -- 9.1. Introduction: -- 9.2. Product-oriented objectives: -- 9.3. Process-oriented objectives: -- 9.4. Conclusion: -- Section Three. Exploring syllabus design -- 10. General principles: -- 10.1. Curriculum and syllabus models: -- 10.2. Purposes and goals: -- 10.3. Syllabus products: -- 10.4. Experiential content: -- 10.5. Tasks and activities: -- 10.6. Objectives:.
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Includes bibliographical references (pages 160-165).

Section One. Defining syllabus design -- 1. The scope of syllabus design: -- 1.1. Introduction: -- 1.2. A general curriculum model: -- 1.3. Defining 'syllabus': -- 1.4. The role of the classroom teacher: -- 1.5. Conclusion: -- 2. Points of departure: -- 2.1. Introduction: -- 2.2. Basic orientations: -- 2.3. Learning purpose: -- 2.4. Learning goals: -- 2.5. Conclusion: -- 3. Product-oriented syllabuses: -- 3.1. Introduction: -- 3.2. Analytic and synthetic syllabus planning: -- 3.3. Grammatical syllabuses: -- 3.4. Criticizing grammatical syllabuses: -- 3.5. Functional-notional syllabuses: -- 3.6. Criticizing functional-notional syllabuses: -- 3.7. Analytic syllabuses: -- 3.8. Conclusion: -- 4. Process-oriented syllabuses: -- 4.1. Introduction: -- 4.2. Procedural syllabuses: -- 4.3. Task-based syllabuses: -- 4.4. Content syllabuses: -- 4.5. The natural approach: -- 4.6. Syllabus design and methodology: -- 4.7. Grading tasks: -- 4.8. Conclusion: -- 5. Objectives: -- 5.1. Introduction: -- 5.2. Types of objective: -- 5.3. Performance objectives in language teaching: -- 5.4. Criticizing performance objectives: -- 5.5. Process and product objectives: -- 5.6. Conclusion: -- Section Two. Demonstrating syllabus design -- 6. Needs and goals: -- 6.1. Introduction: -- 6.2. Needs analysis: -- 6.3. From needs to goals: -- 6.4. Conclusion: -- 7. Selecting and grading content: -- 7.1. Introduction: -- 7.2. Selecting grammatical components: -- 7.3. Selecting functional and notional components: -- 7.4. Relating grammatical, functional, and notional components: -- 7.5. Grading content: -- 7.6. Conclusion: -- 8. Selecting and grading learning tasks: -- 8.1. Introduction: -- 8.2. Goals, objectives, and tasks: -- 8.3. Procedural syllabuses: -- 8.4. The natural approach: -- 8.5. Content-based syllabuses: -- 8.6. Levels of difficulty: -- 8.7. Teaching grammar as process: -- 8.8. Conclusion: -- 9. Selecting and grading objectives: -- 9.1. Introduction: -- 9.2. Product-oriented objectives: -- 9.3. Process-oriented objectives: -- 9.4. Conclusion: -- Section Three. Exploring syllabus design -- 10. General principles: -- 10.1. Curriculum and syllabus models: -- 10.2. Purposes and goals: -- 10.3. Syllabus products: -- 10.4. Experiential content: -- 10.5. Tasks and activities: -- 10.6. Objectives:.

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