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_a0194371395 _qpbk |
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_a9780194371391 _qpbk |
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035 | _a(ATU)b10459261 | ||
035 | _a(OCoLC)18326127 | ||
040 |
_aBNB _beng _erda _dATU |
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082 | 0 | _a428.0071 | |
100 | 1 |
_aNunan, David _eauthor. _91029182 |
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245 | 1 | 0 |
_aSyllabus design / _cDavid Nunan. |
264 | 1 |
_aOxford : _bOxford University Press, _c1988. |
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300 |
_ax, 165 pages ; _c25 cm. |
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336 |
_atext _btxt _2rdacontent |
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337 |
_aunmediated _bn _2rdamedia |
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338 |
_avolume _bnc _2rdacarrier |
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490 | 1 | _aLanguage teaching, a scheme for teacher education | |
504 | _aIncludes bibliographical references (pages 160-165). | ||
505 | 0 | 0 |
_gSection One. _tDefining syllabus design -- _g1. _tThe scope of syllabus design: -- _g1.1. _tIntroduction: -- _g1.2. _tA general curriculum model: -- _g1.3. _tDefining 'syllabus': -- _g1.4. _tThe role of the classroom teacher: -- _g1.5. _tConclusion: -- _g2. _tPoints of departure: -- _g2.1. _tIntroduction: -- _g2.2. _tBasic orientations: -- _g2.3. _tLearning purpose: -- _g2.4. _tLearning goals: -- _g2.5. _tConclusion: -- _g3. _tProduct-oriented syllabuses: -- _g3.1. _tIntroduction: -- _g3.2. _tAnalytic and synthetic syllabus planning: -- _g3.3. _tGrammatical syllabuses: -- _g3.4. _tCriticizing grammatical syllabuses: -- _g3.5. _tFunctional-notional syllabuses: -- _g3.6. _tCriticizing functional-notional syllabuses: -- _g3.7. _tAnalytic syllabuses: -- _g3.8. _tConclusion: -- _g4. _tProcess-oriented syllabuses: -- _g4.1. _tIntroduction: -- _g4.2. _tProcedural syllabuses: -- _g4.3. _tTask-based syllabuses: -- _g4.4. _tContent syllabuses: -- _g4.5. _tThe natural approach: -- _g4.6. _tSyllabus design and methodology: -- _g4.7. _tGrading tasks: -- _g4.8. _tConclusion: -- _g5. _tObjectives: -- _g5.1. _tIntroduction: -- _g5.2. _tTypes of objective: -- _g5.3. _tPerformance objectives in language teaching: -- _g5.4. _tCriticizing performance objectives: -- _g5.5. _tProcess and product objectives: -- _g5.6. _tConclusion: -- _gSection Two. _tDemonstrating syllabus design -- _g6. _tNeeds and goals: -- _g6.1. _tIntroduction: -- _g6.2. _tNeeds analysis: -- _g6.3. _tFrom needs to goals: -- _g6.4. _tConclusion: -- _g7. _tSelecting and grading content: -- _g7.1. _tIntroduction: -- _g7.2. _tSelecting grammatical components: -- _g7.3. _tSelecting functional and notional components: -- _g7.4. _tRelating grammatical, functional, and notional components: -- _g7.5. _tGrading content: -- _g7.6. _tConclusion: -- _g8. _tSelecting and grading learning tasks: -- _g8.1. _tIntroduction: -- _g8.2. _tGoals, objectives, and tasks: -- _g8.3. _tProcedural syllabuses: -- _g8.4. _tThe natural approach: -- _g8.5. _tContent-based syllabuses: -- _g8.6. _tLevels of difficulty: -- _g8.7. _tTeaching grammar as process: -- _g8.8. _tConclusion: -- _g9. _tSelecting and grading objectives: -- _g9.1. _tIntroduction: -- _g9.2. _tProduct-oriented objectives: -- _g9.3. _tProcess-oriented objectives: -- _g9.4. _tConclusion: -- _gSection Three. _tExploring syllabus design -- _g10. _tGeneral principles: -- _g10.1. _tCurriculum and syllabus models: -- _g10.2. _tPurposes and goals: -- _g10.3. _tSyllabus products: -- _g10.4. _tExperiential content: -- _g10.5. _tTasks and activities: -- _g10.6. _tObjectives:. |
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