课程设计 英文本【2025|PDF|Epub|mobi|kindle电子书版本百度云盘下载】

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Introduction1

1 The fact-finding stage:assessing societal factors5

Overview5

1.1 The language setting6

1.1.1 The continuum:ESL——EFL7

1.2 Patterns of language use in society8

1.2.1 Education8

1.2.2 The labor market12

1.2.3 The process of modernization13

1.3 Group and individual attitudes toward language13

1.4 The political and national context17

Practical applications18

References21

2 The basis for curriculum and syllabus designing23

Overview23

2.1.1 In an EFL setting24

2.1 Establishing realistic goals24

2.1.2 In an ESL setting25

2.1.3 Planning for courses outside the school system26

2.1.4 Language analysis or language use as course goals26

2.2 Surveying existing programs27

2.2.1 The existing syllabus27

2.2.2 The materials in use29

2.2.3 The teachers30

2.2.4 The learners31

2.2.5 The resources32

2.3 When the materials in use constitute the curriculum and a syllabus32

2.4 The separate purposes of a curriculum and a syllabus34

2.4.1 The components of a curriculum35

2.4.2 Types of syllabuses37

Practical applications38

References39

3.1 Translating general goals into syllabus objectives40

3.1.1 A curriculum provides a statement of policy40

3 How goals become realized through instructional plans40

Overview40

3.1.2 The link between goals and objectives42

3.1.3 Syllabuses without a curriculum44

3.2 Language content, process, and product in syllabus designs45

3.2.1 The language content dimension45

3.2.2 The process dimension46

3.2.3 The product dimension49

3.3.1 The linear format51

3.3 Selecting the shape of the syllabus51

3.3.2 The modular format53

3.3.3 The cyclical format55

3.3.4 The matrix format58

3.3.5 The story-line format61

3.4 The place of method63

Practical applications66

References66

Overview68

4 A curriculum developed on communicative goals68

4.1 Sociocultural views of the nature of language69

4.2 A cognitively-based view of language learning70

4.2.1 Strategies and tactics71

4.2.2 Context-embedded and context-reduced language use72

4.2.3 The holistic approach to language learning73

4.2.4 What learners errors tell us74

4.3 The fundamentals of a humanistic curriculum75

4.4 Exploring the roles of teachers, learners and others within a communicative curriculum76

4.4.1 Teaching/learning as a metaphor77

4.4.2 Is teaching/learning adequate?78

4.4.3 Cross-cultural implications78

4.4.4 Developing alternative metaphors80

Practical applications84

References85

5 The scope of a communicative syllabus88

Overview88

5.1 Expansion of the language content dimension88

5.1.1 Conceptual and functional meaning88

5.1.2 Sociocultural appropriateness92

5.1.3 Longer spans of discourse93

5.2 Communicative processes: workouts94

5.2.1 Workouts94

5.2.2 A scale for assessing the communicative potential of workouts98

5.2.3 A scale for assessing the cognitive potential of workouts99

5.3 Expanded product: emphasis on skills, needs100

5.3.1 Implementation of language skills100

5.3.3 Learner autonomy: an added product102

5.3.2 Individual needs102

5.3.4 Highlighting particular syllabus components103

Practical applications104

References105

6 Focusing on language content in a communicative syllabus106

Overview106

6.1 Integrating notional and functional meaning with grammar, thematic content and lexis106

6.1.1 Developing inventories107

6.1.2 The choice of lexis111

6.2 Discrete and holistic views:the horns of a dilemma112

6.2.1 The holistic view113

6.2.2 The discrete view114

6.2.3 Evidence of the discrete vs. holistic paradox in language content, process, and product114

6.2.4 Reconciling opposites in the instructional plans117

6.2.5 Other systems, other worlds118

Practical applications119

References120

7.1 Incorporating grammars of social norms: a discrete element view122

Overview122

7 Focusing on process:materials that deal with Sociocultural appropriateness122

7.1.1 The state of the art124

7.2 Scripting roleplays: a holistic view of Sociocultural content135

7.2.1 A brief geneology135

7.2.2 Issues for writers136

Practical applications145

References146

8.1 The materials preparer s role147

Overview147

8 Focusing on product: materials that deal with the reading skill147

8.1.1 The three elements148

8.1.2 The designer s task149

8.2 A model reading lesson: A moral for any age by Jacob Bronowski152

8.2.1 Strategies for developing reading skills152

8.2.2 Features of the text152

8.2.3 Accommodating learners s interests: working on hunches153

8.3 Guided questions for creating a reading lesson161

8.3.2 Textual discovery procedures164

8.3.1 Motivation for reading164

8.3.3 Sharing ideas165

8.3.4 Producing a reading lesson165

Practical applications165

References166

9 Creating materials: the link between syllabus and audience167

Overview167

9.1 The audience for materials167

9.1.1 Writing for a local audience168

9.1.2 Writing for a wider audience169

9.1.3 Issues common to both audiences170

9.2 Commissioned and self-initiated projects171

9.2.1 Commissioned projects171

9.2.2 Self-initiated projects171

9.2.3 1 have an idea...172

9.3 Writing as a team effort173

9.3.1 An idealized team173

9.3.2 Other team models174

9.4 A checklist for writers175

9.4.1 Questions about basic assumptions175

9.4.2 Questions about shape and design176

Practical applications177

References179

Epilogue180

Cumulative bibliography184

Acknowledgements190

Index191