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008			000501s2001 enka b 001 0 eng
010			_a00033711
020			_a0521804914 (pbk)
020			_a9780521804912 (pbk)
035			_a(OCoLC)43985524
040			_aDLC _cJCRC _dC#P _dUKM _dMWU _dAEU _beng _dOOU _dOrPss
050	0	0	_aP53.295 _b.R53 2001
245	1	0	_aCurriculum Development in Language Teaching / _cedited by Jack C. Richards.
250			_a1st ed.
260			_aNew York : _bCambridge University Press, _c2001.
300			_axiv, 321 p. : _bill. ; _c24 cm.
440			_aCambridge Language Education
504			_aIncludes bibliographical references and indexes.
505			_a"This text provides a systematic introduction to the issues involved in developing, managing, and evaluating effective second and foreign language programs and teaching materials. Key stages in the curriculum development process are examined, including situation analysis, needs analysis, goal-setting, syllabus design, materials development and adaptation, teaching and teacher-support, and evaluation. Taken into account are such factors as program content, program context, learner needs, teaching aims and objectives, and the selection of instructional materials. Practical task and discussion activities throughout the book enable it to be used both in in-service courses and as a reference text for coordinators, teachers, and program administrators." (Book Cover)
505			_aCONTENTS:
505			_aPreface
505			_a1. The Origins of language curriculum development _tHistorical background _tVocabulary selection _tGrammar selection and gradation _tAssumptions underlying early approaches to syllabus design _tAppendix 1: Entries from A General Service List of English Words _tAppendix 2: Entries from Cambridge English Lexicon _tAppendix 3: Part of an early English grammatical syllabus _tDiscussion questions and activities _tReferences
505			_a2. From syllabus design to curriculum development _tThe quest for new methods _tChanging needs for foreign languages in Europe _tEnglish for specific purposes _tNeeds analysis in ESP _tCommunicative language teaching _tEmergence of a curriculum approach in language teaching _tDiscussion questions and activities _tAppendix 1: Example of scientific writing _tAppendix 2: Words found often in academic reading materials _tReferences
505			_a3. Needs analysis _tThe purposes of needs analysis _tWhat are needs? _tThe users of needs analysis _tThe target population _tAdministering the needs analysis _tProcedures for conducting needs analysis _tDesigning the needs analysis _tMaking use of the information obtained _tDiscussion questions and activities _tExamples of needs analyses _tAppendix 1: Designing a questionnaire _tAppendix 2: Needs analysis questionnaire for Cantonese learners _tAppendix 3: Needs analysis questionnaire for non-English-background students _tReferences
505			_a4. Situation analysis _tSocietal factors _tProject factors _tInstitutional factors _tTeacher factors _tLearner factors _tAdoption factors _tProfiling the factors identified in the situation analysis _tDiscussion questions and activities _tAppendix 1: Situation analysis profile _tAppendix 2: Matrix for identifying factors in curriculum renewal process _tReferences
505			_a5. Planning goals and learning outcomes _tThe ideology of the curriculum _tStating curriculum outcomes _tNonlanguage outcomes and process objectives _tDiscussion questions and activities _tAppendix 1: Behavioral objectives _tAppendix 2: Listening and conversation skills _tAppendix 3: ESOL standards for grades 4-8 _tReferences
505			_a6. Course planning and syllabus design _tThe course rationale _tDescribing the entry and exit level _tChoosing course content _tDetermining the scope and sequence _tPlanning the course structure _tPreparing the scope and sequence plan _tDiscussion questions and activities _tAppendix 1: Proficiency descriptions for the domain of speaking _tAppendix 2: Description of performance levels: writing _tAppendix 3: Band descriptors for oral interaction skills _tAppendix 4: Grammar items and their sequence in a first-year English course _tAppendix 5: Threshold level syllabus _tAppendix 6: Skills syllabus for listening and speaking _tAppendix 7: Designing a course from texts _tAppendix 8: A unit from Passages 1 _tAppendix 9: Part of the scope and sequence chart from New Interchange, vol. 1 _tReferences
505			_a7. Providing for effective teaching _tThe institution _tThe teachers _tThe teaching process _tThe learning process _tDiscussion questions and activities _tAppendix 1: Institutional mission statement _tAppendix 2: Best practice in English language teaching _tAppendix 3: Assessment criteria for teaching practice _tAppendix 4: Checklist for evaluating a teacher's lesson _tAppendix 5: Qualities and competencies of a good English teacher _tAppendix 6: Self-evaluation of a teacher's lesson _tAppendix 7: Student appraisal form _tAppendix 8: Peer appraisal form _tReferences
505			_a8. The role and design of instructional materials _tAuthentic versus created materials _tTextbooks _tEvaluating textbooks _tAdapting textbooks _tPreparing materials for a program _tManaging a materials writing project _tMonitoring the use of materials _tDiscussion questions and activities _tAppendix 1: Guidelines for developing reading activities _tAppendix 2: Checklist for evaluation and selection of course books _tAppendix 3: Case study of materials development project _tReferences
505			_a9. Approaches to evaluation _tPurposes of evaluation _tFormative evaluation _tIlluminative evaluation _tSummative evaluation _tIssues in program evaluation _tProcedures used in conducting evaluations _tDiscussion questions and activities _tAppendix: Examples of program evaluations _tReferences
650		0	_aLanguage and languages _xStudy and teaching.
650		0	_aCurriculum planning.
700			_aRichards, Jack C. _d1943- _q(Croft)
856			_uhttp://www.cambridge.org/ci/cambridgeenglish/catalog/teacher-training-development-and-research/curriculum-development-language-teaching-1/curriculum-development-language-teaching?format=PB&isbn=9780521804912 _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991001477409705161 _zCheck the UO Library catalog.
942			_cBK _e1st Ed. _2z