The author and series editors Introduction
Section One: Defining syllabus design
The scope of syllabus design
Introduction
A general curriculum model
Defining syllabus
The role of the classroom teacher
Conclusion
Points of departure
Introduction
Basic orientations
Learning purpose
Learning goals
Conclusion
Product – oriented syllabuses
Introduction
Analytic and synthetic syllabus planning
Grammatical syllabuses
Criticizing grammatical syllabuses
Functional – notional syllabuses
Criticizing functional – notional syllabuses
Analytic syllabuses
Conclusion
Process – oriented syllabuses
Introduction
Procedural syllabuses
Task – based syllabuses
Cntent syllabuses
The natural approach
Syllabus design and methodology
Grading tasks
Conclusion
Objectives
Introduction
Types of objective
Performance objective in language teaching
Criticizing performance objectives
Process and product objectives
Conclusion
Section two : Demonstrating syllabus design
Needs and goals
Introduction
Needs analysis
From needs to goals
Conclusion
Selectingand grading content
Introduction
Seecting grammatical components
Selecting functional and notional components
Relating grammatical, functional , and notional components
Grading content
Conclusion
Selecting and grading learning tasks
Introduction
Goals, objectives , and tasks
Procedural syllabuses
The natural approach
Content – based syllabuses
Levels of difficulty
Teaching grammar as process
Conclusion
Selecting and grading objectives
Introduction
Product – oriented objectives
Process – oriented objectives
Conclusion
Section three: Exploring syllabus design
General principles
Curriculum and syllabus models
Purposes and goals
Syllabus products
Experiential content
Tasks and activities
Objectives
Glossary
Further reading
Bibliography
Index
