The purpose of this book is to provide teachers with rools and techniques for analysing and subjecting to critical scrutiny the syllabuses with which they are working. It is also intended to provide concepts and procedures for those teachers who are in a position to take part in the development of their own syllabuses.
Section One begins with an examination of the concepts of 'syllabus' and 'curriculum'. The rest of the section is concerned with central issues relating to the selection and grading of input in language syllabus design. Concepts and procedures which are examined include needs analysis, goal and objective setting, the selection and grading of content, and the selection and grading of learning tasks.
Section Two closely parallels Section One. Here we shall look at the ways in which the concepts and principles presented in Section One have been applied in practice. Samples of syllabuses and course materials from a range of resources are presented and criticized.
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