随着对语言教学的深入研究，人们逐渐认识到，语言教学并非应用语言理论的简单实践，而是与教学相关的多种要素的综合反映。一个建立在课程设计基础上的语言教学观是非常必要的。

本书通过丰富的教学应用实例介绍了课程设计中的以下环节： 需求分析、对教学环境的分析、教学目标的设定、教学大纲的设计、教材的开发和修订、课程评估。

Series editor's preface

Preface

1 The origins of language curriculum development

 Historical background

 Vocabulary selection

 Grammar selection and gradation

 Assumptions underlying early approaches to syllabus design

 Discussion questions and activities

 Appendix 1 Entries from A General Service List of English Words

 Appendix 2 Entries from Cambridge English Lexicon

 Appendix 3 Part of an early English grammatical syllabus

 References

2 From syllabus design to curriculum development

 The quest for new methods

 Changing needs for foreign languages in Europe

 English for specific purposes

 Needs analysis in ESP

 Communicative language teaching

 Emergence of a curriculum approach in language teaching

 Discussion questions and activities

 Appendix 1 Example of scientific writing

 Appendix 2 Words found often in academic reading materials

 References

3 Needs analysis

 The purposes of needs analysis

 What are needs?

 The users of needs analysis

 The target population

 Administering the needs analysis

 Procedures for conducting needs analysis

 Designing the needs analysis

 Making use of the information obtained

 Discussion questions and activities

 Examples of needs analyses

 Appendix 1 Designing a questionnaire

 Appendix 2 Needs analysis questionnaire for Cantonese learners

 Appendix 3 Needs analysis questionnaire for non-English-background students

 References

4 Situation analysis

 Societal factors

 Project factors

 Institutional factors

 Teacher factors

 Learner factors

 Adoption factors

 Profiling the factors identified in the situation analysis

 Discussion questions and activities

 Appendix 1 Situation analysis profile

 Appendix 2 Matrix for identifying factors in curriculum renewal process

 References

5 Planning goals and learning outcomes

 The ideology of the curriculum

 Stating curriculum outcomes

 Nonlanguage outcomes and process objectives

 Discussion questions and activities

 Appendix 1 Behavioral objectives

 Appendix 2 Listening and conversation skills

 Appendix 3 ESOL standards for grades 4-8

 References

6 Course planning and syllabus design

 The course rationale

 Describing the entry and exit level

 Choosing course content

 Determining the scope and sequence

 Planning the course structure

 Preparing the scope and sequence plan

 Discussion questions and activities

 Appendix 1 Proficiency descriptions for the domain of speaking

 Appendix 2 Description of performance levels; writing

 Appendix 3 Band descriptors for oral interaction skills

 Appendix 4 Grammar items and their sequence in a first-year English course

 Appendix 5 Threshold level syllabus

 Appendix 6 Skills syllabus for listening and speaking

 Appendix 7 Designing a course from texts

 Appendix 8 A unit from Passages 1

 Appendix 9 Part of the scope and sequence chart from New Interchange, vol. 1

 References

7 Providing for effective teaching

 The institution

 The teachers

 The teaching process

 The learning process

 Discussion questions and activities

 Appendix 1 Institutional mission statement

 Appendix 2 Best practice in English language teaching

 Appendix 3 Assessment criteria for teaching practice

 Appendix 4 Checklist for evaluating a teacher's lesson

 Appendix 5 Qualities and competencies of a good English teacher

 Appendix 6 Self-evaluation of a teacher's lesson

 Appendix 7 Student appraisal form

 Appendix 8 Peer appraisal form

 References

8 The role and design of instructional materials

 Authentic versus created materials

 Textbooks

 Evaluating textbooks

 Adapting textbooks

 Preparing materials for a program

 Managing a materials writing project

 Monitoring the use of materials

 Discussion questions and activities

 Appendix l Guidelines for developing reading activities

 Appendix 2 Checklist for evaluation and selection of course books

 Appendix 3 Case study of materials development project

 References

 Approaches to evaluation

 Purposes of evaluation

Formative evaluation

Illuminative evaluation

Summative evaluation

 Issues in program evaluation

 Procedures used in conducting evaluations

 Discussion questions and activities

 Appendix Examples of program evaluations

 References

Author index

Subject index