Syllabus Design

Enhanced descriptions from Syndetics:

Syllabus Design demonstrates, in a practical way, the principles involved in planning and designing an effective syllabus. It examines important concepts such as needs analysis, goal-setting, and content specification, and serves as an excellent introduction for teachers who want to gain a better understanding of syllabus design in order to evaluate, modify, and adapt the syllabuses with which they work.

Table of contents provided by Syndetics

• Syllabus Design
• Contents
• The author and series editors
• Introduction
• Section 1 Defining syllabus design
• 1 The scope of syllabus design
• 1.1 Introduction.
• 1.2 A general curriculum mode
• l.1.3 Defining 'syllabus'
• 1.4 The role of the classroom teacher
• 1.5 Conclusion
• 2 Points of departure
• 2.1 Introduction
• 2.2 Basic orientations
• 2.3 Learning purpose
• 2.4 Learning goals
• 2.5 Conclusion
• 3 Product-oriented syllabuses
• 3.1 Introduction
• 3.2 Analytic and synthetic syllabus planning
• 3.3 Grammatical syllabuses
• 3.4 Criticizing grammatical syllabuses
• 3.5 Functional-notional syllabuses
• 3.6 Criticizing functional-notional syllabuses
• 3.7 Analytic syllabuses
• 3.8 Conclusion
• 4 Process-oriented syllabuses
• 4.1 Introduction
• 4.2 Procedural syllabuses
• 4.3 Task-based syllabuses
• 4.4 Content syllabuses
• 4.5 The natural approach
• 4.6 Syllabus design and methodology
• 4.7 Grading tasks
• 4.8 Conclusion
• 5 Objectives
• 5.1 Introduction
• 5.2 Types of objective
• 5.3 Performance objectives in language teaching
• 5.4 Criticizing performance objectives
• 5.5 Process and product objectives
• 5.6 Conclusion
• Section 2 Demonstrating syllabus design
• 6 Needs and goals
• 6.1 Introduction
• 6.2 Needs analysis
• 6.3 From needs to goals
• 6.4 Conclusion
• 7 Selecting and grading content
• 7.1 Introduction
• 7.2 Selecting grammatical components
• 7.3 Selecting functional and notional components
• 7.4 Relating grammatical, functional, and notional components
• 7.5 Grading content
• 7.6 Conclusion
• 8 Selecting and grading learning tasks
• 8.1 Introduction
• 8.2 Goals, objectives, and tasks
• 8.3 Procedural syllabuses
• 8.4 The natural approach
• 8.5 Content-based syllabuses
• 8.6 Levels of difficulty
• 8.7 Teaching grammar as process
• 8.8 Conclusion
• 9 Selecting and grading objectives
• 9.1 Introduction
• 9.2 Product-oriented objectives
• 9.3 Process-oriented objectives
• 9.4 Conclusion
• Section 3 Exploring syllabus design
• 10 General principles
• 10.1 Curriculum and syllabus models
• 10.2 Purposes and goals
• 10.3 Syllabus products
• 10.4 Experiential content
• 10.5 Tasks and activities
• 10.6 Objectives
• Glossary
• Further reading
• Bibliography
• Acknowledgements