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09205cam a2200445 i 4500 |
| 001 - CONTROL NUMBER |
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19876869 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20230812162709.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
170809s2017 enka b 001 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2016478440 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781316625545 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)ocn994220104 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
U2Q |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| Modifying agency |
OCLCQ |
| -- |
DLC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
lccopycat |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
P53 |
| Item number |
.R493 2017 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Richards, Jack C. |
| Dates associated with a name |
1943- |
| Fuller form of name |
(Croft) |
| 245 10 - TITLE STATEMENT |
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| Title |
Curriculum Development in Language Teaching / |
| Statement of responsibility, etc. |
Jack C. Richards. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York, NY : |
| Name of publisher, distributor, etc. |
Cambridge University Press, |
| Date of publication, distribution, etc. |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xii, 335 p. : |
| Other physical details |
cov. ill. ; |
| Dimensions |
25 cm. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (pages 308-320) and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. The nature of curriculum<br/> |
| Title |
Introduction<br/> |
| -- |
1.1 Internal and external influences on curriculum<br/> |
| -- |
1.2 The nature of curriculum<br/> |
| -- |
1.3 Curriculum and the teacher<br/> |
| -- |
1.4 Curriculum as product and process<br/> |
| -- |
Conclusions<br/> |
| -- |
Discussion questions<br/> |
| -- |
Appendix 1 Extract from a state curriculum (Hong Kong Government 2004, 4-6)<br/> |
| -- |
Appendix 2 The Austrian education system<br/> |
| -- |
Appendix 3 Extract from an institutional curriculum (Lone Star College System 2013-2014, 6-7)<br/> |
| -- |
Appendix 4 Extract from a general curriculum (Council of Europe 2001)<br/> |
| -- |
Appendix 5 Extract from a teacher’s curriculum<br/> |
| -- |
Case study 1 Developing a course in creative non-fiction / |
| Statement of responsibility |
Dino Mahoney<br/> |
| Title |
Case study 2 An institutional curriculum for a pre-service English teacher-education program / |
| Statement of responsibility |
Christian Rudianto |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. Syllabus design: a brief history<br/> |
| Title |
Introduction<br/> |
| -- |
2.1 The nature of syllabus design<br/> |
| -- |
2.2 Selection and gradation<br/> |
| -- |
2.3 Vocabulary selection<br/> |
| -- |
2.4 Grammar selection<br/> |
| -- |
Conclusions<br/> |
| -- |
Discussion questions<br/> |
| -- |
Appendix 1 The most frequent content words in the British National Corpus (from Kennedy 1998)<br/> |
| -- |
Appendix 2 Headwords of the Academic Word List (Coxhead 2011)<br/> |
| -- |
Appendix 3 Part of an early English grammatical syllabus (from Hornby 1959)<br/> |
| -- |
Case study 3 A course in English for baristas / |
| Statement of responsibility |
Kyle Smith |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. New directions in syllabus and curriculum design<br/> |
| Title |
Introduction<br/> |
| -- |
3.1 The quest for new methods<br/> |
| -- |
3.2 Changing needs for foreign languages in Europe<br/> |
| -- |
3.3 Communicative Language Teaching<br/> |
| -- |
3.4 The search for new syllabus models<br/> |
| -- |
3.5 English for Specific Purposes<br/> |
| -- |
3.6 Needs analysis in ESP<br/> |
| -- |
3.7 Emergence of a curriculum approach in language teaching<br/> |
| -- |
Conclusions<br/> |
| -- |
Discussion questions<br/> |
| -- |
Appendix 1 Threshold level syllabus (from Van Ek and Trim 1998)<br/> |
| -- |
Case study 4 An ESP course for international students / |
| Statement of responsibility |
Sasha Wajnryb<br/> |
| Title |
Case study 5 Language learning and technology / |
| Statement of responsibility |
Christoph A. Hafner |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. Needs analysis<br/> |
| Title |
Introduction<br/> |
| -- |
4.1 The nature of needs<br/> |
| -- |
4.2 Course design for learners who may have no specific need<br/> |
| -- |
4.3 Larger-scale needs analysis<br/> |
| -- |
4.4 The goals of needs analysis<br/> |
| -- |
4.5 The users of needs analysis<br/> |
| -- |
4.6 The target population<br/> |
| -- |
4.7 Procedures for conducting large-scale needs analysis<br/> |
| -- |
4.8 Making use of the information obtained<br/> |
| -- |
4.9 Applying the findings of needs analysis<br/> |
| -- |
Conclusions<br/> |
| -- |
Discussion questions<br/> |
| -- |
Appendix 1 Questionnaire to determine learners’ subjective needs<br/> |
| -- |
Appendix 2 Needs analysis questionnaire for non-English-background students (from Gravatt, Richards, and Lewis 1997)<br/> |
| -- |
Appendix 3 Needs assessment questionnaire for use in designing a course for adults at beginner level (from TAS 2011, Appendix K, pp. 81-82)<br/> |
| -- |
Case study 6 Planning a course in technical communication / |
| Statement of responsibility |
Lindsay Miller<br/> |
| Title |
Case study 7 Developing a foundation course for college students / |
| Statement of responsibility |
Rob Haines |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5 Context and the curriculum<br/> |
| Title |
Introduction<br/> |
| -- |
5.1 The sociocultural environment<br/> |
| -- |
5.2 The learners<br/> |
| -- |
5.3 The teachers<br/> |
| -- |
5.4 The institution<br/> |
| -- |
5.5 Means of delivery<br/> |
| -- |
5.6 Adoption factors<br/> |
| -- |
5.7 Profiling the factors identified in the situation analysis<br/> |
| -- |
Conclusions<br/> |
| -- |
Discussion questions<br/> |
| -- |
Appendix 1 Situation analysis profile<br/> |
| -- |
Appendix 2 Matrix for identifying factors in curriculum renewal process (from Rodgers 1984)<br/> |
| -- |
Case study 8 Effective classroom management for in-service teachers / |
| Statement of responsibility |
Husai Ching<br/> |
| Title |
Case study 9 A blended undergraduate course in Ecuador / |
| Statement of responsibility |
José Lema |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
6 Curriculum aims and outcomes<br/> |
| Title |
Introduction<br/> |
| -- |
6.1 Goal setting in backward design<br/> |
| -- |
6.2 Aims, objectives, learning outcomes, competencies<br/> |
| -- |
6.3 Standards<br/> |
| -- |
6.4 Process outcomes<br/> |
| -- |
Conclusions<br/> |
| -- |
Discussion questions<br/> |
| -- |
Case study 10 Developing a course on discussion skills / |
| Statement of responsibility |
Michael Griffin |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
7 Course planning<br/> |
| Title |
Introduction<br/> |
| -- |
7.1 Determining the level of the course<br/> |
| -- |
7.2 Choosing a syllabus framework<br/> |
| -- |
7.3 Content-based syllabus and CLIL<br/> |
| -- |
7.4 Competency-based syllabuses<br/> |
| -- |
7.5 Task-based syllabus<br/> |
| -- |
7.6 Text-based syllabus |
| -- |
Conclusions<br/> |
| -- |
Discussion questions<br/> |
| -- |
Appendix 1 The ACTFL Proficiency Guidelines 2012 – For Speaking<br/> |
| -- |
Appendix 2 Description of performance levels; writing (adapted by Paltridge from the IELTS test [Paltridge 1992])<br/> |
| -- |
Appendix 3 Some common text types<br/> |
| -- |
Appendix 4 Designing a course from texts (from Burns and Joyce 1997)<br/> |
| -- |
Case study 11 Developing a content-based course / |
| Statement of responsibility |
Lindsay Miller<br/> |
| Title |
Case study 12 A CLIL course: The Thinking Lab Science / |
| Statement of responsibility |
Rosa Bergadà<br/> |
| Title |
Case study 13 A pre-university course for international students in Australia / |
| Statement of responsibility |
Phil Chappell |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
8 Course planning (2)<br/> |
| Title |
Introduction<br/> |
| -- |
8.1 Skill-based syllabus<br/> |
| -- |
8.2 Functional syllabus<br/> |
| -- |
8.3 Grammatical syllabus<br/> |
| -- |
8.4 Vocabulary syllabus<br/> |
| -- |
8.5 Situational syllabus<br/> |
| -- |
8.6 Determining the scope and sequence<br/> |
| -- |
8.7 Developing instructional segments |
| -- |
Conclusions<br/> |
| -- |
Discussion questions<br/> |
| -- |
Appendix 1 Skills syllabus for listening and speaking from Malaysian Secondary School Syllabus form IV (1989)<br/> |
| -- |
Appendix 2 Curriculum for a listening class – Curriculum design: Low-Intermediate Adult ESL Listening Class by Rebecca Nicholson<br/> |
| -- |
Appendix 3 Grammar items and their sequence in a first-year English course (from Richards and Bohlke 2012)<br/> |
| -- |
Case study 14 A course for first-year university students / |
| Statement of responsibility |
Phil Wade<br/> |
| Title |
Case study 15 A general English course for international students / |
| Statement of responsibility |
Frank S. Rogers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
9 Curriculum as process<br/> |
| Title |
Introduction<br/> |
| -- |
9.1 An alternative understanding of curriculum<br/> |
| -- |
9.2 What teachers bring to teaching<br/> |
| -- |
9.3 How teachers think about lesson purposes<br/> |
| -- |
9.4 What happens during lessons<br/> |
| -- |
Conclusions<br/> |
| -- |
Discussion questions<br/> |
| -- |
Appendix 1 Example of exploratory practice (EP) (Edwards 2005)<br/> |
| -- |
Case study 16 Thinking through English / |
| Statement of responsibility |
Alan S. Mackenzie |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
10 Textbooks, technology, and the curriculum<br/> |
| Title |
Introduction<br/> |
| -- |
10.1 Textbooks as teaching resource<br/> |
| -- |
10.2 Criticism of textbooks<br/> |
| -- |
10.3 Authentic versus created materials<br/> |
| -- |
10.4 Evaluating textbooks<br/> |
| -- |
10.5 Adapting materials<br/> |
| -- |
10.6 Monitoring the use of materials<br/> |
| -- |
10.7 Technology as a teaching and learning resource<br/> |
| -- |
10.8 Support provided by technology<br/> |
| -- |
10.9 Examples of the use of technology in teaching the four skills<br/> |
| -- |
Conclusions<br/> |
| -- |
Discussion questions<br/> |
| -- |
Appendix 1 ESL reading textbook evaluation checklist (from Miekley 2005)<br/> |
| -- |
Appendix 2 Evaluating technology |
| -- |
Case study 17 Using textbooks in a large-scale language program / |
| Statement of responsibility |
Eric Anthony Tejeda Evans<br/> |
| Title |
Case study 18 Using the resources of technology in a college English program / |
| Statement of responsibility |
Hiroyuki Obari |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
11 Approaches to evaluation<br/> |
| Title |
Introduction<br/> |
| -- |
11.1 The focus of evaluation<br/> |
| -- |
11.2 Audience for evaluation<br/> |
| -- |
11.3 Quantitative and qualitative approaches<br/> |
| -- |
11.4 Product-focused evaluation<br/> |
| -- |
11.5 Formative and summative evaluation<br/> |
| -- |
11.6 The importance of documentation<br/> |
| -- |
11.7 Evaluating the evaluation<br/> |
| -- |
11.8 Procedures used in conducting evaluations<br/> |
| -- |
11.9 Process-focused evaluation: descriptive and reflective evaluation<br/> |
| -- |
11.10 Implementing reflective evaluation<br/> |
| -- |
Conclusions<br/> |
| -- |
Discussion questions<br/> |
| -- |
Appendix 1 Best practice in English language teaching<br/> |
| -- |
Case study 19 Evaluating an in-service program for English language teachers / |
| Statement of responsibility |
Geoffrey Crewes<br/> |
| Title |
Case study 20 Evaluating the content of an EAP program / |
| Statement of responsibility |
Jonathan Newton<br/> |
| Title |
Case study 21 Evaluating an English course for tertiary-level learners / |
| Statement of responsibility |
David Crabbe |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Curriculum Development in Language Teaching Second edition has been thoroughly revised and updated to reflect contemporary issues in curriculum. As well as describing and examining a traditional product-focused curriculum perspective, it considers curriculum from the perspective of classroom processes. Case studies, which are used to exemplify issues and questions - within and at the end of each chapter - allow for reflection and discussion." (Book Cover)<br/> |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Language and languages |
| General subdivision |
Study and teaching. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Curriculum planning. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/curriculum-development-language-teaching-2nd-edition/curriculum-development-language-teaching-2nd-edition-paperback">http://www.cambridge.org/ca/cambridgeenglish/catalog/teacher-training-development-and-research/curriculum-development-language-teaching-2nd-edition/curriculum-development-language-teaching-2nd-edition-paperback</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
