Description
Book SynopsisThis is a book about how language teachers themselves rather than curriculum specialists develop and implement their own courses. The paperback edition illuminates the process of course development through the narratives of six ELT teachers who have designed courses in widely varying contexts worldwide. Graves provides a framework for course design and examines how these six teachers have utilized or departed from the framework in meeting the challenges of their particular situations. Each narrative is followed by an analysis and a set of tasks that direct the reader's attention to a particular aspect of the framework.
Trade Review'This book will be of real value to new teachers asking "Where do I start?" and feeling at sea when faced with the many factors to be resolved in planning ... The carefully planned and logical framework makes the book itself a model of the principles it espouses in the content.' VATME Newsletter No 72, 1997
' … a very useful resource for trainers in teacher education … ' SATEFL, 1997
'I strongly recommend this book for ESL/EAP teachers and course designers as it enriches their knowledge on research and curriculum frameworks. It is a great incentive for teachers to start jotting down their daily teaching experiences, which could be as valuable and important as what is discussed in this useful resource book.' Teacher Development IATEFL No. 34, 1997
Table of Contents1 Teachers as course developers; 2 A framework of course design processes; 3 Designing workplace ESOL courses for Chinese health care workers at a Boston nursing home; 4 Designing a 7th grade social studies course for ESL students at an international school; 5 Designing an English for academic purposes course for post-graduate students in Ecuador; 6 Designing a writing component for Teen courses at a Brazilian educational institute; 7 Planning an advanced listening comprehension elective for Japanese college students; 8 A curriculum framework for corporate language programs
