Course Design for TESOL

A Guide to Integrating Curriculum and Teaching

by Mihai, Purmensky

ISBN: 978-0-472-12854-9 | Copyright 2019

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Course Design for TESOL offers a unique approach of integrating curriculum with teaching activities to allow language educators to utilize the text in a variety of courses in a TESOL program. Although the authors assume readers have a basic knowledge of English grammar, this textbook/resource is designed to be comprehensible to those who have not had an SLA or Applied Linguistics course. Because each language skill is discussed in detail in terms of important theories and concepts and actual teaching activities are included, the book can also be used in a Methods course or a combined Curriculum Design–Methods (or Methods and Materials) course.
 
Part I explores the basic language acquisition theories and their influences on current teaching practices in the field. Part II then moves on to the core elements of designing a curriculum or course: conducting the needs analysis, setting of course goals/objectives, designing the syllabus, and writing lesson plans.
 
Part III: Instructional Activities and Assessment Techniques features chapters on the teaching of listening, speaking, reading, writing, grammar, and culture. Within each of these chapters, the authors address the fundamental issues related to the teaching of each skill and then discuss the components of a good activity for that skill (and how to design one), and then offer four sample activities (one for each type of syllabus) and guidance on assessing that skill. The activities can be adapted for use in a variety of classrooms and settings.
 
Part IV addresses contemporary trends—curriculum issues in North America and Europe (standards and educational policy), practices in teaching in Asia (particularly China and Korea), and technology-enhanced learning. 

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Course Design for TESOL (pg. i)
Contents (pg. v)
Chapter 1 An Introduction to the Integrated Nature of Teaching and Curriculum Design in TESOL (pg. 1)
Part I Language Acquisition Theories and Their Influence on Teaching Practices (pg. 9)
Chapter 2 Behaviorism and the Audiolingual Method (pg. 10)
Chapter 3 Input Theories and Communicative Language Teaching (pg. 18)
Chapter 4 Sociocultural Theory and Task-Based Learning (pg. 28)
Part II From Needs Analysis to Goal Setting, to Syllabus Design and Lesson Planning (pg. 38)
Chapter 5 Needs Analysis as a Basis for Goal Setting (pg. 39)
Chapter 6 Designing Goal-Based Syllabi and Lesson Plans (pg. 63)
Part III Instructional Activities and Assessment Techniques (pg. 85)
Chapter 7 Listening Activities and Assessment Techniques (pg. 86)
Chapter 8 Speaking Activities and Assessment Techniques (pg. 122)
Chapter 9 Reading Activities and Assessment Techniques (pg. 161)
Chapter 10 Writing Activities and Assessment Techniques (pg. 199)
Chapter 11 Grammar Activities and Assessment Techniques (pg. 231)
Chapter 12 Culture Activities and Assessment Techniques (pg. 254)
Part IV Contemporary Trends in TESOL Course Design (pg. 278)
Chapter 13 Curriculum Trends in English Language Teaching in Europe and North America (pg. 279)
Chapter 14 Teaching Practices in Asia:A Focus on China and South Korea (pg. 290)
Chapter 15 Technology-Transformed Language Learning (pg. 300)
Final Notes on Integrating Curriculum Design with Teaching Activities (pg. 318)
Appendix: The International Phonetic Alphabet (pg. 323)
Index (pg. 325)
Chapter 2 Behaviorism and the Audiolingual Method (pg. 286)
Chapter 3 Input Theories and Communicative Language Teaching (pg. )
Chapter 4 Sociocultural Theory and Task-Based Learning (pg. )

Florin Mihai

Florin Mihai is a Professor at the University of Central Florida and the author of several textbooks. 


Kerry Purmensky

Kerry Purmensky is a Professor at the University of Central Florida. 


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