1. An Overview

2.  Tyler  Wheeler  Beauchamp  Hunkins  Campel  Nation & Macalister

3. Sources for Aims Specifying aims Selecting content Organizing content evaluation

4. Ends, Goals, Aims, Objectives Selecting Edu experiences Selecting content Integrating experiences and content evaluation

5. Input Edu principles- Society - participants Experiences – subject matter- values processes Selecting course developers – identifying aims Procedures- reviewing – evaluation output Course components K.S.A

6. Concepts and philosophical bases diagnosis Selecting content Selecting experiences Piloting course evaluation Modification

8.  1- examine environment  2- assess needs  3- decide on principles  4- set goals, and choose sequence content  5- design the lesson format  6- include assessment procedures  7- evaluate the course

9.  Some perspectives p. 4  Examples of unsuccessful course design:  1- Vietnamese and grammar  2- Agriculture students and reading  3- Simon says and conversation

10.  Necessities  Lacks  Wants

11.  Make use of research in:  linguistics  Applied linguistics  Comparative / contrastive linguistics  Error analysis  Psycholinguistics  Lexicography  Curriculum studies

12.  Goals  Aims  Ends  Targets  Purposes  Objectives

13.  Imp. Lists:  Vocabulary lists  Verb frequency lists  Functions and topics lists  Subskills and strategies lists  Tasks and themes lists

14.  Lessons  Units  Modules  Recycling reviews  Spiral lessons  Echoing units

15.  Testing for gathering information  Achievement tests  Proficiency tests  Placement tests

16.  What makes a course “good”?  Number of Ss  Money  Satisfaction of Ss  Satisfaction of Ts  Satisfaction of sponsors  High scores  Up-to-date  Conforms with society