1. The fact-finding stage : assessing societal factors

1.1 The language setting

1.2 Patterns of language use in society

1.3 Group and individual attitudes toward language

1.4 The political and national context

2. The basis for curriculum and syllabus designing

2.1 Establishing realistic goals

2.2 Surveying existing programs

2.3 When the materials in use constitute the curriculum and syllabus

2.4 The separate purposes of a curriculum and a syllabus

3 How goals become realized through instructional plans

3.1 translating general goals into cyllabus objectives

3.2 Language content, process, and product in syllabus designs

3.3 Selecting the shape of the syllabus

3.4 The place of method

4. A Curriculum developed on communicative goals

4.1 Sociocultural views of the nature of language

4.2 A cognitively-based view of language learning

4.3 The fundamentals of a humanistic curriculum

4.4 Exploring the roles of teachers, learners and others within a communicative curriculum

5. The scope of a communicative syllabus

5.1 Expansion of the language content dimension

5.2 Communicative processes : workouts

5.3 Expanded product: emphasis on skils, needs

6. Focusing on language content in a communicative syllabus

6.1 Integrating notional and functional meaning with grammar, thematic content and lexis

6.2 Discrete and holistic views : the horns of a dilemma

7. Focusing on process : materials that deal with sociocultural appropriateness

7.1 Incorporating grammars of social norms: a discrete element view

7.2 Scripting roleplays : a holistic view of sociocultural content

8. Focusing on product : materials that deal with the reading skill

8.1 The materials preparer's role

8.2 A model reading lesson : A moral for any age by Jacob Bronowski

8.3 Guided questions for creating a reading lesson

9 Creating materials : the link between syllabus and audience

9.1 The audience for materials

9.2 Commisioned and self - initiated projects

9.3 Writing as a team effort

9.4 A checklist for writers