Curriculum

LINCOLN CHRISTIAN COLLEGE AND SEMINARY Course Map Kimberli Sams Summer 2014
LINCOLN CHRISTIAN COLLEGE AND SEMINARY  Course Map Kimberli Sams Summer, 2014
Course Map Comparing Syllabus Styles Task Based Negotiated Student Led Theory Assumes that the grammatical or structural aspects of language form are the most basic or useful Rajaee Abbaspour Zare 2012 p 65 Structural assumes that speaking a language is a skill best perfected through practice and interaction Jehan 2014 p 19 Focus Grammatical forms Communicative language and problem solving Formed by teacher a social and problem solving model for syllabus design in which the learner plays the main role and where negotiation is a key concept Rajaee Abbaspour Zare 2012 p 70 Learner needs and communicative language Discussed and formed by agreement between teacher and students Variety of possible sequencing criteria instructor uses a pre arranged syllabus as a guide but the learners create and modify the syllabus increasing interest and motivation to develop language skills Howell 2013 p 7 Directly connected to the wants and needs of learners Learners own the syllabus which greatly increases motivation Negotiation itself requires progress in and use of the language Formation Formed by teacher or organization top down Sequence Increasing structural complexity of grammar forms highly controlled tightly structured and sequenced pattern practice drills Mohseni 2008 cited in Howell 2013 p 5 Tasks and topics what is necessary for real life communication The instructor defines a problem to be worked through by students Learnercentered but guided by the teacher Positives Content is easy to describe Structural knowledge is easy to measure Generally value and culture free Negatives Not always directly relevant to the learner s needs Only addresses one aspect of language grammar and ignores the others Information about a language learned rather than how to use it Connects language to real life Can easily teach other content as well as language Helps learners to acquire language rather than learning it Rajaee Abbaspour Zare 2012 p 76 Ignores metalinguistic knowledge Rajaee Abbaspour Zare 2012 p 76 May be difficult to accurately measure learners knowledge of the language through completion of tasks Requires a lot of creativity and flexibility from the teacher Structure Lincoln Christian University Possible lack of structure Sequencing may be difficult ensuring that knowledge builds on prior knowledge Requires a lot of autonomy on the part of students Page 1
Course Map Comparing Syllabus Styles Task-Based  Negotiated Student-Led  Theory     Assumes that the grammatical or struct...
Course Map Choosing a Syllabus Style For my syllabus I have chosen a hybrid of process oriented styles which are analytical Rajaee Abbaspour Zare 2012 The syllabus will be task based and negotiated The over arching task will be to formulate a handbook for other internationals entering the community and to share in an oral presentation various aspects of the handbook A needs assessment as well as interviews will be administered before classes begin These needs assessment tools will help determine possible topics chapters for the handbook Further negotiation of topics chapters will occur during the first sessions of class Lincoln Christian University Page 2
Course Map Choosing a Syllabus Style -For my syllabus, I have chosen a hybrid of process-oriented styles which are analyti...
Course Map Course Title ESL Stage One Course Description This course is for adult students of various proficiency levels mainly developing and expanding who have immigrated to the UK It will explore the English language through an examination of British culture The course will take place over four weeks meeting five days a week for three hours each day for a total of 60 hours Learning will primarily take place through communicative task based activities The culminating task project will be A written handbook for international newcomers to New Malden the UK An oral presentation of the student s group s topic within the handbook Prior to the class a Needs Assessment Questionnaire has been given as well as individual interviews Goals and topics have been determined as a result of the necessities and wants indicated through these tools These topics will be further negotiated during the early class sessions Goals Students will study English in order to a Communicate effectively in everyday situations to meet the demands of society b Develop the ability to express themselves imaginatively and creatively c Develop a sensitivity to and an appreciation of English and the cultures it reflects and to use this knowledge to communicate appropriately and considerately adapted from Richards 2001 Organization The units of progression for the class are idea topics specifically focusing on learner survival needs interesting facts and culture Nation Macalister 2010 p 78 The class is sequenced in a spiral linear organization Topics presented in brief with focus on various grammar language points Topics explored in depth with tasks requiring use of grammar points Individual and group research of topics with focus on informing others Formation and presentation of written and oral projects focused on topics with proper use of grammar Lincoln Christian University Page 3
Course Map  Course Title  ESL Stage One Course Description  This course is for adult students of various proficiency level...
Course Map Objectives Listening 1 The student will demonstrate the ability to select compare and contrast oral information Discussion Venn Diagram 2 The student will follow multi step oral instructions in order to analyze and apply oral information KWS charts Final project 3 The student will be able to categorize and sequence oral information Final project Speaking 1 The student will retell stories and discuss issues and concepts Case studies Discussion 2 The student will be able to state an opinion make a prediction and offer a solution to a problem KWS What should we include 3 The student will give an oral report Final project Reading 1 The student will be able to infer and make generalizations from written text and interpret information or data Case Studies Research 2 The student will be able to identify the main idea and find supporting details Research 3 The student will be able to follow multi step written instructions Writing 1 The student will be able to compare and contrast information Venn Diagram 2 The student will summarize information and develop a topic Final Project 3 The student will edit and revise writing Final Project Grammar 1 The student will demonstrate an ability to use regular verb structures consistently and to use irregular structures with increasing consistency in both productive skills 2 The student will recognize use and respond to complex grammar conventions of speech idioms 3 The student will be able to edit both spoken and written language for grammar Adapted from WIDA Resource Guide 2007 p 57 Can Do Descriptors Retrieved from http www wida us standards Resource_Guide_web pdf and State of Washington Office of Superintendent of Public Instruction 6 8 Language Proficiency Levels 2009 Retrieved from http www k12 wa us MigrantBilingual pubdocs ELD 6 8PROFICIENCYLEVELS pdf Lincoln Christian University Page 4
Course Map  Objectives  Listening  1. The student will demonstrate the ability to select, compare, and contrast oral infor...
Course Map Week 1 Objective s Addressed S1 L1 R1 G1 G2 W1 Lincoln Christian University Types of Resources Case studies of internationals adjusting to the UK both written and video Graphic Organizer Four Block Notes http freeology com wpcontent files blank4box pdf Graphic Organizer Thematic Web http freeology com wpcontent files thematicweb pd f Common UK Idioms 1 worksheet close activity Developed using http www usingenglish com reference idioms country bri tish english html and http www englishclub com r ef Idioms British index htm Graphic Organizer Venn Diagram http freeology com wpcontent files largevenn pdf New Interchange Units 1 4 Assignments Activities 1 Class discussion regarding difficulties in adjusting to the UK Building Background L1 S1 2 Class will view the video case studies 2 and read the written case studies 2 filling in the blocks on the GO with important details L1 R1 W1 3 Review of past tense s and irregulars New Interchange Units 1 4 Review Activity G1 4 Pairs will discuss the case study details using past tense s and irregulars practice activity G1 5 Class will brainstorm topics which would be helpful to know in adjusting to life in the UK building background 6 Pairs will choose two topics and create 2 word webs using the GO S1 R1 7 Class discussion regarding differences between British culture and home cultures building background L1 W1 8 Common UK Idioms 1 discussion and worksheet vocabulary G2 9 Individuals will choose a topic and create a Venn Diagram comparing and contrasting British Culture with their home culture building background W1 10 Class will narrow down topics choosing 5 to research and use as chapters in the Handbook L1 S1 Assessments Teacher observation of individual participation Common UK Idioms 1 Worksheet Venn Diagram Page 5
Course Map  Week 1  Objective s  Addressed S1  L1  R1  G1  G2  W1   Lincoln Christian University  Types of Resources -Case...
Course Map Week 2 Objective s Addressed L2 S2 W2 R2 G1 G2 Types of Resources Graphic Organizer KWS Chart http www eduplace com graphicorganizer pdf kws pdf New Interchange Units 5 6 Common UK Idioms 2 Worksheet Developed using http www usingenglish c om reference idioms coun try british english html and http www englishclub co m ref Idioms British index htm pamphlets booklets books etc regarding British culture Lincoln Christian University 11 Class will be divided into 5 groups one for each topic 12 Groups will begin to discuss using word webs and Venn diagrams their topic L1 S1 Assignments Activities 1 Students will work in their groups to fill in KWS Charts about their chosen topic cooperative learning L2 S2 W2 2 Review of Future tense and two part verbs New Interchange review activity G1 3 Groups will discuss what they will include in their chapter regarding their topic using future and two part verbs practice activity G1 4 Groups will assign portions of the topic to each member for research and discuss how the research will be completed KWS charts cooperative learning L2 S2 5 Common UK Idioms 2 Worksheet Predicting meanings vocabulary G2 6 Students will examine the two Idiom worksheets and choose any idioms which would be useful in context of their topic G2 7 Class discussion of how idioms might be used useful in the Handbook and or oral presentations G2 8 Groups will examine pamphlets booklets and books provided by teacher regarding British culture and determine which might be useful for their research supplemental materials R2 9 Research begins 10 Teacher will meet with each group in Assessments Teacher observation Common UK Idioms 2 Worksheet KWS Charts Page 6
Course Map  Week 2  Objective s  Addressed L2  S2  W2  R2  G1  G2   Types of Resources -Graphic Organizer    KWS Chart  ht...
Course Map Week 3 Week 4 Objective s Addressed L2 L3 S2 S3 R1 R2 R3 W2 Types of Resources Handout Handbook and Oral Presentation Objective s Addressed L3 S3 R3 W2 W3 G1 G2 G3 Types of Resources Peer Review Sheet written chapter Peer Review Sheet oral presentation Lincoln Christian University Laptop with projector Internet resources YouTube http www projectbritain c om http www learnenglish d e britishculture html http learnenglish britishc ouncil org en uk culture turn to discuss the KWS GO research plan and to make suggestions Assignments Activities 1 Class discussion regarding the final project both written and oral L2 R3 2 Groups will discuss and note questions they have regarding the project and discuss with teacher L2 S2 3 Research of print media continues R2 4 Introduction of internet resources YouTube http www projectbritain com http www learnenglish de britishculture html http learnenglish britishcouncil org en ukculture supplemental materials R2 5 Internet research begins R2 6 Groups begin to summarize information for Handbook W2 7 Writing of group chapter of handbook begins W2 8 Groups begin discussing oral presentation S3 Assignments Activities 1 Groups will finalize edit their chapter of the Handbook specifically concentrating on edit of verb tenses irregulars and idioms G1 G2 G3 W3 2 Teacher will meet with each group to suggest additional revisions 3 Groups will present final written print Handbook chapter W2 4 Groups will present oral presentation of their chapters S3 G3 5 Each student will peer review one written chapter R3 6 Each student will peer review two oral presentations L3 Assessments Teacher observation Assessments Peer Reviews Teacher rubric Written Teacher rubric Oral Page 7
Course Map  Week 3  Week 4  Objective s  Addressed L2  L3  S2  S3  R1  R2  R3  W2   Types of Resources -Handout  Handbook ...
Course Map Textbook Comparison New Interchange 2 Theoretical Methodological Communicative Language Teaching Communicative Language Teaching Grammar Structural Syllabus Integrated syllabus multi skills that links topics functions and grammar p v Grammar Structural Syllabus Systematic presentation of grammar Comprehensively integrates life skills workplace communication grammar based program preface International Edition cover Illustrations are multi cultural However topics are North American based map of US mentions US states in readings Some additional global information included Linear Grammar based Each unit presents multiple grammar topics and a few language functions Culture s International content for homogeneous and heterogeneous classes p v Multi cultural photos Compares and contrasts cultures in topics activities Organization Linear This level builds on the foundations for accurate and fluent communication already established in prior levels p iv The syllabus is carefully graded with a gradual progression of teaching items p v Each unit presents two main topics grammar and two language functions Unit 3 My Students Suit background Yes Suit needs Yes includes review of previous grammar points and language functions Suit learning goals and objectives Yes practical communicative focus Suit proficiency level Yes level 2 seems to be equal to a mid intermediate proficiency level Appropriate number of exercises Too many but good variety of choices Good balance of L S R W What would you leave out I would probably tend to leave out the conversation and practice Lincoln Christian University Side by Side Book 2 Unit 3 Suit background Yes traditional practical topics Suit needs The inclusion of life skills is good but it is definitely North American language rather than international as it claims use of vocabulary such as supermarket yard dollars and french fries Suit learning goals and objectives Yes focus on life skills and communicative language Suit proficiency level Maybe a little too easy entering intermediate level Appropriate number of exercises Good variety of L S R W but not enough Would require supplemental Page 8
Course Map Textbook Comparison New Interchange 2 Theoretical Methodological  Communicative Language Teaching  Communicativ...
Course Map activities These are based mostly on mimicry Layout Visual Aids Authenticity of Language Excellent colorful pictures and interesting blocks of progressive activities Easy to use self explanatory Very authentic appropriate for international instruction What would you leave out This is hard to answer I could not find a sample of the Teacher s Edition anywhere online so I m not exactly sure how some of the activities are meant to be used completed Colorful illustrations Sometimes cramped too much on each page Not easy to tell where one activity ends and the next begins Not easy to use not self explanatory Somewhat authentic appropriate mostly for US or Canadian instruction For the course I m planning for this class I would not choose either textbook as a primary text The course will not be text based I would consider using both texts as supplemental material in the course The class will require some comparing and contrasting of cultures and New Interchange has some units dealing with this as a topic Side by Side has some topics regarding shopping eating in restaurants and clothing which might be useful in introducing vocabulary for comparing these skills in cultural terms If I were planning a course that was to be grammar based I would definitely prefer the New Interchange Text I ve used it before and find it covers all the bases in regards to speaking listening reading and writing and is a great springboard for providing individualized ideas for instruction References Molinsky S J and Bliss B 2001 Side by Side International Edition Book 2 White Plains NY Pearson Education Richards J C 1998 New Interchange 2 U S Cambridge University Press Lincoln Christian University Page 9
Course Map activities. These are based mostly on mimicry.  Layout Visual Aids  Authenticity of Language  -Excellent, color...
Course Map Supplemental Materials Grammar For accommodations if necessary Beginner Swick E 2005 Practice Makes Perfect English Grammar for ESL Learners Beginner Level U S The McGraw Hill Companies Early Intermediate Molinsky S J and Bliss B 2001 Side by Side Book 2 International Edition White Plains NY Pearson Education Folse K S 2012 Clear Grammar 2 Keys to Grammar for English Language Learners U S The University of Michigan Press Mid Late Intermediate Richards J C 1998 New Interchange English for International Communication 2 U S Cambridge University Press Advanced Lester M 2011 Practice Makes Perfect Advanced English Grammar for ESL Learners U S The McGraw Hill Companies British Culture Websites http www projectbritain com http www learnenglish de britishculture html http learnenglish britishcouncil org en uk culture YouTube Videos http www youtube com watch v NL66NfKUWDE index 3 list PLFT01amlq1QtlUxVSmHCBZr7RyvA9UXtH General Culture http www youtube com watch v vSi18Cm4Xy0 list PLFT01amlq1QtlUxVSmHCBZr7RyvA9UXtH index 9 Jobs Lincoln Christian University Page 10
Course Map Supplemental Materials Grammar  For accommodations if necessary   Beginner  Swick, E.  2005 . Practice Makes Pe...
Course Map Supplemental Materials Cont YouTube Videos Cont http www youtube com watch v GrDOUd5Vabw list PLFT01amlq1QtlUxVSmHCBZr7RyvA9UXtH index 13 sports British Idioms http www usingenglish com reference idioms country british english html http www englishclub com ref Idioms British index htm Graphic Organizers http www eduplace com graphicorganizer http freeology com graphicorgs Case Studies YouTube Videos http www youtube com watch v I1naOVXeJA4 American moves to Britain http www youtube com watch v VS2xJ7PhxJQ International Relocation 4 case studies http www youtube com watch v Ha5T tGGOkE Am I Korean A Korean family living in the UK http www youtube com watch v eTOM6Qd7v00 Korean and Western cultural differences Lincoln Christian University Page 11
Course Map Supplemental Materials, Cont. YouTube Videos, Cont.  http   www.youtube.com watch v GrDOUd5Vabw list PLFT01amlq...
Course Map References Howell J 2013 Syllabi in English Language Teaching Retrieved from http www slideshare net karenochea syllabiinenglishlanguageteaching 111106200612phpapp02 Jehan M 2014 Syllabus and Curriculum Design Development Retrieved from http www slideshare net MudasarJehan syllabus design for med mphil linguistics and curriculum designers Nation I S P Macalister J 2010 Language Curriculum Design New York NY Routledge Rajaee M Abbaspour E Zare J 2012 A Critical Review of Recent Trends in Second Language Syllabus Design and Curriculum Development International Journal of Research Studies on Language Learning Vol 2 No 2 Retrieved from http www slideshare net ehsanabbaspour a critical review of recent trends in second language syllabus design and curriculumdevelopment Richards J C 2001 Curriculum development in language teaching Cambridge Cambridge University Press State of Washington Office of Superintendent of Public Instruction 6 8 Language Proficiency Levels 2009 Retrieved from http www k12 wa us MigrantBilingual pubdocs ELD 6 8PROFICIENCYLEVELS pdf WIDA Resource Guide 2007 p 57 Can Do Descriptors Retrieved from http www wida us standards Resource_Guide_web pdf Lincoln Christian University Page 12
Course Map References Howell, J.  2013 .    Syllabi in English Language Teaching.    Retrieved from http   www.slideshare....