Module #9 Course Design: Course syllabus & Cover letter





Eun Joo Lee

(032) 812-8845

Yeonsu-dong, , Incheon, Korea

December 17, 2010

Antoaneta Bonev, Ph.D.

California State University San Bernardino

5500 University Parkway

San Bernardino, CA 92374

Cover Letter

Dear Dr. Bonev and colleagues

This course is designed to help students improve to improve students’ grammar and reading skills. I designed this course by obtain idea through research and. I tried to project into the learner’s situation. Most students are tired of boring grammar, or perfunctory learning way that is just listening from teachers. This course is based on the attempt to solve the both hurdles in the debate interesting topics so that you can understand your own idea.

Teachers often find themselves explaining confusing customs and providing practical information. Often, teachers are a student’s only source of information about American life. With this course, I’d like to share both with you. This textbook connects grammar with American cultural context, providing learners of English with a useful and meaningful skill and knowledge base. Students learn the grammar necessary to communicate verbally and in writing, and learn how American culture plays a role in language, beliefs, and everyday situations.

This book is a great material to use to teach English various activities such as, a variety of contextualizes activities that keeps the classroom lively and targets different learning style, expansion activities which provide opportunities for student to interact with on another and further develop their speaking and writing skills, internet activities which encourage students to use technology to explore a wealth of online resources.

I hope this course will be a good chance for me to learn teaching style as well as for students to experience learning pleasure.

Sincerely,

EunJoo Lee 

Course Syllabus

Course Title : Intermediate grammar Course 1

Email: rachel8845@gmail.com

Instructor: EunJoo Lee

Year: 2010

Term Year : Three months (12 weeks)

Days : once a week
Class Time : each session 50 minutes
Grade laevel : 10th grade in EFL

 
Course Description
 

The purpose of this course is to improve students’ grammar and reading skills in English.
In this course grammar is presented in interesting and culturally informative readings, and the language and context are subsequently practiced throughout the textbook. This course connects grammar with rich, American cultural context, providing learners of English with a useful and meaningful skill and knowledge base.

 
Course Outline by Topic

Lesson 1   Grammar: the present perfect; the present perfect continuous

Reading: job resume and cover letter

Lesson 2  Grammar: passive voice: participles used as adjectives; Get+ participles

Reading: Charlie Chaplin

Lesson 3  Grammar: modals-the past continuous; the past perfect; the past perfect continuous

Reading: the titanic

Lesson 4   Grammar: the present and future; related expressions.

Reading: telemarketing

Lesson 5   Grammar: modal in the past

Reading: John Kennedy, Jr

Lesson 6   Grammar: adjective clauses; descriptive phrases

Reading: spam

Lesson 7   Grammar: infinitives; gerunds

Reading: charity and volunteering

Lesson 8   Grammar: adverbial clauses and phrases; sentence connectors

Reading: a nation of immigrants

Lesson 9   Grammar: noun clauses after verbs and adjective

Reading: a folk tale

Lesson 10  Grammar: unreal conditions

Reading: life 100 year ago


Course Goals and Objectives 

1.    Proficiency Goal:  Students prepare for school assignments and language tasks.

   -  Discussions, readings, compositions, and exercises involving higher-level critical thinking skills develop overall language and communication skills.

2.   Proficiency Goal:  students expand their knowledge of American topics and culture.

   - The reading in textbook help students gain insight into and enrich their knowledge of A merican culture and history. Students gain ample exposure to the practicalities of America life, such as writing a resume, dealing with telemarketers and junk mail, and getting student internships. Their new knowledge helps them adapt to everyday life in the US.

3.  Proficiency Goal:  students learn to use their new skills to communicate.

 -  The exercises and expansion activities in textbook help students learn English while practicing their writing and speaking skills. Students work together in pairs and groups to find more information about topics, to make presentations, to play games, and to role-play. Their confidence in using English increases, as does their ability to communicate effectively.

Objective

1.    Use correct grammar in talking and writing about variety topic.

2.    Write complete sentences in present progressive, future, simple past, and past progressive  tenses.

3.    Form verbs correctly according to modal verb tenses.

4.    Use time expressions, such as while and when, with correct verb tenses.

5.    Edit writing for punctuation

6.    Check writing for spelling.

Standards
TESOL ESL Standards for Pre-K-12 Students: Grades 4-8
http://www.tesol.org/s_tesol/sec_document.asp?CID=113&DID=315

Course Requirements

-  Students are expected to preview and review everyday chapter

-   Students are asked to do comprehension check up for self study

-   Students should participate (talk and listen) in class activities. Part of grade is based on participation.

Course Format

Class sessions will include lectures as well as interactive pair and group activities.

 
Grading Scale

The passing grade is 80points.
Your grade will be based on the following
Homework completion  (15 points)

In-Class Writing  (20points)

Class Attendance/Participation  (15 points)
Quizzes /Test(including Mid-Term Exam)  (25 points)
Final  Exam  (25 points)
A: 100-92 ,  B: 91 -82 ,  C :81 - 72 ,  D :72 - 62 ,  F :61 - 0

 
Clourse policies

 -   Students come to class and be on time.

 -  Students are expected to attend each class-attendance will be taken.

 -  Each student is expected to read assigned material prior to class and participate in class.

 -  Students call the teachers if you are late, you are absent class.

 -  Make up assignments or tests will be given only if you missed the assignments or tests because you were seriously ill.

Course Tentative Outline

Assignment #8 Evaluation of curriculum (textbook)

  

 Book

- Title: Academic Listening Encounters

- Author: Kim Sanabria

- Publisher: Cambridge University Press

- Published: April 4^st, 2004

- Level: Intermediate ( non-native speaker of English preparing  to study in English at the community college or university level)

- Genre: reading materials with four-skill

COURSE EVALUATION

   This book was designed for non-native speaker of English preparing to study in English at the community college or university level and for native speakers of English who need to improve their academic skills for further study. The series consists of academic books help students improve their reading, study skills and writing and academic listening encounters books concentrate on listing, note-taking, and discussion skills.



The three main skills developed in the books are listening, note taking, and discussion. In addition to the content and vocabulary of what they hear, students are challenged by different accents, speeds of delivery, and other features of oral discourse. Tasks in the books guide students in techniques for improving their listening comprehension. These tasks also develop note-taking skills in a structured format that teaches students to write down what they her in ways that make it easier to retrieve the information. After these practice comes an invitation to discuss what they have heard, voice their opinions, compare their experiences, and articulate and their own. Additionally, each chapter gives students the opportunity to work on a project related to the exchange viewpoints with other class members, so making the material topic, such as conducting a survey or undertaking research, and teaches them the skills necessary to present their finding.

Similarities between yellow rubric and my rubric:

• The goals and objectives were distinctly appropriate for learning in this course.
• The course provides a variety opportunity for students to be active participants in the instruction, engaging them in them listening, reading, speaking and writing in English.

• Instructional resources have objectives that are clearly focused on language functions and opportunities for an integrated approach to language learning.

Differences between yellow rubric and my rubric:



-  Yellow rubric’s categories have more contents than mine. It was divided contents in detail but my  rubric consist wasn't very well organized in detail, such as, Yellow rubric Provide a variety of strategies for teachers, e.g. direct instruction or paired/group projects and Provide support materials and parent support materials.



I'd recommend this text book for intermediated college students and for preparing to go on to college who need to improve their academic skills for further study, such as, listing, note-taking, and discussion skills. The book was focus on intermediated level, but the vocabulary and topics was difficult for student who doesn’t have any background of American culture. But the textbook provide various materials and the content of the textbook meets the goals and objectives appropriately. To be more valuable this textbook, Teacher should prepare variety materials for helping the students the opportunity to take creative control of the topic at hand.

Module # 7: Reading Reflection (Graves Chapter 5)

Chapter 5 Response:   Formulating Goals and Objectives

Goals are more general and more long term, objectives are more specific and more short term. Before reading this chapter, it seems to understand easy but it was difficult to define what the goal is and what the objective is but I got a lot of fresh ideas from this book. Goals were defined as “a way of putting into words the main purposes and intended outcomes of your course” (p.75). Objectives are described as “statements about how the goals will be achieved” (p.76). One goal is related not only to one objective but possibly to several ones. Graves (2000) explained this “objectives serve as a bridge between needs and goals” (p.79). I thought objectives plays a role to lead to goals.

What I find most interesting is goals and objectives are not cast in cement (p.93) it can be fixed and immovable which are not good qualities of goals and objectives. Teachers are supposed to understand not only teachers’ goals for class but also students’ needs and goals. Teachers are informed guess at what they hope to accomplish given what they know about their own context, student’s needs and beliefs about how people learn, and their experience whit the particular content (p.93) As it says in the book, Goals should be gereral, but not vague and Objectives should focus on what students will learn (p, 94). If teachers have a vague idea about what they are going to teach, students cannot learn effectively. Teachers must have a clear idea and beliefs about goals and objectives when designing a course. This chapter leaves me impression. Not having any experience of teaching, I got a lot of fresh ideas of ideal teaching ways along with right goals and objectives that teachers should try to develop.

Rubric for Course Evaluation