Module # 10 Assignment Presentation

http://www.youtube.com/watch?v=Dh8QJJ5RV80

My lesson plan is made based on Course Design and I will present Task chain 1-Words parts in Lesson Plan. The presentation sequences are as below.

1. Teacher rechecks the words on the Focus Sheet 1-1.

2. Teacher gives students Assessment 1-2 and gives them a test.

3. Teacher gives students Work Sheet 1-3 and makes them look at the picture and fill the blanks with correct words.

4. Teacher gives students Work Sheet 1-4 and makes them listen to the statement and number the correct picture.

• Lesson Activation from Course Design

• Lesson Plan

• 
  
  Materials

.Text book, Words list, CD

Module #9 Reflection on working on the rubric and the course design

Actually I had no idea about rubric and course design. Even I didn’t get any rubric or syllabus, just heard of the syllabus roughly. That’s why all were new to me.


Grave (2000) said organizing course is deciding what the underlying systems will be that pull together the content and material in accordance with the goals and objectives and that give the course a shape and structure. Organizing a course occurs on different levels: the level of the course as a whole; the level of subset of the whole: units, module, or strands within the course, and then individual lesson (p.125).

In Korea, most students learn a foreign language focusing on exam and so did I. At first, before I start a course design I asked to myself “What is the goal?” “Is there anything else except getting good grade?” But after starting designing course, there were many things I had to consider as below.

Organizing a course involves five overlapping processes: 1) determining the organizing principles that drive the course; 2) identifying units, modules, or standards based on the organizing principles; 3) sequencing the units; 4) determining the language and skills content of the units; 5) organizing the content within each unit (p.125).

Well organized and detailed syllabus must be introduced to learners to let them know the course they will take exactly.

A rubric is a great tool for teachers, because it is a simple way to set up grading criteria for assignments. Not only is this tool useful for teachers, it is helpful for students as well for students can do their tasks and judge their own work based on a rubric which make them accept more responsibility later. Teachers also can explain to students the reason of getting them a grade. So when teachers make a rubric, they must provide them with clear criteria and detailed explanations and students look through the rubric for their works.

Mostly teachers give students a rubric but if I have a chance to make a rubric to use in my classroom I want to involve my students in creating a rubric for assignments together. I think it can be fun and more effective ^^.

Moduel #8 Course Design (Revised)

•  Cover letter

This course provides students with listening sections which is designed to enhance learners’ listening at the same time students can improve speaking and writing skills with a workbook in this course as nearly every aspect of communication and writing skills can be improved if students learn how to be a better listener.

Listening comprehension is one of important skills to master foreign language. There are many things you can do to improve your English listening skills from everyday activities like watching TV, listening to music or story telling books or taking a formal listening class and so on.

Most students think listening comprehension is difficult because they hear too many new and unfamiliar words while they are listening so they tend to just memorize words without knowing exact pronunciation of each word. But this isn't the only problem. Take an example of Koreans, many students who have studied for years and know hundreds or thousands of English words . But they still find listening comprehension is quite difficult. Why is that? One of the reasons is that when students listen to an English speaking, they not only have to recognize words by hearing them instead of by reading them which means students have to recognize the words very quickly. So it is very important to build the ability to recognize and understand English words and phrases very quickly when you hear them.

Whether you are studying English as a second or foreign language (ESL and EFL), the key is to be persistent and practice a lot.

Here I am introducing practical listening course book ‘Jump up Listening’ to students to take for listening class during 2010 spring.

• Course Introduction

Course book: Jump up Listening (1), Workbook (1), CD (1) Instructor: Yunjoung So

E-mail: genie0312@hotmail.com Grade: 7th, 8th Grades

Level: Intermediate EFL

Length: 12 weeks (April 5-June 25)

Year/Quarter: 2010 Spring

Time: 1.5 hours per day (five days a week) Units: 12

•  Relevant Course 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

Goal 1, Standard 1

To use English to communicate in social settings: Students will use English to participate in social interactions

Goal 1, Standard 2

To use English to communicate in social settings: Students will interact in, through, and with spoken and written English for personal expression and enjoyment

Goal 1, Standard 3
To use English to communicate in social settings: Students will use learning strategies to extend their communicative competence

•  Course goals

1. To improve students’ practical listening skills.

2. To make students use of internet sites for better listening skills.

3. To make students memorize words relevant to units.

4. To improve students’ speaking and writing skills by doing a workbook relevant to units.

•  Unit Objectives

.Unit 1-Learn the expressions describing culture

.Unit 2-Leran how to discuss daily health habit

.Unit 3- Learn pet care phrases and vocabulary

.Unit 4- Learn about dreams and why it’s important to dream

.Unit 5- Learn the common internet terms and phrases

.Unit 6- Distinguish between specific country and town expressions

.Unit 7- Learn the names and descriptions of jobs

.Unit 8- Learn the words used for helping others

.Unit 9- Learn about how people prepare for tests and why people take them

.Unit 10- Learn the words associated with holidays

.Unit 11- To be able to discuss generation differences

.Unit 12- Learn the vocabulary used to discuss ways of preserving the Earth

•  Course Requirements

1. Students must memorize all words relevant to each unit before class.

2. Students do speaking and writing sections in a workbook as homework.

3. Students utilize Internet Sites recommended

4. Students submit a workbook as homework after completing for grading.

•  Recommended Internet Sites

http://www.esl-lab.com/
http://www.elllo.org/

http://literacynet.org/cnnsf/week.html

http://www.focusenglish.com/

http://www.pbs.org/newshour/newshour_index.html


http://www.bbc.co.uk/worldservice/learningenglish/news/

http://www.esl.about.com/cs/listening

http://www.rong-chang.com/listen.htm

http://www.manythings.org/pp/

http://www.cdlponline.org/

•  Course Policies

1. Students must have words test

2. Students submit a workbook according to course calendar

3. Assignment should be submitted on time or points will be deducted (1 late day x 1 point)

• Course Evaluation Plan

•  Course Calendar