Final course design project YUN 1

Jaeyoun Yun
LIN 555
Prof. Bess
Dec. 4, 2018

Village ESOL Course Prospectus

 A brief description of Village ESOL: The multicultural church offers language classes to
engage and connect the multicultural groups in our community. All are welcome at
Village ESOL to practice English and share their cultures. Our rationale and vision are
dedicated to active outreach through educational activities focused on language
development and cultural understanding.

 Level: 1, Beginner
 Meeting times: 12:30-2:00 pm every week on Tuesdays and Thursdays.
After class, there is “Talk!” (informal conversation group)
 Location: at Village Baptist Church
 Description of students:
1) Immigrants, refugees, temporary professionals, migrant workers, spouses of visiting
scholars and many more.
2) At least 18 years of age (usually in their fifties), ranging from places like Korea,
Israel, Libya. Most of them came here before one to two years ago.
 Teachers: All of the teachers, including the director and hospitality team, are volunteers
and Christian. There are five levels, and there are 2 teachers in each class.
 Textbook: Cambridge Ventures (there is a teacher’s edition so that a new teacher can
follow the directions. There is enough discretion of the teacher.)
 Fee: There is a small amount of fee ($20/term) for the snack and supplies.
Separate fee for textbooks. ($30/year)
 Benefits for the students: Hospitality and babysitting team support are available. During
the fifteen-minute break, snacks and coffee are provided in the lobby. During the class,
the nursery is running.
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 Feedback management: After a class, teachers try to get students’ feedback. If they
didn’t say anything, teachers ask students how the class was in person or on the paper.
Then the teacher has to reflect the students’ response in the next course designing
process.
 Assessment: New students take a test for a placement. They get tested again for an
advancement at the beginning of the term if they want.

 Course Goals
- Affective aspect
a. The student will get to know God’s love for them through classes which are
offered by volunteers.
b. The student will engage and connect the multicultural groups in our
community.
- Cognitive
a. The student will become familiar with various English words of everyday life.
b. The student will become familiar with American culture gently and naturally.
c. The students will be able to read and write simple text.
- Synectic
a. The student will develop their communication skill through partner work.
b. The student will experience indirectly possible problems of real life which
they will confront.

 Information on the stakeholders for this course.

: Primary stakeholders are students and another teacher in my class who is a native
speaker. A director of the Village ESOL program, the former teacher of the class,
and the family of the students could be stakeholders.
Considerations for the students’ needs: Because the students’ levels still vary even
among the beginner students, one student’s need can conflict with other students’ need. I
usually try to follow the majority of opinions. Then, I try to resolve one student’s need
personally or by assigning separate homework. To know students’ need, we, teachers, are
communicating after class about the students’ feedback, reaction, and response during
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the class. We seek to guess what they feel like to do more. Besides that, I consulted with
the teacher who had taught the beginner class here before. Because she has taught the
beginner students for a long time, she knows which tool or which activities will work.

 Course schedule
Topic Communicative Task-based Activity Grammar point
Practice (Integrating the four skills of
speaking, listening, writing,
and reading)
Week Personal Asking and answering Completing sentences Possessive
1 information questions about giving personal adjectives
personal information information
Week At school Asking what someone Reading a class Prepositions of
2 needs schedule location
(in, on, under)
Week Friends and Asking and answering Reading a housing Yes/No
3 family questions about family application questions
relations
Week Health Asking and answering Completing a sign-in Singular and
4 questions about health sheet at the doctor’s plural nouns
problems office
Week Around town Describing your Reading a map Where questions
5 neighborhood
Week Time Asking and answering Reading an invitation Yes/No
6 questions about events questions with
be
Week Shopping Asking and answering Reading a store receipt How much is?
7 questions about prices How much are?
Week Work Asking and answering Reading help-wanted Short answers
8 questions about jobs ads with does and
doesn’t
Week Daily living Asking and answering Reading a work order What questions
9 questions about family with the present
chores continuous
 Strengths and weaknesses
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- Pros:
1) Students can be impressed by dedicated volunteers
2) Almost free of charge except for the costs of supplies.
- Cons:
1) The students would not be willing to come consistently each week when they feel
embarrassed during the class.
2) Insufficient and inaccurate assessment: Students take the same test which they took at
the first time to go to the next level.

 Sample Lesson Plan

- Level: Beginner level (A)
- Class size: 8 students
- Class length: 90 min
- Objective:
1) TSSBAT listen and match family members.
2) TSSBAT ask and answer about a family with their communication cards.
- Materials:
1) CD player
2) 2 Handout (9 copies).
3) Info-gap 2 sheets (4 copies)

- Lesson plan

Lesson Sequence Time Procedures (Materials)

Prepare - Before class, write down

“Activity: Matching, Info-gap”

- Write down these words on the board.

Ken grandmother
Danny son
Rose husband
Diana sister
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- CD number 34 ready.
Engage - Review 3 min - (2.B) Start by explaining the picture.
“These are Anna’s family pictures.”
“This woman who is wearing a pink dress is Anna.”
“Let’s read aloud the labels with the pictures.”

- Ask questions about the picture (Make Ss guess)

“Who is he?” (pointing a husband or a son)
“Who is she? (Pointing a grandmother or a sister)

Explain Presentation 4 min. [ Handout]

- Play audio TK 34. 1

“Does Anna have a sister? (Yes)

-Point to the word yes written in the chart.

“What’s her name?” (Diana)

“Then, write down her name in the chart.”

-I’ll play the complete audio program, please complete

this chart individually.
.
Explore Repeat 4 min. - This time, I’ll play again. Listen and repeat.
And check your answers again.

- Play audio TK 34.

2 min - Call on students and have them draw lines on the

board.
“Is this correct?”

- Check answers with the class.

“2. Does Anna have a brother?” (no)
Model the 1 min. “5. Does Anna have a daughter?” (no)
task
5 min. - Read the example conversation with a student.
Talking
exercise - Ss complete the exercise in pairs.
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Elaborate - Info-gap 6 min “Now, we will do an activity which is called info gap.”
“You and your partner have a different information.
So, you need to ask your partner to complete your
chart.”

“Check answers with your partner.”

Evaluate - Ask your 5 min - Ask your classmates about his/her family.
classmates - Ss stands up, walk around, and talk with two
about classmates.
his/her “Write down your classmate’s name. Ask the
family questions.”

- Ss complete the chart. 3.

-Walk around and help as needed.

“Can you tell me about your partner’s family?”

 (2.B) Listen and write

Anna, do you have a ….?

Family relationship Yes / No Name

1. sister Yes

2. brother

3. husband

4. son

5. daughter

6. grandmother
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 Talk with a partner. Ask and answer.

A. Anna, do you have a sister?

B. Yes, I do.

A. What’s her name?

B. Diana.

A. Do you have a brother?

B. No, I don’t.

A. Anna, do you have a husband?

B. Yes, I do.

A. What’s his name?

B. Ken.

A. Do you have a son?

B. Yes, we do.

A. What’s his name?

B. Danny.

A. Do you have a daughter?

B. No, I don’t.

A. Do you have a grandmother?

B. Yes, I do.

A. What’s her name?

B. Rose.
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