Cover Letter
Curriculum Designer & Coordinator: Kyoungchun Kim
Dae-song Middle School, Daejeon, Korea
(042) 526-9816
Dec 16, 2010
Antoaneta Bonev, Ph.D.
California State University San Bernardino
5500 University Parkway
San Bernardino, CA 92374
Dear Dr. Bonev and teachers
I’ve decided to design an English course using reading textbook for the next semester class because “Reading” can help students get interested in English. “Reading” has been the most common and widespread way to get a variety of information all over the World. Through “Reading”, people can experience almost everything indirectly and can even go to the past or the future without going out like they were in a time machine. Thus, learning English as reading materials can be interesting and pleasant. Furthermore, “Reading” interesting materials will give students a powerful motivation to study English as well as a diverse knowledge through the materials. In addition, reading allows people to think about what they read and even think it critically.
However, reading only can’t be the perfect way to master English. So I included listening, speaking, and writing learning to improve four skills in balance, and the time to learn cultural differences among different countries in the class.
Based on these beliefs, I have chosen the textbook, Junior Reading Tutor by Chan Sung, Lee. Here are the book’s specialties. This textbook is composed of twelve sections, and each section has various interesting stories and current hot issues. With the current hot issues, students can develop their critical thinking. It also offers mp3 files for every passage, so it can help improve students’ listening skill and pronunciation. In the beginning of each section, there are basic words to memory for the section, and every passage also has a few important words at the bottom. With those words, students can develop their vocabulary every day. Each section has a vocabulary test and puzzle, a grammar test, a writing test, and a dictation part at the end, so students can check and review the things that they learned on a daily basis. Moreover, among all the sections, there are many kinds of interesting cultural stories, which can help students to understand cultural differences better.
I hope this course will help students to enhance all four skills in balance, as enjoying reading a variety of exciting passages, and reading hot issues critically. If you have any questions about this course, please feel free to email me by kkc1000@hanmail.net.
Yours truly
Kyoungchun Kim
Course Syllabus
Course Title: English Course with Reading Textbook
Instructor: Kyoungchun Kim
E-mail: kkc1000@hanmail.net
Year/Semester: 2010/ winter
Class Grade: 8th Grade
Level: Intermediate in EFL
Class meetings: Four times a week (Monday, Tuesday, Wednesday, and Friday)
Time: 45 minutes for each session
Duration: 12 weeks
Course Description
The purpose of this course is to motivate students to improve a basic knowledge of English such as vocabulary, grammar, structure, etc. and four skills (listening, speaking, reading, and writing) through reading interesting passages and hot issues critically. This course also will be able to help students to learn and understand the cultural differences among different countries.
Course outline by topic
1. Today’s Issue
2. Entertainment
3. Origins and Culture
4. Self-improvement
5. School Life
6. Health
7. Advice for Life
8. Teen Interest
9. Common Sense
10. Professional People
11. Sports and Events
12. Curiosity
Relevant Professional Standards
The English Language Proficiency Standards
Standard 1: English language learners communicate in English for social and instructional purposes within the school setting.
Standard 2: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of language arts.
Standard 3: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of mathematics.
Standard 4: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of science.
Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the content area of social studies.
The Language Domains
Listening: process, understand, interpret, and evaluate spoken language in a variety of situations
Speaking: engage in oral communication in a variety of situations for an array of purposes and audiences
Reading: process, interpret, and evaluate written language, symbols and text with understanding and fluency
Writing: engage in written communications in a variety of forms for an array of purposes and audiences
Course Goals and Objective
Goal 1: Students will increase awareness of cultural differences among different countries.
Objective 1-1: Students can answer questions about cultural differences among different countries.
Goal 2: Students will develop critical thinking through reading hot issues.
Objective 2-1: Students can point out what the problems are from given hot issues.
Objective 2-2: Students can give several solutions for the problems of given hot issues.
Goal 3: Students will develop four skills: listening; speaking; reading; and writing in balance.
Objective 3-1: Students can listen to passages and answer questions about them.
Objective 3-2: Students can read passages and answer questions about them.
Objective 3-3: Students can speak main ideas and topics about passages
Objective 3-4: Students can write their opinions about passages.
Objective 3-5: Students can write and pronounce new words in passages.
Goal 4: Students will increase vocabulary.
Objective 4-1: Students can point out wrong words and correct them in their writing and tests.
Goal 5: Students will increase grammar.
Objective 5-1: Students can use grammar rules they learn when writing and speaking.
Objective 5-2: Students can point out grammatically wrong sentences and correct them in their writing and tests.
Course Requirements
1. Students are expected to bring all necessary things such as textbooks, notebooks, and pencils for class.
2. Students are expected to take part in the class actively with passion.
3. Students are supposed to follow their teacher’s directions and rules such as turning in homework in time, being quiet and punctual for class, etc.
4. Students should respect all students and their teacher during class.
Required textbook and Materials
Kim, K. C., Hong, M. J., & Lee, C. S. (2008). Junior Reading Tutor 2 for 8th grade. Seoul: Neungyule Education, Inc.
Course Policies
1. Attendance: If students are late for class or absent without any reason, they will get a ten-point deduction from their overall class grade.
2. Homework: Homework is due at the beginning of the next class. If students don’t do homework, they will get a ten-point deduction, and if students submit their homework late, they will get a five-point deduction.
3. Vocabulary quiz: Teacher will ask students to write the meaning or the spelling of ten words from all the words that they learned in the previous class. Each word will be one point, so if you write down ten words correctly, you will get ten points.
4. Class Manners: If students participate in class activities actively with passion, they will get ten points. During class, students are not allowed to do any personal behavior such as listening to music, chatting with each other, or playing with cell phones. If some students do such a behavior or disrupt class, they will get a ten-point deduction after getting a warning.
Course Evaluation Plan
Attendance (12weeks x 5 points) = 60 points
Word quiz (12 weeks x10 points) = 120 points
Homework (12 weeks x10 points) = 120 points
Participation (12 weeks x10 points) = 120 points
Final exam (16 questions x 5 points) = 80 points
Total = 500 points
Point value and letter grade equivalents:
500~450=A; 449~400=A-; 399~350=B+; 349~300=B-; 299~250=C; 249~200=D; <200=F
Detailed Course Calendar
Note: This schedule is subject to change with School events or schedule.
Homework examples
It was a kind of surprise to see this book here. I sometimes use this book for my elementary and middle school students. As you mentioned, reading is a very important means to get information and a base of writing by helping students get used to different writing styles. It was intriguing for students to do speaking and writing activities with this reading material. I haven't thought about that way. I only focused on reading, vocabulary and grammar as it is common in Korea. When I checked the writing activity example though, I was a little disappointed because I expected students to write their own opinions or thoughts after reading the unit and discussing the matter with the classmates. But I really like your idea that integrates all four basic language skills into this reading book.
답글삭제I have never thought to provide samples right here. What a brilliant idea. Like you said in my blog, your goals and objectives are similar to mine. In order to enhance speaking and listening domains of English, why don't you consider co-teaching with a native speaking English teacher in the future? I am collaborating with one at work currently and it works really good. My students say they feel they learn "live English". They used to name the grammar lesson as "dead English". They thought learning grammar was not very useful. However, they now realize that grammar is the one of essential components of speaking English fluently as they encounter difficulties communicating with the native teacher.
답글삭제Wow, it’s very well organized and easy to understand with the given samples. I think your standards and goals you use are fit with your course and very specific to follow. It will keep your course in right track and helpful to students. I should develop my work.
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