Week 4: N.A. Ms. Kang (Excellent)

Kang, Mooncheong, Needs analysis, TSL 509, September 12^th

 

Survey

 This survey is for finding out what your English goals are and what types of English activities you like or would like to study etc. And I’ll refer to my English class with your help and develop it. I would be very grateful if you could take a little time to complete this questionnaire.

 

Age :

Gender : boy,  girl

How long have you studied English? Please circle that.

 (under 1 year,    1~2 years,   more than 3 years)

 

Please put a V for each under the column “Very Useful,” “Useful,” or “Not Useful.”

                                    Very useful     Useful      Not useful

Do you want to improve your English so                                                       

that you can

1.      Communicate with foreigners

2.      Travel abroad

3.      Watch English movie or drama etc

without any subtitles

4.      Go to better school

5.      Know English better

How do you like learning? Circle your answer.

1. In class what types of learning –organization do you like the most?

a. Individually   b. In pairs    c. In small groups    d. In one large group

2. Which materials do you like the most in learning?

a. Television, video, films   b. tapes, CDs    c. written material    d. pictures

3. Do you find these activities useful?

a. Role play                                  Yes/No

b. Language games                            Yes/No

c. Songs                                      Yes/No

d. Talking with and listening to other students     Yes/No

e. Memorizing conversation and dialogues         Yes/No

4. Do you like English education of Korea?   Yes/No

 4_1. If you answer “yes’, why?

    If you answer “no”, why?

                                    Thanks for your time.

Age (#)	11(5)	12(4)		13(1)
Gender (#)	Boy (3)			Girl (7)
Length of studying English (#)	Under 1year(0)		1~2years(2)	Over 3years (8)

 

Do you want to improve your English so that you can	Very useful	Useful	Not useful
1. Communicate with foreigners	7	3
2. Travel abroad	7	3
3. Watch English movie or drama etc without any subtitles	3	6	1
4. Go to better school	6	3	1
5.Know English better	5	5

 

Types of learning-organization	a(1)  b(1)  c(5)  d(3)
Materials	Television,video,films(8) b(0) c(2) pictures(0)
Role play	Yes(10)   No(0)
Language games	Yes(9)   No(1)
Songs	Yes(8)   No(2)
Talking with and listening to other students	Yes(9)   No(1)
Memorizing conversation and dialogues	Yes(7)   No(3)

 

4. Do you like English education of Korea?	Yes	No
	8	2
4_1. Why “yes”?	It has so many kinds of things to learn English. Compared to other subjects, English class has a lot of activities: games, songs, etc. English is fun. Teachers are energetic. Here in Korea, we can learn English. If I know how to study it, I could control myself in studying. This is just for me.
4_1. Why “No”?	Teachers’ pronunciations are not good. Teachers just push us to memorize words.

 

 

 My school has had a special project since 2008. Even though this school is the oldest one in my district, the number of the students was decreasing one time. That’s why my school has special classes like English conversation, Chinese, music immersion class. My students have more chances to learn English. Especially during the English conversation class, one class divides into 2 groups: Pink; high levels and Blue: lower levels. Those who I interviewed with and had meeting are the member of Pink.

 My target groups are elementary school students. They have learned it 5 times a week at least for 2 or 3 years. In Korea, English has been so important, esp. since 1997. Plus, here in Jeju, main industry is the tourism, therefore to learn the second language is stressed more than other places. Accordingly, students think English is another talent to compete somebody. However, to teach them, I should diagnose them like their English proficiency and prepare for my curriculum through analysis. So as to do that, I interviewed with each one, gave questionnaires to them, and had a meeting in gathering information. As I mentioned above, they are high levels, they could tell about themselves in English and ask with simple questions and answer them. But to speak frankly, they have different gaps like ability in English, for half of them go to private language class after school. The reasons of studying English: listed above seem mainly positive or practical; to go to better school. I think that comparing to the English class in junior or high school, the way they learn English is usually active and fun. That’s why they like small group or one large group in organization and role-play, games, songs, and so on. After the survey, I asked about how much they like our school program. They said they needed more challenging contents. During the class, what they’ve learned was repetitive they from time to time felt bored. Also they need various classes; high, intermediate, and lower such as Math at my school. In this part, my principle and other teachers should have diagnosed them more in detail. But what they like is that they have more chances to communicate with foreigners and teachers who speak English fluently. Anyway, next time I’ll make the goals and objectives based on learners’ need analysis.

Week 2: Ms. Lee MH

Syllabuses

1.     Types and Examples

Syllabus is an essential guideline in teaching settings, by which teachers make a pedagogical decision about the focus of teaching and the order of teaching material, and a rationale for how the content is selected and ordered. There are seven types of syllabuses – structural, situational, topical, functional, notional, skills, and task.

Structural syllabuses focus on grammatical forms. The sequence of the material of grammatical features is from easy to difficult or from frequent to less frequent. For example, in terms of tense, syllabuses are organized from the simple tense, progressive tense, perfect tense, and then the perfect progressive tense.

Situational syllabuses are based on contexts, or situations like at a party, at the beach, and at the airport. The content of material moves in terms of likelihood students will encounter them or/and chronology. For instance, the organization of the syllabus is arranged in terms of chronology like in the classroom, in the playground, at the movie theater, at the birthday party, etc. 

Topical syllabuses are based on topics or themes such as health, food, clothing, hospital, and so forth. The contents are usually organized on the basis of their perceived importance or the difficulty of the reading passages. For example, for American culture class, the contents are arranged as following: sports, clothes, jobs, politics, language, education.

Functional syllabuses focus on “semantic uses” or meaningful packets, called functions such as seeking information, giving an order, asking advice, introducing a topic, suggesting new idea, opposing to others’ opinion, saying good-bye (Brown,1995). The material is sequenced by chronology or usefulness of each notion. For example, Korean secondary school textbook normally deals with several functions, sequenced by the difficulty of the expression. For example, functions of greeting such as introducing each other, and saying good are first introduced, followed by making an order, and suggesting new idea. Agreeing, or disagreeing, arguing and persuading others are late introduced.

Notional syllabuses are organized in terms of conceptual categories called notions such as duration, quantity, location, and so forth. The material is sequenced by some sense of chronology, frequency, or the utility of the notions involved. For example, let’s say there is book about the kinds of preposition. In terms of semantic notions the book is organized with the unit headings from the table of contents like properties, location, duration, measurement, and so forth.  

Skills-based syllabuses organize materials around the language or academic skills that students most need in order to use and continue to learn the language. They are sequenced by chronology or usefulness for each skill. For instance, for reading comprehension, the material introduces lots of activities in the order of skimming, identifying key words, scanning, identifying topic sentences, summarizing.

Task-based syllabuses are based on tasks or activity-based categories such as drawing maps, writing an invitation card, following direction, giving the direction, writing a resume, and so forth. The sequence of material depends on students’ perceived usefulness. For instance, in the writing textbook, there would be many heading lists like writing nostalgia.

Last but not least, mixed or layered syllabuses occur when authors choose to mix two or more types of syllabuses together. For example, in a mixture of situational and topical syllabus, the authors may use topics to organize the regular readings, while situations are used to organize the individual lessons. Or underneath the overall situational syllabus (Introductions, Getting acquainted, At the housing office, and so one) is a structural syllabus used to organize the material.

 

 

 

 

 

 

 

 

2.     Mini- Example Material for Topical syllabus

A.    Rationale

As my students are planning to go to overseas university for studying after graduation high school, they are interested in American or Britain culture in English class, so establishing a course of “Culture of English-speaking World” is being taken into consideration. Though students’ need and expectation about learning culture are relatively high, according to the needs analysis, there are few textbooks available in Korean classroom setting. By developing material introducing American/England culture and comparing it with Korean culture, teachers will be able to provide well-structured syllabus through which they will cover several topics sequenced by the importance or difficulty students perceive in the class. 

B.     Syllabuse

The Table of Contents Unit 1. Sports 1.      Baseball 2.       Football Unit 2 Work Value 1.      Employer-Employee Relationship 2.      Leisure Unit 3 Language 1.      Conversational Styles 2.      Non-verbal Communication Unit 4 Food 1.      People on a Diet 2.      American Food Unit 5. Clothes 1.      Unisex 2.      Jeans Unit 6 The Arts 1.      Movies and Mass Culture 2.      Music Unit 7. Education 1.      Secondary Education 2.      Higher Education

 

C.     Example Material

1)      Subject: Understanding culture of English-speaking World

2)      Target Learners: 10^th graders in Korean High School in Seoul

3)      Topic and Lesson : Unit 3 Communication ( Part 1. Conversational Style)

4)      Objectives

-          Students will be able to understand the cultural difference in conversational style

-          Students will be able to understand culturally diverse verbal/non-verbal behavior in English-speaking countries

5)      Approach : Communicative approach in which students will be able to express their opinions and intentions

6)      Techniques & Exercises

One unit consists of two parts- two topics related to the topic of the unit. Each part covers two periods of class. Each part focuses on various English skills – listening, speaking, writing and reading with main emphasis. The example unit is about different conversational style according to cultural difference. In the first part, there is a cartoon showing only one person speaks, while the other makes a face without saying anything, which requires students of guessing what happens. In the next part, there are some words and phrases related to communication style and reading part. In the next part, there are paragraphs explaining the cultural difference in conversational style. The reading passage is from the book “Cultural Awareness ( Stempleski & Tomalin, 2003)”. Next page is reading comprehension check-up. The following part is watching the movie clips from “Friends”, American film and a Korean sitcom “Hi-kick over the Roof” to compare the different conversation style. Then followed is discussion. Every part suggests authentic materials such as movie clips, a copy of cartoon, articles, and newspaper. Students will be equipped with abundant of information about cultural difference in many topics.

 

Ms. Lee

 

You are skillful organizing your ideas and writing in academic style. I enjoy your insightful writing every week. Thank you.

 

 

Week 2: Mr. Kim HS

Syllabus

 

 

Syllabuses Please read pages 7-12 carefully and fill out the table
Syllabuses	Ways of organizing material	Your own examples
Structural	To focused on grammar and structure and usually from easy to difficult.	1.      Present tense 2.      Past tense 3.      Future tense 4.      Present perfect tense
Situational	To set up the situation and select the language ingredients on the situation.	1.      In the restaurant 2.      At the airport 3.      At a garage
Topical	To decide the theme of conversations, and select the language ingredients on the situation.	1.      The weather 2.      Holidays 3.      Driving license
Functional	To focus on the language skills, and select the contents in the view of listener, speaker, reader, or writer.	1.      Using a dictionary. 2.      Writing an exam answer 3.      Making notes from a talk
Notional	To focus on the notion considering communication	1.      Duration 2.      Ability 3.      Location
Skills	To focus on the language skills	1.      Scanning 2.      Skimming
Task	To focus on the tasks required in the language.	1.      Renting a car 2.      Buying a car 3.      Making an appoint with a doctor

 

 

 

 

 

 

 

Structural Syllabus

I.                   Tense

1.      Present tense:

Unchangeable truth, habits, now.

Ex. The sun is round.

   I go to school.

   I watch TV.

2.      Past tense: V+ed

Prior to present, historic event.

   Ex. I ate breakfast.

      Japan attacked Korea.

      I was an elementary school student last year.

3.      Future tense: will, be going to

After present.

Ex. I will go home.

   He is going to go to school.

4.      Present continuous tense: be + V-ing

Use for the action happening right now or in the future.

Ex. I am watching TV.

   He is going to Paris this weekend.

5.      Present Perfect tense: have/has + p.p.

   used for an action that started at some time in the past and is still continuing now,

actions which happened at some unknown time in the past,

Ex. I have studied English for 10 years.

   He has lost my wallet.

 

 

Mr. Kim

 

Good job. Thank you.